september, 2002page 1/72 [email protected], [email protected], [email protected]
TRANSCRIPT
September, 2002 Page 1/[email protected], [email protected], [email protected]
September, 2002 Page 2/72
1. Introduction
2. A Generic E-Learning Architecture
3. Metadata Standards Proposals for E-Learning
4. E-Learning Research Topics
5. Conclusion
September, 2002 Page 3/72
Database Technology & ApplicationsDatabase Technology & Applications
GIS Business Intelligence
E-LearningBioinformatics
?
X ?
X ?
X X X ?
X X ?
X X X ?
X X X ?
X X ?
X X X ?
X X X ?
Digital Library
Mobile DB
Federated DB
Models
Ontology
Workflow
Query Processing & Opt
Interface
Indexing
Storage
Technology
App
September, 2002 Page 5/72
The Era of Changes The Era of Changes
Personal computers, Internet and, in particular, World Personal computers, Internet and, in particular, World Wide Web (WWW) are changing many aspects of Wide Web (WWW) are changing many aspects of human life and human life and EducationEducation is no exception. is no exception.
September, 2002 Page 6/72
E-LearningE-Learning
What is e-learning?
http://www.learningcircuits.org/glossary.html#E
E-learning: Covers a wide set of applications and processes, such as Web-based learning,
computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of
content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast,
interactive TV, and CD-ROM.
September, 2002 Page 7/72
E-LearningE-Learning
• Another possible definition is:E-Learning is learning/teaching in the digital age where technology is used to improve it.
or in other words
E-Learning describes the use of any technology for learning outside the boundaries of the physical classroom and it is expected that technology will IMPROVE the learning process.
September, 2002 Page 9/72
E-Learning DesignsE-Learning Designs
• Many possible E-Learning designs:– e-learning is used between traditional classes to continue
discussions, access resources, support learners, etc
– face to face classes are replaced entirely by e-learning but other course material is delivered in the traditional way
– use of mixture of media (e.g. Web; CDROM; paper; audio, etc)
– courses are designed to be offered completely virtually via the Internet (no face to face contact)
– etc...
September, 2002 Page 10/72
Learning: Time x SpaceLearning: Time x Space
Same
SameTime
Space
Traditional
Different
Different
Distance
September, 2002 Page 11/72
The Goal: No Barriers of Space and TimeThe Goal: No Barriers of Space and Time
Computer-mediated communicationComputer-mediated communication technologies are unique in providingtechnologies are unique in providing the individual with access to informationthe individual with access to information resources giving him theresources giving him the capacity to participate in capacity to participate in an educational process an educational process anywhereanywhere and at and at anytimeanytime.
September, 2002 Page 12/72
Overload of Heterogeneous DataOverload of Heterogeneous Data
WordProcessing
Video-conference
E-Books
Class Notes
Learning Environments
September, 2002 Page 13/72
Distribution and HeterogeneityDistribution and Heterogeneity
WordProcessing
Video-conference
E-Books
Class Notes
Learning Environments
September, 2002 Page 14/72
Learning Objects (LO)Learning Objects (LO)
TextDocuments
VideoAudio
Geographic Information
Software Programs
Bio Information
Images and Graphics
Books, papers etc
Thesis, dissert
Class Notes
Users’ interactions
Bibliography,webliography
Users’ navigation
...
LO is any entity, digital or non digital, that can be referencede , used or reused in learning activities
September, 2002 Page 15/72
Creating and Delivering Learning MaterialsCreating and Delivering Learning Materials
• As developing content is an expensive activity, emphasis is made in reuse.
• Each learning activity has specific characteristics and, therefore, requires specific learning materials.
• However, E-Learning requires new skills that include new methods/mechanisms for creation and delivery of learning materials.
• In addition, as technology offers new opportunities for developing content, instructional design needs to adapt to the new existing possibilities.
September, 2002 Page 16/72
Learning ActivitiesLearning Activities
• The instructional design must work with learning activities such as:
September, 2002 Page 17/72
Learning TheoriesLearning Theories
• The instructional design must consider: – Learning Theories:
• Behaviorism: Based on observable changes in behavior. Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic.
• Cognitivism: Based on the thought process behind the behavior. Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.
• Constructivism: Based on the premise that we all construct our own perspective of the world, through individual experiences and schema. Constructivism focuses on preparing the learner to problem solve in ambiguous situations.
September, 2002 Page 18/72
Instructional Design General ChartInstructional Design General Chart
Develop
DesignImplement Evaluate
Analyze
• The instructional design must follow guidelines:
September, 2002 Page 19/72
AnalysisAnalysis
• What is the problem?• Who is the audience?• What is the learning environment?
September, 2002 Page 20/72
DesignDesign
• What should be added in the course and how its components should be organized?
• What are the strategies, techniques and tactics to be applied in order to facilitate learning?
• How to sequence learning materials?
– Learning theories
– Instructional approaches
September, 2002 Page 21/72
DevelopmentDevelopment
• What are the more adequate medias to the elaborated plan?• What content sources and software tools will be used in
the material development and course conduction?• What principles of interface project must be followed over
the design and implementation?
September, 2002 Page 22/72
ImplementationImplementation
• What is the management plan to course conduction?• What strategies and tactics must be applied to keep the
learner interest even over distance?• How to monitor results? The course meets the plan
requirements?
September, 2002 Page 23/72
EvaluationEvaluation
• Is the course effective?• What are the results of the formative evaluation?• What are the results of the additive evaluation?• How can the course be improved?• How the benefits to the organization will be measured?
September, 2002 Page 24/72
ThenThen
• Technology has great impact in learning...
• And All these (and other) learning/education characteristics must be considered...
• ... So, why not to improve learning through new database research and technology?
September, 2002 Page 25/72
ObjectiveObjective
This Tutorial presents the new challenges raised by the e-Learning application area to
the database research community
This Tutorial presents the new challenges raised by the e-Learning application area to
the database research community
E-learningcontent
September, 2002 Page 26/72
1. Introduction
2. A Generic E-Learning Architecture
3. Metadata Standards Proposals for E-Learning
4. E-Learning Research Topics
5. Conclusion
September, 2002 Page 28/72
Digital Library EvolutionDigital Library Evolution
Books, papers, articles,
reports etcThesis,
dissertation
Class Notes , bibliography, webliography
Users’ interactions
Users’ navigation
...
TextDocuments
Speech, Music
VideoAudio
(Aerial) Photos
Geographic Information
Models Simulations
Software Programs
Genome Human,
animal, plant
Bio Information
2D, 3D, VR, CAT
Images and Graphics
September, 2002 Page 29/72
Integration or Distributed Search?Integration or Distributed Search?
Site 1
Site 2
Site 3
Site N
Site 4
LOs Management
LOs Management
LOs Management
LOs Management
LOs Management
Integrated View / Search & Use View
Application 2Application 1 Application 3 Application M
September, 2002 Page 30/72
Distance Educationusing
E-commerce Infra-structure
ComputerTechnology
DataCommunication
DocumentTechnology
Convergence of digital
technologies
Move towarddigital
libraries
Increasing costs of conventional
education
Web Enabled Courses learners teacher tutors …….
Internet
Global networkconnectivity and access,
information mobility
Globalization of education
Present ““Future”Future”
Lifelong learning
Just-in-time,on-the-job education
E-Commerceinfra-structure
E-Commerce Services
seller
buyer
Rapidlychanging content
September, 2002 Page 32/72
IEEE LTSA ArchitectureIEEE LTSA Architecture
Stakeholder Perspectives/PrioritiesLayer 4
Learner-Related Design FeaturesLayer 2
Environment
Interactions
Layer 1Learner/
EnvironmentInteractions
L
LL
LearnerEntity
Layer 3IEEE 1484.1
LTSA SystemComponents
LCI
LP
BM
LI LIA
D
LE
E
CLR R
IC
Q
LC L
Layer 5Codings,
APIs, &Protocols
Requirements Functionality Conceptual Model Semantics APIs Codings Protocols Calling Data Comm. Conv. Formats Layers
September, 2002 Page 33/72
IEEE LTSA System ComponentsIEEE LTSA System Components
Delivery Evaluation
CoachLearningResources
Multimedia Behavior
LearningPreferences
LearnerRecords
A s s e s s m e n tL o c a t o r
LearnerEntity
Query(new)
Learner Info(current)
Learner InfoCatalog Info
LocatorLearningContent
Interaction Context
(history/obj.)
September, 2002 Page 34/72
IEEE LTSA Operational IEEE LTSA Operational Components and InteroperabilityComponents and Interoperability
Requirements
Functionality
Conceptual Model
Semantics
Bindings: APIs Bindings: Codings Bindings: Protocols
Encodings:Data Formats
Encodings: CallingConventions
Encodings: VariousCommunication Layers
The Steps of Building SuccessfulInformation Technology Standards/Specifications
“The work flow/steps promote(1) consensus-building, and
(2) long-term stability,interpretation, maintenance of
the standard/specification.”
“Consensus-buildingis incremental.”
“Interpretation/maintenanceis stabilized: each level isdependent on higher levels.”
“Interpretation Examples:- Ambiguities in bindings areresolved by interpreting thesemantics;- Ambiguities in semanticsare resolved by interpretingthe conceptual model.”
September, 2002 Page 35/72
1. Introduction
2. A Generic E-Learning Architecture
3. Metadata Standards Proposals for E-Learning
4. E-Learning Research Topics
5. Conclusion
September, 2002 Page 36/72
The importance of having Standards The importance of having Standards for Learning Technologyfor Learning Technology
• Accredited standards assure that content will be more: – accessible, – interoperable, – reusable – and durable.
• As standards have a great economic impact there are now many standardization efforts done not only by official certification bodies but also by consortia of educational, commercial and governmental organizations, technical committees, etc.
September, 2002 Page 37/72
IMSIMS
• IMS http://www.imsproject.org/
• The IMS Global Learning Consortium, Inc. is a global coalition of academic, commercial and government organizations that is developing and promoting open specifications for facilitating online distributed learning activities.
September, 2002 Page 38/72
ARIADNEARIADNE
• ARIADNE http://www.ariadne-eu.org/main.html
• ARIADNE Foundation is focused on the development of tools and methodologies for producing, managing and reusing computer-based pedagogical elements and telematics supported training curricula.
September, 2002 Page 39/72
Dublin CoreDublin Core
• Dublin Core Metadata Initiative (DCMI) http://dublincore.org/
• DC Education Working Group http://dublincore.org/groups/education/
• Dublin Core Metadata Initiative is an open forum engaged in the development of interoperable metadata standards that support a broad range of purposes and business models.
• DC Education Working Group was created within DCMI to specifically address the educational needs.
September, 2002 Page 40/72
IEEE LTSCIEEE LTSC
• IEEE/ LTSC http://ltsc.ieee.org/
• IEEE Learning Technology Standards Committee consists of working groups that develop technical standards in different areas of information technology for learning, education and training. The Learning Objects Metadata (LOM) working group has proposed a specification that was approved last June as a standard by IEEE.
IEEE LOM http://ltsc.ieee.org/doc/wg12/LOM_WD4.htm
September, 2002 Page 41/72
IEEE LTSCIEEE LTSC
• IEEE/ LTSC http://ltsc.ieee.org/• Working and Study Groups
P1484.1 Architecture and Reference Model WG P1484.3 Glossary WG P1484.11 Computer Managed Instruction WG P1484.12 Learning Objects Metadata WG P1484.14 Semantics and Exchange Bindings WG P1484.15 Data Interchange Protocols WG P1484.18 Platform and Media Profiles WG P1484.20 Competency Definitions WG Digital Rights Expression Language Study Group
September, 2002 Page 42/72
AICCAICC
• AICC: The Aviation Industry CBT Committee http://aicc.org/
• Aviation Industry Computer-Based Training Committee (AICC) is an international association of technology-based training professionals that develops training guidelines for the aviation industry. AICC has and is developing standards for interoperability of computer-based and computer-managed training products across multiple industries
September, 2002 Page 43/72
ADLADL
• ADL/SCORM http://www.adlnet.org/
• The Department of Defense of USA promoted the Advance Distributed Learning (ADL) initiative that has proposed SCORM (Sharable Content Object Reference Model) defining a Web-based learning "Content Aggregation Model" and "Run-Time Environment" for learning objects.
September, 2002 Page 44/72
CEN/ISSS CEN/ISSS
• CEN/ISSS Learning Technologies Workshophttp://www.cenorm.be/isss/
• In 1999, the European Commission gave a mandate to CEN/ISSS – Center of European Normalisation / Information Society Standardisation System to identify a work-plan for Europe in the area of learning technology interoperability. CEN/ISSS seeks to ensure that any standards reflect European needs - i.e. can be internationalised and/or localised.
September, 2002 Page 45/72
ISO/IECISO/IEC• JTC1 / SC 36
http://jtc1sc36.org/index.html
• SC36 is a subcommittee of the Joint Technical Committee 1 (JTC1) of ISO and develops International Standards in information technology in the areas of Learning, Education, and Training. SC36 and its Working Groups have established as their scope: “Standardization in the field of information technologies for learning, education, and training to support individuals, groups, or organizations, and to enable interoperability and reusability of resources and tools.”
September, 2002 Page 46/72
ADL/SCORM
IMS AICC
IEEE -LTSCARIADNE
Dublin Core
References in standards proposals to work done by other standardization groups
ISO/IECCEM/ISSS
Metadata & Content Standards Proposals Metadata & Content Standards Proposals for E-Learningfor E-Learning
September, 2002 Page 47/72
Specification/Standards AreasSpecification/Standards Areasfor E-Learningfor E-Learning
I MS ARIADNE DublinCore
I EEELTSC
AICC ADL/SCORM
CEN/I SSS
I SO/I EC
Metadata/Content Yes Yes Yes Yes Yes Yes Yes YesEnterprise Yes - - Yes - - - -Learner Information Yes - - Yes - - - YesQuestion & Test Yes - - - - - - YesAccessibility Yes - - - - - Yes -Learning Design Yes - - - - - Yes -Collaboration - - - - - - - YesUser requirements Yes - - - - - - -
September, 2002 Page 48/72
W3CW3C
• There are many open standards proposed in the context of W3C that are also important to e-learning like:– XML
– DTD
– XML schema
– XSLT
– RDF
September, 2002 Page 49/72
1. Introduction
2. A Generic E-Learning Architecture
3. Metadata Standards Proposals for E-Learning
4. E-Learning Research Topics
5. Conclusion
September, 2002 Page 50/72
E-booksE-books
• design of electronic books• electronic and web
publishing platforms• interaction models for e-
books• e-books usability• accessibilty• new devices for reading
electronic books• e-books and e-learning• e-commerce and electronic
books• adaptive e-books
• multimedia and hypermedia writing
• e-journals
• new roles of publishers, books stores and libraries
• emerging standards for electronic books
• legal issues
• evaluation of electronic books
September, 2002 Page 51/72
Digital LibraryDigital Library
• social, institutional, policy, and pedagogical issues
• document genres and electronic publishing
• collection development and management
• intellectual property• provision of services• user communities• web cataloging• metadata and content• digital preservation
• digital archives and museums • knowledge management • content management• digital library infrastructure
and architecture• human-computer interaction• information retrieval• information mining• ontology-based services • semantic web• semistructured data
management
September, 2002 Page 52/72
Digital LibraryDigital Library
• text categorization
• web information gathering
• information filtering
• information extraction
• hypertext and multimedia
• security and privacy
September, 2002 Page 53/72
Web-based LearningWeb-based Learning
• Virtual University• Virtual Classroom and
Virtual Laboratories• Borderless Education• Teaching, Learning and
Assessment Strategy in Virtual Classroom
• Management of Learning Resources
• Knowledge Management for e-Learning
• Learning & Content Management Systems
• Infrastructure of Web-based Learning Environment
• Developing, Integrating and Delivering e-Learning Solutions
• Building Learning Architectures
• Digital Libraries for e-Learning
• Authoring Tools and Integrated Platforms for e-Learning
• Interactive e-Learning Systems
September, 2002 Page 54/72
Web-based LearningWeb-based Learning
• Intelligent Training Technology
• Electronic Publishing Tools for e-Learning
• Collaborative Learning • Asynchronous Learning• Distance Learning• Evaluation/Performance
Measurement & Assessment• Instructional Design for e-
Learning• Web-based Training for
Customers
• Community Building for e-Learning
• Organizational e-Learning Strategy
• Quality Management in Web-based Learning
• Multimedia-based Learning Systems
• Database Architecture for Web-based learning
• Multimedia databases for Web-based learning
September, 2002 Page 55/72
Conceptual Models for E-LearningConceptual Models for E-Learning
• Description, conceptualisation, and formal methods for conceptual modeling
• Information modeling concepts, ontologies, and concept systems
• Conceptual change and schema evolution
• Views, integration of modeling paradigms
• Design methodologies and their evaluation (ER, OO, ORM, and others)
• Spatial, temporal, and multimedia aspects in conceptual models
• Metadata, its interpretation and usage
• Ontological and conceptual correctness in modeling
• Conceptual modeling for organizational learning and learning organizations
• Conceptual modeling for knowledge management systems
September, 2002 Page 56/72
Conceptual Models for E-LearningConceptual Models for E-Learning
• Conceptual modeling for user interfaces
• Conceptual modeling for digital libraries
• Advanced database models, e.g. spatial, temporal, and multimedia models
• Data warehouses and metadata repository design
• Data mining and conceptual modeling on the basis of data mining results
• Conceptual modeling of XML data
• Methods and tools for internet data management
September, 2002 Page 57/72
Web TechnologyWeb Technology• Emerging Standards for Web
Data (XML, XSL, RDF etc) • Web data models • Web data integration and
wrappers • Web query languages • Web query processing and
optimization • Storage structures and indexing
techniques for Web data • Web warehousing • Knowledge discovery of Web
data • Web data mining and analysis
• Discovering structures in Web data
• Web site management • View maintenance of Web
data • Web security • Mobile agents to deal with
Web data • Digital libraries and
information retrieval • Web caching • Web data visualization • Web Farming
September, 2002 Page 58/72
Mobile Computing for E-learningMobile Computing for E-learning
• Data models for mobile e-learning
• Impact of mobility in distributed applications
• Theoretical frameworks for mobility
• Software architectures for mobile distributed computing systems
• Wireless communications support for mobile applications
• Object oriented technologies for mobile computing
• Mobile database management and mobility-aware data servers
• Operating system support for mobile computing
• Mobile transaction and workflow management & models
• Management of network & mobile computers heterogeneity
• Data & process migration, replication and recovery
September, 2002 Page 59/72
Mobile Computing for E-learningMobile Computing for E-learning
• Mobile agents and code
• Distributed mobile objects
• Wireless multimedia systems
• Mobile access to Internet services
• User interface management for mobile information systems
• Resource allocation and management in mobile computing environment
September, 2002 Page 60/72
Adaptive E-learningAdaptive E-learning• Business models for the
exchange of learning objects• P2P based e-learning• Metadata, metadata schemas
and conceptual models for e-learning
• IR and text classification methods in open learning environments
• Communication between (personalized) e-learning systems on the web
• Personalization strategies for open learning environments
• Collaboration strategies for developing courses / course materials
• Intelligent monitoring of web-based classes and courses
• Authoring tools for developing adaptive and intelligent educational web systems
• Empirical studies of web-based adaptive and intelligent educational systems
• Educational models for personalized learning environments
September, 2002 Page 62/72
1. Introduction
2. A Generic E-Learning Architecture
3. Metadata Standards Proposals for E-Learning
4. E-Learning Research Topics
5. Conclusion
September, 2002 Page 63/72
Processes
Models
Principles (Rules)
(mental)
(physical)
(emotional)
(vital)
September, 2002 Page 65/72
Processes of the Project: Typical PhasesProcesses of the Project: Typical Phases
• Requirements analysis• Conceptual Project• Logical Implementation Project• Physical Project
September, 2002 Page 67/72
SoftwareSoftware
• R DBMS• Knowledge Base• Multimedia DBMS• OO DBMS• OR DBMS• Hypermedia DBMS• XML “DBMS”
• Which one is the most suitable to learning content?• Is there a need for an Educational DBMS?
September, 2002 Page 68/72
SoftwareSoftware
• Network• Messaging• LO definition/description• LO publication• LO directory• LO composition• Quality of service• Management• Security• ...
September, 2002 Page 69/72
Support for semi-structured dataSupport for semi-structured data
• files, text documents: – Indexing,
– Query languages,
– Schemas,
– Query optimization,
– ...
September, 2002 Page 70/72
Multimedia supportMultimedia support
• Indexing, • Query languages, • Similarity-based/Content-based/Semantic querying, • Incorporation of feedback, • Buffering, • Real-time issues, • Quality of service, • Scheduling
September, 2002 Page 72/72
HardwareHardware
• We are talking about a very very large database.• Therefore, hardware must:
– be powerful, with great memory and processing capabilities
– support distribution and parallelism mechanisms
– be scalable
• Remember: traditional digital libraries are already large databases. When e-learning is considered, besides traditional digital content, it is necessary to incorporate educational participants as well as class notes, which makes data quantity even bigger...
September, 2002 Page 74/72
AdministrationAdministration
• Administration for various architectures and stages
• Configuration management and change control
• Service level agreements and user expectations
• Contingency & disaster recovery planning
• High availability architectures