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Abstract
Gemeinsamer Workshop von Universitaetsrechenzentrum und Professur Rechnernetze und verteilte Systeme (Fakultaet fuer Informatik) der TU Chemnitz. Workshop-Thema: Infrastruktur der ¨Digitalen Universitaet¨ Der Vortrag führt in den in Entwicklung befindlichen Standard IEEE1484 ein. Die Standardisierung im Bereich computer- und netzgestützter Kurse ist Voraussetzung für Datenaustausch und Verbreitung.
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... One of the possible dimensions of an e-Learning system is the adaptation to the knowledge level of the user. The authors in [12] extended an IEEE reference model for Learning Technology Systems Architecture (LTSA) [13] to include knowledge level adaptability. The proposed extension alongside the LTSA form an adaptable web-based environment that relies on the users behavior as one of the evaluation parameters. ...
... The proposed framework for the automatic assessment of knowledge levels tries to consolidate the efforts of several researchers and standards [11]–[13], [16]. In addition, it includes the idea of mobile learning [2], [6] and flexible e-Learning environments. ...
Electronic Learning has been one of the foremost trends in education so far. Such importance draws the attention to an important shift in the educational paradigm. Due to the complexity of the evolving paradigm, the prospective dynamics of learning require an evolution of knowledge delivery and evaluation. This research work tries to put in hand a futuristic design of an autonomous and intelligent e-Learning system. In which machine learning and user activity analysis play the role of an automatic evaluator for the knowledge level. It is important to assess the knowledge level in order to adapt content presentation and to have more realistic evaluation of online learners. Several classification algorithms are applied to predict the knowledge level of the learners and the corresponding results are reported. Furthermore, this research proposes a modern design of a dynamic learning environment that goes along the most recent trends in e-Learning. The experimental results illustrate an overall performance superiority of a support vector machine model in evaluating the knowledge levels; having 98.6\% of correctly classified instances with 0.0069 mean absolute error.
... Los Sistemas de Gestión de Aprendizaje, conocidos también como Plataformas Gestoras de Cursos, Sistemas Generadores de Ambientes de EyA o LMS, por sus siglas en inglés ( " Learning managment Systems " ), permiten que los estudiantes puedan seguir las lecciones de cursos, realizar actividades instruccionales, comunicarse con el facilitador y con otros estudiantes, así como disponer de información sobre su progreso con datos estadísticos y calificaciones. También permiten que los facilitadores puedan estructurar cursos y actividades instruccionales, así como supervisar el progreso de los estudiantes [1], [2]. En los LMS, el proceso de EyA se debe plantear desde la perspectiva del facilitador, en relación a la selección de estrategias y técnicas para facilitar aprendizajes y desde la perspectiva del estudiante, con sus preferencias o estilos de aprendizaje y con su estilo cognitivo, entendido éste como la forma habitual de un individuo de aproximarse a la organización y representación de información [3], [4]. ...
... Los Sistemas de Gestión de Aprendizaje, conocidos también como Plataformas Gestoras de Cursos, Sistemas Generadores de Ambientes de EyA o LMS, por sus siglas en inglés ( " Learning Managment Systems " ), permiten que los estudiantes puedan seguir las lecciones de cursos, realizar actividades instruccionales, comunicarse con el facilitador y con otros estudiantes, así como disponer de información sobre su progreso con datos estadísticos y calificaciones. También permiten que los facilitadores puedan estructurar cursos y actividades instruccionales, así como supervisar el progreso de los estudiantes [1], [2]. La Figura 2 muestra el Mapa Conceptual de los LMS. ...
... Respecto del experimento, éste corresponde a la definición e implementación de un modelo de evaluación construido con CCPR_R. Para tal efecto, la definición de dimensiones e indicadores de evaluación se establece en base a la conceptualización de un ambiente TEL y la definición de parámetros, a partir de la arquitectura tecnológica de un sistema de enseñanza definida en [12]. Para completar el desarrollo del experimento se describe el proceso de Extracción, Transformación y Carga (ETL) [5] que explican los hechos OLAP. ...
... Para tal efecto adoptamos el enfoque de Goodman [9] La pertinencia de estas fuentes fue analizada de acuerdo al modelo arquitectónico de sistemas de aprendizaje soportados por tecnologías LTSA, el cual se encuentra definido en la tercera capa del estándar IEEE P1484.1/ D11 [12]. Este estándar se ha declarado neutral respecto de contenidos, pedagogías, culturas, implementaciones y plataformas. ...
Los procesos de enseñanza-aprendizaje (E/A) en las universidades pueden ser potenciados por ambientes TEL (Technology Enhanced Learning). Considerando que estos ambientes buscan provocar cambios para mejorar la efectividad educacional, es fundamental incorporar mecanismos de evaluación que provean retroalimentación respecto de su impacto en la educación. Creemos que el desarrollo de un DSS (Decision Support System), cuyos elementos de decisión estén sustentados por el análisis de múltiples fuentes de datos provenientes del propio ambiente TEL, aportará a resolver este problema. Exponemos la implementación OLAP (OnLine Analytic Processing) de CCPR_R, un metamodelo para la evaluación de ambientes TEL y el desarrollo de un modelo experimental. Concluimos que CCPR_R puede ser parte de un DSS para la evaluación de ambientes TEL, que incentiva el desarrollo de indicadores de gestión.
... An attempt to cope with the complexity as mentioned above gives rise to a number of approaches. This includes: (1) learning standardizations such as learning metadata, content aggregation and reuse, learner information, accessibility and runtime environment [35], (2) reference models, architectures and e-frameworks for learning such as the Learning Technology Systems Architecture (LTSA), Personal Learning Environments, ePortfolio for Lifelong Learning, e-Learning Framework Reference Model for Assessment, ePortfolio for Lifelong Learning, and the Reference Model for e-Learning Governance [4, 10, 27, 29], and (3) reference models and architectures which deal with the technology aspects of distributed services for information exchange and knowledge transfer, see examples [20, 36]. Although there exist in variety of approaches as outlined above, it is our belief that the high complexity of the environmental conditions, the need for collaboration and competition, and the high dynamic of changing relations between members of the learning community, sources and services are not sufficiently covered. ...
... Ismail in 2001 [28] does not explicitly refer to any theoretical background but outlines that basic components constitute an e-learning ecosystem. The framework outlined inFigure 3 is based on the Learning Technologies Systems Architecture [27] and covers mainly the dimensions of pedagogical development and system integration. The author further derives from the model the most important components which are management of learning, learning content design system, learning content management and learning support system. ...
Members of our modern society are faced with fast and ever-changing political, social, economical, technological and environmental situations. Consequently, it is expected that members of the society keep pace with these variable situations, and be able to adapt their skills and expertise. Thus, modern ICT-based learning approaches are required and E-Learning 2.0 is a promising and interesting approach in this context. Although there is an increasing interest in the E-learning 2.0 topic, there is a lack of concrete and sufficient models. In this paper we explore how the notion of ecosystems and existing ecosystem-based models for learning are applicable for E-learning 2.0 approaches.
... The User Profile implements the classroom's users (students and teachers) behavior monitoring and evaluation, in order to provide user related metadata to the ClassMATE's services and applications. According to the IEEE's Learning Technology Systems Architecture (LTSA) [5], as illustrated in figure 2, the User Profile represents a learners' record repository, which keeps track of every individual student's learning status and behavior data. Additionally, the User Profile accommodates the knowledge learning resources library of students' behavior patterns, dynamically gathered via their activity monitoring. ...
Ambient Intelligence (AmI) environments bring significant potential to exploit sophisticated computer technology in everyday life. In particular, the educational domain could be significantly enhanced through AmI, as personalized and adapted learning could be transformed from paper concepts and prototypes to real-life scenarios. In this paper, an integrated framework is presented, named ClassMATE, supporting ubiquitous computing and communication in a school classroom. The main objective of ClassMATE is to enable pervasive interaction and context aware education in the technologically augmented classroom of the future.
... The Learning Systems Technology Architecture (LTSA) is an architecture that is developed by LST committee of IEEE in 2003. This standard specifies a high-level architecture for information technology-supported learning, education, and training systems that describes the high-level system design and the components of these systems [7]. ...
The smart school is a technology-based teaching learning institution for preparing children for the Information
Age. To achieve smarts schools educational objectives, these teaching and learning concepts should be covered: curricular, pedagogy, assessment and teaching-learning materials. Information and communication technology (ICT), as second pillar of smart school, plays many roles in a smart school, from facilitating teaching and learning activities to assisting with school management. For instance, some of technologies which can equip a smart school might be classrooms with multimedia courseware and presentation facilities, computer laboratory for teaching, multimedia development center and server room equipped to handle applications, management databases, and web servers. Although in recent years some efforts have been
done for developing smart schools, there is not a pre-defined and an efficient solution for establishing ICT environment for smart schools. The main objective of this research is to examine pertinent aspects of smart school’s concept, namely matters pertaining to teacher training, information technology (IT) infrastructure, and curriculum design to ensure that the innovation can successfully nurture a workforce prepared to meet the challenges of the ICT era.
... There are several proposals in the literature to define reference software architectures for learning platforms. The [12] proposed the IEEE Standard for Learning Technology-Learning Technology Systems Architecture (LTSA) to describe a high level architecture for information technology-supported learning, education, and training systems that describes the high-level system design and the components of these systems. This Standard is pedagogically neutral, content-neutral, culturally neutral, and platform-neutral. ...
In digital libraries Learning Objects (LOs) are widely used for teaching because they can be reused in alternative contexts. Thus, a key requirement of LO tools is preserving the reusability advantages of fragments while simultaneously enabling end-users to deal with LO-level granularity and higher-level requirements. These perspectives are usually reflected in the information and content models, but software develop-ers then suffer the complexity of manipulating both abstraction levels at once. This article describes ContentCompass Reference Architecture (CCRA), a layered reference software architecture for digital libraries in the learning domain that addresses this problem by assigning LO-and fragment-level tasks to user-level Web applications and core Web ser-vices, respectively. The CCRA is freely available, and has been already used to implement a LO recommender and composer for the Chilean history teaching community.
... Learning Management Systems (LMS) are specialized Learning Technology Systems (LTS) [7] [8], based on the state-of-the-art Internet and WWW technologies in order to provide education and training following the open and distance learning paradigm. Moore et all, [12] and Carlson, [3] argue that the design and implementation of such systems is not an easy task, since they are complex systems that incorporate a variety of organizational, administrative, instructional and technological components. ...
In this paper a discrete-time version of the time delay control (TDC) approach is presented. The goal is to eliminate the TDC assumption of accessibility to the entire delayed derivative of the plant state variables. Two different approaches are presented to control Euler-Lagrange mechanical systems. Simulations results are given for a two-link manipulator with variable payloads to illustrate the robustness of the controller.
... Learning Management Systems (LMS) are specialized Learning Technology Systems (LTS) [7] [8], based on the state-of-the-art Internet and WWW technologies in order to provide education and training following the open and distance learning paradigm. Moore et all, [12] and Carlson, [3] argue that the design and implementation of such systems is not an easy task, since they are complex systems that incorporate a variety of organizational, administrative, instructional and technological components. ...
Tanzania secondary schools in rural areas are geographically and socially isolated, hence face a number of problems in getting learning materials resulting in poor performance in National examinations. E-learning as defined to be the use of information and communication technology (ICT) for supporting the educational processes has motivated Tanzania to apply ICT in its education system. There has been effort to improve secondary school education using ICT through several projects. ICT for e-learning to Tanzania rural secondary school is one of the research projects conceived by the University of Dares -Salaam through its College of Engineering and Technology. The main objective of the project is to develop a tool to enable ICT support rural secondary school. The project is comprehensive with a number of components, one being development of e-learning management system (eLMS) for Tanzania secondary schools. This paper presents strategies of developing eLMS. It shows the importance of integrating action research methodology with the modeling methods as presented by model driven architecture (MDA) and the usefulness of Unified Modeling Language (UML) on the issue of modeling. The benefit of MDA will go along with the development based on software development life cycle (SDLC) process, from analysis and requirement phase through design and implementation stages as employed by object oriented system analysis and design approach. The paper also explains the employment of open source code reuse from open source learning platforms for the context sensitive development of the eLMS for Tanzania secondary schools.
... Learning objects are described by the IEEE as " any entity, digital or non-digital, that may be used for learning, education or training " [5]. In technology there is a definition in the IEEE LOM [6] standard. ...
... The working group IEEE "1484 Learning Technology Standards Committee (LTSC)" has designed an architecture called Learning Technology System Architecture (LTSA) to standardize web-based content delivery for all learning technology systems [6]. Several other researchers [8, 9, 11, 14] have identified the necessary issues required in the effective delivery and the learning of course content. ...
The courses on web are primarily pre-designed to cater the requirements of a broad base of learners or target groups. However, the target group in web is geographically spread all over the world with varying socio-economical background. If a course is designed to cater a wide spectrum of participants all over the globe, most of the participants would find a lot of redundancy. The present work aims towards providing an algorithmic solution for making the design of web-based courseware that can cater a wide spectrum of learners as well as satisfies the varied need of each learner in some tailor made approach. In our earlier work [6], we have proposed a learner-centric, modular approach, named LQ model, in which the course modules are dynamically selected from a pool and then an appropriate sequence of the selected modules is set to frame target specific and cost-effective courseware for individual learners. This LQ model has been utilized and extended here to build a framework towards developing dynamic courseware based on the exact requirements of individual learner while keeping in consideration, the background knowledge of that learner on relevant subject area. A prototype has also been built and tested following the proposed LQ model.
... Currently, there are several vendors that provide Learning Management Systems (such as Blackboard, WebCT, Lotus Learning Space, learn eXact etc.) being standard conformant. Those systems are based on the IEEE Learning Technology Systems Architecture (LTSA) standard [2, 3]. This standard specifies an architecture for information technology-supported learning, education and training systems that describes the high-level system design and the components of these systems, using a five-layer structure. ...
The need for e-learning systems that support a diverse set of pedagogical requirements has been identified as an important issue in Web-based education. Until now, significant R&D effort has been devoted aiming towards Web-based educational systems tailored to specific pedagogical approaches. The main drawback of those systems is that they are closed, self-contained systems that cannot interexchange either educational content or activities. On the other hand, several learning management systems already exist delivering Web-based courses with limited pedagogical flexibility, but are able to share/exchange learning content in the form of learning objects. The most advanced of them are based on the IEEE Learning Technology Systems Architecture and use standardized content structuring based on the ADL shamble content object reference model. However, sharing of learning activities among different LMSs still remains an open issue. The open question is how learning management systems should be designed in order to enable sharing and reusing of learning activities. In this paper we first examine the limitations of the current state-of-the-art Web-based learning systems and authoring tools and investigate the use of the IMS learning design specification as a mean to address those limitations. Then, we propose a high-level architecture of an authoring system and runtime engine that utilizes the IMS learning design and at the same time keeps conformance with the SCORM reference model to provide the means for designing activity-based Web-based educational systems.
... The characteristics of our domain suggest a different type of log is more appropriate, one which records not only which lifelong learner did what, but also whether or not this was successful (eg by including the results of an assessment). Such a level of description is envisaged in the learner records data store described in the IEEE Draft Standard for Learning Technology — Learning Technology Systems Architecture [14]. This data store, specifically designed to cater for the nomadic nature of lifelong learners, is defined as a repository of " learner information, such as performance, preference, and other types of information " . ...
This article introduces an approach to adaptive wayfinding support for lifelong learners based on self-organisation theory. It describes an architec- ture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of suc- cessful paths towards the attainment of their learning objectives. The approach is presented as an alternative to methods of achieving adaptation in hyperme- dia-based learning environments which involve learner modelling.
... The term e-learning has become common, describing several concepts, from complete web-based courses to distance learning and tutoring. Recently, also thanks to various standardization efforts [56], emphasis has been placed on the concept of learning object i.e., small and easily reusable educational resources to be composed to allow personalized instruction and courseware creation [57, 58, 59, 60]. Obviously, discovery and composition of such learning objects in an automated way requires the association of unambiguous and semantically rich metadata, defined in accordance with shared ontologies ([61],[62] ). ...
Competence Management calls for automated knowledge-based services in order to take full advantage from the know-how of a company. This paper presents an integrated semantic-based knowledge management system providing deci-sion support services for several activities typical of competence management, including Core Competence evaluation, human resources allocation, training programs planning. Knowledge resources are represented according to the for-malism of Description Logics, which also allows for inference services crucial for the implemented solutions. We present the various features of our approach, which exploit advanced non-standard reasoning services from Description Log-ics, specifically developed to support knowledge management.
... 3. data analysis from the usability tests, taking into account the characteristic of the existing e-learning platform and industry's formation needs, in order to implement the final version of the platform. In order to ensure the portability and/or reusability of the system, the platform will be developed according to the standards of IEEE P1484.1 LTSA [8]. The COMSON project represent an interesting experiment, both for the high training level of the users, and for the strong collaboration between industry and academy within all phases of the realization of the integrated DP and e-LP. ...
The European project COMSON (coupled multiscale simulation and optimization in nanoelectronics) is a Marie Curie RTN project that involves five partners from academia and three from industry world, with the main objective of realising an experimental demonstrator platform (DP) in software code, which comprises coupled simulation of devices, interconnects, circuits, EM fields and thermal effects in one single framework. The DP is the basis for a lifelong e-learning system, devoted to the training and transfer of knowledge within COMSON, in order to promote exchange of resources and to share knowledge. In this paper we give a brief description of COMSON and summarize the characteristics and functionality of MODMAT.net, a prototype e-learning platform realized for the management of information and didactics online. In our intention, this platform is used as the starting point for developing an e-learning platform with high levels of portability and reusability
The purpose of this research is to analyze and design e-learning for the holding of Technical Library Management Training using Learning Technology Systems Architecture Standard (IEEE P1484.1/ D11). The approach used in this research is to see the condition of e-learning of Technical Library Management Training which is currently available for later comparison with the results of the analysis of the layers that exist in the Learning Technology System Architecture Standard document (IEEE P1484.1/D11). In this way it can be seen how far the components that exist in this standard are met by e-learning of Diklat Teknis Pengelolaan Perpustakaan. Further analysis of the layers in the document LTSA is used to make the design of e-learning of Technical Library Management Training. The analysis produced the design of e-learning of Technical Library Management Training based on the mapping of web browser to LTSA System Components.
Bu çalısmada, yurt dısında bir üniversitede yürütülecek olan arastırmanın genel
çerçevesi özetlenmektedir. E-Öğrenme uygulamalarını içeren organizasyonlar, kurumsal bilgi sistemleri
açısından gün geçtikçe karmasıklasmaktadır. Dolayısıyla etkin, verimli ve uzun ömürlü E-Öğrenme
sistemlerinin tasarımında BT yönetim süreçleriyle uyumluluk zorunlu hale gelmektedir. Bu amaçla, BT
yönetim süreçleriyle bütünlesik bir E-Öğrenme tasarım modeli önerilmektedir. Önerilen model
doğrultusunda COBIT standardı ile E-Öğrenme sistemleriyle iliskili BT kontrol hedefleri ortaya
konulurken ITIL standardı ile de bu hedeflere ulasmada E-Öğrenme sistemlerinin bir BT servisi gibi nasıl
tasarlanması gerektiğinin çerçevesi çizilmektedir. Ayrıca, önerilen E-Öğrenme tasarım modeliyle ilgili
verilerin toplanmasına yönelik gelistirilen BT süreç ve E-Öğrenme tutum ölçekleri sunulmustur
In this study, the general framework of a research, which will be carried out in an
overseas university, is outlined. The organizations that include E-learning applications are being more
complicated in terms of information technologies as the time passes. Therefore, it becomes necessary that
the design of E-learning systems should be adapted to the IT governance processes. For that purposes, a
new E-learning design model integrated with the IT governance processes is proposed. In that model,
COBIT establishes the IT control objectives for E-learning systems while ITIL sets a framework in order
for designing the E-learning systems in the way that they are IT services. Besides, the scales which are
developed for collecting the data about the proposed E-learning designing model and the attitude scales
for the IT processes and E-learning are presented in this study
E-Öğrenme, çesitli öğretim ihtiyaçlarına bağlı olarak öğretimin yer ve zamandan bağımsız olmasını
sağlayarak elektronik ortamda eğitim ve öğretimin yaygınlasmasına imkân tanımaktadır. E-Öğrenmenin önemi, uzaktan eğitim uygulamaları, internet ve bilgi teknolojilerin yardımıyla daha etkin hale gelmesi ve gelismesi ile gittikçe artmaktadır. Ancak, etkili bir E-Öğrenmenin kurumsal olarak stratejik ve operasyonel seviyede uygulanabilmesi, dayanmıs olduğu bilgi ve iletisim teknolojileriyle doğrudan bağlı olduğu düsünülmektedir. Bu çalısmanın amacı, bilgi teknoloji yönetim modeli olan COBIT ile IEEE 1484.1 E-Öğrenme tasarım standardının uyumlu ve bütünlesik hale getirecek model ve temel çerçeveyi çizmektir.
E-Learning, which is depending on different types of instructional requirements, enables
widespread educational programs, and it also provides non-spatial and time independent instructional
applications. E-Learning continues to gain importance with the help of internet, information technologies (IT),
and the distance learning. On the other hand, it is thought that an effective institutional application of E-learning at the strategic and operative level, is directly based on information and communication technologies. The purpose of this study is to design the basic model and framework, which will integrate IT reference model COBIT with the IEEE 1484.1 E-Learning Standard
The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learner-content interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap.
Service engineering and service-oriented architecture as an integration and platform technology is a recent approach to software systems integration. Quality aspects ranging from interoperability to maintainability to performance are of central importance for the integration of heterogeneous, distributed service-based systems. Architecture models can substantially influence quality attributes of the implemented software systems. Besides the benefits of explicit architectures on maintainability and reuse, architectural constraints such as styles, reference architectures and architectural patterns can influence observable software properties such as performance. Empirical performance evaluation is a process of measuring and evaluating the performance of implemented software. We present an approach for addressing the quality of services and service-based systems at the model-level in the context of model-driven service engineering. The focus on architecture-level models is a consequence of the black-box character of services.
The development of Web-Based Education Systems (WBES) deals with several challenges. Among them is the use of the software engineering (SE) that includes the theoretical and methodological support that guides the design and deployment of information systems characterized for the use of hypermedia content, Web navigation and artificial intelligence's (AI) components like agents and ontologies. This requirement implies the use of an extended universe of logistical knowledge that is acquired by the developer in an isolated manner. This type of knowledge must be integrated in an intuitive form because the lack of an approach that offers a holistic framework that should be considered in the building of the new generation of WBES. For this reason the paper offers a proposal to innovate an Intelligent Web Software Engineering (iWSE), joining some existing methods and languages that are suitable to use along the new processes providing an example for implementation in the development of ontology components.
The main focus of this paper is to show the concepts, architectures, interaction techniques, and general approaches to the analysis and specification of a multiagent system for the making of intelligence and interactive decisions inside the learner's learning process. These contributions are applied in the development of an integrated system for Webbased education with powerful adaptivity for the management, authoring, delivery and monitoring of learning content.
In this paper a new architecture for development of WebBased Education systems is presented. The se systems are centered in the learner and adapted to their personals needs in intelligent form. The architecture is based on the IEEE 1484 LTSA (Learning Technology System Architecture) specification and it assembles to software development and instructional design patterns. On the one hand, the software development pattern is supported under a MultiAgents System, it employs the methods and technical of the Domain Engineering for development of IRLCOO (Intelligent Reusable Learning Components Object Oriented). IRLCOO are a special type of Sharable Content Object according to SCORM (Sharable Content Object Reusable Model). On the other hand, the instructional design pattern incorporates a mental model as the Conceptual Maps to transmit, build and generate appropriate knowledge to this educational environment type.
When designing software, a correspondence between the particular situation and the model should be established. Morphism may be defined generally as a mapping from one element of a domain into another. It is more detailed and specific than the concept of abstraction. It is considered that use of morphisms can be useful for development of mental models and learning strategies to analyze and build adequate software models. This investigation extends a preliminary research work performed at ORT Uruguay University, during 2005. There, we verified that the use of morphisms helps to develop aforesaid models and strategies. We present the follow up of this investigation in this paper, defining components and elements needed for integrating information and communication technologies and the use of morphisms in an e-learning model. We also implemented a specific tool for promoting model related skills based on the explicit use of morphisms. The results of the experimentation showed that the use of this tool can be useful for analyzing and building adequate software models.
The Semantic Web is based on ontology technology - a knowledge representation framework - at its core to make meaning explicit and more accessible to automatic processing. We discuss the potential of this technology for the development of content for learning technology systems. We survey seven application types demonstrating different forms of applications of ontologies and the Semantic Web in the development of learning technology systems. Ontology technologies can assist developers, instructors, and learners to organise, personalise, and publish learning content and to discover, generate, and compose learning content. A conceptual content development and deployment architecture allows us to distinguish and locate the different applications and to dis- cuss and assess the potential of the underlying technologies.
Open and Distance Learning (ODL) gives learners freedom of time, place and pace of study, putting learner self-direction centre-stage. However, increased responsibility should not come at the price of over-burdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to wayfinding support for distance learners based on self-organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of learning goals. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling.
A great number of Learning Management Systems (LMSs), commercial or open source exists nowadays (e.g. WebCT, Blackboard, IBM LearningSpace, etc.) offering integrated services such as the creation and distribution of on-line learning material, the communication between stakeholders, the management of the instruction process etc., thus providing the basic software platform for supporting web-based learning in an easy-to-use, and pedagogically flexible manner. This paper proposes a framework on the analysis of potentiality and on the evaluation of LMSs' admissibility. The most commonly used LMSs have been selected for the application of this specific framework. The aim of the evaluation is twofold; to search their usefulness and their quality in use.
The need for e-learning systems that support a diverse set of pedagogical requirements has been identified as an important issue in web-based education. Until now, significant R&D effort has been devoted aiming towards web-based educational systems tailored to specific pedagogical approaches. The most advanced of them are based on the IEEE Learning Technology Systems Architecture and use standardized content structuring based on the ADL Sharable Content Object Reference Model in order to enable sharing and reusability of the learning content. However, sharing of learning activities among different web-based educational systems still remains an open issue. On the other hand, existing Learning Management Systems (LMS) provide authoring tools that are only tailored to the capabilities of the specific system in hand. The open question is how web-based educational systems should be designed in order to enable reusing and repurposing of learning activities. In this paper we first discuss the limitations of the current state-of-the art learning systems and authoring tools and investigate the use of the Learning Design framework as a mean to address those limitations. Then, we present a high-level architecture of a SCORM compatible authoring and runtime system that utilizes the Learning Design principles to provide the means for designing activity-based learning systems. Finally, we discuss the use of ASK-LDT, an authoring system developed based on the proposed architecture, in the design of complex learning activities.
The comparative analysis of the architectural and functional design of e-learning delivery platforms and applications with a view of assessing how the functionality meet with the needs of a Virtual University Information System (VUIS) is discussed. The reference model used for the analysis is the Layer 3 of the Institute of Electrical and Electronics Engineers (IEEE) Learning Technology Standards Committee's (LTSC) P1484.1/D9. The LTSA Layer 3 specifies the components within the architecture that identify the main interfaces that should be considered for learning systems. These standards allow learning content to be easily accessable and reused in various formats and enable the interoperability of learning technologies from different vendors.
The state of the art in information technology and educational technologies is evolving constantly. Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution and change affect educators and developers of computer-based teaching and learning environments alike—both often being unprepared to respond effectively. Educational systems are often designed and developed without change and evolution in mind. We will present our approach to the design and maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution and change for these systems and for the educators and developers responsible for their implementation and deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the objective of raising an awareness of this issue of evolution and change in computer-supported teaching and learning environments. This discussion leads towards the establishment of a development and management framework for teaching and learning systems.
In this paper, a new component-based Semantic Web Application (SWA) for Web-Based Education (WBE) is presented. This SWA is based on the IEEE 1484 LTSA (Learning Technology System Architecture) specification and the software development pattern of the Intelligent Reusable Learning Components Object Oriented (IRLCOO). IRLCOO are a special type of Sharable Content Object (SCO) according to the Sharable Content Object Reference Model (SCORM). SCORM 2004 is used to create reusable and interoperable learning content. The SWA that is described in this paper is used to develop authoring and evaluation tools oriented to offer application level interoperability under the philosophy of Web Services (WS). Other used technology is AJAX (Asynchronous JavaScript And XML), this is used for communication between component and LMS's API. Jade, Struts, Servlets, JSPs and JavaBeans implement the functionality of the system under the model MVC. The new component-based model is blended with metadata (SCORM 2004, RDF, XML), to be used for the rule-based inference engine known as Jena and Joseki server for implement a semantic platform.
The high costs of production and maintenance of high quality webbased instructional material require to optimize its use,
by means of methods and tools that allow, on one hand, to dynamically obtain a variety of courses starting from a set of contents
and pedagogical objectives, and, on the other, to build personalised educational paths starting from a course and learner’s
needs. On this basis, we present an approach to the design and development of educational content aimed at tackling, in a
uniform context, both problems of reusability and adaptability of web-based instructional material. The feasibility of our
idea has been analysed via an XML-based application oriented to the training of adults (mathematics teachers and University
students) on Game Theory. This application is an operative example of the power of XML technology for building educational
web systems which satisfy both the author’s need of reusing material and the learner’s need to avail him/herself of effective
educational resources.
Recent advances in e-learning techonologies and web services make realistic the idea that courseware for personalized e-learning can be built by dy- namic composition of distributed learning objects, available as web-services. To be assembled in au automated way, learning objects metadata have to be ex- ploited, associating unambiguous, semantically rich, descriptions, to be used for such an automated composition. To this aim, we present a framework and al- gorithms for semantic-based learning objects composition, fully compliant with Semantic Web technologies. In particular our metadata refer to ontologies built on a subset of OWL-DL, and we show how novel inference services in Description Logics can be used to compose dynamically, in an approximated -but computa- tionally tractable- way learning resources, given a requested courseware descrip- tion.
The promise of personalised e-learning on demand has continued to be an objective of much of the research in this area for the past decade. Considerable effort has been devoted to the development of interoperable learning materials and the standards to support them. During this time technology has evolved strongly with the advent of the internet and the World Wide Web. Centralised systems have been replaced by client-server systems and the evolution continues towards the introduction of distributed systems based on interacting web-services. Standards for learning materials have barely kept pace with the rate of change in the underlying technology. This paper addresses, in a non-technical way, the challenges to e-learning standards and practices that should be considered if we are to realise the dual objectives of personalised learning in distributed and collaborative environments in the workplace and at home.
In this paper it is presented our contribution for carrying out adaptive and intelligent Web-based Education Systems (WBES) that take into account the individual student learning requirements, by means of a holistic architecture and Framework for developing WBES. In addition, three basic modules of the proposed WBES are outlined: an Authoring tool, a Semantic Web-based Evaluation, and a Cognitive Maps-based Student Model. As well, it is stated a Service Oriented Architecture (SOA) oriented to deploy reusable, accessible, durable and interoperable services. The approach enhances the Learning Technology Standard Architecture, proposed by IEEE-LTSA (Learning Technology System Architecture) [IEEE 1484.1/D9 LTSA (2001). Draft standard for learning technology – learning technology systems architecture (LTSA). New York, USA. URL: http://ieee.ltsc.org/wg1], and the Sharable Content Object Reusable Model (SCORM), claimed by Advanced Distributed Learning (ADL) [Advanced Distributed Learning Initiative (2004). URL: http://www.adlnet.org].
An integrated learning object, a web-based inquiry environment "Young Scientist" for basic school level is introduced by applying the semiosphere conception for explaining learning processes. The study focused on the development of students' (n=30) awareness of the affordances of learning objects (LO) during the 3 inquiry tasks, and their ability of dynamically reconstructing meanings in the inquiry subtasks through exploiting these LO affordances in "Young Scientist". The problem-solving data recorded by the inquiry system and the awareness questionnaire served as the data-collection methods. It was demonstrated that learners obtain complete awareness of the LO affordances in an integrated learning environment only after several problem-solving tasks. It was assumed that the perceived task-related properties and functions of LOs depend on students' interrelations with LOs in specific learning contexts. Learners' overall awareness of certain LO affordances, available in the inquiry system "Young Scientist", developed with three kinds of patterns, describing the hierarchical development of the semiosphere model for learners. The better understanding of the LO affordances, characteristic to the formation of the functioning semiosphere, was significantly related to the advanced knowledge construction during these inquiry subtasks that presumed translation of information from one semiotic system to another. The implications of the research are discussed in the frames of the development of new contextual gateways for learning with virtual objects. It is assumed that effective LO-based learning has to be organized through pedagogically constrained gateways by manifesting certain LO affordances in the context in order to build up the dynamic semiosphere model for learners.
There exists an urgent demand on defining architectures for Learning Technology Systems (LTS), so that high-level frameworks for understanding these systems can be discovered, portability, interoperability and reusability can be achieved and adaptability over time can be accomplished. In this paper we propose an architecting process for only the software subsystem of an LTS. We base our work upon the LTSA working standard of IEEE LTSC, which serves as a business model and on the practices of a well-established software engineering process. Special emphasis is granted on imposing a component-based nature on the produced architecture.
La evaluación es la que permite valorar el proceso enseñanza-aprendizaje y, por tanto, no puede haber enseñanza y aprendizaje si no hay unas metas que alcanzar que se valoren. Actualmente hay muchos entornos virtuales de aprendizaje desarrollados, principalmente sobre el web, pero en numerosos casos dejan de lado el proceso de evaluación, debido básicamente a la problemática que ésta presenta. Además, la carencia de estándares educativos, limita la interoperabilidad entre sistemas y la reutilización de recursos.
Specifications recently proposed as standards in the domain of Technology Enhanced Learning (TEL), question the designers of TEL systems on how to put them into practice. Recent studies in Model Driven Engineering have highlighted the need for a framework which could formalise the use of these specifications as well as enhance the quality of the developments for the TEL community. This paper deals with the opportunity for the TEL community to adopt the ISO/ODP-RM model (International Organization for Standardization/Open Distributed Processing - Reference Model), to express and formalise the design organisation and the engineering process of a TEL system. Such a model provides a set of concepts allowing the description of specification, modelisation and observation tasks one needs to perform to define the negotiation and the communication between actors in such a community. In a first part, we stress the need for the instantiation of this framework so as to integrate the specifications to TEL (such as SCORM, LOM or IMS/LD) as well as taking into account the evolution of software reengineering. In a second part, we propose two instances of this framework; the first is dedicated to the retro design and the second to the reengineering of a TEL system.
Learning Management Systems are sophisticated web-based applications that are being engineered today in increasing numbers by numerous institutions and companies that want to get involved in e-learning either for providing services to third parties, or for educating and training their own people. Even though the construction of such systems has been taking place for many years, they are still designed and developed from scratch. The reason is that experience from previous Learning Management Systems, is not codified or documented, resulting in forcing the development teams to re-invent the wheel. This paper presents an approach of recording design experience in the form of design patterns for Learning Management Systems and aims at developing a pattern language for these systems.
Web services currently draw the attention of learning technology researchers and practitioners to leverage the degree of interoperability and extensibility of current and future learning platform solutions. One very recent research thread in blended learning concentrates on capturing Web-based learning processes and their subsequent instantiation on learning technology in the form of reusable patterns. This paper presents CEWebS, an open Web-service-based learning technology architecture designed for supporting the implementation of these patterns with conceptual guidance by the layered blended learning systems structure (BLESS) model.
There exists an urgent demand on defining architectures for learning technology systems (LTS), so that high-level frameworks for understanding these systems can be discovered, portability, interoperability and reusability can be achieved and adaptability over time can be accomplished. The authors propose an architecting process for only the software subsystem of an LTS. We base our work upon the LTSA working standard of IEEE LTSC, which serves as a business model and on the practices of a well-established software engineering process. Special emphasis is granted on imposing a component based nature on the produced architecture
The use of standardized metadata for describing educational resources is one of the ongoing issues in the field of computer-supported learning. While we face an extension from describing learning objects to the annotation of learning services current standards for educational metadata still focus on instructionalism at the cost of neglecting collaborative and cooperative aspects of learning. Therefore it becomes important to rethink the concepts underlying current standards of educational metadata. In this paper we propose a data model that allows to describe resources that might be used for learning purposes with respect to diverse learning theories including those which are relevant in the field of CSCL.
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