Content-driven design and architecture of E-learning applications

E-learning applications combine content with learning technology systems to support the creation of content and its delivery to the learner. In the future, we can expect the distinction between learning content and its supporting infrastructure to become blurred. Content objects will interact with infrastructure services as independent objects. Our solution to the development of e-learning applications – content-driven design and architecture – is based on content-centric ontological modelling and development of architectures. Knowledge and modelling will play an important role in the development of content and architectures. Our approach integrates content with interaction (in technical and educational terms) and services (the principle organization for a system architecture), based on techniques from different fields, including software engineering, learning design, and knowledge engineering

Invest to Save: Report and Recommendations of the NSF-DELOS Working Group on Digital Archiving and Preservation

Digital archiving and preservation are important areas for research and development, but there is no agreed upon set of priorities or coherent plan for research in this area. Research projects in this area tend to be small and driven by particular institutional problems or concerns. As a consequence, proposed solutions from experimental projects and prototypes tend not to scale to millions of digital objects, nor do the results from disparate projects readily build on each other. It is also unclear whether it is worthwhile to seek general solutions or whether different strategies are needed for different types of digital objects and collections. The lack of coordination in both research and development means that there are some areas where researchers are reinventing the wheel while other areas are neglected. Digital archiving and preservation is an area that will benefit from an exercise in analysis, priority setting, and planning for future research. The WG aims to survey current research activities, identify gaps, and develop a white paper proposing future research directions in the area of digital preservation. Some of the potential areas for research include repository architectures and inter-operability among digital archives; automated tools for capture, ingest, and normalization of digital objects; and harmonization of preservation formats and metadata. There can also be opportunities for development of commercial products in the areas of mass storage systems, repositories and repository management systems, and data management software and tools.

A generic framework for the development of standardised learning objects within the discipline of construction management

E-learning has occurred in the academic world in different forms since the early 1990s. Its use varies from interactive multimedia tools and simulation environments to static resources within learning management systems. E-learning tools and environments are no longer criticised for their lack of use in higher education in general and within the construction domain in particular. The main criticism, however, is that of reinventing the wheel in order to create new learning environments that cater for different educational needs. Therefore, sharing educational content has become the focus of current research, taking e-learning into a whole new era of developments. This era is enabled by the emergence of new technologies (online and wireless) and the development of educational standards, such as SCORM (Sharable Content Object Reference Model) and LOM (Learning Object Metadata) for example. Accordingly, the broad definition of the construction domain and the interlocking nature of subjects taught within this domain, makes the concept of sharing content most appealing. This paper proposes a framework developed to describe the various steps required in order to enable the application of e-learning metadata standards and ontology for sharable learning objects to serve the construction discipline. The paper further describes the application of the proposed framework to a case study for developing an online environment for learning objects that are standardised, sharable, transparent and that cater for the needs of learners, educators and curricula developers in Construction Management. Based on the framework, a learning objects repository is developed incorporating educational and web standards. The repository manages objects as well as metadata using ontology and offers a set of services such as storing, retrieving and searching of learning objects using Semantic Web technologies. Thus, it increases the reusability, sharability and interoperability of learning objects

Designing an automated prototype tool for preservation quality metadata extraction for ingest into digital repository

We present a viable framework for the automated extraction of preservation quality metadata, which is adjusted to meet the needs of, ingest to digital repositories. It has three distinctive features: wide coverage, specialisation and emphasis on quality. Wide coverage is achieved through the use of a distributed system of tool repositories, which helps to implement it over a broad range of document object types. Specialisation is maintained through the selection of the most appropriate metadata extraction tool for each case based on the identification of the digital object genre. And quality is sustained by introducing control points at selected stages of the workflow of the system. The integration of these three features as components in the ingest of material into digital repositories is a defining step ahead in the current quest for improved management of digital resources

De-Fragmenting Knowledge: Using Metadata for Interconnecting Courses

E-learning systems are often based on the notion of "course": an interconnected set of resources aiming at presenting material related to a particular topic. Course authors do provide external links to related material. Such external links are however "frozen" at the time of publication of the course. Metadata are useful for classifying and finding e-learning artifacts. In many cases, metadata are used by Learning Management Systems to import, export, sequence and present learning objects. The use of metadata by humans is in general limited to a search functionality, e.g. by authors who search for material that can be reused. We argue that metadata can be used to enrich the interconnection among courses, and to present to the student a richer variety of interconnected resources. We implemented a system that presents an instance of this idea

When Things Matter: A Data-Centric View of the Internet of Things

With the recent advances in radio-frequency identification (RFID), low-cost wireless sensor devices, and Web technologies, the Internet of Things (IoT) approach has gained momentum in connecting everyday objects to the Internet and facilitating machine-to-human and machine-to-machine communication with the physical world. While IoT offers the capability to connect and integrate both digital and physical entities, enabling a whole new class of applications and services, several significant challenges need to be addressed before these applications and services can be fully realized. A fundamental challenge centers around managing IoT data, typically produced in dynamic and volatile environments, which is not only extremely large in scale and volume, but also noisy, and continuous. This article surveys the main techniques and state-of-the-art research efforts in IoT from data-centric perspectives, including data stream processing, data storage models, complex event processing, and searching in IoT. Open research issues for IoT data management are also discussed