Making Legacy LMS adaptable using Policy and Policy templates

Koesling, A., Herder, E., De Coi, J., & Abel, F. (2008). Making Legacy LMS adaptable using Policy and Policy templates. In J. Baumeister & M. Atzmüller, Proceedings of the 16th Workshop on Adaptivity and User Modeling in Interactive System, ABIS 2008 (pp. 35-40). October, 6-8, 2008, Würzburg, Germany: University of Würzburg. Website with link to proceedings: http://lwa08.informatik.uni-wuerzburg.de/Wiki.jsp?page=FGABIS08In this paper, we discuss how users and designers of existing learning management systems (LMSs) can make use of policies to enhance adaptivity and adaptability. Many widespread LMSs currently only use limited and proprietary rule systems defining the system behaviour. Personalization of those systems is done based on those rule systems allowing only for fairly restricted adaptation rules. Policies allow for more sophisticated and flexible adaptation rules, provided by multiple stakeholders and they can be integrated into legacy systems. We present the benefits and feasibility of our ongoing approach of extending an existing LMS with policies. We will use the LMS ILIAS as a hands-on example to allow users to make use of system personalization.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

ID3.8 Release 2.0 of the TENCompetence integrative software

The document explains the installation and configuration steps to set up instances of the PCM client and the PCM server.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

ID2.1 Initial Requirements Report

This internal deliverable contains two main parts: 1. Functional Requirements for the TENCompetence integrated system (which includes the descriptions of the high level use cases and the main components of the system) 2. Non Functional Requirements for the TENCompetence inte-grated systemThe 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

Adopting Trust Negotiations: To Negotiate or Not To Negotiate? Abstract

Open distributed environments require that agents who are not known to each other must be able to interact. A new authorization scheme called trust negotiation has emerged allowing two strangers to iteratively and bilaterally establish trust. This scheme has been applied to different environments such as the Web, P2P networks or Grid environments. However, it is not yet clear what impact, implies its integration into running systems what leads to a lack of adoption. This papers investigates the overload produced by the integration of trust negotiation techniques and shows how negotiations might, under some assumptions, imply only a small increase on the network use in comparison with the benefits it provides.

L.: “European lifelong competence development: requirements and technologies for its realisation

Abstract – In the TenCompetence project, we aim to address the growing need for lifelong development with an open source framework for competence development programmes. We envisage that the framework will be used for formal, non-formal and informal learning activities; learning units will be created and shared in a distributed manner in learning networks, and peer-to-peer learning activities will be highly important. In this paper, we give an overview of the requirements and techniques needed to achieve this goal. Methods for learner assessment are needed for individualizing learning programmes. The system should provide functionality to position the learner in and around learning programmes, and to generate personalized navigation paths that match the learner goal; in addition, learners should be able to organize their learning process and to communicate. We discuss several existing tools and standards that may be used as a basis for the framework

Exploiting Policies in an Open Infrastructure for Lifelong Learning

De Coi, J. L., Kösling, A., Kärger, P., Olmedilla, D., (2007) Exploiting Policies in an Open Infrastructure for Lifelong Learning. In Duval, E., Klamma, R. and Wolpers, M. (Eds.), Second European Conference on Technology Enhanced Learning, Lecture Notes in Computer Science, 4753, pp.26-40.Nowadays, people are in need for continuous learning in order to keep up to date or be upgraded in their job. An infrastructure for lifelong learning requires continuous adaptation to learners needs and must also provide flexible ways for students to use and personalize them. Controlling who can access a document, specifying when a student may be contacted for interactive instant messaging or periodical reminders in order to increase motivation for collaboration are just some examples of typical statements that may be specified by e.g., learners and learning management system administrators. This paper shows how policies can represent a way of expressing these statements and describes the extra benefits of its adoption like flexibility, dynamicity and interoperability.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