User Profile Based Activities in Flexible Processes

International audienceCOOPER platform is a collaborative, open environment that leverages on the idea of flexible, user-centric process support. It allows cooperating team members to define collaborative processes and flexibly modify the process activities even during process execution. In this paper we describe how the incorporation of decentralized user data through mashups, allows the COOPER platform to support the definition and execution of the so called user profile based activities, i.e., process activities that are adapted based on the preferences of the process actors. We define two basic types of user profile based activities, namely user adapted activities and user conditional activities. The first are modeled according to the user profile data, while the second employs the same user data to enable automatic workflow decisions

TechNews digests: Jan - Nov 2009

TechNews is a technology, news and analysis service aimed at anyone in the education sector keen to stay informed about technology developments, trends and issues. TechNews focuses on emerging technologies and other technology news. TechNews service : digests september 2004 till May 2010 Analysis pieces and News combined publish every 2 to 3 month

Design and Implementation Strategies for IMS Learning Design

SIKS Dissertation Series No. 2008-27The IMS Learning Design (LD) specification, which has been released in February 2003, is a generic and flexible language for describing the learning practice and underlying learning designs using a formal notation which is computer-interpretable. It is based on a pedagogical meta-model (Koper & Manderveld, 2004) and supports the use of a wide range of pedagogies. It supports adaptation of individual learning routes and orchestrates interactions between users in various learning and support roles. A formalized learning design can be applied repeatedly in similar situations with different persons and contexts. Yet because IMS Learning Design is a fairly complex and elaborate specification, it can be difficult to grasp; furthermore, designing and implementing a runtime environment for the specification is far from straightforward. That IMS Learning Design makes use of other specifications and e-learning services adds further to this complexity for both its users and the software developers. For this new specification to succeed, therefore, a reference runtime implementation was needed. To this end, this thesis addresses two research and development issues. First, it investigates research into and development of a reusable reference runtime environment for IMS Learning Design. The resulting runtime, called CopperCore, provides a reference both for users of the specification and for software developers. The latter can reuse the design principles presented in this thesis for their own implementations, or reuse the CopperCore product through the interfaces provided. Second, this thesis addresses the integration of other specifications and e-learning services during runtime. It presents an architecture and implementation (CopperCore Service Integration) which provides an extensible lightweight solution to the problem. Both developments have been tested through real-world use in projects carried out by the IMS Learning Design community. The results have generally been positive, and have led us to conclude that we successfully addressed both the research and development issues. However, the results also indicate that the LD tooling lacks maturity, particularly in the authoring area. Through close integration of CopperCore with a product called the Personal Competence Manager, we demonstrate that a complementary approach to authoring in IMS Learning Design solves some of these issues

Adaptive model-driven user interface development systems

Adaptive user interfaces (UIs) were introduced to address some of the usability problems that plague many software applications. Model-driven engineering formed the basis for most of the systems targeting the development of such UIs. An overview of these systems is presented and a set of criteria is established to evaluate the strengths and shortcomings of the state-of-the-art, which is categorized under architectures, techniques, and tools. A summary of the evaluation is presented in tables that visually illustrate the fulfillment of each criterion by each system. The evaluation identified several gaps in the existing art and highlighted the areas of promising improvement

Engineering Adaptive Model-Driven User Interfaces for Enterprise Applications

Enterprise applications such as enterprise resource planning systems have numerous complex user interfaces (UIs). Usability problems plague these UIs because they are offered as a generic off-the-shelf solution to end-users with diverse needs in terms of their required features and layout preferences. Adaptive UIs can help in improving usability by tailoring the features and layout based on the context-of-use. The model-driven UI development approach offers the possibility of applying different types of adaptations on the various UI levels of abstraction. This approach forms the basis for many works researching the development of adaptive UIs. Yet, several gaps were identified in the state-of-the-art adaptive model-driven UI development systems. To fill these gaps, this thesis presents an approach that offers the following novel contributions: - The Cedar Architecture serves as a reference for developing adaptive model-driven enterprise application user interfaces. - Role-Based User Interface Simplification (RBUIS) is a mechanism for improving usability through adaptive behavior, by providing end-users with a minimal feature-set and an optimal layout based on the context-of-use. - Cedar Studio is an integrated development environment, which provides tool support for building adaptive model-driven enterprise application UIs using RBUIS based on the Cedar Architecture. The contributions were evaluated from the technical and human perspectives. Several metrics were established and applied to measure the technical characteristics of the proposed approach after integrating it into an open-source enterprise application. Additional insights about the approach were obtained through the opinions of industry experts and data from real-life projects. Usability studies showed the approach’s ability to significantly improve usability in terms of end-user efficiency, effectiveness and satisfaction

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

Engineering Adaptive Model-Driven User Interfaces

Software applications that are very large-scale, can encompass hundreds of complex user interfaces (UIs). Such applications are commonly sold as feature-bloated off-the-shelf products to be used by people with variable needs in the required features and layout preferences. Although many UI adaptation approaches were proposed, several gaps and limitations including: extensibility and integration in legacy systems, still need to be addressed in the state-of-the-art adaptive UI development systems. This paper presents Role-Based UI Simplification (RBUIS) as a mechanism for increasing usability through adaptive behaviour by providing end-users with a minimal feature-set and an optimal layout, based on the context-of- use. RBUIS uses an interpreted runtime model-driven approach based on the Cedar Architecture, and is supported by the integrated development environment (IDE), Cedar Studio. RBUIS was evaluated by integrating it into OFBiz, an open-source ERP system. The integration method was assessed and measured by establishing and applying technical metrics. Afterwards, a usability study was carried out to evaluate whether UIs simplified with RBUIS show an improvement over their initial counterparts. This study leveraged questionnaires, checking task completion times and output quality, and eye-tracking. The results showed that UIs simplified with RBUIS significantly improve end-user efficiency, effectiveness, and perceived usability

An approach to the integration of accessibility requirements into a user interface development method

It is a legal requirement in many countries to ensure accessibility for Web applications. Although there are numerous regulations and standards regarding accessibility in the development of user interfaces, accessibility is nevertheless quite difficult to achieve, let alone to maintain at a high level of quality throughout the development process. This difficulty is due to diverse factors including, but not limited to, the lack of proper development methods, authoring tools and accessibility training for user interface development professionals. In an attempt to offer a solution to these difficulties, this paper proposes a methodological approach for the integration of accessibility requirements into a user interface development method based on User Interface Description Language (UIDL) or, more specifically, on the USer Interface eXtensible Markup Language (UsiXML) framework. The proposed strategy involves the integration of accessibility requirements into design primitives of the user interface development method. This paper focuses on accessibility requirements related to navigation in the Task Model, Abstract User Interface Model and Transformation Model. The application of the approach shown for the SPA4USXML tool also includes a proof of concept and validation of the proposal. The study shows that accessibility requirements included at the design stage in the modelling of user interfaces can be systematized through mechanisms such as new transformation rules and the use of support tools such as SPA4USXML. As a result, the quality of accessibility can be guaranteed by taking advantage of developments in technologies based on User Interface Markup Languages such as UsiXML.This research work has been partly funded by the Department of Education, Universities and Research of the Basque Government and by the Research Network MAVIR (S2009/TIC-1542 (www.mavir.net), and MULTIMEDICA Project (TIN2010- 20644-C03-01). In addition, RM enjoys a PhD scholarship from the Research Staff Training Programme of the Department of Education, Universities and Research of the Basque Government. We thank the INREDIS project, which has been the foundation for this work. We also want to thank the members of the ITEA Project for providing us with the documents of the UsiXML specificationPublicad

EUD-MARS: End-User Development of Model-Driven Adaptive Robotics Software Systems

Empowering end-users to program robots is becoming more significant. Introducing software engineering principles into end-user programming could improve the quality of the developed software applications. For example, model-driven development improves technology independence and adaptive systems act upon changes in their context of use. However, end-users need to apply such principles in a non-daunting manner and without incurring a steep learning curve. This paper presents EUD-MARS that aims to provide end-users with a simple approach for developing model-driven adaptive robotics software. End-users include people like hobbyists and students who are not professional programmers but are interested in programming robots. EUD-MARS supports robots like hobby drones and educational humanoids that are available for end-users. It offers a tool for software developers and another one for end-users. We evaluated EUD-MARS from three perspectives. First, we used EUD-MARS to program different types of robots and assessed its visual programming language against existing design principles. Second, we asked software developers to use EUD-MARS to configure robots and obtained their feedback on strengths and points for improvement. Third, we observed how end-users explain and develop EUD-MARS programs, and obtained their feedback mainly on understandability, ease of programming, and desirability. These evaluations yielded positive indications of EUD-MARS