Modelling a layer for real-time management of interactions in web based distance learning

In the last few years, the University of Aveiro, Portugal, has been offering several distance learning courses over the Web, using e-learning platforms. Experience showed that different editions of a same course, using the same contents and structure, and having similar target learners, had different success rates. What would be the reason for that? A hypothesis was considered: The level of success could be directly related with the remote follow-up of the learners’ participation in the courses; the best results usually occur when the follow-up is closer. The existing e-learning platforms offer and the standardization works being developed by organizations and consortiums like IMS (IMS Global Learning Consortium, Inc), ADL SCORM (Advanced Distributed Learning Sherable Content Object Reference Model), IEEE LTSC LOM (Institute of Electrical and Electronic Engineers Learning Technologies Standard Committee Learning Object Metadata), ARIADNE (ARIADNE Foundation for the European Knowledge Pool), AICC CMI (Aviation Industry CBT Committee Computer Managed Instruction), etc, don’t cover the course monitorization concerns mentioned. Those projects were focused on aspects like contents and its delivery in the context of the execution of the courses’ activities. This is even true in the SCORM project that doesn’t include any reference to the management of the e-learning processes. Recently, in the context of the IMS Global Consortium, a new project designated IMS LD (Learning Design) is under development, providing a framework for the description of learning units under a three level model. In the most recently defined level, the C level, some functionalities related to notifications were proposed, expressing similar concerns to the ones that triggered our research. However, the extent at which IMS LD takes the functionalities is, from our point of view, not complete. This article describes a proposal of a reference model and functionalities towards a specification of a layer for real-time management of user interactions on LMSs, and its possible integration with the ADL SCORM standard proposal. The paper includes a discussion of the management metadata model for the LMS sub-system and how the integration of the management module under SCORM may be achieved

Enhancing web supported learning in higher education by adding a management layer to LMSs

There are many situations in the e-Learning experiences that can compromise the success of the courses. Many times simple reasons are great enough to motivate people to abandon them. For example, if someone does not execute a programmed activity inside the defined window of time, it can compromise the rest of the course to that person. In such situations it would be important that the teacher knew about the situation in useful time, to be able to take any corrective action. Another example could be presented, involving the professor and the learners. Let us assume that an activity A2 is programmed to be executed by the learners and that it depends on the previous knowledge of the result of the evaluation of a work submitted by the learners to the teacher (activity A1). If the teacher doesn’t inform the learners about their classification in useful time, that can compromise the execution of the activity A2. It seems to be necessary to use mechanisms of automatic management, in real time, of the envolvement of each participant in a distance learning course using LMS (Learning Management System). Such a functionality allows the detection of deviations to the scheduled activities planned for each actor. If it is the case, the referred mechanism can initiate the process of sending notifications to the relevant entities, enabling the correction of these deviations. Several organizations and consortiuns, involving the industry, governmental institutions and universities, are developing projects of standardization. It seemed important to us to see how the referred aspects were covered by those projects, and to perceive how it could be possible to articulate our work with the ones that are available from these organizations and consortiuns. This article describes the work that the authors are developing towards the specification of a layer for real-time management of user interactions with LMSs, during the operationalization of a course, and also includes a management meta-data model, related to that management layer

Is the euro area M3 abandoning us?

This paper reassesses the role of the M3 aggregate for monetary policy purposes in the euro area. Using data until 2006Q4 it is shown that the M3 aggregate ceased to display the empirical properties that supported its prominent role in the ECB’s monetary policy strategy. On the one hand, when the most recent data are used in the analysis there is strong evidence of cointegration breakdown in the M3 money demand models as well as in the "two-pillar Phillips curves" with filtered data. On the other hand, the leading indicator properties of M3 for inflation in the area have also deteriorated markedly in the most recent years. This is supported by evidence both in the time and frequency domains.

Introduction to the theorico-practical classes of Strength of Materials 1

The syllabus for the Civil Engineering Bachelor degree at FEUP includes 2.5 hours of theoretical lectures and 3 hours of theorico-practical lessons, per week, of Strength of Materials 1. The working method recommended for the theorico-practical classes is centered on the resolution, by the students, of practical problems grouped in Worksheets. This document is used for a quick contextualization of the subjects covered in each theorico-practical lesson, so that the student can read the pages corresponding to each topic before the respective lesson. It does not replace in any way the systematic presentation of each topic and the underlying theory, made in the theoretical lecture classes

Disponibilização de cursos à distância: uma reflexão

O ensino/aprendizagem à distância pode ser uma forma de ultrapassar alguns dos problemas causados pelo crescente número de candidatos a maiores níveis de qualificação, num contexto em que os recursos não evoluem na mesma proporção. Existem variadas abordagens ao problema da disponibilização de sistemas de suporte ao ensino/aprendizagem à distância, bem como dos cursos que nesse contexto podem ser oferecidos. Algumas dessas abordagens são mais eficientes do que outras, mais económicas do que outras, de acesso mais global do que outras. A maior parte dos sistemas de suporte ao ensino/aprendizagem à distância incluem funcionalidades associadas às atividades dos professores e dos alunos, seja em grupo, seja isoladamente. Na maior parte dos casos os sistemas possuem caraterísticas que possibilitam a construção de conhecimento, quer em modo autónomo, quer em modo colaborativo. O facto de os alunos poderem adaptar o modelo de aprendizagem às suas próprias características, adotando o ritmo, os conteúdos e a profundidade de conhecimento que melhor se ajustam ao seu perfil, às suas necessidades e à sua formação anterior, faz desta solução uma boa candidata a garantir melhores resultados no processo instrucional. A disponibilização de cursos à distância, porém, encerra um conjunto vasto de problemas, quer a nível da arquitetura dos mesmos, quer em termos da sua operacionalização.Instituto Superior Politécnico de ViseuEscola Superior de Educação de ViseuFCT - Ministério da Ciência e TecnologiaFundação Luso-Americana para o DesenvolvimentoFundação Calouste GulbenkianRede Iberoamericana de Informática Educativa (RIBIE)IIE - Instituto de Inovação Educativ