A hybrid method for the analysis of learner behaviour in active learning environments

Software-mediated learning requires adjustments in the teaching and learning process. In particular active learning facilitated through interactive learning software differs from traditional instructor-oriented, classroom-based teaching. We present behaviour analysis techniques for Web-mediated learning. Motivation, acceptance of the learning approach and technology, learning organisation and actual tool usage are aspects of behaviour that require different analysis techniques to be used. A hybrid method based on a combination of survey methods and Web usage mining techniques can provide accurate and comprehensive analysis results. These techniques allow us to evaluate active learning approaches implemented in form of Web tutorials

An algebraic basis for specifying and enforcing access control in security systems

Security services in a multi-user environment are often based on access control mechanisms. Static aspects of an access control policy can be formalised using abstract algebraic models. We integrate these static aspects into a dynamic framework considering requesting access to resources as a process aiming at the prevention of access control violations when a program is executed. We use another algebraic technique, monads, as a meta-language to integrate access control operations into a functional programming language. The integration of monads and concepts from a denotational model for process algebras provides a framework for programming of access control in security systems

Semantic model-driven development of web service architectures.

Building service-based architectures has become a major area of interest since the advent of Web services. Modelling these architectures is a central activity. Model-driven development is a recent approach to developing software systems based on the idea of making models the central artefacts for design representation, analysis, and code generation. We propose an ontology-based engineering methodology for semantic model-driven composition and transformation of Web service architectures. Ontology technology as a logic-based knowledge representation and reasoning framework can provide answers to the needs of sharable and reusable semantic models and descriptions needed for service engineering. Based on modelling, composition and code generation techniques for service architectures, our approach provides a methodological framework for ontology-based semantic service architecture

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

Modal logics for reasoning about object-based component composition

Component-oriented development of software supports the adaptability and maintainability of large systems, in particular if requirements change over time and parts of a system have to be modified or replaced. The software architecture in such systems can be described by components and their composition. In order to describe larger architectures, the composition concept becomes crucial. We will present a formal framework for component composition for object-based software development. The deployment of modal logics for defining components and component composition will allow us to reason about and prove properties of components and compositions

An ontology for software component matching

Matching is a central activity in the discovery and assembly of reusable software components. We investigate how ontology technologies can be utilised to support software component development. We use description logics, which underlie Semantic Web ontology languages such as OWL, to develop an ontology for matching requested and provided components. A link between modal logic and description logics will prove invaluable for the provision of reasoning support for component behaviour

An ontology-based MDA framework for service-based software systems architecting

Model-driven Architecture (MDA) is a software architecture framework proposed by the Object Management Group OMG. MDA emphasises the importance of modelling in the architectural design of software systems. Ontologies are can enhance the modelling aspects here. We present a layered MDA-based modelling approach. We focus on servicebased software and the Web Services platform

Interactivity and integration in virtual courses

Web-based virtual courses focussing on content delivery only have turned out not to be as successful as expected. We will investigate reasons and suggest some remedies – using our own virtual Database course for illustration. Interactivity and integration are the two main remedies, which shall lead towards improved, learning-oriented virtual course environments. We will introduce a formalism to support their development and analysis

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