Objectives of the DITA learning and training specializations

The DITA learning and training specializations build on best practices for modular content design, following DITA principles.

The objectives of the specializations include the following:

  1. Provide a general top-level design for authoring of education content with good learning architecture, following DITA principles and best practices.

    Some specifics of good DITA design for learning content include:

    1. offer a starter set of specialized topic types that support structured, intent-based authoring of content for learning and training, including assessments
    2. provide a map domain for structuring and storing the specialized learning topics as reusable learning objects, and for managing the linking and relationships among them
    3. offers basic map-driven processing to support topic linking, relationships, and simple sequencing
    4. includes a starter set of commonly-used learning interactions, for use in testing and assessment
    5. provides support for learning metadata based on the IEEE standard for learning objects metadata (LOM), for use in both topics and maps

  2. Establish guidelines that promote best practices for applying standard DITA approaches to learning content, which include:
    1. separation of presentation and content (as much as possible)
    2. separation of content and context
    3. single sourcing, repurposing, and reuse
  3. Provide basic support for processing DITA content for delivery as learning and training in a variety of forms, including print and presentation delivery to support instructor-led training (ILT) and web delivery for distance learning.
  4. Provide a framework for developing targeted support for processing DITA learning content for delivery with standards-based learning, specifically targeting SCORM. Extend DITA processing to support basic SCORM packaging and required SCORM LMS runtime behaviors. Build on best practices for behaviors to drive and present the interactions.
  5. Build on existing DITA infrastructures as much as possible, so learning content developers do not have to start from scratch because with minimal adaptation they can use standard approaches for DITA content and reuse content previously developed for other purposes.


Simply using the content models described in this specification, of course, does not ensure quality learning content. Quality learning content only results from good instructional design and in-depth learning needs analysis.

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