Generating collaborative systems for digital libraries: A model-driven approach

This is an open access article shared under a Creative Commons Attribution 3.0 Licence (http://creativecommons.org/licenses/by/3.0/). Copyright @ 2010 The Authors.The design and development of a digital library involves different stakeholders, such as: information architects, librarians, and domain experts, who need to agree on a common language to describe, discuss, and negotiate the services the library has to offer. To this end, high-level, language-neutral models have to be devised. Metamodeling techniques favor the definition of domainspecific visual languages through which stakeholders can share their views and directly manipulate representations of the domain entities. This paper describes CRADLE (Cooperative-Relational Approach to Digital Library Environments), a metamodel-based framework and visual language for the definition of notions and services related to the development of digital libraries. A collection of tools allows the automatic generation of several services, defined with the CRADLE visual language, and of the graphical user interfaces providing access to them for the final user. The effectiveness of the approach is illustrated by presenting digital libraries generated with CRADLE, while the CRADLE environment has been evaluated by using the cognitive dimensions framework

Toward Semantics-aware Representation of Digital Business Processes

An extended enterprise (EE) can be described by a set of models each representing a specific aspect of the EE. Aspects can for example be the process flow or the value description. However, different models are done by different people, which may use different terminology, which prevents relating the models. Therefore, we propose a framework consisting of process flow and value aspects and in addition a static domain model with structural and relational components. Further, we outline the usage of the static domain model to enable relating the different aspects

Semantic model-driven development of service-centric software architectures

Service-oriented architecture (SOA) is a recent architectural paradigm that has received much attention. The prevalent focus on platforms such as Web services, however, needs to be complemented by appropriate software engineering methods. We propose the model-driven development of service-centric software systems. We present in particular an investigation into the role of enriched semantic modelling for a modeldriven development framework for service-centric software systems. Ontologies as the foundations of semantic modelling and its enhancement through architectural pattern modelling are at the core of the proposed approach. We introduce foundations and discuss the benefits and also the challenges in this context

Development of a client interface for a methodology independent object-oriented CASE tool : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Computer Science at Massey University

The overall aim of the research presented in this thesis is the development of a prototype CASE Tool user interface that supports the use of arbitrary methodology notations for the construction of small-scale diagrams. This research is part of the larger CASE Tool project, MOOT (Massey's Object Oriented Tool). MOOT is a meta-system with a client-server architecture that provides a framework within which the semantics and syntax of methodologies can be described. The CASE Tool user interface is implemented in Java so it is as portable as possible and has a consistent look and feel. It has been designed as a client to the rest of the MOOT system (which acts as a server). A communications protocol has been designed to support the interaction between the CASE Tool client and a MOOT server. The user interface design of MOOT must support all possible graphical notations. No assumptions about the types of notations that a software engineer may use can be made. MOOT therefore provides a specification language called NDL for the definition of a methodology's syntax. Hence, the MOOT CASE Tool client described in this thesis is a shell that is parameterised by NDL specifications. The flexibility provided by such a high level of abstraction presents significant challenges in terms of designing effective human-computer interaction mechanisms for the MOOT user interface. Functional and non-functional requirements of the client user interface have been identified and applied during the construction of the prototype. A notation specification that defines the syntax for Coad and Yourdon OOA/OOD has been written in NDL and used as a test case. The thesis includes the iterative evaluation and extension of NDL resulting from the prototype development. The prototype has shown that the current approach to NDL is efficacious, and that the syntax and semantics of a methodology description can successfully be separated. The developed prototype has shown that it is possible to build a simple, non-intrusive, and efficient, yet flexible, useable, and helpful interface for meta-CASE tools. The development of the CASE Tool client, through its generic, methodology independent design, has provided a pilot with which future ideas may be explored

Learning design – making practice explicit

New technologies have immense potential for learning, but the sheer variety possible also creates challenges for learners in terms of navigating through an increasingly complex digital landscape and for teachers in terms of how to design and support learning interventions. How can learners and teachers make informed decisions about what technologies to use in the design and support of learning activities? This presentation will consider this question and present a new methodology for design – 'learning design', which aims to shift the creation and support of learning from what has traditionally been an implicit, belief-based practice to one that is explicit and design based. Learning design research at the Open University, UK has included the development of a set of conceptual design views, a tool for visualising designs (CompendiumLD) and a social networking site, for sharing and discussing learning and teaching ideas and designs (Cloudworks). An overview of this work will be provided, along with a discussion of the perceived benefits of this new approach to educational design

Harmony and Technology Enhanced Learning

New technologies offer rich opportunities to support education in harmony. In this chapter we consider theoretical perspectives and underlying principles behind technologies for learning and teaching harmony. Such perspectives help in matching existing and future technologies to educational purposes, and to inspire the creative re-appropriation of technologies

Sensemaking on the Pragmatic Web: A Hypermedia Discourse Perspective

The complexity of the dilemmas we face on an organizational, societal and global scale forces us into sensemaking activity. We need tools for expressing and contesting perspectives flexible enough for real time use in meetings, structured enough to help manage longer term memory, and powerful enough to filter the complexity of extended deliberation and debate on an organizational or global scale. This has been the motivation for a programme of basic and applied action research into Hypermedia Discourse, which draws on research in hypertext, information visualization, argumentation, modelling, and meeting facilitation. This paper proposes that this strand of work shares a key principle behind the Pragmatic Web concept, namely, the need to take seriously diverse perspectives and the processes of meaning negotiation. Moreover, it is argued that the hypermedia discourse tools described instantiate this principle in practical tools which permit end-user control over modelling approaches in the absence of consensus