A semantic web services-based infrastructure for context-adaptive process support

Current technologies aimed at supporting processes whether it is a business or learning process - primarily follow a metadata- and data-centric paradigm. Whereas process metadata is usually based on a specific standard specification - such as the Business Process Modeling Notation (BPMN) or the IMS Learning Design Standard - the allocation of resources is done manually at design-time, and the used data is often specific to one process context only. These facts limit the reusability of process models across different standards and contexts. To overcome these issues, we introduce an innovative Semantic Web Service-based framework aimed at changing the current paradigm to a context-adaptive service-oriented approach. Following the idea of layered semantic abstractions, our approach supports the development of abstract semantic process model - reusable across different contexts and standards - that enables a dynamic adaptation to specific actor needs and objectives. To illustrate the application of our framework and establish its feasibility, we describe a prototypical application in the E-Learning domain

Process-oriented Enterprise Mashups

Mashups, a new Web 2.0 technology provide the ability for easy creation of Web-Based applications by end-users. The uses of the mashups are often consumer related. In this paper we explore how mashups can be used in the enterprise area and hat the criteria for enterprise mashups are. We provide categories for the classification of enterprise mashups, and based upon a motivating example we go further in depth on business process enterprise mashup

CourseEditor: A course planning tool compatible with IMS-LD

For the successful adoption of Computer Based Learning (CBL), it is necessary to provide teachers with user-friendly authoring tools that guide them in the process of planning a course. It is important that the documents generated by these tools are compliant with CBL standards to ensure that the instructional designs made by the teachers remain valid regardless of the Learning Management System (LMS) used to deliver the course. IMS-Learning Design (IMS-LD) is one of the most accepted specifications by the educational community for modeling of learning processes. There are some authoring-tools that allow export learning designs in IMS-LD but they are not course-planning oriented. In addition, a big challenge is how to improve the user interfaces of these tools in order to be easier to use for regular teachers. This paper presents CourseEditor, a course planning authoring tool that allows a teacher to describe the complete planning of a course (objectives, contents, methodology, and evaluation) and export the results in an IMS-LD compatible format. The paper provides a novel modeling of course planning that takes into account ideas from different instructional theories. CourseEditor combines power and flexibility, with the simplicity of an interface that can be used by teachers with no technical background. The paper illustrates the use of the tool creating a course on Telematic Services in the context of a Telecommunications Engineering degree. In addition, the relationships of course planning and IMS-LD are presented, showing which information of course planning can be represented in IMS-LD and which not. (c) 2010 Wiley Periodicals, Inc. Comput Appl Eng Educ 21: 421-431, 2013This research has been partially funded by the following projects: project "Learn3: Towards Learning of the Third Kind" funded by the Spanish Ministry of Science and Innovation under grant No. TIN2008-05163/TSI and project E_MADRID: "Investigación y Desarrollo de Tecnologías para el e-Learning en la Comunidad de Madrid" funded by the Madrid Regional Government under grant No. S2009/TIC-1650.Publicad

Towards a semantic modeling of learners for social networks

The Friend of a Friend (FOAF) ontology is a vocabulary for mapping social networks. In this paper we propose an extension to FOAF in order to allow it to model learners and their social networks. We analyse FOAF alongside different learner modeling standards and specifications, and based on this analysis we introduce a taxonomy of the different features found in those models. We then compare the learner models and FOAF against the taxonomy to see how their characteristics have been shaped by their purpose. Based on this we propose extensions to FOAF in order to produce a learner model that is capable of forming the basis of a semantic social network.<br/

Self-Modeling Based Diagnosis of Software-Defined Networks

Networks built using SDN (Software-Defined Networks) and NFV (Network Functions Virtualization) approaches are expected to face several challenges such as scalability, robustness and resiliency. In this paper, we propose a self-modeling based diagnosis to enable resilient networks in the context of SDN and NFV. We focus on solving two major problems: On the one hand, we lack today of a model or template that describes the managed elements in the context of SDN and NFV. On the other hand, the highly dynamic networks enabled by the softwarisation require the generation at runtime of a diagnosis model from which the root causes can be identified. In this paper, we propose finer granular templates that do not only model network nodes but also their sub-components for a more detailed diagnosis suitable in the SDN and NFV context. In addition, we specify and validate a self-modeling based diagnosis using Bayesian Networks. This approach differs from the state of the art in the discovery of network and service dependencies at run-time and the building of the diagnosis model of any SDN infrastructure using our templates

Towards adaptive e-learning applications based on Semantic Web Services

The current state of the art in supporting E-Learning objectives is primarily based on providing a learner with learning content by using metadata standards like ADL SCORM 2004 or IMS Learning Design. By following this approach, several issues can be observed including high development costs due to a limited reusability across different standards and learning contexts. To overcome these issues, our approach changes this data-centric paradigm to a highly dynamic service-oriented approach. By following this approach, learning objectives are supported based on a automatic allocation of services instead of a manual composition of learning data. Our approach is fundamentally based on current Semantic Web Service (SWS) technology and considers mappings between different learning metadata standards as well as ontological concepts for E-Learning. Since our approach is based on a dynamic selection and invocation of SWS appropriate to achieve a given learning objective within a specific learning context, it enables the dynamic adaptation to specific learning needs as well as a high level of reusability across different learning contexts