SPEIR: Scottish Portals for Education, Information and Research. Final Project Report: Elements and Future Development Requirements of a Common Information Environment for Scotland

The SPEIR (Scottish Portals for Education, Information and Research) project was funded by the Scottish Library and Information Council (SLIC). It ran from February 2003 to September 2004, slightly longer than the 18 months originally scheduled and was managed by the Centre for Digital Library Research (CDLR). With SLIC's agreement, community stakeholders were represented in the project by the Confederation of Scottish Mini-Cooperatives (CoSMiC), an organisation whose members include SLIC, the National Library of Scotland (NLS), the Scottish Further Education Unit (SFEU), the Scottish Confederation of University and Research Libraries (SCURL), regional cooperatives such as the Ayrshire Libraries Forum (ALF)1, and representatives from the Museums and Archives communities in Scotland. Aims; A Common Information Environment For Scotland The aims of the project were to: o Conduct basic research into the distributed information infrastructure requirements of the Scottish Cultural Portal pilot and the public library CAIRNS integration proposal; o Develop associated pilot facilities by enhancing existing facilities or developing new ones; o Ensure that both infrastructure proposals and pilot facilities were sufficiently generic to be utilised in support of other portals developed by the Scottish information community; o Ensure the interoperability of infrastructural elements beyond Scotland through adherence to established or developing national and international standards. Since the Scottish information landscape is taken by CoSMiC members to encompass relevant activities in Archives, Libraries, Museums, and related domains, the project was, in essence, concerned with identifying, researching, and developing the elements of an internationally interoperable common information environment for Scotland, and of determining the best path for future progress

Semantic web services for simulation component reuse and interoperability: An ontology approach

Commercial-off-the-shelf (COTS) Simulation Packages (CSPs) are widely used in industry primarily due to economic factors associated with developing proprietary software platforms. Regardless of their widespread use, CSPs have yet to operate across organizational boundaries. The limited reuse and interoperability of CSPs are affected by the same semantic issues that restrict the inter-organizational use of software components and web services. The current representations of Web components are predominantly syntactic in nature lacking the fundamental semantic underpinning required to support discovery on the emerging Semantic Web. The authors present new research that partially alleviates the problem of limited semantic reuse and interoperability of simulation components in CSPs. Semantic models, in the form of ontologies, utilized by the authors’ Web service discovery and deployment architecture provide one approach to support simulation model reuse. Semantic interoperation is achieved through a simulation component ontology that is used to identify required components at varying levels of granularity (i.e. including both abstract and specialized components). Selected simulation components are loaded into a CSP, modified according to the requirements of the new model and executed. The research presented here is based on the development of an ontology, connector software, and a Web service discovery architecture. The ontology is extracted from simulation scenarios involving airport, restaurant and kitchen service suppliers. The ontology engineering framework and discovery architecture provide a novel approach to inter-organizational simulation, by adopting a less intrusive interface between participants Although specific to CSPs this work has wider implications for the simulation community. The reason being that the community as a whole stands to benefit through from an increased awareness of the state-of-the-art in Software Engineering (for example, ontology-supported component discovery and reuse, and service-oriented computing), and it is expected that this will eventually lead to the development of a unique Software Engineering-inspired methodology to build simulations in future

Building communities for the exchange of learning objects: theoretical foundations and requirements

In order to reduce overall costs of developing high-quality digital courses (including both the content, and the learning and teaching activities), the exchange of learning objects has been recognized as a promising solution. This article makes an inventory of the issues involved in the exchange of learning objects within a community. It explores some basic theories, models and specifications and provides a theoretical framework containing the functional and non-functional requirements to establish an exchange system in the educational field. Three levels of requirements are discussed. First, the non-functional requirements that deal with the technical conditions to make learning objects interoperable. Second, some basic use cases (activities) are identified that must be facilitated to enable the technical exchange of learning objects, e.g. searching and adapting the objects. Third, some basic use cases are identified that are required to establish the exchange of learning objects in a community, e.g. policy management, information and training. The implications of this framework are then discussed, including recommendations concerning the identification of reward systems, role changes and evaluation instruments

Mapping web personal learning environments

A recent trend in web development is to build platforms which are carefully designed to host a plurality of software components (sometimes called widgets or plugins) which can be organized or combined (mashed-up) at user's convenience to create personalized environments. The same holds true for the web development of educational applications. The degree of personalization can depend on the role of users such as in traditional virtual learning environment, where the components are chosen by a teacher in the context of a course. Or, it can be more opened as in a so-called personalized learning environment (PLE). It now exists a wide array of available web platforms exhibiting different functionalities but all built on the same concept of aggregating components together to support different tasks and scenarios. There is now an overlap between the development of PLE and the more generic developments in web 2.0 applications such as social network sites. This article shows that 6 more or less independent dimensions allow to map the functionalities of these platforms: the screen dimensionmaps the visual integration, the data dimension maps the portability of data, the temporal dimension maps the coupling between participants, the social dimension maps the grouping of users, the activity dimension maps the structuring of end users–interactions with the environment, and the runtime dimensionmaps the flexibility in accessing the system from different end points. Finally these dimensions are used to compare 6 familiar Web platforms which could potentially be used in the construction of a PLE