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

An approach to enacting business process models in support of the life cycle of integrated manufacturing systems

The complexity of enterprise engineering processes requires the application of reference architectures as means of guiding the achievement of an adequate level of business integration. This research aims to address important aspects of this requirement by associating the formalism of reference architectures to various life cycle phases of integrating manufacturing systems (IMS) and enabling their use in addressing contemporary system engineering issues. In pursuit of this aim, the following research activities were carried out: (1) to devise a framework which supports key phases of the IMS life cycle and (2) to populate part of this framework with an initial combination of architectures which can be encapsulated into a computer-aided systems engineering environment. This has led to the creation of a workbench capable of providing support for modelling, analysis, simulation, rapid-prototyping, configuration and run-time operation of an IMS, based on a consistent set of models associated with the engineering processes involved. The research effort concentrated on selecting and investigating the use of appropriate formalisms which underpin a selection of architectures and tools (i. e. CIM-OSA, Petrinets, object-oriented methods and CIM-BIOSYS), this by designing, implementing, applying and testing the workbench. The main contribution of this research is to demonstrate that it is possible to retain an adequate level of formalism, via computational structures and models, which extend through the IMS life cycle from a conceptual description of the system through to actions that the system performs when operating. The underlying methodology which supported this contribution is based on enacting models of system behaviour which encode important coordination aspects of manufacturing systems. The strategy for demonstrating the incorporation of formalism to the IMS life cycle was to enable the aggregation into a workbench of knowledge of 'what' the system is expected to achieve (i. e. 'problems' to be addressed) and 'how' the system can achieve it (i. e possible 'solutions'). Within the workbench, such a knowledge is represented through an amalgamation of business process modelling and object-oriented modelling approaches which, when adequately manipulated, can lead to business integration

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

Cognitive Effectiveness of Visual Instructional Design Languages

The introduction of learning technologies into education is making the design of courses and instructional materials an increasingly complex task. Instructional design languages are identified as conceptual tools for achieving more standardized and, at the same time, more creative design solutions, as well as enhancing communication and transparency in the design process. In this article we discuss differences in cognitive aspects of three visual instructional design languages (E²ML, PoEML, coUML), based on user evaluation. Cognitive aspects are of relevance for learning a design language, creating models with it, and understanding models created using it. The findings should enable language constructors to improve the usability of visual instructional design languages in the future. The paper concludes with directions with regard to how future research on visual instructional design languages could strengthen their value and enhance their actual use by educators and designers by synthesizing existing efforts into a unified modeling approach for VIDLs

CASE product evaluation & application in H.K.

by Chu Lung Yan, Cliff, Sung Sai Kit, Edmond.Thesis (M.B.A.)--Chinese University of Hong Kong, 1991.Bibliography: leaf 74.Chapter I. --- OVERVIEW OF STRUCTURED METHODOLOGY & CASE SOFTWARE --- p.1Chapter 1.1 --- Introduction --- p.1Chapter 1.1.1 --- Driving Force behind the CASE evolution --- p.1Chapter 1.1.2 --- Short Review of the CASE technology --- p.2Chapter 1.1.3 --- Benefits of CASE tools --- p.2Chapter 1.1.4 --- CASE Products --- p.5Chapter 1.2 --- Structured Methodology --- p.5Chapter 1.2.1 --- Software System Life Cycle --- p.5Chapter 1.2.2 --- Structured Analysis Methodology --- p.6Chapter 1.3 --- CASE Software Products --- p.9Chapter II. --- PROJECT FRAMEWORK & CASE EVALUATION FRAMEWORK --- p.11Chapter 2.1 --- Project objectives --- p.11Chapter 2.2 --- Methodology --- p.11Chapter 2.2.1 --- Literature Survey --- p.11Chapter 2.2.2 --- Questionnaire --- p.11Chapter 2.2.3 --- In-depth Interview --- p.11Chapter 2.2.4 --- Product Demonstration --- p.11Chapter 2.3 --- CASE Evaluation Framework --- p.12Chapter 2.4 --- Introducing CASE into the organization --- p.14Chapter III. --- PRODUCT EVALUATION --- p.17Chapter 3.1 --- Functional Evaluation of AD/Cycle --- p.19Chapter 3.1.1 --- Functional Overview --- p.19Chapter 3.1.2 --- Functional Description of Selected Products of AD/Cycle --- p.23Chapter 3.1.3 --- How well does AD/Cycle fit in the system development cycle --- p.25Chapter 3.2 --- Technological evaluation of AD/Cycle --- p.35Chapter 3.3 --- Functional evaluation of COHESION --- p.42Chapter 3.3.1 --- Digital's CASE Integration Framework --- p.42Chapter 3.3.2 --- Development Life Cycle Support --- p.44Chapter 3.3.3 --- Function Description on Selected Products --- p.47Chapter 3.4 --- Feature Comparison - Excelerator & DECdesign --- p.52Chapter 3.4.1 --- DECdesign under COHESION --- p.52Chapter 3.4.2 --- Excelerator under AD/Cycle --- p.58Chapter 3.4.3 --- Comparison summary --- p.63Chapter IV. --- APPLICATION OF CASE TECHNOLOGY IN HONG KONG --- p.64Chapter 4.1 --- Mailing Survey - Result summary --- p.64Chapter 4.1.1 --- Survey Result summary --- p.64Chapter 4.2 --- Interview result summaryChapter 4.2.1 --- "Interview IBM, as a CASE user" --- p.66Chapter 4.2.2 --- "Interview DEC, as a CASE user" --- p.68Chapter 4.2.3 --- Interview HongKong Bank --- p.69Chapter 4.2.4 --- Interview IBM CASE consultant --- p.72Chapter 4.3 --- Conclusion --- p.73BIBLIOGRAPHY --- p.74APPENDIX:Chapter A. --- Functional Description on selected products of AD/CycleChapter B. --- Survey resultsChapter C. --- Interview reportsChapter C.1 --- Interview IBM CASE consultantChapter C.2 --- Interview DEC in-house MIS consultantChapter C.3 --- Interview IBM - as a userChapter C.4 --- Interview HongKong BankChapter D. --- Details of Interviewee

An Integrated Engineering-Computation Framework for Collaborative Engineering: An Application in Project Management

Today\u27s engineering applications suffer from a severe integration problem. Engineering, the entire process, consists of a myriad of individual, often complex, tasks. Most computer tools support particular tasks in engineering, but the output of one tool is different from the others\u27. Thus, the users must re-enter the relevant information in the format required by another tool. Moreover, usually in the development process of a new product/process, several teams of engineers with different backgrounds/responsibilities are involved, for example mechanical engineers, cost estimators, manufacturing engineers, quality engineers, and project manager. Engineers need a tool(s) to share technical and managerial information and to be able to instantly access the latest changes made by one member, or more, in the teams to determine right away the impacts of these changes in all disciplines (cost, time, resources, etc.). In other words, engineers need to participate in a truly collaborative environment for the achievement of a common objective, which is the completion of the product/process design project in a timely, cost effective, and optimal manner. In this thesis, a new framework that integrates the capabilities of four commercial software, Microsoft Excel™ (spreadsheet), Microsoft Project™ (project management), What\u27s Best! (an optimization add-in), and Visual Basic™ (programming language), with a state-of-the-art object-oriented database (knowledge medium), InnerCircle2000™ is being presented and applied to handle the Cost-Time Trade-Off problem in project networks. The result was a vastly superior solution over the conventional solution from the viewpoint of data handling, completeness of solution space, and in the context of a collaborative engineering-computation environment

Stimulating Personal Development and Knowledge Sharing

Koper, R., Stefanov, K., & Dicheva, D. (Eds.) (2009). Proceedings of the 5th International TENCompetence Open Workshop "Stimulating Personal Development and Knowledge Sharing". October, 30-31, 2008, Sofia, Bulgaria: TENCompetence Workshop.The fifth open workshop of the TENCompetence project took place in Sofia, Bulgaria, from 30th to 31st October 2008. These proceedings contain the papers that were accepted for publication by the Program Committee.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

A Model-Driven Architecture based Evolution Method and Its Application in An Electronic Learning System

Software products have been racing against aging problem for most of their lifecycles, and evolution is the most effective and efficient solution to this problem. Model-Driven Architecture (MDA) is a new technique for software product for evolving development and reengineering methods. The main steps for MDA are to establish models in different levels and phases, therefore to solve the challenges of requirement and technology change. However, there is only a standard established by Object Management Group (OMG) but without a formal method and approach. Presently, MDA is widely researched in both industrial and research areas, however, there is still without a smooth approach to realise it especially in electronic learning (e-learning) system due to the following reasons: (1) models’ transformations are hard to realise because of lack of tools, (2) most of existing mature research results are working for business and government services but not education area, and (3) most of existing model-driven researches are based on Model-Driven Development (MDD) but not MDA because of OMG standard’s preciseness. Hence, it is worth to investigate an MDA-based method and approach to improve the existing software development approach for e-learning system. Due to the features of MDA actuality, a MDA-based evolution method and approach is proposed in this thesis. The fundamental theories of this research are OMG’s MDA standard and education pedagogical knowledge. Unified Modelling Language (UML) and Unified Modelling Language Profile are hired to represent the information of software system from different aspects. This study can be divided into three main parts: MDA-based evolution method and approach research, Platform-Independent Model (PIM) to Platform-Specific Model (PSM) transformation development, and MDA-based electronic learning system evolution. Top-down approach is explored to develop models for e-learning system. A transformation approach is developed to generate Computation Independent Model (CIM), Platform-Independent Model (PIM), and Platform-Specific Model (PSM); while a set of transformation rules are defined following MDA standard to support PSM’ s generation. In addition, proposed method is applied in an e-learning system as a case study with the prototype rules support. In the end, conclusions are drawn based on analysis and further research directions are discussed as well. The kernel contributions are the proposed transformation rules and its application in electronic learning system

Ontologies to integrate learning design and learning content

Commentary on: Chapter 8: Basic Design Procedures for E-learning Courses (Sloep, Hummel & Manderveld, 2005)Abstract: The paper presents an ontology based approach to integrate learning designs and learning object content. The main goal is to increase the level of reusability of learning designs by enabling the use of a given learning design with different content. We first define a three-part conceptual model that introduces an intermediary level between learning design and learning objects called the learning object context. We then use ontologies to facilitate the representation of these concepts: LOCO is a new ontology for IMS-LD, ALOCoM is an existing ontology for learning objects, and LOCO-Cite is a new ontology for the contextual model. Building the LOCO ontology required correcting some inconsistencies in the present IMS LD Information Model. Finally, we illustrate the usefulness of the proposed approach on three use cases: finding a teaching method based on domain-related competencies, searching for learning designs based on domain-independent competencies, and creating user recommendations for both learning objects and learning designs.Editors: Colin Tattersall and Rob Koper