=Paper=
{{Paper
|id=None
|storemode=property
|title=Zenaminer: driving the SCORM Standard towards the Web of Data
|pdfUrl=https://ceur-ws.org/Vol-717/paper7.pdf
|volume=Vol-717
|dblpUrl=https://dblp.org/rec/conf/esws/MuduS0S11
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==Zenaminer: driving the SCORM Standard towards the Web of Data==
https://ceur-ws.org/Vol-717/paper7.pdf
Zenaminer: driving the SCORM standard
towards the Web of Data
Ernesto Mudu1 , Luca Schiatti1 , Giuseppe Rizzo1,2 , and Antonio Servetti1
1
Dipartimento di Automatica e Informatica, Politecnico di Torino
Corso Duca degli Abruzzi, 24, 10129 Torino, Italy
ernesto.mudu@studenti.polito.it, luca.schiatti@studenti.polito.it,
giuseppe.rizzo@polito.it, antonio.servetti@polito.it
2
Department of Multimedia Communication, EURECOM
2229, Route des Crêtes, 06560, Sophia Antipolis, France
giuseppe.rizzo@eurecom.fr
Abstract. In this paper we present Zenaminer, a software architecture
for linking the SCORM standard to the Linked Open Data cloud. The
main idea is to overcome some limitations of the SCORM Content Pack-
aging standard, the most used standard for sharing e-learning contents,
in order to migrate this material into the Web of Data. We analyze the
design of a RESTful Web Service for SCORM where each single SCO
(Sharable Content Object) is exposed on the web as raw data that can
be created, read, updated, and deleted through the HTTP protocol. In
addition, borrowing the idea from the concept of web mashup, we pro-
pose to build the Learning Management System interface as a mashup
that uses Zenaminer web API to access SCO data and that customizes
the presentation and interaction with the help of additional CSS and
Javascript. To achieve this goal, for the creation of the HTML mate-
rial, we suggest to use a “light formalism” defined by the W3C with
the name Slidy so that the presentation remains separated from the con-
tent. Finally, Zenaminer allow users to enrich the SCORM resources with
comments. Comments can be contents themselves that extend and im-
prove the original material of the teacher. Unstructured comments are
automatically annotated with Spotlight linking them to the LOD cloud
through DBpedia.
Keywords: SCORM, e-learning, LOD, DBpedia, web service, REST,
learning object
1 Introduction
The evolution of digital communications and the more and more relevant pres-
ence of the Web in our society lead to significant changes also in the e-learning
scenario. A new term is being used to define this change, “e-learning 2.0” [6]. In
relation to the same shift happened in the Web, among the various innovations
that characterize the shift from the 1.0 to the 2.0 system, in this work we focus
on the new paradigm defined as “Web of Data”. That is, the old Web of mostly
2 Ernesto Mudu et al.
human readable documents has to change in a Web of micro contents that can
be easily processed by machines [1] and by the users. The big advantage is in
the ability to manipulate every single part of a documents on-the-fly with the
possibility to aggregate and remix the data in order to generate new documents
of enhanced value. Micro contents are the building blocks on which Linked Data
can operate, they represent contents that convey one idea and that can be ac-
cessed through a single URL in the space of the Web. Examples of micro contents
can be the arrival and departure times for an airplane flight, the abstract from a
long publication, or other similar. As a consequence of this transformation, the
Web is changing from a read-only platform to a read-write platform where users,
starting from data available on-line, can also share, remix and create new and
original material [12]. Web users are becoming both consumers and producers,
i.e., prosumers.
These ideas are not new at all in the e-learning scenario. Here, teaching ma-
terial is defined in the form of micro contents named Sharable Content Objects
(SCO). SCOs form the basis of usability, interoperability, and adaptation. They
are the building blocks that can be independently produced, stored, indexed,
composed and evaluated. SCOs can be considered a compromise between raw
data (e.g., image, video, audio, text) and a whole lesson: they have a context,
but small, so they can flexibly arranged to form new lessons or presented in
a different shape changing the appearance of their elements (e.g., logos, titles,
etc.). For example, in this work we have defined a SCO as a group of slides on
the same topic inside a lesson. Thus, the production of teaching material implies
the production of a number of SCOs that can be collected to create an archive
of sharable micro contents. Nevertheless, no services have been defined to mi-
grate this information into the Web of Data. SCOs are shared as documents,
ZIP archives, that a user need to download and extract before being able to use
them in a new project.
The paradigm of the ”Web as a Platform” [10] requires instead these contents
to be exposed on the Web through an Application Programming Interface (API)
that allows a set of operations on them, i.e., create, read, update, delete. From
a Linked Data point of view, a Learning Object Repository (LOR) can be seen
as a Web Service (WS) where, briefly, each LO is a resource (and so identified
by URI) that can be processed using the HTTP methods (GET, PUT, POST,
and DELETE) of the Representational State Transfer (REST) [7]. In this pa-
per, we propose a novel architecture to expose on the Web, as a Linked Data
resource, the teaching material of a Shareable Content Object Reference Model
(SCORM) packet, the de-facto standard in the production of e-learning content.
Our objective is twofold, the design of a new Web interface for SCORMs and
the migration of LOs into the Linked Data Cloud where the “consumer” can
infer, connect and aggregate data from different repositories in order to create
new value added resources. The added value is not in the data itself, but in how
contents are combined in new ways, how they are presented with new interfaces,
in how they are enriched far beyond they original content defined by the teacher.
Zenaminer: driving the SCORM standard towards the Web of Data 3
The remainder of this paper is organized as follows. A review of the current
state of the art is presented in Section 2. The key ideas of our approach, with
some details on the issues of exporting SCORMs by means of a REST web
service, are described in Section 3. Then, in Section 4, we discuss the concept of
separation of concerns, which is at the basis of our tool. In Section 5 we describe
the architecture of the web service and, finally, in Section 6 the use case used to
test our work. Conclusions follow in Section 7 where we stress on the benefits
introduced by the tool into the e-learning community.
2 Related Work
E-learning systems has assumed an important role in the Web community for
the important value of the contents which they shared. In this context, contents
are named sharable content objects (SCO) and they hold information about
lectures and metadata useful to describe better the inferred contents. Based
on the assumption that the Web provides the best opportunity to maximize
both access to and the reuse of learning contents, the overall objective of these
systems are to make sharable content objects usable, reusable and interoperable.
In order to address this, our goals are to define and to implement a model to
export teaching materials adhering the Web of Data.
Many efforts has been spent to make SCORM environment interoperable3
within the Web cloud. Many of them focused to make interoperable LMSs in a
cloud infrastructure [5] e [4] other, instead, to perform interoperability sharing
learning objects. Although the idea of making a network of services which may
handle teaching materials is interesting for what concerns managing the author
information, security and network reliability, on the other hand it requires other
formalism to make interoperable the atomic information. In addition, it is far
from the idea of making the Web of Data linkable, which is one of the best
practice of the Linked Data.
Vossen and Westerkamp [14] introduced the need to share SCO by means of
service. They proposed a service oriented architecture (SOA), but any specific ar-
chitecture or implementation was described. In [3], Redondo et al. discussed typ-
ical problems of SCORM-related standards and proposed a web service-oriented
approach as a solution. They introduced the concept of Everything as a Ser-
vice (Eaas) and they mapped each single SCO as a service. A WSDL exposed
information about services available to gather information from the each SCO.
Gonzalez et al [8] extended Moodle4 to the SOA paradigm. Modules and courses
were available from the Web and sharable from a different kind of applications,
making it a portable tool. To sum up, these approaches try to expose features of
these LMSs, using the service-oriented architecture. Our work, instead, exposes
data from each single SCO in a raw way, in order to make this data linkable and
navigable from the Web applications.
3
According to the Open Knowledge Initiative (OKI) definition, interoperability is
about making the integration as simple and cost effective as technologically possible.
4
http://moodle.org/
4 Ernesto Mudu et al.
3 A web service for SCORM
SCORM, i.e., the Sharable Content Object Reference Model, is a reference model
for the creation of web-based e-learning material with the objective to ensure
interoperability, reusability, and accessibility. The SCORM content packaging
section specifies how the course material should be packaged, usually in a ZIP
file, and described. The course is defined as a collection of Sharable Content
Objects (SCOs) that can be associated to a lesson or a part of it. A Content
Object must be a web-deliverable learning unit, that is usually designed as an
HTML page with CSS and Javascript so that it can be launched in a web browser.
SCORM packages are managed by a Learning Management System (LMS)
that, among other important functions such as administration, tracking, and
reporting, provides also a mean to display this information to the users. In
order to correctly deliver the contents, the LMS parses the package metadata to
understand the course structure, known as the “activity tree”, and to know how
to launch each SCO. Since most of times the material takes the form of slides,
“traditional” LMS use a fixed HTML frameset structure, as shown in Fig. 3,
that includes a list of the available lessons, a set of navigation buttons, and a
panel where the slides are shown.
Fig. 1. Screenshot of the web interface of the Moodle Learning Management System.
This kind of interface presents some limitations:
– The SCO designer can completely define the content and presentation of
each single SCO, but it can not control at all the interface used to present
and navigate it (that is part of the LMS functions);
– The SCO designer’s work area is limited by the dimension of the HTML
frame defined by the LMS, thus it is difficult to integrate different media
and materials, i.e., a video of the teacher, slideshows, comments;
Zenaminer: driving the SCORM standard towards the Web of Data 5
– SCOs are included in the LMS with the graphical style defined by their own
SCO designer, style that can be unhomogeneous if an LMS integrates differ-
ent SCO sources. If content and presentation where independent, it would
be instead easy to redefine each SCO in order to present an homogeneous
presentation;
– A fixed interface and the impossibility to separate presentation from content
make hard to adapt the interface to different displays, i.e., smartphones,
tablets, netbooks, etc.
To overcome these limitations, we present Zenaminer, a web service to ex-
port SCORM packages through a RESTful web API, that is a web service im-
plemented using HTTP and the principles of REST (REpresentational State
Transfer). An architecture where a SCORM package is not shared as a single
object (the ZIP packet), but as a collection of smaller objects, the SCOs, each of
them accessible independently from the others. It is the implementation of the
new paradigm of the “Web of Data”, SCOs are publicly available as read/write
raw data that can be retrieved or updated using a REST interface as described
in the next sections.
The key factors that enable Zenaminer to provide such a functionality are
two:
– the knowledge of the SCORM content packaging standard, to import the
ZIP files;
– the knowledge of the content “internals”, i.e., how the slide information is
defined, to separate the content from the presentation.
Zenaminer, for the creation of HTML documents, suggests the introduction
of a “light formalism” proposed by the W3C with the name Slidy [11]. Slidy
defines simple keywords for the class attribute of HTML tags that can be used
to identify HTML elements as slides, titles, sidebar, incremental lists, etc. –
each of them with a particular presentation style defined by CSS or behavior
implemented in Javascript.
In short, SCORM contents are available as resources of the web service given
a specific URI. The SCO designer can freely define the interface as he likes
it, then contents will be dynamically retrieved from Zenaminer using AJAX
(Asynchronous Javascript and XML) calls. As illustrated in Section 5, web API
give access to each single slide of the course as well as to the table of contents for
the navigation. In addition Zenaminer extends the SCORM metadata to include
also references to additional information such as the video recording of a lesson,
synchronization information between video and slides, etc.
Taking into consideration another characteristic of what is defined as e-
learning 2.0, that is collaborative learning, Zenaminer enables students to enrich
the SCORM resources with comments on the course, the lesson, or the slide.
Comments can be contents themselves that extend and improve the original
material provided by the teacher. Furthermore, unstructured comments are au-
6 Ernesto Mudu et al.
tomatically annotated with DBpedia Spotlight5 linking them to the Linked Open
Data cloud through DBpedia [1][2].
4 Content presentation
In order to structure the presentation of contents we adopted the Slidy for-
malism, which uses HTML for the description of its items. The choice to adopt
HTML becomes important in our approach because it opens to all devices able to
connect and visualize Web pages and, more important, it intrinsically performs
the separation of contents from the presentation (also called view). According to
that, we may define data able to exchange information and how this data may
be used to build the presentation: this is obtained with the use of the Cascading
Style Sheet (CSS) file. By means of it, a view maker may define models to render
specific items or group of them. These models are named class and are referred
to an HTML page. The interaction between HTML page and CSS is performed
by means of selectors, which are able to point to specific items or class of an
HTML page. In this context, the Javascript, a “scripting” language, performs
the possibility to select an item or a set of them and to change the behaviour of
the view, previously defined. In addition, it works as a tool to enrich dynamically
the presentation, e.g. making table of contents (TOC), suggesting the value of
an acronyms, changing font or window dimensions. Then, it performs an im-
portant role to dynamically access structured data without any layout details,
or raw data, which are coming from different archives spread within the Web
cloud. The technology that allows to gather data from external sources is the
Asynchronous Javascript and XML (AJAX).
Our work exploits the Separation of Concerns (SoC) principle, introduced
above, in the context of a Learning management system. The difference between
data and view allows to navigate through resources, making customizable views
which better respond to the need of who provide contents (author) and who use,
reuse and redistribute them (user). Data is presented without layout details, raw,
but it is rich of semantics: data is stored with the information about inference to
others and are exposed to users by means of REST APIs. Our approach exploits
the MVC (Model-View-Controller) paradigm, in which the view is the set of
presentation rules for the data, the Model is the amount of data raw available
for a generic topic, while Controller is the set of methods which are needed
to create the communication channel from the Model and the View. Our data
Model is deployed in the system which it holds SCORM packages, while the
View is created on all user machines whenever a user require it. The Controller,
instead, is located on the user machine where the view is created and on the
LMS where SCORMs are available.
To provide the maximum interoperability and reusability, contents indexed
and managed by our LMS are slides, lectures and courses. All of these are Web
resources available by URIs time-invariant. This feature is important because we
5
http://dbpedia.org/spotlight
Zenaminer: driving the SCORM standard towards the Web of Data 7
need to performs durability and reusability to each Web resource. Slide contents
are described by means of HTML Slidy formalism; each slide is composed of
title, pictures, vertical and horizontal scroll bars, interactive items (buttons,
check box, etc.). Lectures are organized as follows: slides and video fragments.
A fragment is a part of video which is related to a particular lecture. To map
lecture and fragments, we introduced a synchronization file. A video is available
and accessible by means of a URI with the above requirements. Course, lecture
and slide exploit the SoC principle, separating the view from the data model.
The video, instead, holds the information about its presentation and it is shared
without changing.
5 Architecture
The architecture is structured in four building blocks that are summarized in
Figure 2:
Fig. 2. Zenaminer architecture. The REST controller is the interface between
Zenaminer and the Internet; the W3C validator is used to check that imported
(X)HTML files are well-formed; the Spotlight client provides automatic annotation;
the database stores imported SCORMs together with comments and annotations.
1. The REST controller is the interface between Zenaminer and the Internet.
Its features are grouped in three sets (as shown in Figure 3): user manage-
ment and authentication (login), get and post of comments (comment) and
management of SCORM packages (scorms, item, outline, sync and slide).
Each of these features is implemented using the REST architecture, thus
resources are available through URIs in the Internet. Access to REST calls
that provide access to (GET) or modify (POST, PUT, DELETE) existing
contents can be limited using the existing facility for user management and
authentication.
8 Ernesto Mudu et al.
2. A local validator is used to verify that (X)HTML files are valid and well-
formed before they are parsed. When a new SCORM package is imported
each HTML file that contains slides is validated using the remote interface
offered by the official W3C validator6 .
3. When a comment (an enrichment) is received it is passed to the Spotlight
client. The Spotlight client sends a request to DBpedia Spotlight service and
receives an annotated version of the comment.
4. The SQL Database is used to store imported SCORM packages together
with comments and annotations.
Fig. 3. Detail of the REST controller, its three main features are: user management,
comment management and SCORM management.
Figure 4 shows the workflow for the upload of a SCORM package into
Zenaminer, it is performed in the four steps below:
1. the client sends a POST request to /scorm page, including in the request
body the SCORM package;
6
http://validator.w3.org
Zenaminer: driving the SCORM standard towards the Web of Data 9
2. the REST controller receives the package, unpacks and analyzes the files
containing slides and sends them to the W3C validator;
3. the W3C validator validates individual files and reports the result to the
REST controller;
4. if all files have been validated correctly the package is imported into Zenaminer.
Otherwise if files are not validated Zenaminer sends to the client an error
message containing errors generated by the W3C validator.
Fig. 4. Workflow describing the upload of a SCORM package in Zenaminer: 1. a
SCORM package is received from a client; 2. (X)HTML files are forwarded to the
validator; 3. (X)HTML files are validated by sending requests to the offical W3C val-
idator; 4. if all documents are valid, the SCORM package is stored to the database.
Zenaminer gives the possibility to its users to enrich the content of a given
content (e.g. a slide) by adding a textual comment to it. Such comments are
named enrichments because they are meant to add more information to the
content of a SCO, for example an enrichment to a slide could be a proof to
a theorem, a correction to its content, an in-depth explanation to a concept,
etc.. In order to avoid that content of an enrichment is buried in the database
we added automatic annotation in order to enable machines to access to the
content, enhancing search search and the possibility to display complementary
information.
Figure 5 shows the actions performed by Zenaminer when a comment is
received:
1. the client sends a POST request to /comment page, the message body con-
tains the text of the comment;
An example of enrichment is:
President Obama called Wednesday on Congress to extend a tax break
for students included in last year’s economic stimulus package,
arguing that the policy provides more generous assistance.
2. the text is forwarded to the Spotlight client;
10 Ernesto Mudu et al.
3. the Spotlight client sends a request to DBpedia Spotlight and obtains as re-
sponse an automatically annotated version of the comment. As an additional
parameter to the annotate request we could pass a minimum confidence and
support values that will impact on precision and recall of the annotation
itself;
The request URI to annotate the enrichment in the previous example is:
GET http://spotlight.dbpedia.org/rest/annotate?
text=President%20Obama%20called%20Wednesday%20on%20Congress%20to
%20extend%20a%20tax%20break%20for%20students%20included%20in%20last
%20year%27s%20economic%20stimulus%20package,%20arguing%20that
%20the%20policy%20provides%20more%20generous%20assistance.
&confidence=0.4
&support=20
The response (in JSON format below) contains a reference to the annotated
term in the enrichment (@ surfaceForm) and the DBpedia URI relative to
the annotated content (@URI):
{
"@URI": "http://dbpedia.org/resource/United States Congress",
"@support": "9321",
"@types": "Organisation,Legislature",
"@surfaceForm": "Congress",
"@offset": "44",
"@similarityScore": "0.14802740514278412",
"@percentageOfSecondRank": "0.6257434730652487"
}
4. finally, the enrichment and its annotations are stored into the database.
A SCORM package includes a XML file named “manifest”, it describes a course
and is used to list all lectures in it, all resources (files) associated to each lecture
and some sequencing rules used to define how the user accesses to SCOs. Figure
6 shows in a tree structure how the manifest file is represented into the relational
database. In addition, a SCORM package lists several SCOs, each SCO includes
an HTML file containing slides, a CSS file to describe the style, a Javascript
file to describe the behavior. Additional files can be included in a SCO: videos,
subtitles or files describing synchronization between a video and the slides. Files
linked into the manifest are then packaged together into a ZIP file. Currently
Zenaminer does not support sequencing rules, thus management of such rules is
up to the SCO designer.
6 Use case
The validation phase of the Web-service was conducted during the course “Mul-
timedia Environments” (Academic Year 2010/2011) for the Master of Science
in Cinema and Media Engineering at the Politecnico di Torino. Zenaminer was
thought as a service in order to design e-learning projects (SCORM Packages)
Zenaminer: driving the SCORM standard towards the Web of Data 11
Fig. 5. Workflow describing the reception of a comment in Zenaminer: 1. a comment
is received from a client; 2. the content of the comment is forwarded to the Spotlight
client; 3. the Spotlight clients contacts DBpedia Spotlight to obtain an annotated
version of the comment; 4. the comment together with annotations are stored to the
database.
Fig. 6. A tree representation of a SCORM package in Zenaminer. A SCORM package
is a set of SCOs, each SCO represents a lesson in a course, each SCO contains several
files like HTML, CSS, JS or videos. HTML files containing a presentation are parsed
and slides are extracted.
12 Ernesto Mudu et al.
for the course “Multimedia Environments”. The objective for the students was
to create a SCORM package defining both content and presentation. Students
were divided in 20 teams, each team defined a personal learning environment
building different interfaces (using the SoC concept). Students acted as SCO
designers, the projects were the use case for Zenaminer and we verified the po-
tentiality of the separation of content from presentation. The demo is available
at http://eridano.polito.it:8080. Figure 7 and 8 show two different views of the
same raw data done by two different groups of students. Such interfaces are able
to show same contents in two different ways. The controller of each interface
collects the list of SCORM packages stored into Zenaminer. Depending on the
SCORM package selected by the user, the controller gathers the entire set of
lectures for that package and displays the related Table of Contents (ToC). The
user is, then, free to navigate the lectures (SCOs) following the ToC, when a
lecture is selected the controller requests all files associated to that lecture and
the view is updated accordingly. For example, in both figures the selected SCO
had a set of slides and a video associated to it. Thanks to the sync file, the view
is able to synchronize the video with the slides.
Fig. 7. One of the user interfaces designed by students for the course Multimedia
Environments.
The Web Service was developed with the framework Pylons 1.07 . The source
code8 is released under the GNU GPLv3. In order to better balance and dis-
7
http://pylonshq.com
8
https://sourceforge.net/projects/zenaminer/
Zenaminer: driving the SCORM standard towards the Web of Data 13
Fig. 8. Another example of user interfaces designed by students for the course Multi-
media Environments.
tribute the load we decided to use Apache 2.2 HTTP Server9 as interface be-
tween the requests towards the Web Service. As relational database we used
PostgresSQL 910 ; it stores data extracted from the SCORM by the web-service.
Raw data stored in the database are available through REST calls and serialized
into JSON format. The W3C Markup Validation Service is used to validate the
HTML of the lectures that must be conform to W3C standards. Finally we used
Spotlight to automatically annotate the enrichments of learners.
7 Conclusions
In this paper we proposed and argued a Web Service Architecture for e-learning.
Zenaminer goes beyond the limitations of the SCORM and allows a complete
separation of content and presentation. Content creators are free to define learn-
ing environments without constraints of traditional LMSs. Zenaminer does not
limit the definition of the interfaces, the graphic design and the learner interac-
tion with a SCO. In the field of e-learning the presentation (the interface) does
not only involve the aesthetic appeal and the usability but also affects the learn-
ing process. In fact the interface design [13] and the adaptation of interfaces to
the learner [9] are two key factors for e-learning success.
9
http://httpd.apache.org
10
http://www.postgresql.org/
14 Ernesto Mudu et al.
The “Separation of Concerns” (SoC) allows SCO designers to improve e-
learning acceptance. For example a SCO designer could create different envi-
ronments for the same course according to the learners’ computer literacy or
could improve the interoperability of SCOs designing different interfaces for dif-
ferent devices (e.g. Smart Phones). Not secondary is the possibility to integrate
and manage multimedia contents as separate entities from the learning content.
In traditional LMSs a multimedia content must be integrated in a SCO while,
in Zenaminer, content-types other than text (e.g. videos) can be managed and
integrated regardless of SCOs. This feature does not compromise the SCORM
compatibility with traditional LMSs.
Finally Zenaminer allows collaborative learning. Learners have an active role
in the definition of contents thanks the possibility to enrich lectures with personal
contributions. Content creators are free to define different models of collabora-
tive learning; they can implement a Wiki model or they can choose a model with
less collaboration. In addition to collaborative learning it is possible to integrate
contents thanks to instruments offered by the Semantic Web. The Automatic
annotation allows the integration between of content with hypertext link navi-
gation in order to satisfy more effectively the information needs of the learner.
Furthermore the SCO designer could decide to allow learners to disambiguate or
integrate automatic annotations. The use of ontology-based annotation pushes
Zenaminer to be a Linked Data LMS. The architecture proposed in this paper
allows Instructional designers to better implement learning theories (e.g. Cogni-
tivism, Constructivism) and teaching strategies. For example they could choose
to minimize the content of a course and focus on collaborative learning; this ap-
proach satisfies the key aspect of Constructivism that considers fundamental the
collaboration between learners [15]. Moreover this work represents a step towards
the publishing of LMS related data to the Web of Data and new future works
are planned. First of all, to be totally compliant to the Linked Data paradigm
we want to investigate about the conversion of LMS related data to RDF, and to
expose them using a SPARQL endpoint. Then we want to investigate about the
use of disambiguation process through the DBpedia Spotlight. The idea behind is
offer to users the possibility to better understand ambiguous concepts by means
of the semantic disambiguator. This tool may highlight ambiguous concepts in
a SCO and may suggest multiple references per each ambiguous concept, then
user may choose the most interesting.
Acknowledgments
Thanks to all students of the course “Multimedia Environments” academic year
2010/2011 of the Politecnico di Torino. They were developers and analysts of
our Web Service with a vibrant cooperation spirit, which was fundamental in
achieving this important goal. A special thanks to SCO designers Jacopo Berta,
Federica Tina Bossa (who developed the SCO view shown in Figure 7) and Lucia
Marengo, Alice Ferrari (who developed the SCO view shown in Figure 8).
Zenaminer: driving the SCORM standard towards the Web of Data 15
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