msc in software engineering (delc – 10 years later) stanimir stoyanov

MSc in Software Engineering (DeLC – 10 Years Later)

Stanimir Stoyanov

SE: Computer Science Education and Research Cooperation, Bansko'13

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Motivation

• 2000:restructuring of the education in the FMI– Bachelor’s degree (4)– Master’s degree (1)

• 2001: MSc in SE started • Problem

– Provision of effective education and training in a growing number of students

– Relatively small and inexperienced staff


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What kind of ITC support?• Two ways:

– Adapting a ready eLearning system• Completely different situation than today

– Development own environment • Do we have enough strength?

• DeLC: Why own?– Combining research with teaching– Research goal: intelligent provision of educational

services and teaching content– Approach: step-by-step achievement – Test application: MSc in Software Engineering


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2013

• The number of students continues to grow– 2010/11:68+– 2011/12: 80+– 2012/13: 101+– Preparatory courses: 20-30 students

• The number of staff remains small, but experienced: 8 (+ externals)

• Unchanged duration: 1 year (better 1.5 or 2 years)


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Current Syllabus Basics (obligatory modules)• Internet Programming Environments • DB Integration• Pattern & Frameworks• Practicum Java

Specialization (elective modules)• Elective 1 • Elective 2• Coursework 1

Practical development• Elective 3• Coursework 2• Thesis


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MSc Goal • Project-oriented education:

– a large amount of individual work– hard requirements on the staff; combination from:

• good theoretical background• practical skills and experience

• Individual skills– Basics & Specialization

• Team work– Specialization & Practical development


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eLearning Environment (DeLC)

Self-paced CBT

Blended Learning

eLearning

SCORM 2004

CC

eLearning environment

Learning models Standards


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Why SCORM 2004 (1)• Shareable Content Object Reference Model (SCORM)

– Collection of standards and specifications– Enable learning platforms to find, import and deliver

learning content in a standardized way

• SCORM specifies how learning objects must be created– In order to ensure interoperability across different

platforms and tools


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Why SCORM 2004 (2)• More specifically, the purpose of SCORM is to create learning

objects that are:– Reusable: content must be independent of learning

context.– Interoperable: content will function in different hardware

and software configurations.– Durable: content does not require modification after

software systems upgrades or changes.– Accessible: content can be identified and located when

needed.– Maintainable: content can be changed effortlessly,

without redesign, reconfiguration or recoding.– Adaptable: able to satisfy different individual and

organizational needs.


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Why CC (1)• Standard supporting blended learning• CC is proposed as an enhancement of SCORM

offering:– More flexibility– Addressing needs not originally envisioned, namely

• Assessment (QTI)• Web 2.0 standards• Content authorization• Collaborative forums• Outcomes reporting• Accessibility


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Why CC (2)

• Common cartridge is one of three standards seeking to support upcoming learning technology:– Common Cartridge (CC)– Learning Tools Interoperability (LTI)– Learning Information Services (LIS)

• CC emphasizes interaction with external applications and services– The LTI and LIS standards establish how to achieve this

interaction– So IMS GLC presents all three standards together


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Backbone Architecture• 2 Education Clusters

– MyDeLC– IS

• MyDeLC (4 nodes)– Education portal

• Various eLearning services• 3 standardized engines (SCORM 2004, Test, Event)• 3 digital libraries (teaching material, questions and tests)

– Agent Village (3 assistants) – eLSE– Integration node (University information system)


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Specy Node

Agent Village (AV)

DeLC Portal

Info Stations (IS)

3rd Tier: InfoStations Centre(with Profile Managers and Global Services’ Content Repository)

2nd Tier: InfoStations (with cached copies of recently used user/service profiles, and Local Services’ Content Repository)

1st Tier: Mobile Devices(with Intelligent Agents acting as Personal Assistants for mobile users)

MyDeLC Cluster

IS Cluster

Selbo 2 rLE

Interface Node

University Information

System


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Education Portal Statistics (1)• 1st version: 2010• Users: 1146• User groups: 154• Roles: 176• Faculties:

– 5 (University of Plovdiv)– 1 (Free University of Burgas)

• Subjects: 25• Lecture courses: 46


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Education Portal Statistics (2)• E-content DL

– 390 electronic resources – 23465 downloads

• Questions DL– Questions: 1267– Lecture courses: 26

• Test Pattern DL– Pattern: 63– Generated personal tests: 3487– Included questions: 48337


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PhD Theses

• Defended: 6 – 2.08.2013 Emil Doychev

• Nearing completion: 2 • In development: 5• New (January 2014): 4


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Publications

• First publication: May, 2003• Book chapters: 7

– Springer, In-Tech, M-Library, GSTF, Cambridge Scholars Publishing• Journals: 20

– Journal of Computers, Compt. Rend. Acad. Bulg. Sci, Int. J. of Computer Information Systems (USA), Cybernetics and Information Technologies

• Conferences and Workshops: 100+ – AACE E-Learn, WebTech, COGNITIVE, IEEE Int. Conference on

Mobile, Hybrid, and On-line Learning, IEEE DEST, IEEE Int. Conference on Intelligent Systems, WORLDCOMP, COMPSAC, …


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Related projects

• Projects: 11– SEDiLia – Software Engineering: Computer Science

Education and research Cooperation, DAAD (Stability Pact for Sought Eastern Europe)

• Thanks for support !!!


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Distance Learning

• Successful graduates residing in:– USA– Canada– Germany– Italy– France – Kenya– Bregovo (Bulgaria, 375 km from Plovdiv)


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During and after the 2013 (content)• E-content development

– Software Engineering– Java

• Programming in Java• OOP in Java• Programming in Java (standard)• Design Patterns

– Artificial Intelligence• Selbo 2

– a SCORM 2004 editor – Teaching content DL

• IntelBos – combination of DLs and SCORM, Test and Event Engines


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Structure of the DL

Assets

SCOs

Aggregations

Organizations

Manifests

Sequensing & Navigation

Rules

Scenarios

Lecture courses


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During and after the 2013 …(services)

• New version of the test module– full QTI 2 compliant

• Game-oriented learning• New services

– Student book– Teaching notebook


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Lessons learned … so far (1)• Using the portal we are able to conduct the MSc program

– The only services directly supported the learning process (electronic testing, delivery of electronic content) are insufficient

– Services supporting the planning, organization and documentation of the educational process are very important

• Schedules, different types of registrations, …

• The portal provides good opportunities for individualization of learning – Transition to 1: n relation in a natural way

• Considerably, more difficult the development of reusable and adaptive content (SCORM 2004) – The construction of digital libraries is a very difficult task

• Need of intelligent support– student book– teaching notebook– game-oriented education


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Lessons learned … so far (2)• Students aspect

– Increased activity – Quickly get used the environment– Try to involve them in the development of the

environment• The environment is an domain where the students can

demonstrate the gained knowledge • Helping to build the environment


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Lessons learned … so far (3)• Teachers aspect

– Workload of teachers increases– Transition from 1:1 to 1:n relationships

• More overhead for organization and management

– The development of teaching material becomes much more difficult

– Catch 22 situation


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Lessons learned … so far (4)

• Catch 22: One of the goals was to unload the staff– But, the staff is overloaded during the development

of DeLC …– But, we think, we will pick the fruits of our work

when the environment will be completed …– But, is it possible to complete such a thing? …– But, we hope, we are happy with the work …


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THANK YOU!

msc in software engineering (delc – 10 years later) stanimir stoyanov

Documents

computer science education

research cooperation

learning content

tools se

years se

education portal statistics

accessibility se

thesis se