Highly Interactive Web-Based Courseware

Zukünftige Lehr-/Lernprogramme sollen als vernetzte Systeme die Lernenden befähigen, Lerninhalte zu erforschen und zu konstruieren, sowie Verständnisschwierigkeiten und Gedanken in der Lehr-/Lerngemeinschaft zu kommunizieren. Lehrmaterial soll dabei in digitale Lernobjekte übergeführt, kollaborativ von Programmierern, Pädagogen und Designern entwickelt und in einer Datenbank archiviert werden, um von Lehrern und Lernenden eingesetzt, angepasst und weiterentwickelt zu werden. Den ersten Schritt in diese Richtung machte die Lerntechnologie, indem sie Wiederverwendbarkeit und Kompabilität für hypermediale Kurse spezifizierte. Ein größeres Maß an Interaktivität wird bisher allerdings noch nicht in Betracht gezogen. Jedes interaktive Lernobjekt wird als autonome Hypermedia-Einheit angesehen, aufwändig in der Erstellung, und weder mehrstufig verschränk- noch anpassbar, oder gar adäquat spezifizierbar. Dynamische Eigenschaften, Aussehen und Verhalten sind fest vorgegeben. Die vorgestellte Arbeit konzipiert und realisiert Lerntechnologie für hypermediale Kurse unter besonderer Berücksichtigung hochgradig interaktiver Lernobjekte. Innovativ ist dabei zunächst die mehrstufige, komponenten-basierte Technologie, die verschiedenste strukturelle Abstufungen von kompletten Lernobjekten und Werkzeugsätzen bis hin zu Basiskomponenten und Skripten, einzelnen Programmanweisungen, erlaubt. Zweitens erweitert die vorgeschlagene Methodik Kollaboration und individuelle Anpassung seitens der Teilnehmer eines hypermedialen Kurses auf die Software-Ebene. Komponenten werden zu verknüpfbaren Hypermedia-Objekten, die in der Kursdatenbank verwaltet und von allen Kursteilnehmern bewertet, mit Anmerkungen versehen und modifiziert werden. Neben einer detaillierten Beschreibung der Lerntechnologie und Entwurfsmuster für interaktive Lernobjekte sowie verwandte hypermediale Kurse wird der Begriff der Interaktivität verdeutlicht, indem eine kombinierte technologische und symbolische Definition von Interaktionsgraden vorgestellt und daraus ein visuelles Skriptschema abgeleitet wird, welches Funktionalität übertragbar macht. Weiterhin wird die Evolution von Hypermedia und Lehr-/Lernprogrammen besprochen, um wesentliche Techniken für interaktive, hypermediale Kurse auszuwählen. Die vorgeschlagene Architektur unterstützt mehrsprachige, alternative Inhalte, bietet konsistente Referenzen und ist leicht zu pflegen, und besitzt selbst für interaktive Inhalte Online-Assistenten. Der Einsatz hochgradiger Interaktivität in Lehr-/Lernprogrammen wird mit hypermedialen Kursen im Bereich der Computergraphik illustriert.The grand vision of educational software is that of a networked system enabling the learner to explore, discover, and construct subject matters and communicate problems and ideas with other community members. Educational material is transformed into reusable learning objects, created collaboratively by developers, educators, and designers, preserved in a digital library, and utilized, adapted, and evolved by educators and learners. Recent advances in learning technology specified reusability and interoperability in Web-based courseware. However, great interactivity is not yet considered. Each interactive learning object represents an autonomous hypermedia entity, laborious to create, impossible to interlink and to adapt in a graduated manner, and hard to specify. Dynamic attributes, the look and feel, and functionality are predefined. This work designs and realizes learning technology for Web-based courseware with special regard to highly interactive learning objects. The innovative aspect initially lies in the multi-level, component-based technology providing a graduated structuring. Components range from complex learning objects to toolkits to primitive components and scripts. Secondly, the proposed methodologies extend community support in Web-based courseware – collaboration and personalization – to the software layer. Components become linkable hypermedia objects and part of the courseware repository, rated, annotated, and modified by all community members. In addition to a detailed description of technology and design patterns for interactive learning objects and matching Web-based courseware, the thesis clarifies the denotation of interactivity in educational software formulating combined levels of technological and symbolical interactivity, and deduces a visual scripting metaphor for transporting functionality. Further, it reviews the evolution of hypermedia and educational software to extract substantial techniques for interactive Web-based courseware. The proposed framework supports multilingual, alternative content, provides link consistency and easy maintenance, and includes state-driven online wizards also for interactive content. The impact of great interactivity in educational software is illustrated with courseware in the Computer Graphics domain

Flexible virtual learning environments: a schema-driven approach using sematic web concepts

Flexible e-Iearning refers to an intelligent educational mechanism that focuses on simulating and improving traditional education as far as possible on the Web by integrating various electronic approaches, technologies, and equipment. This mechanism aims to promote the personalized development and management of e-learning Web services and applications. The main value of this method is that it provides high-powered individualization in pedagogy for students and staff.Here, the thesis mainly studied three problems in meeting the practical requirements of users in education. The first question is how a range of teaching styles (e.g. command and guided discovery) can be supported. The second one is how varieties of instructional processes can be authored. The third question is how these processes can be controlled by learners and educators in terms of their personalized needs during the execution of instruction.In this research, through investigating the existing e-Iearning approaches and technologies, the main technical problems of current virtual learning environments (VLEs) were analyzed. Next, by using the Semantic Web concepts as well as relevant standards, a schema-driven approach was created. This method can support users' individualized operations in the Web-based education. Then, a flexible e-learning system based on the approach was designed and implemented to map a range of extensive didactic paradigms. Finally, a case study was completed to evaluate the research results. The main findings of the assessment were that the flexible VLE implemented a range of teaching styles and the personalized creation and control of educational processes

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

Diseño de un sistema de gestión y sincronización de cuentas de usuario para Informática MDM

[ES] En este proyecto se describe un sistema de autenticación y autorización que garantiza la retroalimentación de los usuarios de la empresa arhis para trabajar de forma más óptima con los conjuntos de datos hospedados en los servidores remotos de sus clientes. En el proyecto se ha hecho un estudio entre los sistemas actuales que proporcionan funcionalidades parecidas, así como una comparativa entre los mismos para garantizar la seguridad en la gestión de recursos de la aplicación desarrollada. En la presente memoria, se muestra en profundidad el diseño del software, así como el desarrollo del mismo junto con la documentación de los errores y mejoras detectadas a lo largo de la implementación. Para la elaboración de este documento se han seguido las pautas de la norma técnica para la realización de proyectos de sistemas de la información del Consejo de Colegios de Ingenieros en Informática, basada en el estándar UNE 157801.[CA] En aquest projecte es descriu un sistema d'autenticació i autorització que garanteix la retroalimentació dels usuaris de l'empresa arhis amb la finalitat de treballar de forma més òptima amb els conjunts de dades allotjats en els servidors remots dels seus clients. En el projecte s'ha fet un estudi entre els sistemes actuals que proporcionen funcionalitats semblants, així com una comparativa entre els mateixos per garantir la seguretat en la gestió de recursos de l'aplicació desenvolupada. En la present memòria, es mostra en profunditat el disseny del programari, així com el desenvolupament del mateix juntament amb la documentació dels errors i millores detectades al llarg de la implementació. Per a l'elaboració d'aquest document s'han seguit les pautes de la norma tècnica per a la realització de projectes de sistemes de la informació del Consell de Col·legis d'Enginyers en Informàtica, basada en l'estàndard UNE 157.801.[EN] This project describes an authentication and authorization system that guarantees the feedback of users of the company arhis to work more optimally with datasets hosted on the remote servers of its clients. In this project, a study between the current systems that provide similar functionalities has been made, as well as a comparative among them to guarantee the security in the management of resources of the developed application. In the present specification, the software design is shown in depth, as well as the development of the software together with documentation of errors and improvements detected throughout the implementation. For the elaboration of this document the guidelines of the technical standard for the realization of projects of information systems of the Council of Colleges of Engineers in Computing have been followed, based on the standard UNE 157801.Penadés Ribera, J. (2017). Diseño de un sistema de gestión y sincronización de cuentas de usuario para Informática MDM. http://hdl.handle.net/10251/88379.TFG

Bayesian expert systems and multi-agent modeling for learner-centric Web-based education

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2005.Includes bibliographical references (leaves 140-150).Online distance education provides students with a wealth of information. When students submit course-related search term queries, the search engine returns the search hits based on keyword and topic match. A student's particular learning style is not taken into consideration. For instance, a visually oriented student may benefit more than others from viewing videos and interacting with simulations. We address this problem by designing and developing a knowledge-based system for the initial assessment of students' learning styles. Each student's membership in a learning style dimension (e.g. visual or verbal) is estimated probabilistically. We reach this probability value by using a sequential Bayesian approach to administer a dynamic questionnaire that aims to attain a desired confidence level estimate with the minimal number of questions. A multi-agent online tutoring system uses this initial learning style model to start suggesting learning material matching the student's style. Each agent is an expert in a learning style dimension and can suggest the learning materials matching the student's style. In addition, these agents closely follow the student's evolving preferences and continuously update the stochastic model based on the student's online activities. When the student searches for course material, the multi-agent system delivers the search matches in a cycle-free preference order influenced by the students' multi-dimensional learning style model.by Ralph Rizkallah Rabbat.Ph.D