Design and Operationalization of Connectivist Activities: an Approach through Business Process Management

International audienceThe work presented in this paper focuses on massive open online course (MOOC) environments, and more specifically on the activity of designing and implementing pedagogical scenarios for a connectivist MOOC (cMOOC). This paper presents a research work, which aims to propose a model and tool to support the design of connectivist MOOC scenarios. The major contribution of this work is a visual authoring tool that is intended for the design and deployment of cMOOC-oriented scenarios. The tool is based on the BPMN notation that we have extended to suit our objectives. The tool was evaluated primarily from the point of view of utility and usability. The findings confirm that the tool can be used to design connectivist pedagogical scenarios and can provide all the necessary elements to operationalize such courses

A new technique to expedite RSVP path Re-establishments in 802.11 wireless LANs

This paper proposes a novel scheme that exploits the Inter Access Point Protocol (IAPP), currently standardized by IEEE, in order to expedite the RSVP path re-establishment that takes place after a handover from one WLAN Access Point (AP) to another. The prime characteristic of this scheme is that a WLAN AP serves as an RSVP proxy and starts RSVP signaling on behalf of the Mobile Node much earlier compared with the standard RSVP operation in a WLAN. Therefore, a considerable handover latency reduction can be achieved, which can be as high as 20%. To evaluate the performance and the benefits of the proposed scheme, we display and discuss a series of simulation results. In addition, we present in detail its operation and we discuss the RSVP objects that should be transferred across APs through IAPP. In this context, we also explain the structure of the proposed RSVP Information Elements. Our simulation results show considerable performance improvement, especially in heavy traffic load conditions. Note that the proposed scheme can work with the standard RSVP protocol, as well as with partial path re-establishment methods and can be combined with advanced admission control algorithms in the AP. © Springer 2005

ILDE: community environment for conceptualizing, authoring and deploying learning activities

Comunicació presentada a: 9th Open Learning and Teaching in Educational Communities, EC-TEL 2014, celebrada del 16 al 19 de setembre de 2014 a Graz, Austria.This demonstration paper presents the Integrated Learning Design Environment (ILDE). ILDE is being developed in the METIS project, which aims at promoting the adoption of learning design by providing integrated support to teachers throughout the whole design and implementation process (or lifecycle). ILDE integrates existing free- and open-source tools that include: codesign support for teacher communities; learning design editors following different authoring and pedagogical approaches; interface for deployment of designs on mainstream Virtual Learning Environments (VLEs). The integration is designed so that teachers experience a continuous flow while completing the tasks involved in the learning design lifecycle, even when the tasks are supported by different tools. ILDE uses the LdShake platform to provide social networking features and to manage the integrated access to designs and tooling including conceptualization tools (OULDI templates), editors (WebCollage, OpenGLM), and deployment into VLEs (e.g., Moodle) via GLUE!-PS.This work has been partially funded by EACEA, METIS Project 531262-LLP-2012-ES-KA3-KA3MP and the Spanish EEE project (TIN2011-28308-C03-03). The authors acknowledge the contributions from other project members, including the technical assistants: Pablo Abenia, Javier Hoyos and Rizwan Uppal

Eliciting Requirements For Learning Design Tools A Semio-participatory Approach

The need to properly design educational intervention, representing explicitly what students and teachers are planned to do, has been acknowledged in literature. Thus, Learning Design (LD) tools, if made accessible and usable by teachers, can bring significant benefits potentially improving results of educational practices. Although effort has been made in developing systems to support the learning design process, literature has shown they have not yet reached a sufficient spread among teachers. 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