A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction

Managing evolution and change in web-based teaching and learning environments

The state of the art in information technology and educational technologies is evolving constantly. Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution and change affect educators and developers of computer-based teaching and learning environments alike – both often being unprepared to respond effectively. A large number of educational systems are designed and developed without change and evolution in mind. We will present our approach to the design and maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution and change for these systems and for the educators and developers responsible for their implementation and deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the objective of raising an awareness of this issue of evolution and change in computer-supported teaching and learning environments. This discussion leads towards the establishment of a development and management framework for teaching and learning systems

Systematic development of courseware systems

Various difficulties have been reported in relation to the development of courseware systems. A central problem is to address the needs of not only the learner, but also instructor, developer, and other stakeholders, and to integrate these different needs. Another problem area is courseware architectures, to which much work has been dedicated recently. We present a systematic approach to courseware development – a methodology for courseware engineering – that addresses these problems. This methodology is rooted in the educational domain and is based on methods for software development in this context. We illustrate how this methodology can improve the quality of courseware systems and the development process

A taxonomy for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction

A Design of MAC Model Based on the Separation of Duties and Data Coloring: DSDC-MAC

Among the access control methods for database security, there is Mandatory Access Control (MAC) model in which the security level is set to both the subject and the object to enhance the security control. Legacy MAC models have focused only on one thing, either confidentiality or integrity. Thus, it can cause collisions between security policies in supporting confidentiality and integrity simultaneously. In addition, they do not provide a granular security class policy of subjects and objects in terms of subjects\u27 roles or tasks. In this paper, we present the security policy of Bell_LaPadula Model (BLP) model and Biba model as one complemented policy. In addition, Duties Separation and Data Coloring (DSDC)-MAC model applying new data coloring security method is proposed to enable granular access control from the viewpoint of Segregation of Duty (SoD). The case study demonstrated that the proposed modeling work maintains the practicality through the design of Human Resources management System. The proposed model in this study is suitable for organizations like military forces or intelligence agencies where confidential information should be carefully handled. Furthermore, this model is expected to protect systems against malicious insiders and improve the confidentiality and integrity of data

The future of technology enhanced active learning – a roadmap

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap

An introduction to Graph Data Management

A graph database is a database where the data structures for the schema and/or instances are modeled as a (labeled)(directed) graph or generalizations of it, and where querying is expressed by graph-oriented operations and type constructors. In this article we present the basic notions of graph databases, give an historical overview of its main development, and study the main current systems that implement them