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be managed by any SCORM compliant LMS.
The SCORM compliant manifest contains
metadata for the classification and recovery of the
SLO. The classification categories have been
extended to satisfy the needs of CFE, some were
inspired from concept structure map.
The SLO is a set of items to structure a course,
workshop, or other aggregation of learning
resources, the organization of the SLO is as shown
in Figure 3.
Figure 3: The organization of a SLO.
4.3 Learning Object Repository
The Domain Knowledge module has a Learning
Object Repository (LOR). The LOR is a central
database in which learning content (SLO) is stored
and managed. The Repository main component is
the database.
The repository is implemented using a relational
database management system and an abstraction
model of the database using a semantic network is
shown in Figure 4.
Figure 4: The semantic network for the database structure.
Other authors [Gascueña 2005] use ontologies to
model the database but in this case a semantic net is
simpler and is a closer representation of the
relational database.
5 THE COURSE PLANNER
MODULE
First we present the basic approach and then the
competences are integrated.
5.1 Basic Course Planner
Figure 5 shows a semantic network that represents
the data used personalized courses.
Figure 5: Data used to personalized courses.
5.2 Integration of Competences
The objective is that the traditional training model
supports to the employees' labor skills certification
without affecting the training contractual rights.
The approach followed to integrate the labor
skills concept with personalized training is centered
in the concept of thematic content that the training
course programs will have to include to support the
employee in the labor skills certification process.
The idea is to establish and achieve thematic
consistency between the elements of the labor skills
norms of the key functions and the specialty courses
of the employee position profiles.
The integration process includes the set of
specialties (SP1, SP2,... SPn) obtained from the
position profiles of the productive organizational
functions and the configuration of specialties based
on skills or competences (c1, c2, … cn) achieved by
correlating the thematic content of the skills norm
with the content of the specialties courses and
adapting them or creating new contents to impact the
competence certification.
In this fashion, a specialty is a group of
competences, Sp1 = C1 + C2 +. + Cn, (see Figure
6). The specialties can be classified in more than one
specialization level, where the highest level contains
the lower levels.
As an example of a competence oriented analysis
the design of a master degree curriculum in power
plant operation is briefly described. Table 1 shows a
5 semester master in engineering curriculum where
the courses in shady background represent
competence oriented courses with thematic contents
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