Design approaches in technology enhanced learning

Design is a critical to the successful development of any interactive learning environment (ILE). Moreover, in technology enhanced learning (TEL), the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of Design Science (Simon, 1969). We then review the application of Design Experiments (Brown, 1992) and Design Patterns (Alexander et al., 1977) and argue that a patterns approach has the potential to address many of the critical challenges faced by learning technologists

An Exploratory Study of Hypermedia Support for Problem Decomposition

Empirical hypermedia research has concentrated on usability rather than utility, and the research on utility has focused on information access as opposed to problem solving and decision making in organizations. This study, based on problem reduction theory, uses a hypermedia prototype system to support decision processes for solving a financial analysis problem. An exploratory laboratory experiment was conducted to study the feasibility of the prototype for hypermedia support of decision making. The process tracing techniques used suggest that a cognitive map of a decision maker\u27s thought process may be constructed. Results offer a great deal of promise in the use of hypermedia for organizational decision support. The implications of this study for further research are discussed

Collaboration in the Semantic Grid: a Basis for e-Learning

The CoAKTinG project aims to advance the state of the art in collaborative mediated spaces for the Semantic Grid. This paper presents an overview of the hypertext and knowledge based tools which have been deployed to augment existing collaborative environments, and the ontology which is used to exchange structure, promote enhanced process tracking, and aid navigation of resources before, after, and while a collaboration occurs. While the primary focus of the project has been supporting e-Science, this paper also explores the similarities and application of CoAKTinG technologies as part of a human-centred design approach to e-Learning

Compensation methods to support generic graph editing: A case study in automated verification of schema requirements for an advanced transaction model

Compensation plays an important role in advanced transaction models, cooperative work, and workflow systems. However, compensation operations are often simply written as a^−1 in transaction model literature. This notation ignores any operation parameters, results, and side effects. A schema designer intending to use an advanced transaction model is expected (required) to write correct method code. However, in the days of cut-and-paste, this is much easier said than done. In this paper, we demonstrate the feasibility of using an off-the-shelf theorem prover (also called a proof assistant) to perform automated verification of compensation requirements for an OODB schema. We report on the results of a case study in verification for a particular advanced transaction model that supports cooperative applications. The case study is based on an OODB schema that provides generic graph editing functionality for the creation, insertion, and manipulation of nodes and links

Compensation methods to support cooperative applications: A case study in automated verification of schema requirements for an advanced transaction model

Compensation plays an important role in advanced transaction models, cooperative work and workflow systems. A schema designer is typically required to supply for each transaction another transaction to semantically undo the effects of . Little attention has been paid to the verification of the desirable properties of such operations, however. This paper demonstrates the use of a higher-order logic theorem prover for verifying that compensating transactions return a database to its original state. It is shown how an OODB schema is translated to the language of the theorem prover so that proofs can be performed on the compensating transactions

Factors shaping the evolution of electronic documentation systems

The main goal is to prepare the space station technical and managerial structure for likely changes in the creation, capture, transfer, and utilization of knowledge. By anticipating advances, the design of Space Station Project (SSP) information systems can be tailored to facilitate a progression of increasingly sophisticated strategies as the space station evolves. Future generations of advanced information systems will use increases in power to deliver environmentally meaningful, contextually targeted, interconnected data (knowledge). The concept of a Knowledge Base Management System is emerging when the problem is focused on how information systems can perform such a conversion of raw data. Such a system would include traditional management functions for large space databases. Added artificial intelligence features might encompass co-existing knowledge representation schemes; effective control structures for deductive, plausible, and inductive reasoning; means for knowledge acquisition, refinement, and validation; explanation facilities; and dynamic human intervention. The major areas covered include: alternative knowledge representation approaches; advanced user interface capabilities; computer-supported cooperative work; the evolution of information system hardware; standardization, compatibility, and connectivity; and organizational impacts of information intensive environments

Requirements, design and business process reengineering as vital parts of any system development methodology

This thesis analyzes different aspects of system development life cycle, concentrating on the requirements and design stages. It describes various methodologies, methods and tools that have been developed over the years. It evaluates them and compares them against each other. Finally a conclusion is made that there is a very important stage missing in the system development life cycle, which is the Business Process Reengineering Stage

Paradigms for the design of multimedia learning environments in engineering

The starting point for this research was the belief that interactive multimedia learning environments represent a significant evolution in computer based learning and therefore their design requires a re-examination of the underlying principles of learning and knowledge representation. Current multimedia learning environments (MLEs) can be seen as descendants of the earlier technologies of computer-aided learning (CAL), intelligent tutoring systems (ITS) and videodisc-based learning systems. As such they can benefit from much of the wisdom which emerged from those technologies. However, multimedia can be distinguished from earlier technologies by its much greater facility in bringing to the learner high levels of interaction with and control over still and moving image, animation, sound and graphics. Our intuition tells us that this facility has the potential to create learning environments which are not merely substitutes for "live" teaching, but which are capable of elucidating complex conceptual knowledge in ways which have not previously been possible. If the potential of interactive multimedia for learning is to be properly exploited then it needs to be better understood. MLEs should not just be regarded as a slicker version of CAL, ITS or videodisc but a new technology requiring a reinterpretation of the existing theories of learning and knowledge representation. The work described in this thesis aims to contribute to a better understanding of the ways in which MLEs can aid learning. A knowledge engineering approach was taken to the design of a MLE for civil engineers. This involved analysing in detail the knowledge content of the learning domain in terms of different paradigms of human learning and knowledge representation. From this basis, a design strategy was developed which matched the nature of the domain knowledge to the most appropriate delivery techniques. The Cognitive Apprenticeship Model (CAM) was shown to be able to support the integration and presentation of the different categories of knowledge in a coherent instructional framework. It is concluded that this approach is helpful in enabling designers of multimedia systems both to capture and to present a rich picture of the domain. The focus of the thesis is concentrated on the domain of Civil Engineering and the learning of concepts and design skills within that domain. However, much of it could be extended to other highly visual domains such as mechanical engineering. Many of the points can also be seen to be much more widely relevant to the design of any MLE.Engineering and Physical Sciences Research Counci