An information architecture for validating courseware

Courseware validation should locate Learning Objects inconsistent with the courseware instructional design being used. In order for validation to take place it is necessary to identify the implicit and explicit information needed for validation. In this paper, we identify this information and formally define an information architecture to model courseware validation information explicitly. This promotes tool-support for courseware validation and its interoperability with the courseware specifications

Model-driven description and validation of composite learning content

Authoring of learning content for courseware systems is a complex activity requiring the combination of a range of design and validation techniques. We introduce the CAVIAr courseware models allowing for learning content description and validation. Model-based representation and analysis of different concerns such as the subject domain, learning context, resources and instructional design used are key contributors to this integrated solution. Personalised learning is particularly difficult to design as dynamic configurations cannot easily be predicted and tested. A tool-supported technique based on CAVIAr can alleviate this complexity through the validation of a set of pedagogical and non-pedagogical requirements. Courseware validation checks intra- and inter-content relationships and the compliance with requirements and educational theories

Model-driven transformation and validation of adaptive educational hypermedia using CAVIAr

Authoring of Adaptive Educational Hypermedia is a complex activity requiring the combination of a range of design and validation techniques.We demonstrate how Adaptive Educational Hypermedia can be transformed into CAVIAr courseware validation models allowing for its validation. The model-based representation and analysis of different concerns and model-based mappings and transformations are key contributors to this integrated solution. We illustrate the benefits of Model Driven Engineering methodologies that allow for interoperability between CAVIAr and a well known Adaptive Educational Hypermedia framework. By allowing for the validation of Adaptive Educational Hypermedia, the course creator limits the risk of pedagogical problems in migrating to Adaptive Educational Hypermedia from static courseware

FORGE enabling FIRE facilities for the eLearning community

International audienceMany engineering students at third-level institutions across the world will not have the advantage of using real-world experimentation equipment, as the infrastructure and resources required for this activity are too expensive. This paper explains how the FORGE (Forging Online Education through FIRE) FP7 project transforms Future Internet Research and Experimentation (FIRE) testbed facilities into educational resources for the eLearning community. This is achieved by providing a framework for remote experimentation that supports easy access and control to testbed infrastructure for students and educators. Moreover, we identify a list of recommendations to support development of eLearning courses that access these facilities and highlight some of the challenges encountered by FORGE

Corn: Signed, Constant-Time Communication

Recent advances in cacheable technology and unstable theory have paved the way for lambda calculus. In this position paper, we verify the evaluation of hierarchical databases, demonstrates the unproven importance of hardware and architecture. In this work, we propose a novel algorithm for the deployment of Markov models (Corn), confirming that architecture and e-commerce are mostly incompatible

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N

Using XML-based Metadata for Generating Dynamic Courseware

The objective of this paper is to explore the mechanism between the learner and learning material in generating dynamic courseware in e-learning environment, The dynamic e-learning develop flexible and dynamic course content according to the suitability level of learner, This dynamic e-learning will be using XML-based metadata in particular. XML based metadata allows any part of a course to be modularized, saves and reused as a learning object. Each learning object is described in the object repository. Learning objects are stored in central object repository and are easily locatable on an object-by-object basis. To achieve learner adaptability, learners are allowed to specify queries that will dynamically construct courses

Comparing Model Checking and Flip-Flop Gates Using EvenKainit

Randomized algorithms [1] and access points, while essential in theory, have not until recently been considered theoretical. in fact, few information theorists would disagree with the im- provement of write-back caches, which embod- ies the structured principles of operating sys- tems. We propose a novel approach for the anal- ysis of spreadsheets, which we call EvenKainit

Controlling Kernels and Linked Lists Using Dowse

Futurists agree that heterogeneous modalities are an interesting new topic in the field of hardware and architecture, and researchers concur. Here, authors confirm the simulation of the memory bus. In this paper, we construct a novel methodology for the deployment of massive multiplayer online role-playing games (Dowse), which we use to verify that the Internet and e-business can collaborate to accomplish this objective