Along with technological development, the e-learning industry began promoting two major new areas in 2010, learning terminals and intelligence classrooms.. Although the process of promotion and refining of the learning terminal industry have driven application and operation service development, really applicable learning resources are still insufficient. Currently, South Korea and Japan have provided corresponding content service integration services aimed at the regular education field. Its differences are described below. It is hoped it will become the reference for national trader development.

First we will look at South Korea’s Sigong Media—the country’s largest digital content services provider for primary school teachers –. This company was established in 2002 with its main business aimed at providing e-learning services and creating digital learning material. It cooperates with all types of archives including museums, laboratories and theme parks and produces high-quality specialized educational content.

In March of 2008, the company released the i-Scream service, which supplies primary schools, covering all the curricula of grades 1-6, with over 3 million pieces of learning material, including movie clips, pictures, animation, encyclopedias and all types of other files. It also provides tools for corresponding classes, allowing teachers to easily incorporate it into their teaching. In March of 2009, the company shifted to paid services. In June of 2010, it was estimated that 98% of the country used this service, which is over 123,000 classes, earning itself recognition and approval by IMS Learning Impact in 2010.

Currently i-Scream has already developed many recording tools compatible with SMART Board, IPTV and tablet computers. It has also launched an overseas version and B2C for student use. From simple teaching material resources total solution services for both teachers and students have been developed. Below (pictures 1 and 2) are illustrations of operation.

Picture 1: Searching content
Source of information: www.i-scream.com

Picture 2: Searching topic-related sources and corresponding tools for teachers
Source of information: www.i-scream.com

While teachers are preparing for class, they can use keywords to search for appropriate teaching resources; using teaching tools and supplemental information already installed in the system, it is easy to for teachers to apply it in their lessons. The system also has built-in corresponding tests and information connected to the course, which reduces the amount of teacher preparation and work.

Next we look at the development of Japan's educational resources. In order to enhance education quality in schools, the Japanese government set up the National Information Center for Educational Resources (NICER) website. This website was officially operational in 2001 and by March of 2010, it had accumulated 300,000 pieces of information, 210,000 of which were teaching materials, 6,700 were lesson plans/teaching case studies and 3,400 were movie clips. According to figures collected, the website had 5,280,000 hits in 2009 (in total, over 54,000,000 hits).

The underlying framework of this website mainly consists of Learning Object Metadata (LOM), which provides education material information services for all subjects in all grades ranging from high school to elementary school. Users can retrieve data according to their grade, subject or by using an ID. Picture 3 illustrates how to use it.\

Picture 3: Using grade level and subject to search for data.
Source of information: http://www.nicer.go.jp/

Besides this, all the learning sources on the website provide explanations of the content as well as relevant rules for intellectual property rights (As is demonstrated in picture 4), including appropriate objectives, corresponding fields/courses, content types/forms, methods for charging fees (charge/free), methods for downloading, regulations concerning intellectual property rights (appropriate domains/editions/dissemination/duplication/using objectives etc), and other content related rules. This allows users to clearly know the scope of applicability of learning resources and to avoid causing infringement problems.

Picture 4: User instructions and other announcements
Source of information: http://www.nicer.go.jp/

From these two digital educational service cases we can see that digitizing content integration services not only has to provide abundant and diversified content sources, but clarification of intellectual property rights and tools to assist users should also included in the scope of services, providing legal and convenient to use information services, that will enhance teachers' and students' desire to use the service; we could even integrate the concept of Web 2.0 in the future, which would allow users to develop digital content, teaching materials or lesson plans on their own and, through a reasonable authorization model, share resources with other users, expanding information resources.