learn@wu the teaching environment of the vienna university of economics and ba (wu) gustaf neumann...
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LEARN@WU
The Teaching Environment of the Vienna University of Economics and BA (WU)
Gustaf Neumann([email protected])
Department of Information Systems
Vienna University of Economics and Business Administration
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Overview
LEARN@WU Organizational Issues
and Background Information Challenges for Mass-Courses Content Model, Content Creation Tools,
Quality Assurance Experiences
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3
WU: Vienna University of Economics and Business Administration
University = Business School One of the largest Business Schools
worldwideabout 25.000 students in totalabout 4.000 freshmen each yearmore than 2.000 different courses every
semester
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Situation leading to LEARN@WU
New Study Program: Development of six new degree programs sharing a large common body of knowledge in the first year
Idea: Mass courses (up to 600 students/class) in the first year Small classes (up to 30 students/class) in the later
courses
E-Learning Approach: Support of mass courses, improve processes,
transparency and quality No Distance-Learning!
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First Study Year at WU
80% of the courses of the first year are for all degree programs identical, 20% specific
FirstStudy-Year
ISBachelor
ISMaster
BusinessAdminMaster
Int.Business
AdminMaster
Econo-mics
Master
BusinessScienceMaster
BusinessEducation
Master
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First Year Courses 18 Mass Courses for about 4.000 Freshmen at
least 7 parallel classes for every course (about 500 introductory classes per year)
Wide Range of Courses: Law Business Admin, Marketing, Human Resources, ... Mathematics, Statistics, Information Systems Economics Languages
LEARN@WU Project: Technology based learning to improve efficiency and effectiveness Provide full coverage of first year courses
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LEARN@WU Project Key Facts:
Start: autumn 2001, 2 years, budget: 3,4 Mio Euro Project leader:
Gustaf Neumann (Deptartment Of Information Systems) Wilfried Schneider (Department of Business Education)
36 full time content developer (2 per course) 2 people didactic support, 2 people technical support (incl. help desk)
Goals: Year 1: Full content coverage Year 2: Personalization, Collaboration
Deployment: October 2002
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Current State About 17.000 learning resources developed
Broad Acceptance About 14.000 registered students Up to 2.5 Mio requests (hits) per day Last 14 days before exams: more than 1.2 Mio online exercises were solved
by students Up to 8000 exercises solved per hour Average response time less 1 sec
Further Developments E-Learning is a strategic goal of the university Development from project status to a permanent Infrastructure Expanding Knowledge Corpus to higher semesters Find more effective ways of technology based knowledge delivery (blended
learning)
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Overview
Differences to other E-Learning Systems Content Model Development Model Special Features Server Infrastructure Current Development
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Differences to other E-Learning Systems (1)
One of the largest E-Learning systems: High number of Students Highly integrated into the Curriculum Heterogeneous requirements from teachers High number of requests (up to ~40 req/sec.
before exams)
Mass Problem
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Asymmetric Usage Peaks
Start of courses: High number of
downloads (upto 16 GB/day)
Before exams: High number of
interactive requests(up to 200,000 exercises solved/day)
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Differences to other E-Learning Systems (2)
Emphasis on Content Large knowledge corpus (about 17,000 learning
resources) Example: Course Information Systems
Electronic text book: 1,500 pages About 600 MC-exercises 9 one hour exams Glossary with more than 3,000 definitions
High number of content developers (about 36) High requirements on authoring tools and
content management
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Developed Learning Resources
High Percentage of interactive learning resources (self assessment)
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Usability Requirements
Beginner Courses Low effort for students and teachers Consistent user interface over all courses
Potential Dangers De-personalization of University Time consuming interactions over electronic media Unwanted usage of the platform resources (students
learn exercises rather than content)
Countermeasures Staged communication channels (buddies, moderated
forums, …) Personalization of platform
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Content Model
Types of Learning ResourcesLearning progress: 6 types of exercisesOnline exams (for self assessment)Electronic textbooksGlossaryDownloads (slides, programs, ...)LinksSyllabus
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Content Model Concept Space
Hierarchical definition of learning concepts per course
Learning resources are associated with concepts
Support for learner-centric knowledge acquisition
Base for recommender systemEases linkage between different courses
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Concept Space
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Learning Resource
Electronic Textbook Glossary Self Assessment Downloads Links
Database Systems
hierachicalnetwork relational
Object oriented
Data Structures
Page
1
*
Exercise Exam
**
Multiple choice Fill-in
. . .
Concept Space Node
Collection
LR 2
*
*
*
*
LR 3
LR 4
LR 5
LR 6
LR 7LR 8
LR 9
LR 10
LR 11LR 12
LR 13
. . .. . .
instance of
associated to
Concept Space
Instances (Learning Resources)
Classes
. . .
Learning Objects interlinked via Concept Space
Collections
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Glossary System of networked terms
asymmetric encryption
Öffentlicher Schlüssel
PrivaterSchlüssel
public key secret key
encryption
symmetric encryption
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Development Model
For all types of learning resources
Definition of XML-Schemata Separation of Content and Presentation Interface for Legacy systems
Definition of Microsoft-Style Sheets Eases incorporation of Legacy documents Relatively high editing comfort
Automatic generation of Schema-conformant XML-Dokuments
Rich metadata, server-side interactive support
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Microsoft Word Text with
special Style sheets
XML Format
Import into Content
repository (relational DB)
Presentation in Web Browser
Legacy System
Content Development
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HTML-Styles in MS-Word
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HTML-Styles - Browser View
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Special Features
Personal Learning Environment Annotations Learn@WU Buddy Finder Online HTML-Editor Real World Exam Support
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Personal Assessment Statistics
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Personal Assessment Statistics
For every student, for every course For every course topic: coverage + success
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Annotations Students can assign several types of annotations on
learning resources Bookmarks Personal Notes Feedback
Students get return information about the feedback they provided
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Annotations
Content Developers manage feedback Online List (several filter options), Print version Ratings, Status (open, closed, in process)
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Learn@WU Buddy Finder
Students can register Instant Messaging Contacts find Buddies online that are currently learning the same
topics contact colleagues via IM-Systems or traditional E-Mail
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Online HTML-Editor
Browser Plugin for Mozilla/Netscape Allows WYSIWIG editing of various elements
(description,..) directly in the browser application
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Real World Exam Support
Exercises developed for the platform can be used in paper based exams Latex Output -> converted to HTML Exercises and answer alternatives are scrambled
for the paper based exam Integration with a mark reader (55 exams with
totally 28.000 answer sheets processed since November 2002)
Easy information retrieval for students Students get their grading information online Students can inspect their answer sheet
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System Architecture Based on OpenACS
Open-source software AOL-WebServer
Developed for America Online’s most busy sites Thread-pooling Database-connection pooling
Content repository in PostgreSQL or Oracle Access control for all resources Component-based architecture
Several non-standard AOLserver modules in use XoTcl (Object oriented Tcl) Kerberos Authentication Special Threading Module
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System Architecture 3 servers for the platform
Pound SSL-Reverse-Proxy Several AOLserver instances for static images and OpenACS Database Server
2 servers for testing and real-world exams
InterNet
LDATA(PostgreSQL
Database
HTTP-Connection
Redirect to
HTTPS-Connection
DB-Connection
Reverse-Proxy(Images)
Reverse-Proxy(OpenACS)
tlf-basicAolserver3.3+ad13
tlf-imagesAolserver3.3+ad13
poundSSL-Reverse-Proxy
tlf-v0-devAolserver3.3+ad13
databasePostgreSQL 7.2
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OpenACS: The E-Learning-Plattform
DotLRN (.LRN) MIT Sloan School (business school) Enhanced Version of ACES Developed by Openforce for the MIT Available as Open Source DotLRN = OpenACS + Course Management + Portlets
Already in use at several universities worldwide Universität Heidelberg University of Cambridge University of Bergen Universidad Nacional de Educacion a Distancia -UNED (Spain) University of Sydney (Web Engineering Group) Berklee College of Music (Boston)
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Current Development dotLRN Customization
Separate Classes from Departments Lightweight Version of the Portal System Develop Course Catalog Integrate Learn@WU´s Learning Object Repository with dotLRN
classes and class instances Integrate WU´s Course Information Systems
Additional Packages for Learn@WU Homework Module Grade book Acknowledgements
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Primary Benefits Learn@WU develops towards a communication platform between
Students and Teachers Students and Students Teachers and Teachers
Benefits for Students Standardization of Content High number of available resources Learner-centric course materials Self-assessment Improved preparation for exams
Benefits for Teachers High Transparency of Learning Materials
Introspection of other courses Linkage between courses Clear definition of pre-requirements
Exams Mark-reader Highly automized exam organization
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Summary Highly active learning portal
High number of primarily interactive learning resources, constantly growing resource base
Capable to deal with high load Integration of multiple-choice exercise database with a mark
reader
In many respects still at the beginning Better infrastructure needed Integration of courses in semester 3+4 desired Better strategies to facilitate self-organized learning to students Integrate technology-based learning with university system