Standard-Based eLearning Solutions in Higher Education

Computer and Automation Research Institute, Hungarian Academy of Sciences - further SZTAKI - has a really good and well-known international technology/research background. Because of this good track record SZTAKI has received the status of the EU Centre of Excellence in Information Technology and Automation. According to these experiences the staff of the eLearning Department is involved in several EU Leonardo, and Hungarian Info-communication Technology projects. We started to monitor the local eLearning market. The domestic eLearning projects have a typical weakness so far, that the created training materials can be used only in a specific Learning Management System - LMS. It is a big constrain and this is why we decided to build up a systematic method to overcome this problem

E-Learning Instruction Generation Approach in terms of Experience Economy

With the trend of service innovation and experience economy, innovative services with mass customization is the right way to shift into the Experience Economy. Nowadays, E-Learning services development is limited and digital learning material inadequate is one of the most important issues in this area. By taking rapid instruction prototyping into consideration and implementing the modular architecture that offer mass customization services and rapid, then the E-Learning in terms of Experience Economy will realize rapidly. This study proposes an innovative service concept with efficiently offering reusable learning assets for accelerating learning material development. The innovative approach of E-Learning instruction generation services is illustrated and the conceptual model of proposed service framework is outlined. The major findings of this study are: E-Learning instruction generation model for effectively utilizing course contents in Web 2.0 website; conceptual model for dynamic componentization of learning assets. Finally, discussion direction for further research is proposed

Degree of Scaffolding: Learning Objective Metadata: A Prototype Leaning System Design for Integrating GIS into a Civil Engineering Curriculum

Digital media and networking offer great potential as tools for enhancing classroom learning environments, both local and distant. One concept and related technological tool that can facilitate the effective application and distribution of digital educational resources is learning objects in combination with the SCORM (sharable content objects reference model) compliance framework. Progressive scaffolding is a learning design approach for educational systems that provides flexible guidance to students. We are in the process of utilizing this approach within a SCORM framework in the form of a multi-level instructional design. The associated metadata required by SCORM will describe the degree of scaffolding. This paper will discuss progressive scaffolding as it relates to SCORM compliant learning objects, within the context of the design of an application for integrating Geographic Information Systems (GIS) into the civil engineering curriculum at the University of Missouri - Rolla

Digital lifecycles and file types: final report

The Rights and Rewards in Blended Institutional Repositories Project is funded by the Joint Information Systems Committee (JISC) under the Digital Repositories Programme. This represents a cooperative venture between the Department of Information Science (DIS), the Engineering Centre for Excellence in Teaching and Learning (engCETL) and the University Library. The two year project aims to establish a single Blended repository to meet the teaching and research needs of this institution. It will address the motivational issues facing depositors of teaching materials with a focus on the associated Rights and Rewards. This digital lifecycles study will identify the most appropriate materials for submission to the project’s demonstrator repository. This takes into account factors like: granularity, persistence and multimedia types that can be supported for both teaching and research materials. It also documents the existing lifecycles of these items and the tools and specifications needed within a repository frameworks to support these lifecycles. For example, it will identify appropriate granularity of teaching resources and appropriate methods for content packaging. The results of the study will help to identify which types of files are currently in use, which formats should be supported by the repository system ultimately selected for the demonstrator repository. This information is likely to be of benefit to other projects and institutions in the process of setting up an Institutional Repository (IR)

The hard SCORM LMS: reading SCORM courseware on hardcopy textbooks

[[abstract]]The sharable content object reference model (SCORM) includes a representation of distance learning contents and a behavior definition of how users should interact with the contents. Usually, SCORM-compliant systems are developed based on Web browsers or Java program. We developed a system which allows users to read SCORM-compliant course materials on hardcopy papers while an OCR-like pen device is used as an interaction mechanism. A computer, a PDA, or a cellular phone can be used in conjunction with the pen device for multimedia presentations. Our project is called the hard SCORM. Therefore, users can read textbooks in a traditional manner while behavior of reading is incorporated with the SCORM specification.[[conferencetype]]國際[[conferencedate]]20050705~20050708[[booktype]]紙本[[conferencelocation]]Kaohsiung, Taiwa

Context-Aware and Adaptable eLearning Systems

The full text file attached to this record contains a copy of the thesis without the authors publications attached. The list of publications that are attached to the complete thesis can be found on pages 6-7 in the thesis.This thesis proposed solutions to some shortcomings to current eLearning architectures. The proposed DeLC architecture supports context-aware and adaptable provision of eLearning services and electronic content. The architecture is fully distributed and integrates service-oriented development with agent technology. Central to this architecture is that a node is our unit of computation (known as eLearning node) which can have purely service-oriented architecture, agent-oriented architecture or mixed architecture. Three eLeaerning Nodes have been implemented in order to demonstrate the vitality of the DeLC concept. The Mobile eLearning Node uses a three-level communication network, called InfoStations network, supporting mobile service provision. The services, displayed on this node, are to be aware of its context, gather required learning material and adapted to the learner request. This is supported trough a multi-layered hybrid (service- and agent-oriented) architecture whose kernel is implemented as middleware. For testing of the middleware a simulation environment has been developed. In addition, the DeLC development approach is proposed. The second eLearning node has been implemented as Education Portal. The architecture of this node is poorly service-oriented and it adopts a client-server architecture. In the education portal, there are incorporated education services and system services, called engines. The electronic content is kept in Digital Libraries. Furthermore, in order to facilitate content creators in DeLC, the environment Selbo2 was developed. The environment allows for creating new content, editing available content, as well as generating educational units out of preexisting standardized elements. In the last two years, the portal is used in actual education at the Faculty of Mathematics and Informatics, University of Plovdiv. The third eLearning node, known as Agent Village, exhibits a purely agent-oriented architecture. The purpose of this node is to provide intelligent assistance to the services deployed on the Education Pportal. Currently, two kinds of assistants are implemented in the node - eTesting Assistants and Refactoring eLearning Environment (ReLE). A more complex architecture, known as Education Cluster, is presented in this thesis as well. The Education Cluster incorporates two eLearning nodes, namely the Education Portal and the Agent Village. eLearning services and intelligent agents interact in the cluster

MPEG-SCORM : ontologia de metadados interoperáveis para integração de padrões multimídia e e-learning

Orientador: Yuzo IanoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de ComputaçãoResumo: A convergência entre as mídias digitais propõe uma integração entre as TIC, focadas no domínio do multimídia (sob a responsabilidade do Moving Picture Experts Group, constituindo o subcomitê ISO / IEC JTC1 SC29), e as TICE, (TIC para a Educação, geridas pelo ISO / IEC JTC1 SC36), destacando-se os padrões MPEG, empregados na forma de conteúdo e metadados para o multimídia, e as TICE, aplicadas à Educação a Distância, ou e-Learning (o aprendizado eletrônico). Neste sentido, coloca-se a problemática de desenvolver uma correspondência interoperável de bases normativas, atingindo assim uma proposta inovadora na convergência entre as mídias digitais e as aplicações para e-Learning, essencialmente multimídia. Para este fim, propõe-se criar e aplicar uma ontologia de metadados interoperáveis para web, TV digital e extensões para dispositivos móveis, baseada na integração entre os padrões de metadados MPEG-21 e SCORM, empregando a linguagem XPathAbstract: The convergence of digital media offers an integration of the ICT, focused on telecommunications and multimedia domain (under responsibility of the Moving Picture Experts Group, ISO/IEC JTC1 SC29), with the ICTE (the ICT for Education, managed by the ISO/IEC JTC1 SC36), highlighting the MPEG formats, featured as content and as description metadata potentially applied to the Multimedia or Digital TV and as a technology applied to e-Learning. Regarding this, it is presented the problem of developing an interoperable matching for normative bases, achieving an innovative proposal in the convergence between digital Telecommunications and applications for e-Learning, both essentially multimedia. To achieve this purpose, it is proposed to creating a ontology for interoperability between educational applications in Digital TV environments and vice-versa, simultaneously facilitating the creation of learning metadata based objects for Digital TV programs as well as providing multimedia video content as learning objects for Distance Education. This ontology is designed as interoperable metadata for the Web, Digital TV and e-Learning, built on the integration between MPEG-21 and SCORM metadata standards, employing the XPath languageDoutoradoTelecomunicações e TelemáticaDoutor em Engenharia ElétricaCAPE

Virtual learning process environment (VLPE): a BPM-based learning process management architecture

E-learning systems have significantly impacted the way that learning takes place within universities, particularly in providing self-learning support and flexibility of course delivery. Virtual Learning Environments help facilitate the management of educational courses for students, in particular by assisting course designers and thriving in the management of the learning itself. Current literature has shown that pedagogical modelling and learning process management facilitation are inadequate. In particular, quantitative information on the process of learning that is needed to perform real time or reflective monitoring and statistical analysis of students’ learning processes performance is deficient. Therefore, for a course designer, pedagogical evaluation and reform decisions can be difficult. This thesis presents an alternative e-learning systems architecture - Virtual Learning Process Environment (VLPE) - that uses the Business Process Management (BPM) conceptual framework to design an architecture that addresses the critical quantitative learning process information gaps associated with the conventional VLE frameworks. Within VLPE, course designers can model desired education pedagogies in the form of learning process workflows using an intuitive graphical flow diagram user-interface. Automated agents associated with BPM frameworks are employed to capture quantitative learning information from the learning process workflow. Consequently, course designers are able to monitor, analyse and re-evaluate in real time the effectiveness of their chosen pedagogy using live interactive learning process dashboards. Once a course delivery is complete the collated quantitative information can also be used to make major revisions to pedagogy design for the next iteration of the course. An additional contribution of this work is that this new architecture facilitates individual students in monitoring and analysing their own learning performances in comparison to their peers in a real time anonymous manner through a personal analytics learning process dashboard. A case scenario of the quantitative statistical analysis of a cohort of learners (10 participants in size) is presented. The analytical results of their learning processes, performances and progressions on a short Mathematics course over a five-week period are also presented in order to demonstrate that the proposed framework can significantly help to advance learning analytics and the visualisation of real time learning data