A parallel grid-based implementation for real time processing of event log data in collaborative applications

Collaborative applications usually register user interaction in the form of semi-structured plain text event log data. Extracting and structuring of data is a prerequisite for later key processes such as the analysis of interactions, assessment of group activity, or the provision of awareness and feedback. Yet, in real situations of online collaborative activity, the processing of log data is usually done offline since structuring event log data is, in general, a computationally costly process and the amount of log data tends to be very large. Techniques to speed and scale up the structuring and processing of log data with minimal impact on the performance of the collaborative application are thus desirable to be able to process log data in real time. In this paper, we present a parallel grid-based implementation for processing in real time the event log data generated in collaborative applications. Our results show the feasibility of using grid middleware to speed and scale up the process of structuring and processing semi-structured event log data. The Grid prototype follows the Master-Worker (MW) paradigm. It is implemented using the Globus Toolkit (GT) and is tested on the Planetlab platform

Enhancing knowledge management in online collaborative learning

This study aims to explore two crucial aspects of collaborative work and learning: on the one hand, the importance of enabling collaborative learning applications to capture and structure the information generated by group activity and, on the other hand, to extract the relevant knowledge in order to provide learners and tutors with efficient awareness, feedback and support as regards group performance and collaboration. To this end, in this paper we first propose a conceptual model for data analysis and management that identifies and classifies the many kinds of indicators that describe collaboration and learning into high-level aspects of collaboration. Then, we provide a computational platform that, at a first step, collects and classifies both the event information generated asynchronously from the users' actions and the labeled dialogues from the synchronous collaboration according to these indicators. This information is then analyzed in next steps to eventually extract and present to participants the relevant knowledge about the collaboration. The ultimate aim of this platform is to efficiently embed information and knowledge into collaborative learning applications. We eventually suggest a generalization of our approach to be used in diverse collaborative learning situations and domains

CUCKOO: una plataforma web para la verificación de modelos UML

En este artículo presentamos CUCKOO (QUality cheCKing of Object Oriented designs) una plataforma web para la verificación de diagramas de clases UML. Esta plataforma está orientada a facilitar el aprendizaje de las fases de análisis y diseño dentro de las asignaturas de Ingeniería del Software.Peer Reviewe

Entorns col•laboratius virtuals asíncrons basats en Web i enfocats en la gestió del coneixement = Web-based Asynchronous Collaborative Environments Focused on Knowledge Management

Report for the scientific sojourn at the University of California at Berkeley, USA, from september 2007 until july 2008. Communities of Learning Practice is an innovative paradigm focused on providing appropriate technological support to both formal and especially informal learning groups who are chiefly formed by non-technical people and who lack of the necessary resources to acquire such systems. Typically, students who are often separated by geography and/or time have the need to meet each other after classes in small study groups to carry out specific learning activities assigned during the formal learning process. However, the lack of suitable and available groupware applications makes it difficult for these groups of learners to collaborate and achieve their specific learning goals. In addition, the lack of democratic decision-making mechanisms is a main handicap to substitute the central authority of knowledge presented in formal learning

Supporting collaborative discussions on asynchronous time: a technological perspective

The aim of this paper is to report on an experience of using an innovative on-line learning tool to support real, collaborative learning through discussion in asynchronous time. While asynchronous interaction gives rise to unique opportunities that support active, collaborative learning, unique problems also arise, such as frustration, caused by waiting for other peoples' reactions and feedback and the consequent loss of motivation, which has a negative impact on learning outcomes. In order to alleviate these problems, we focus the asynchronous discussion process on two crucial aspects: First, we provide an appropriate dialogue structure and conversational types that promote meaningful contributions and achieve more effective interaction. Second, we extract relevant knowledge in order to increase the awareness of learners and tutors and give them feedback on what is happening, as well as to monitor the performance and collaboration of learners. The ultimate goal is to increase the motivation, involvement and feeling of "onsite presence" among the actors participating in the collaboration and to ensure more effective support and assessment of the asynchronous discussion process in order to enhance and improve the on-line asynchronous experience. For the validation of this model, a real virtual learning environment is used to support collaborative activities based on asynchronous discussion

A Computational Model for the Construction of Knowledge-based Collaborative Learning Distributed Applications

Un camp de recerca important dins del paradigma del Computer-Supported Collaborative Learning (CSCL) és la importància en la gestió eficaç de la informació d'esdeveniments generada durant l'activitat de l'aprenentatge col·laboratiu virtual, per a proporcionar coneixement sobre el comportament dels membres del grup. Aquesta visió és especialment pertinent en l'escenari educatiu actual que passa d'un paradigma tradicional - centrat en la figura d'un instructor magistral - a un paradigma emergent que considera els estudiants com actors centrals en el seu procés d'aprenentatge. En aquest nou escenari, els estudiants aprenen, amb l'ajuda de professors, la tecnologia i els altres estudiants, el que potencialment necessitaran per a desenvolupar les seves activitats acadèmiques o professionals futures. Els principals aspectes a tenir en compte en aquest context són, primer de tot, com dissenyar una plataforma sota el paradigma del CSCL, que es pugui utilitzar en situacions reals d'aprenentatge col·laboratiu complexe i a llarg termini, basades en el model d'aprenentatge de resolució de problemes. I que permet al professor una anàlisi del grup més eficaç així com donar el suport adequat als estudiants quan sigui necessari. En segon lloc, com extreure coneixement pertinent de la col·laboració per donar consciència i retorn als estudiants a nivell individual i de rendiment del grup, així com per a propòsits d'avaluació. L'assoliment d'aquests objectius impliquen el disseny d'un model conceptual d'interacció durant l'aprenentatge col·laboratiu que estructuri i classifiqui la informació generada en una aplicació col·laborativa en diferents nivells de descripció. A partir d'aquesta aproximació conceptual, els models computacionals hi donen resposta per a proporcionar una extracció eficaç del coneixement produït per l'individu i per l'activitat del grup, així com la possibilitat d'explotar aquest coneixement com una eina metacognitiva pel suport en temps real i regulat del procés d'aprenentatge col·laboratiu.Un campo de investigación importante en el paradigma del Computer-Supported Collaborative Learning (CSCL) es la importancia de la gestión eficaz de la información de eventos generada durante la actividad del aprendizaje colaborativo virtual, para proporcionar conocimiento sobre el comportamiento de los miembros del grupo. Esta visión es especialmente pertinente en el escenario educativo actual que pasa de un paradigma tradicional - centrado en la figura de un instructor magistral - en un paradigma emergente que considera a los estudiantes como actores centrales en su proceso de aprendizaje. En este nuevo escenario, los estudiantes aprenden, con la ayuda de profesores, la tecnología y los otros estudiantes, lo que potencialmente necesitarán para desarrollar sus actividades académicas o profesionales futuras. Los aspectos principales a tener en cuenta en este contexto son, en primer lugar, cómo diseñar una plataforma bajo el paradigma del CSCL, que se pueda utilizar en situaciones reales de aprendizaje colaborativo complejo y a largo plazo, basadas en el modelo de aprendizaje de resolución de problemas. Y que permite al profesor un análisis del grupo más eficaz así como dar el apoyo adecuado a los estudiantes cuando sea necesario. En segundo lugar, cómo extraer conocimiento pertinente de la colaboración para dar conciencia y retorno a los estudiantes a nivel individual y de rendimiento del grupo, así como para propósitos de evaluación. La consecución de estos objetivos implican el diseño de un modelo conceptual de interacción durante el aprendizaje colaborativo que estructure y clasifique la información generada en una aplicación colaborativa en diferentes niveles de descripción. A partir de esta aproximación conceptual, los modelos computacionales dan respuesta para proporcionar una extracción eficaz del conocimiento producido por el individuo y por la actividad del grupo, así como la posibilidad de explotar este conocimiento como una herramienta metacognitiva para el apoyo en tiempo real y regulado del proceso de aprendizaje colaborativo.An important research topic in Computer Supported Collaborative Learning (CSCL) is to explore the importance of efficient management of event information generated from group activity in collaborative learning practices for its further use in extracting and providing knowledge on interaction behavior. The essential issue here is first how to design a CSCL platform that can be used for real, long-term, complex collaborative problem solving situations and which enables the instructor to both analyze group interaction effectively and provide an adequate support when needed. Secondly, how to extract relevant knowledge from collaboration in order to provide learners with efficient awareness and feedback as regards individual and group performance and assessment. The achievement of these tasks involve the design of a conceptual framework of collaborative learning interaction that structures and classifies the information generated in a collaborative application at several levels of description. Computational models are then to realize this conceptual approach for an efficient management of the knowledge produced by the individual and group activity as well as the possibility of exploiting this knowledge further as a metacognitive tool for real-time coaching and regulating the collaborative learning process. In addition, CSCL needs have been evolving over the last years accordingly with more and more demanding pedagogical and technological requirements. On-line collaborative learning environments no longer depend on homogeneous groups, static content and resources, and single pedagogies, but high customization and flexibility are a must in this context. As a result, current educational organizations' needs involve extending and moving to highly customized learning and teaching forms in timely fashion, each incorporating its own pedagogical approach, each targeting a specific learning goal, and each incorporating its specific resources. These entire issues certainly represent a great challenge for current and future research in this field. Therefore, further efforts need to be made that help developers, technologists and pedagogists overcome the demanding requirements currently found in the CSCL domain as well as provide modern educational organizations with fast, flexible and effective solutions for the enhancement and improvement of the collaborative learning performance and outcomes. This thesis proposes a first step toward these goals

Combining generic programming and service-oriented architectures for the effective and timely development of complex e-learning systems

Peer-reviewedIn this paper, an innovative engineering software technique is introduced that combines the Generic Programming paradigm and Service-Oriented Architectures in the form of Web-services for the effective and timely construction of flexible, scalable, interoperable and robust applications as key aspects to address the current demanding and changing requirements in software development in general and specifically in the e-Learning domain

Combining generic programming and service-oriented architectures for the effective and timely development of complex e-learning systems

Peer-reviewedIn this paper, an innovative engineering software technique is introduced that combines the Generic Programming paradigm and Service-Oriented Architectures in the form of Web-services for the effective and timely construction of flexible, scalable, interoperable and robust applications as key aspects to address the current demanding and changing requirements in software development in general and specifically in the e-Learning domain

Fostering Collaborative Knowledge Building by the Effective Provision of Knowledge about the Discussion Process

Peer-reviewedThis paper aims to report an experience of using an innovative CSCL tool to support real, collaborative learning by discussion. We based the success of on-line collaborative discussion on two crucial aspects: first, by providing an adequate dialogue structure and move types that promote meaningful contributions and achieve more effective interaction; second, by extracting relevant knowledge in order to provide learners and tutors with efficient awareness, feedback, and monitoring as regards learners¿ performance and collaboration. To this end, we employ a sociolinguistic model that builds a structure of the discussion through generic exchange types whereas it identifies a sufficient set of move types that users can use to contribute effectively to an on-line asynchronous discussion activity. Then these move types are used as indicators to analyze learners¿ interactions and let them and the ir tutors be aware of their behaviour and performance as well as of the particular skills exhibited during interaction. The ultimate goal is to achieve a more effective support and assessment of the discussion process and to enhance learning. To validate this model, a real virtual learning environment is employed to support collaborative activities based on asynchronous discussion

Fostering Collaborative Knowledge Building by the Effective Provision of Knowledge about the Discussion Process

Peer-reviewedThis paper aims to report an experience of using an innovative CSCL tool to support real, collaborative learning by discussion. We based the success of on-line collaborative discussion on two crucial aspects: first, by providing an adequate dialogue structure and move types that promote meaningful contributions and achieve more effective interaction; second, by extracting relevant knowledge in order to provide learners and tutors with efficient awareness, feedback, and monitoring as regards learners¿ performance and collaboration. To this end, we employ a sociolinguistic model that builds a structure of the discussion through generic exchange types whereas it identifies a sufficient set of move types that users can use to contribute effectively to an on-line asynchronous discussion activity. Then these move types are used as indicators to analyze learners¿ interactions and let them and the ir tutors be aware of their behaviour and performance as well as of the particular skills exhibited during interaction. The ultimate goal is to achieve a more effective support and assessment of the discussion process and to enhance learning. To validate this model, a real virtual learning environment is employed to support collaborative activities based on asynchronous discussion