113,131 research outputs found
Towards a re-engineering method for web services architectures
Recent developments in Web technologies – in particular
through the Web services framework – have greatly enhanced the flexible and interoperable implementation of service-oriented software architectures. Many older Web-based and other distributed software systems will be re-engineered to a Web services-oriented platform. Using an advanced
e-learning system as our case study, we investigate central aspects of a re-engineering approach for the Web services platform. Since our aim is to provide components of the legacy system also as services in the new platform, re-engineering to suit the new development paradigm is as important as re-engineering to suit the new architectural requirements
Pattern-based software architecture for service-oriented software systems
Service-oriented architecture is a recent conceptual framework for service-oriented software platforms. Architectures are of great importance for the evolution of
software systems. We present a modelling and transformation technique for service-centric distributed software systems. Architectural configurations, expressed through hierarchical architectural patterns, form the core of a specification and transformation technique. Patterns on different levels of abstraction form transformation invariants that structure and constrain the transformation
process. We explore the role that patterns can play in architecture transformations in terms of functional properties, but also non-functional quality aspects
Towards a competency model for adaptive assessment to support lifelong learning
Adaptive assessment provides efficient and personalised routes to establishing the proficiencies of learners. We can envisage a future in which learners are able to maintain and expose their competency profile to multiple services, throughout their life, which will use the competency information in the model to personalise assessment. Current competency standards tend to over simplify the representation of competency and the knowledge domain. This paper presents a competency model for evaluating learned capability by considering achieved competencies to support adaptive assessment for lifelong learning. This model provides a multidimensional view of competencies and provides for interoperability between systems as the learner progresses through life. The proposed competency model is being developed and implemented in the JISC-funded Placement Learning and Assessment Toolkit (mPLAT) project at the University of Southampton. This project which takes a Service-Oriented approach will contribute to the JISC community by adding mobile assessment tools to the E-framework
Context-adaptive learning designs by using semantic web services
IMS Learning Design (IMS-LD) is a promising technology aimed at supporting learning processes. IMS-LD packages contain the learning process metadata as well as the learning resources. However, the allocation of resources - whether data or services - within the learning design is done manually at design-time on the basis of the subjective appraisals of a learning designer. Since the actual learning context is known at runtime only, IMS-LD applications cannot adapt to a specific context or learner. Therefore, the reusability is limited and high development costs have to be taken into account to support a variety of contexts. To overcome these issues, we propose a highly dynamic approach based on Semantic Web Services (SWS) technology. Our aim is moving from the current data- and metadata-based to a context-adaptive service-orientated paradigm We introduce semantic descriptions of a learning process in terms of user objectives (learning goals) to abstract from any specific metadata standards and used learning resources. At runtime, learning goals are accomplished by automatically selecting and invoking the services that fit the actual user needs and process contexts. As a result, we obtain a dynamic adaptation to different contexts at runtime. Semantic mappings from our standard-independent process models will enable the automatic development of versatile, reusable IMS-LD applications as well as the reusability across multiple metadata standards. To illustrate our approach, we describe a prototype application based on our principles
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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
Supporting active database learning and training through interactive multimedia
The learning objectives of a database course include aspects from conceptual and theoretical knowledge to practical development and implementation skills. We present an interactive educational multimedia system based on the virtual apprenticeship model for the knowledge- and skills-oriented Web-based education of database course students. Combining knowledge learning and skills training in an integrated environment is a central aspect of our system. We show that tool-mediated independent learning and training in an authentic setting is an alternative to traditional classroom-based approaches
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Adressing context-awareness and standards interoperability in e-learning: a service-oriented framework based on IRS III
Current technologies aimed at supporting learning goals primarily follow a data and metadata-centric paradigm. They provide the learner with appropriate learning content packages containing the learning process description as well as the learning resources. Whereas process metadata is usually based on a certain standard specification – such as ADL SCORM or the IMS Learning Design – the used learning resources – data or services - are specific to pre-defined learning contexts, and they are allocated manually at design-time. Therefore, a content package cannot consider the actual learning context, since this is only known at runtime of a learning process. These facts limit the reusability of a content package across different standards and contexts. To overcome these issues, this paper proposes an innovative Semantic Web Service-based approach that changes this data- and metadata-based paradigm to a context-adaptive service-oriented approach. In this approach, the learning process is semantically described as a standard-independent process model decomposed into several learning goals. These goals are accomplished at runtime, based on the automatic allocation of the most appropriate service. As a result, we address the dynamic adaptation to specific context and - providing the appropriate mappings to established metadata standards - we enable the reuse of the defined semantic learning process model across different standards. To illustrate the application of our approach and to prove its feasibility, a prototypical application based on an initial use case scenario is proposed
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Models for online, open, flexible and technology enhanced higher education across the globe – a comparative analysis
Digital technology has become near ubiquitous in many countries today or is on a path to reach this state in the near future. Across the globe the share of internet users, for instance, has jumped in the last ten years. In Europe most countries have a share of internet users near to or above 90% in 2016 (last year available for international comparisons), in China the current share is 53%, but this has grown from just 16% in 2007, even in Ethiopia the share has grown from 0.4% to 15.4% in the same period (data from ITU). At the same time expectations of widespread adoption of digital solutions in higher education have been rising. In 2017 the New Media Consortium’s Horizon Report predicted that adaptive learning would take less than a year to be widely adopted (Adams Becker et al., 2017). And projects such as ‘Virtually Inspired’ are showcasing creative examples of how new technologies are already being harnessed to improve the quality of teaching and learning. Furthermore, discussion of the United Nations’ Sustainable Development Goals emphasise the key potentials that digital technology holds for achieving the goals for education in 2030 (UNESCO, 2017).
These developments lead university and college leadership to the question of how they should position their institution. What type of digitalisation initiatives can be found practice beyond best practices and future potentials? This is the question that this study attempts to answer. It sets out to analyse how higher education providers from across the world are harnessing digitalisation to improve teaching and learning and learner support and to identify emerging types of practice. For this, it focuses on the dimensions of flexibility of provision (in terms of time, place and pace) and openness of provision (in terms of who has access to learning and support and who is involved in the design of learning provision), as both of these dimensions can significantly benefit from integration of digital solutions.
The method of information collation used by the study was a global survey of higher education institutions (HEIs) covering all world continents, more than thirty countries and 69 cases. The survey found that nearly three-quarters of all HEIs have at least one strategic focus and typologies were developed based on this analysis to group HEIs with similar strategic focuses.
Overall, the findings suggest that most higher education providers are just at the beginning of developing comprehensive strategies for harnessing digitalisation. For this reason, the authors of this study believe that providers can benefit from the outcomes of this study’s research, as it can be used by university and college leadership for benchmarking similarities and differences and for cooperative peer learning between institutions. The database of cases and the guidelines for reviewing current strategies, which accompany this study, aim to facilitate this learning and evaluation process
Content-driven design and architecture of E-learning applications
E-learning applications combine content with learning technology systems to support the creation of content and its delivery to the learner. In the future, we can expect the distinction between learning content and its supporting infrastructure to become blurred. Content objects will interact with infrastructure services as independent objects. Our solution to the development of e-learning applications – content-driven design and architecture – is based on content-centric ontological modelling and development of architectures. Knowledge and modelling will play an important role in the development of content and architectures. Our approach integrates content with
interaction (in technical and educational terms) and services (the principle organization for a system architecture), based on techniques from different fields, including software engineering, learning design, and knowledge engineering
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