1999-12-08IEEE 1484.2, PAPI Spec, Draft 6, F. Farance, ©1999 Edutool.Com 1 Public and Private Information PAPI Specification, draft 6 1999-12-08 DRAFT

1999-12-08 IEEE 1484.2, PAPI Spec, Draft 6, F. Farance, ©1999 Edutool.Com

1

Public and Private InformationPAPI Specification, draft 61999-12-08 DRAFT PRESENTATION

“Human Information for Learning Technology”Learner Profiles: Personal, Preference, Performance, Portfolio

Frank Farance, +1 212 486 4700, [email protected]

Edutool.Com, a division of Farance Inc.,Slides and Document: http://edutool.com/papi

IEEE LTSC 1484.2 Learner Model WG Standardshttp://ltsc.ieee.org/wg2


2

Overview

• Status of document• Methodology• Requirements• Functionality• Conceptual model• Semantics• Bindings and encodings• Extension mechanisms• Conformance testing


3

Status of Document

• Major revision of document• Definition of conformance, conceptual model,

semantics, bindings, encodings• Current 1484.2 Working Draft (WD1) is PAPI 3

– a base document for 1484.2, dated 1997-10-09

• PAPI 5 was presented at 1998-12 mtg• Incorporation of SIF, XML• Compatibility with 1484.14 SDA, 1484.15 DCTP• Requesting committee approval of PAPI 6 as next

Working Draft (WD2)


4

Overview

• Status of document

• Methodology• Requirements• Functionality• Conceptual model• Semantics• Bindings and encodings• Extension mechanisms• Conformance testing


5

Methodology

• Requirements: identify user scenarios• Functionality: what is does• Conceptual model: how a virtual implementation

works• Semantics: detailed descriptions of the meanings

of components, transactions, actions, objects, etc.• Bindings: mappings, e.g., APIs, codings, protocols• Encodings: bit/byte formats, representations


6

Why Methodology?

• Reduces business/technical risk• Can get progressive/incremental agreement• Good for consensus-building• Leverage other successes/failures


7

Life Cycle:Typical Timeline

Summary of Standards Process

• Development Phase: 12-48 months

• Consensus Phase: 9-24 months

• Maintenance Phase: 3-6 years

• Review Cycle: revise, reaffirm, or withdraw — every 5 years

• Typical time: from committee formed to approved standard: 18-48 months

• Realistic schedule ==>Good results

DevelopmentConsensusBuilding

MaintenanceReview


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Methodology: Work Flow And Progressive Deliverables

Requirements

Functionality

Conceptual Model

Semantics

Bindings: APIs Bindings: Codings Bindings: Protocols

Encodings:Data Formats

Encodings: CallingConventions

Encodings: VariousCommunication Layers

The Steps of Building SuccessfulInformation Technology Standards/Specifications

“The work flow/steps promote(1) consensus-building, and

(2) long-term stability, interpretation, maintenance of

the standard/specification.”

“Consensus-building is incremental.”

“Interpretation/maintenance is stabilized: each level is dependent on higher levels.”

“Interpretation Examples:- Ambiguities in bindings are resolved by interpreting the semantics;- Ambiguities in semantics are resolved by interpreting the conceptual model.”


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Requirements: User/InstitutionNeeds and Desirables

• Informative, not part of standard => only conform to interoperability

• Examples:– Administration apps, e.g,

campus directory– Learning content access

to student info– Record grades

Requirements

Functionality

Conceptual Model

Semantics



Encodings:Calling Conventions

Encodings: Various Communication Layers


10

Requirements: Sources and Influences

Requirements

Functionality

Conceptual Model

Semantics





Requirements

Functionality

HL7, CORBAMED,TEPR

IMS, CSU, UC, SIF, DoD/ATSC, NYS,

IEEE 1484.1 LTSA

Various VendorsAnd Products

Related Industries Industry-Specific Other Sources

“Requirements are gathered from industry-specific (application-related) organizations, related industries, and other sources.”

Requirements

“Requirements are only informative (improves reading the standard), not normative, i.e., not required by conforming implementations.”


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Functionality: What It Does

• Stores, retrieves, searches student information

• Partition into functional areas

• Examples:– Partition into personal,

preference, performance, portfolio info

– Get/put values/records

Requirements

Functionality

Conceptual Model

Semantics






12

Functionality: Sources and Influences

Requirements

Functionality

Conceptual Model

Semantics





Functionality

Conceptual Model

OMG, LDAP, VCard, Sandia NL

IMS, IEEE 1484.2,ISO-IEC/JTC1/SC35,

ISO-IEC/JTC1/SC22/WG11

Various Vendors, I18N, L10N, CAW

RequirementsRelated Industries

Industry-Specific Other Sources

“PAPI functionality is based on requirements, with influences from industry-specific organizations, related industries, and other sources.”

Requirements Functionality


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Conceptual Model: How A Virtual Implementation Works

• “Theory of Operation”• Examples:

– Application opens repository

– Authentication– Scan/search for data– Read/write data– Multiple open sessions– Close sessions

Requirements

Functionality

Conceptual Model

Semantics






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Conceptual Model: Sources and Influences

Requirements

Functionality

Conceptual Model

Semantics





Conceptual Model

Semantics

Kerberos, FTP,SMTP, HTTP,

Sandia NL, X12

ISO-IEC/JTC1/SC2/WG2,ISO-IEC/JTC1/SC22/WG11,ISO-IEC/JTC1/SC22/WG14

ISO-IEC/JTC1/SC22/WG20,ISO-IEC/JTC1/SC22/WG21,ISO-IEC/JTC1/SC32/WG2

FunctionalityData Interchange Related Stds Related Stds

“The PAPI conceptual model is based on PAPI functionality, with influences from data interchange standards/specifications, and related standards/specifications.”

Functionality Conceptual Model


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Semantics: Detailed Meaning Of Operations/Transactions

• Assertions: sentences using shall, should, or may

• Inquiries: range of values

• Negotiations: heuristics

• Examples:– Array: list of elements of

same type in regular structure

– PutValue: replaces old object, in place

Requirements

Functionality

Conceptual Model

Semantics






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Semantics: Sources and Influences

Requirements

Functionality

Conceptual Model

Semantics





Semantics

Bindings: APIs

C, C++, SQL, LISP,Java, Javascript,POSIX, Tcl, APL

FTP, HTTP, MIME,RFC 822, CORBA,

W3C P3P

ISO-IEC/JTC1/SC22/WG11,ISO-IEC/JTC1/SC32/WG2,NCITS L8, NCITS T2

Conceptual Model

Bindings: Codings

Bindings: Protocols

Language-Related Protocols Related Stds

“PAPI semantics are based on the PAPI conceptual model, protocols, programming languages, and related standards/specifications.”

Conceptual Model Semantics APIs, Codings, Protocols


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APIs, Codings, Protocols —All Three Are Required [1/6]

• Semantics are “bound” to APIs, codings, and protocols

• Designing for all three produces more coherent, harmonized design

• Different stakeholders have different foci:– some want only APIs– some want only codings– some want only protocols– some want a combination

• APIs, codings, and protocols can “re-use”, “re-target”, or “re-apply” existing standards


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• Motivation for not standardizing APIs:– Only interested in system-to-system interoperability,

i.e., focus is on codings or protocols• What happens if APIs are not standardized?

– Each application develops its own “libraries”– Code and application reusability is greatly decreased

because no common API or API framework– Much effort is spent “reinventing the wheel” by

building low-level subsystems that provide services normally supplied by APIs


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• Motivation for not standardizing codings:– Programmers only use (standard) APIs– Codings are not necessary because databases are

proprietary– Too hard: vendor, user, institutional variants/extensions

• What happens if codings are not standardized?– Each application develops its own data model and

representation– Exchanging data among systems becomes impractical

because of data model incompatibilities– Data representation incompatibilities much data

“mediation” and conversion


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• Motivation for not standardizing protocols:– Only (standard) APIs are necessary, protocols are

vendors’ “value-added” feature, thus proprietary– Only (standard) codings are necessary ... “just point me to

the data”, protocols are lower implementation details

• What happens if protocols are not standardized?– Each (proprietary) implementation develops its own

protocols to communicate across wide area networks– Proprietary solutions produce “islands” of interoperability– Wide area, multi-vendor solutions become impossible


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Requirements

Functionality

Conceptual Model

Semantics





Semantics

Bindings: APIs

Bindings: Codings

Bindings: Protocols

- Std APIs may be implemented viastd or proprietary Protocols- Std Protocols may be accessedby std or proprietary APIs- Both std APIs/Protocols improvewide area interoperability

- Std APIs may use std orproprietary Codings- Std Codings may be usedby std or proprietary APIs- Both std APIs/Codingsimprove portable apps/data

- Std Protocols may use std orproprietary Codings- Std Codings may be exchangedvia std or proprietary Protocols- Both std Protocols/Codingsimprove system interoperability

Harmonized standard APIs, Codings,and Protocols promote:- Application portability- Data portability- Multi-vendor, “open” solutions- Wide area, end-to-end interoperability


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• Common APIs:– Application portability– Separation of application and low-level implementation

• Common codings:– Representation of information– File/exchange formats, portable data

• Common protocols:– Necessary for multi-vendor and wide area networking– Internet relies on common protocols, not common APIs

• Common APIs, codings, protocols:– All are necessary


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Codings vs. Encodings

• Codings: the structure and representation of information– Examples: XML, Tcl, tabbed, object-oriented, Java binding

• Encodings: the bit/byte representation and format– Examples: ASCII, ISO 10646, IEEE floating point, UNIX x86

calling conventions

• Both coding and encoding example:– “The name shall be coded in XML as

<NAME><FAMILY>…</FAMILY><GIVEN>…</GIVEN></NAME> and encoded in ASCII.”


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Bindings: Mappings to OtherStandards Frameworks

• Bindings to APIs• Bindings to codings

(information organization)• Bindings to protocols• Examples:

– APIs: C/C++, VB, Perl, Java, Javascript

– Codings: XML, TCL– Protocols: HTTP, DCTP

Requirements

Functionality

Conceptual Model

Semantics






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Encodings: Bit/Octet DataRepresentation and Format

• Not to be confused with “codings”

• Examples:– POSIX/Win32 subroutine

linkage– ASCII, ISO 8859-1, UTF8– IETF text format

Requirements

Functionality

Conceptual Model

Semantics






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Bindings -> Encodings [1/6]

Requirements

Functionality

Conceptual Model

Semantics





Bindings: APIs


C/C++, VB, Perl,Java/Javascript,

LISP, Tcl

Sandia NL, Various Vendors and

Products

ISO-IEC/JTC1/SC22/WG11 LID, LIA, LIPC,OMG CORBA

Semantics

C/C++, JVM, RPC, RMI, RSH, RCMD, EDI

POSIX, ELF,Win32, INETD

Language-Related Other Related Stds

Language/Protocol-Related OS-Related

“Semantics, programming languages, related standards, other specifications influence PAPI APIs represented as calling conventions.”

Semantics APIs Calling Conventions


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Bindings -> Encodings [2/6]APIs -> Calling Conventions

• APIs include ...– Programming language interfaces– Command line interfaces– Remote procedure calls

• Calling Conventions include ...– Subroutine/module linkage– Process environment– Name resolution, network transport


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Requirements

Functionality

Conceptual Model

Semantics





Bindings: Codings


C/C++, LISP, Tcl,APL, tab-separated,

COM, CORBA

SGML, HTML, XML,XMI, ASN.1, CDIF, NCITS T2,T3,L8

ISO-IEC/JTC1/SC2, ISO-IEC/JTC1/SC32,ISO-IEC/JTC1/SC34

Semantics

ISO 8859-1, 10646,JIS X208, X209,Unicode, ASN.1

ISO-IEC/JTC1/SC2/WG2,ISO-IEC/JTC1/SC22/WG14,

ISO-IEC/JTC1/SC35,IETF

API/Comm Stds/Specs Related Stds Stds Activity

Related Stds Stds Activity

“Semantics, information codings, and related standards/specifications influence PAPI codings represented as data formats.”

Semantics Codings Data Formats


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Bindings -> Encodings [4/6]Codings -> Data Formats

• Codings include ...– Record structures– File structures– Directory/folder structures

• Data Formats include ...– Character sets, character set extensions– Local, regional, remote pointers/linkage– Namespace, scoping, and syntax conventions


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Requirements

Functionality

Conceptual Model

Semantics





Bindings: Protocols


CGI, AICC CMI,EDI, CORBAMED,

TELNET, FTP

HTTP, DCTP,CORBA, WebDAV,

IEEE 1596.5, CeBus

IETF, W3C, TIA, NCITS,ISO-IEC/JTC1/SC6,ISO-IEC/JTC1/SC25

Semantics

ISO OSI, TELNET,FTP, IEEE 1596.5

ASCII, ISO 8859-1, ISO 10646, UTF8

Related Stds/Specs Stds/Specs Stds Activity

Communication Features Octet Encodings

“Semantics, networking protocols, related standards/specifications influence PAPI protocols represented as comm layers.”

Semantics Protocols Communication Layers


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Bindings -> Encodings [6/6]Protocols -> Communication Layers

• Protocols include ...– Application, presentation, session layers– Transaction sets– Network replication, publish/subscribe

• Communication Layers include ...– Presentation, session, transport, network layers– Distributed object/data/process frameworks– Connectivity/reliability frameworks


32

PAPI and Related Standards

Functionality

Conceptual Model

Semantics





IEEE 1484.2 PAPIInformative Wording

IEEE 1484.2 PAPINormative Wording

IEEE 1484.2 PAPI,IEEE 1484.14 XML

IEEE 1484.14 SDAInformative Wording

IEEE 1484.2 PAPI,IEEE 1484.14 SDANormative Wording

IEEE 1484.2, 1484.14,And Other Standards

IEEE 1484.15 DCTP, IEEE 1484.16 HTTP

Various Standards

Requirements


33

Profiles and Related IMS Work

Requirements

Functionality

Conceptual Model

Semantics





IMS Profile SpecInformative Wording

IMS Profile SpecNormative Wording

Profile, Metadata,Enterprise, Runtime

Papers, OperationalEnvironments

IMS Formats, XML,And Other Standards

Runtime Services,Data Management

Various Standards


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Comparison of PAPI To Schools Interoperability Framework (SIF)

• PAPI apps: learning tech, content/mgmt servers

• Repositories: personal, preference, performance, portfolio; allow extensions

• Transactions: get/put/list/ search; federated database

• Bindings: OO, non-OO APIs, codings, protocols

• Codings: XML/non-XML

• SIF apps: attendance, cafeteria, library, admin

• Objects: student, school, contact, teacher

• Actions: queries, events, messages

• Examples: enrollment change, student et al update, publish/subscribe

http://www.schoolsinterop.org/newsAndEvents.asp




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Schools InteroperabilityFramework (SIF) Participants

• Chancery Software• Computer Curriculum

Corporation• Follett Software• Jackson Corp• Jostens Learning Corp.• Learning Tools

International• Microsoft Corp• Misty City Software• NCS (National

Computer Systems)

• Netel Educational Systems

• Nichols Advanced Technologies

• Pentamation Enterprises• PeopleSoft• PhoneMaster, a division

of US Telecom• SNAP Systems• SRB International• TRO Learning• Winnebago Software


36

Overview

• Status of document• Methodology

• Requirements• Functionality• Conceptual model• Semantics• Bindings and encodings• Extension mechanisms• Conformance testing


37

Requirements: User/InstitutionNeeds and Desirables

• Informative, not part of standard => only conform to interoperability

• Examples:– Administration apps, e.g,

campus directory– Learning content access

to student info– Record grades

Requirements

Functionality

Conceptual Model

Semantics






38

Summary of Stakeholders

• Application developers:– write programs, software, scripts, web content,

multimedia content, clients, servers, etc., for information technology systems

• Institutional administrators:– manage business, policy, regulatory, etc. issues for

information technology systems that serve a large number of users and employees

• Security implementers and administrators:– information security, physical security, financial security,

and personal security, etc.


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• Regulators:– write programs, software, scripts, web content,

multimedia content, clients, servers, etc., for information technology systems

• Users:– manage business, policy, regulatory, etc. issues

for information technology systems that serve a large number of users and employees


40

Stakeholders Issues: Functionality

• Does the standard describe enough functionality to write useful applications that have few dependencies on proprietary interfaces?


41

Stakeholders Issues: Functionality

• Does the standard describe enough functionality to write useful applications that have few dependencies on proprietary interfaces?


42


• Regulators, legislators, and politicians:– concerned about the use of technology and,

according to societal values, its positive and negative effects upon users, institutions, businesses, government, national security, and other areas

• Users and records owner:– information technology systems and the proper

creation, correction, or destruction of records, their potential use and security, and their usefulness


43

Summary of Functional Requirements [1/4]

• An administrative application that:– prints report cards– prints mailing labels for all learners in an institution– provides a campus directory– provides emergency contact information– determines if a learner is enrolled in an institution

and/or has paid the required monies– transfers grades from one institution to another

institution in a secure environment (confidential, tamper-proof)

– compiles usage and attendance records• A back office system that transfers information between

the registrar and the profile repositories


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• A learning technology application that:– combines the components of content delivery,

management, and recordkeeping into a single application

– separates the components of content delivery, management, and recordkeeping into individual, separate applications

– uses learner histories from more than one repository (distributed repositories of learner information)

– uses learner information from multiple repositories with separate, independent security administration systems

• An information structure that supports grouping of individual learners


45


• A web-based, local area network, standalone, or nomadic application that:– accesses the learner's history to determine the most

productive learning experience– records bookmarks, lesson grades, and commentary

• A learning technology application that adapts to a learner's physical limitations, e.g., blindness, deafness

• A learning technology application that adapts to the learner's culture, e.g., language, conventions, units of measurement, currency

• A learning technology application on a remote campus that– uses learner history from the home campus– records learner history at the home campus


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• An employment system that:– offers employees resumes, works, and

accomplishments to prospective employers– searches for learners with appropriate skills

• Integration of applications in various environments: personal computer, workstation, scripting languages, compiled languages, operating systems, content delivery systems, database systems, network systems, nomadic systems, security systems, learner identification systems, administration systems

• A learning content development application that correlates learner performance to learner content effectiveness


47

Overview

• Status of document• Methodology• Requirements

• Functionality• Conceptual model• Semantics• Bindings and encodings• Extension mechanisms• Conformance testing


48

Functionality: What It Does

• Stores, retrieves, searches student information

• Partition into functional areas

• Examples:– Partition into personal,

preference, performance, portfolio info

– Get/put values/records

Requirements

Functionality

Conceptual Model

Semantics






49

Learner Information, Profile Information, PAPI, Extensions

General Learning Technology Information

Learner Information

Learner Personal Info

Learner Performance Info

Learner Preference Info

Learner Portfolio Info

Extensions

PAPI Learner Personal

Extensions

PAPI Learner Performance

Extensions

PAPI Learner Preference

Extensions

PAPI Learner Portfolio

Learner ProfileInformation OutsideThe Scope Of PAPI

Learner Profile Information


50

Learner Information, PAPI, Extensions

General Learning Technology Information

Learner Information

Extensions


Extensions


Extensions


Extensions


Learner Profile Information

Extensions

PAPI Learner Relations

Extensions

PAPI Learner Security

Learner Relations Info Learner Portfolio Info

Learner Preference InfoLearner Security Info




51

Comparison of PAPI to LTSA

• Why?– Show relationship to related specs

• Mapping LTSA PAPI– LTSA components PAPI information types– Shows related portions of LTSA

• Mapping PAPI LTSA– PAPI information types usage in LTSA

components

• Mapping to other frameworks, too


52

LTSA Layer 3: System Components[using Yourdon system notation and LTSA diagrams]

• Processes: Learner Entity, Evaluation, Coach, Delivery• Stores: Learner Records, Learning Resources• Flows: Behavior, Assessment, Performance (past, present, future), Query,

Catalog Info, Locator, Learning Content, Multimedia, Learning Preferences* Thanks to Chris Dabrowski at NIST for ideas on this type of analytical technique for stakeholders, as demonstrated in his GII work in ANSI IISP: http://www.ansi.org/iisp

Delivery Evaluation

CoachLearningResources

Multimedia Behavior

LearningPreferences

LearnerRecords

A s s e s s m e n tL o c a t o r

LearnerEntity

Query (new)

Performance (current)

Performance/Preferences

(history)Catalog Info

LocatorLearningContent

Interaction Context

* LTSA Notation


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Interaction Context

Query

Catalog Info

LearningPreferences

LearningContent

LTSA Mapping Example: Web-Based Learning BrowserDemonstrates Tight Integration of Components

Delivery Evaluation


(new)

Multimedia Behavior

LearnerRecords


(history)

A s s e s s m e n t

Human

HumanInterface

e.g., X WindowsWin95

PresentationTool

(browser)Courseware

Database(web servers)

StudentRecords

(database)

AbstractionImplementation

LearnerEntity

* Note: Other mappings may co-exist.


L o c a t o rLocator

* LTSA Notation


54

LearningContent

(history)

A s s e s s m e n t

Learner Profiles

• Primary design issues: learner preferences, performance info, assessment info, learner records

• Secondary design issues: evaluation, coach

Delivery Evaluation


Query (new)

Multimedia Behavior

LearnerRecords


LearnerEntity


LearningPreferences

L o c a t o r

Catalog Info

Locator

Interaction Context

* LTSA Notation


55

Mapping of LTSA to PAPI

LearningContent

Delivery Evaluation


Catalog Info

Query (new)

Multimedia Behavior

LearnerRecords

Interaction Context


A s s e s s m e n t

LearnerEntity


(history)

LearningPreferences






Extensions


Extensions


Extensions


Extensions


* LTSA Notation


56

LearningContent

Multimedia

(history)

A s s e s s m e n t

Learning Preferences[LTSA component, a “Yourdon 2-way data flow”]

• LTSA Learning Preferences:• Learner Entity’s preferences (styles, language, etc.) as input to system• Coach can negotiate and/or restrict Learner Entity’s preferences• Surrogates: e.g., parentlearner entity, teacher system• Other possible surrogates: e.g., parent system, learner system, mentor

learner entity• LTSA PAPI:

• Storing and retrieving Learner Personal and Learner Preference information

Delivery Evaluation


Query (new)

Behavior

LearnerRecords


LearnerEntity


LearningPreferences

L o c a t o r

Catalog Info

Locator

Interaction Context

* LTSA NotationLTSA Learning Preferences - may be a superset of PAPI Learner Preferences


57

LearningContent

(history)

A s s e s s m e n t

Evaluation[LTSA component, a “Yourdon data process”]

• LTSA Evaluation:• Receives Behavior• Receives Learning Content (context of Learner Entity’s Behavior)• Stores Performance info based on Evaluation of Behavior• Produces Assessment given to Coach

• LTSA PAPI:• Creating, storing, retrieving of Performance and Portfolio information• May retrieve Preference information

Delivery Evaluation


Query (new)

Multimedia Behavior

LearnerRecords


LearnerEntity


LearningPreferences

L o c a t o r

Catalog Info

Locator

Interaction Context

* LTSA NotationLTSA Evaluation: - consumes PAPI Learner Performance - may consume PAPI Learner Preference - produces PAPI Learner Performance


58

LearningContent

Multimedia

(history)

A s s e s s m e n t

Performance Information Stored/Retrieved By Evaluation[LTSA component, a “Yourdon 2-way data flow”]

• LTSA Performance Info Stored By Evaluation:• Evaluation of Behavior: can emit Performance info• Stored in Learner Records

• LTSA PAPI:• Storing and retrieving Performance and Portfolio information• May retrieve Preference information

Delivery Evaluation


Query (new)

Behavior

LearnerRecords


LearnerEntity


LearningPreferences

L o c a t o r

Catalog Info

Locator

Interaction Context

* LTSA Notation

LTSA Performance info: - may be a superset of PAPI Learner Performance - may include PAPI Learner Portfolio


59

LearningContent

(history)

A s s e s s m e n t

Learner Records[LTSA component, a “Yourdon data store”]

• LTSA Learner Records:• Stores Performance information as Learner Entity history• Retrieves and stores Learner Entity history records for Coach

• LTSA PAPI:• Storing and retrieving Preference, Performance, and Portfolio information• May store and retrieve Personal information, but this data flow is outside the

scope of the LTSA notation

Delivery Evaluation


Query (new)

Multimedia Behavior

LearnerRecords


LearnerEntity


LearningPreferences

L o c a t o r

Catalog Info

Locator

Interaction Context

* LTSA Notation

LTSA Learner Records store all Learner PAPIinformation types: - Personal, Preference, Performance, PortfolioLTSA does not explicitly diagram use ofPersonal and Portfolio info


60

LearningContent

Multimedia

(history)

A s s e s s m e n t

Performance/Preference Info Received By Coach[LTSA component, a “Yourdon 1-way data flow”]

• LTSA Historic Performance/Preference Info Received By Coach:• Coach gets Learner Entity history by retrieving Performance information from

Learner Entity’s Learner Records• Can select strategies based on history

• LTSA PAPI:• Retrieving Preference, Performance, and Portfolio information• May retrieve Personal information, if permitted

Delivery Evaluation


Query (new)

Behavior

LearnerRecords


LearnerEntity


LearningPreferences

L o c a t o r

Catalog Info

Locator

Interaction Context

* LTSA Notation

LTSA Historic Preference/Performance info: - includes PAPI Learner Preference - includes PAPI Learner Performance - may include PAPI Learner Personal, if permitted


61

LearningContent

(history)

A s s e s s m e n t

Performance/Preference Info Stored By Coach[LTSA component, a “Yourdon 1-way data flow”]

• LTSA New Performance/Preference Info Stored By Coach:• “bookmarks” (incomplete sessions)• certifications (milestones, completion of module)• objectives (outlines for future sessions)

• LTSA PAPI:• Storing Performance, and Portfolio information• May store Personal and Preference information, if permitted

Delivery Evaluation


Query (new)

Multimedia Behavior

LearnerRecords


LearnerEntity


LearningPreferences

L o c a t o r

Catalog Info

Locator

Interaction Context

* LTSA NotationLTSA New Preference/Performance info: - includes PAPI Learner Performance - may include PAPI Learner Portfolio - may include PAPI Learner Personal, if permitted - may include PAPI Learner Preference, if permitted


62

LearningContent

Multimedia

(history)

A s s e s s m e n t

Assessment Information[LTSA component, a “Yourdon 1-way data flow”]

• LTSA Assessment Information:• Evaluation process can emit Assessments: “where there learner is at”• Coach can use Assessment information, along with other information, to

select appropriate learning experience• LTSA PAPI:

• A data flow of Performance information

Delivery Evaluation


Query (new)

Behavior

LearnerRecords


LearnerEntity


LearningPreferences

L o c a t o r

Catalog Info

Locator

Interaction Context

* LTSA NotationLTSA Assessment info is coded (orinterchanged) identically as LTSAPerformance info: - a superset of PAPI Learner Performance - may include PAPI Learner Portfolio


63

LearningContent

(history)

A s s e s s m e n t1

Coach[LTSA component, a “Yourdon data process”]

• Sends, receives, and “negotiates” Learning Preferences with Learner Entity

Delivery Evaluation


Query (new)

Multimedia Behavior

LearnerRecords


1

LearnerEntity


LearningPreferences

L o c a t o r

Catalog Info

Locator

Interaction Context

* LTSA Notation

LTSA Coach: - sends/receives LTSA Learning Preferences


64

LearningContent

(history)

A s s e s s m e n t

2

3


• Receives current Assessment information, Preferences, and Performance information (history and objectives) for future learning experiences

Delivery Evaluation


Query (new)

Multimedia Behavior

LearnerRecords


2 3

LearnerEntity


LearningPreferences

L o c a t o r

Catalog Info

Locator

Interaction Context

* LTSA NotationLTSA Coach: - receives LTSA Assessment info - receives LTSA Performance info - receives LTSA Preference info


65

LearningContent

(history)

A s s e s s m e n t


• Queries to the Learning Resources:– Queries sent to search for appropriate material– Catalog Info (learning content metadata) returned as “found” Learning

Content– Extracts the Locators (e.g., URLs) from the returned Catalog Info

(learning content metadata)

Delivery Evaluation


Query (new)

Multimedia Behavior

LearnerRecords


4

4

LearnerEntity


LearningPreferences

L o c a t o r

Catalog Info

Locator

Interaction Context

* LTSA Notation

LTSA Coach - searches for appropriate learning content


66

LearningContent

Multimedia

(history)

A s s e s s m e n t5


• Locators (similar to web URLs) are sent to Delivery process to identify (but not transfer) Learning Content

• Note: Delivery is responsible for retrieving and Learning Resources is responsible for transferring Learning Content

Delivery Evaluation


Query (new)

Behavior

LearnerRecords


5

LearnerEntity


LearningPreferences

L o c a t o r

Catalog Info

Locator

Interaction Context

* LTSA Notation

LTSA Coach - identifies/launches learning content


67

LearningContent

Multimedia

(history)

A s s e s s m e n t


• LTSA PAPI:• Creation of Performance and Portfolio information.• Storing Performance and Portfolio information.• Retrieving of Preference information.• May store Preference information, if permitted.• May store and retrieve Personal information, if permitted.

Delivery Evaluation


Query (new)

Behavior

LearnerRecords


LearnerEntity


LearningPreferences

L o c a t o r

Catalog Info

Locator

Interaction Context

* LTSA Notation


68

LTSA PAPI Summary [1/3]

• LTSA Learning Preferences map to PAPI Personal and Preference information– Security boundaries are not diagrammed in the LTSA, so

the LTSA does not distinguish between public (Preference) and private (Personal) information

• LTSA Performance information maps to PAPI Performance and Portfolio information– PAPI Performance information is primarily intended for

consumption by automated systems– PAPI Portfolio information is primarily intended for

consumption by humans


69


• LTSA Assessment information– Similar to LTSA Performance Information– Maps to the same PAPI features

• LTSA Learner Records– Stores and retrieves LTSA Performance

information– Maps into PAPI codings and exchange (APIs and

protocols)


70


• LTSA Evaluation– Primarily creates LTSA Performance information

and LTSA Assessment information– Might retrieve LTSA Performance information from

the LTSA Learner Records

• LTSA Coach– Creates, stores, and retrieves all types of PAPI

information– LTSA Coach maps into PAPI codings and

exchange (APIs and protocols) of PAPI Personal, Preference, Performance, and Portfolio information


71

Mapping of PAPI to LTSA

(new)





Extensions


Extensions


Extensions


Extensions


LearningContent

Delivery Evaluation


Catalog Info

Query

Multimedia Behavior

LearnerRecords

Interaction Context


A s s e s s m e n t

LearnerEntity


(history)

LearningPreferences


* LTSA Notation


72

Interaction Context

LearningContent

Mapping Of PAPI Personal InformationTo LTSA System Components

• Processes: Learner Entity, Evaluation, Coach, Delivery• Stores: Learner Records, Learning Resources• Flows: Behavior, Assessment, Performance (past, present, future),

Indexes (query, content, and locator), Learning Content, Multimedia, Learning Preferences

Delivery Evaluation


Catalog Info

Query (new)

Multimedia Behavior

LearnerRecords


A s s e s s m e n t


(history)

LearningPreferences


PAPI Learner Personal InfoLearnerEntity

* LTSA Notation


73

Interaction Context

LearningContent

Mapping Of PAPI Preference InformationTo LTSA System Components



Delivery Evaluation


Catalog Info

Query (new)

Multimedia Behavior

LearnerRecords


A s s e s s m e n t


(history)

LearningPreferences


PAPI Learner Preference InfoLearnerEntity

* LTSA Notation


74

Interaction Context

LearningContent

Mapping Of PAPI Performance InformationTo LTSA System Components



Delivery Evaluation


Catalog Info

Query (new)

Multimedia Behavior

LearnerRecords


A s s e s s m e n t


(history)

LearningPreferences


PAPI Learner Performance InfoLearnerEntity

* LTSA Notation


75

Interaction Context

LearningContent

Mapping Of PAPI Portfolio InformationTo LTSA System Components



Delivery Evaluation


Catalog Info

Query (new)

Multimedia Behavior

LearnerRecords


A s s e s s m e n t


(history)

LearningPreferences


PAPI Learner Portfolio InfoLearnerEntity

* LTSA Notation


76

Interaction Context

LearningContent

Mapping Of All PAPI ComponentsTo LTSA System Components



Delivery Evaluation


Catalog Info

Query (new)

Multimedia Behavior

LearnerRecords


A s s e s s m e n t


(history)

LearningPreferences


PAPI Learner Personal&Preference PAPI Learner Performance&Portfolio

LearnerEntity

* LTSA Notation


77

Interaction Context

LearningContent

Mapping Of All PAPI ComponentsTo LTSA System Components



Delivery Evaluation


Catalog Info

Query (new)

Multimedia Behavior

LearnerRecords


A s s e s s m e n t


(history)

LearningPreferences


* LTSA Notation

Personal/Security/Relations/Preference Performance/Portfolio

LearnerEntity


78

Overview

• Status of document• Methodology• Requirements• Functionality

• Conceptual model• Semantics• Bindings and encodings• Extension mechanisms• Conformance testing


79

Conceptual Model: How A Virtual Implementation Works

• “Theory of Operation”• Examples:

– Application opens repository

– Authentication– Scan/search for data– Read/write data– Multiple open sessions– Close sessions

Requirements

Functionality

Conceptual Model

Semantics






80

Relationship to Web-Based Systems

• Why?– Common implementations

• Show relationships:– Profile servers relative to web-based components– Profile servers and APIs


81

An Architecture Of Web-Based Profile Services and Systems

BrowserContent

ContentProtocol

ContentServer 1

ContentServer 2

ContentAPIs

PAPIAPIs

BrowserSubroutine,Object, and

Plug-in “Bus”

World Wide Web“Bus” of Browsers andWeb/Content Servers

Accessing Content:App Content Servers

PAPIProtocols

PersonalServer

RemoteCampus

Accessing Learner PAPI:App PAPI Servers

Nomadic “Bus”Of PAPIServers

Always-ConnectedPAPI Servers

LocalCampus

Sometimes-Connected(Nomadic)PAPI Servers


82

Relationship to Distance Learning And Distributed Learning Systems

• Why?– Significant implementation and engineering issues

• Show relationships:– Content delivery vs. records exchange– Information flows among components– Scaling to multiple campuses

• Walkthrough of PAPI and related info exchange


83

LearningContent

Multimedia

Interaction Context

(history)

A s s e s s m e n t

Distance, Distributed, and Nomadic Learning

• Primary design issues: distributed and nomadic communication of all “flows” (behavior, performance, multimedia, etc.)

• Secondary design issues: processes and stores components• NOTE: Take note of primary design issues (red/bold)

– How does this slide differ from all others?– Answer: All flows are primary, everything else is secondary– A technical definition of distance/distributed learning: primary design

issues concern “flows”, all other LTSA components are secondary

Delivery Evaluation


Query (new)

Behavior

LearnerRecords


LearnerEntity


LearningPreferences

L o c a t o r

Catalog Info

Locator

* LTSA Notation


84

LTSA: Distance, Distributed, and Nomadic Learning

• From LTSA Distance and Distributed Learning:– Varying network capability– Sometimes connectivity (nomadic users)– Resources not centralized (distributed systems)

• Primary design issue:– PAPI functionality implemented in context of distance and

distributed learning design constraints• PAPI design issues:

– Nomadic use (irregular connectivity)– Security (several scenarios)– Federations of repositories (distributed data)

• Example configuration: compare web-based content delivery to secure records exchange


85

PAPI: Distance, Distributed, and Nomadic Systems

• Separated components– No or loose integration of components

• Slow or uneven performance– Communication speeds may be relatively slow– Speeds may vary significantly

• High cost– Relatively high communication cost

• Sometimes-connectivity, nomadic access– Components aren’t always “on-line”– Sometimes components able to connect, sometimes not

• Heterogeneous administration– Cost, security, reliability, availability– Multiple, independent organizations


86

Profile Information in Distance/Distributed LearningContent Delivery vs. Records Exchange

Learner

Remote CampusHome / Home Campus

UserInterface,Browser

Learning Content

BackOffice

ProfileServer

BackOffice

ProfileServer

Content Delivery (e.g. via web)

Records ExchangeVia PAPI

Content/Mgmt.Server

* Ad Hoc Notation


87

Profile Information in Distance Learning — An Example Configuration

BackOffice

BackOffice

Learner

ProfileServer

ProfileServer


Remote Campus

N = PersonalInfo (e.g., Nameaddress)

M = Preference Info(e.g., My configuration)

W = PortfolioInfo (e.g., Work)

G =PerformanceInfo (e.g., Grades)

Home / Home Campus

NM

GW

MM

M

N

N

GG

G

N, G

G

Learning Content

G

GN, G,M, W

Content/Mgmt.Server

* Ad Hoc Notation


88

Types Of Profile Information and Their Movement (Conceptual Model)

Remote Campus

N = PersonalInfo (e.g., Name,address)

W =PortfolioInfo (e.g., Works)

G =PerformanceInfo (e.g., Grades)

G

M = Preference Info(e.g., My config.)

Legend /Mnemonic:

Home / Home Campus

M

MM

MRequest Preferences

2

G

GRequests performance history from its (remote) profile server and other (home, etc.) profile servers

3

GG Grades can

be sent to back office (e.g., registrar)

4W

Portfolio: links towork/accomplishments

5

BackOffice

BackOffice

Learner Learning Content

ProfileServer

ProfileServer


Content/Mgmt.Server

S = Security InfoR = Relations Info N S R

Login,Enrollment Check

N

N

1

S R

S R


89

Can Scale to Multiple Campuses — Profile Servers Are Not “Middleware”

Multiple Remote Campuses

Personal Info:single, private copy

Portfolio Info:multi-campus

Performance Info:send to/from campusfederation

NM

W

MM

M

N

N

GG

G

Preference Info: sendto multi-campus,single source

G

Home / Home Campus

G


Learning Content

Learner

N, G

BackOffice

ProfileServerN, G,M, W

ProfileServer

GBackOffice

G

Content/Mgmt.Server

* Ad Hoc Notation


90

Can Scale to Multiple Tier Campus

Both main campusand remote campus can serve content

Performance:stored, forwarded, retrieved on allprofile servers

Tier 2:Main Campus

Tier 3:Remote Campus

Tier 1:Learner at Home

LearnerLearning Content


Content/Mgmt.Server

BackOffice

N, G

ProfileServerG, M,

W

ProfileServer

GBackOffice

G

ProfileServerN, G,

W

Content/Mgmt.Server

Main campus may “front end” contentfor remote campus

* Ad Hoc Notation


91

Can Scale to Multiple Tier Campus

Both main campusand remote campus can serve content

Performance:stored, forwarded, retrieved on allprofile servers

Tier 2:Main Campus

Tier 3:Remote Campus

Tier 1:Learner at Home

LearnerLearning Content


Content/Mgmt.Server

BackOffice

ProfileServer

ProfileServer

BackOffice

ProfileServer

Content/Mgmt.Server

Main campus may “front end” contentfor remote campus

* Ad Hoc Notation


92

A Walkthrough of Profile Information

Back OfficeProfile Server

Profile Server Back Office

Content/ Mgmt Server

Learning Content, free

Learning Content, pay

Learning Content, etc.

Learner Browser, User

Interface

Secure Local (Home) Intranet Secure Remote Intranet

Internet

NOTATION: X,N,M,G,W PAPI Info Within PAPI Info Outside Out of Scope Info (X) Conceptual Model Conceptual Model

Schematic of Learner PAPI Data Flows and Uses


93

A Walkthrough of Profile Information








Interface

Secure Local/Home Intranet Secure Remote Intranet

Internet

NOTATION: X,N,S,R,M,G,W PAPI Info Within PAPI Info Outside Out of Scope Info (X) Conceptual Model Conceptual Model

Schematic of PAPI Learner Data Flows and Uses


94

Learner Sign-On and Personal Information:Only Over Secure Links and/or Local Intranet








Interface

Internet

1A: Learner may sign onusing “local” tool [OOS]

1B: Browser may beused to sign on [OOS]

OOS = Out ofScope for PAPI

2: Browser requestspersonal info fromprofile server.

3B: Profile server mayforward to back office

3A: Profile server gets request3C: Profile server returns personal info

Secure Remote Intranet

N

NN

XX

Secure Local (Home) Intranet


95

Sample SDA API Usage

// Get learner’s name

NameView = Learner.NewViewByTLH(“name”,“primary”);

Name = NameView.GetValueByLH(

“ShortInformalName||LongInformalName||GivenName”);

LearnerName = Name.GetString();


96

Sample DCTP Protocol Usage

RESOLVE /home/C%e2t%dcRESULT 1OPEN 1 read-writeNEEDAUTH passwordGIVEAUTH password hashed “asbkjed”SET CODING XMLGETVAL nameRESULT <NAME><FAMILY>Côté</FAMILY> <GIVEN>Joseph</GIVEN></NAME>


97

Learner Signs On Remote Content Server:Validate Enrollment and/or Payment








Interface

Internet

4: Learner may use browser to signon remote content server [OOS]

5A: Remote content server may access remote profile serverfor anonymous “personal” info -- only identified by student ID

6: Remote content server may have direct accessto back office to validate enrollment/payment [OOS]

5B: Profile server mayforward to back office



N

N N

X



98


// Get learner’s ID

ID = Learner.GetValueByLH(“id”);

LearnerID = ID.GetString();


99


RESOLVE /home/C%e2t%dcRESULT 1OPEN 1 read-writeNEEDAUTH passwordGIVEAUTH password hashed “asbkjed”SET CODING XMLGETVAL idRESULT <ID>1234567</ID>


100

Back Office Systems May Have PrivateCommunication Outside of PAPI








Interface

Internet

7: Some back office systems may have private connectionsamong themselves to validate learner enrollment/payment [OOS]



X



101

Remote Content Server and/or Browser RequestPreference Info from “Home” Profile Server








Interface

Internet

8: Remote content server requestspreference info from “home” profile server

10: Browser may requestpreference info, too

9A: Home profile serversupplies preference info

9B: Remote profile server may keepcached copy of preference info


M

M M

M



102


// Get learner’s preferences

OutputMediaView = Learner.NewViewByTLH(“outputmedia”,“primary”);

OutputMedia = OutputMediaView.GetValueByLH(

“audio|video”);

Count = OutputMedia.Length();

for ( i = 0 ; i < Count ; i++ )

{

SupportedMedia[i] = OutputMedia.GetString(i);

}


103


RESOLVE /home/C%e2t%dcRESULT 1OPEN 1 read-onlySET CODING XMLCV preferenceGETVAL outputmediaRESULT <VIDEO>MPEG</VIDEO>


104

Learner Updates His/Her Preference Info:Tools Outside Scope of PAPI








Interface

Internet

11: Learner may use special/secure toolsto update his/her preference info [OOS]


M

M



105


// Put learner’s preferences

// Put locale information

Learner.PutValue(“preference/locale”,“Canada-French”);

// Put media preferences

Learner.PutValue(“preference/device/text-input”, “kbd”);

Learner.PutValue(“preference/device/text-output”, “crt”);


106


RESOLVE /home/C%e2t%dcRESULT 1OPEN 1 read-writeNEEDAUTH passwordGIVEAUTH password hashed “asbkjed”SET CODING XMLPUTVAL preference/locale “Canada-French”


107

Content Server Chooses Learning ContentBased Upon Performance Information








Interface

Internet

12: Remote content server reads performance info (learner’shistory, objectives, etc.) from one or more profile servers

13A: Remote profile server maybe consulted for performance info

13C: Home profile server maybe consulted for performance info

14: Content server chooses appropriate learningcontent based upon learner’s history/objectives

13B: Remote profile server mayforward to home profile server


G

G

G



108


// Get learner’s performance

List = Learner.List(“performance/math-02/session-*”);

Average = 0;

AverageCount = 0;

for ( i = 0 ; i < List.length ; i++ )

{

Grade[i] = Learner.GetValueByLH(List[i]+”/metric”);

if ( Learner.GetValueByLH(List[i]+

”/coding-scheme”) == “numeric-grade” )

{

GradeValue[i] = Grade[i].GetInteger();

Average += GradeValue[i]; AverageCount++;

}

}

Average = AverageCount > 0 ? Average / AverageCount : 0;


109

Learning Content Delivered ByContent Server To Browser








Interface

Internet

15: Content is retrievedby content server [OOS]



X

16: Content is sent to browservia, say, HTTP/HTML [OOS]



110

Content Delivery: Pay-Per-Use Content








Interface

Internet


17: Payment is made forusage, content is retrievedby content server [OOS]

18: Content server may use back office forpayment validation or E-commerce [OOS]



XX



111

Content Delivery: Interactions BetweenLearning Content and Content Server








Interface

Internet

20: Learning content may be active, i.e.,it interacts with content server [OOS]




X



112

Browser, User

Interface

Self-Directed Learning Is Possible:Learner Influences Decision-Making of Content Server







Learner

Internet

22: Learner may direct/control thelearning experience [OOS]



X



113

Content Server Records Performance InformationBefore/During/After Learning Experience








Interface

Internet

24: Remote content server writes performanceinfo to one or more profile servers

23: During/after learning experience, contentserver may create performance info


G

G

G

25A: Remote profile servermay store performance info

25C: Home profile servermay store performance info




114


// Put learner’s performance

Learner.NewObject(“performance/math-02/session-03”);

Learner.ChangeView(

“performance/math-02/session-03/19990809101112”,

“A+”);


115


LISTsession-01session-02NEW list session-03PUTVAL session-03 <PERFORMANCE><DATE_TIME>19990809101112</DATE_TIME><METRIC>A+</METRIC><CODING_SCHEME>letter</CODING_SCHEME> </PERFORMANCE>


116

Learner May Bookmark/Suspend Session:Content Server Records As Performance Information








Interface

Internet

27: Remote content server records bookmark/suspend bywriting performance info to one or more profile servers

26: Learner may bookmarkor suspend a session

28A: Remote profile servermay store performance info

28C: Home profile servermay store performance info



G

G

G



117


// Put bookmark/suspend

Learner.NewObject(“performance/math-02/session-03”);

Learner.PutValue(“performance/math-02/session-03”

“ShortInformalName||LongInformalName||GivenName”);

LearnerName = Name.GetString();


118


LISTsession-01session-02NEW list session-03PUTVAL session-03 <PERFORMANCE><DATE_TIME>19990809101112</DATE_TIME><METRIC>A+</METRIC><CODING_SCHEME>letter</CODING_SCHEME> </PERFORMANCE>


119

Profile Server

Profile Server

Direct Communication Between Content ServerAnd Profile Server Via APIs

Back Office Back Office






Interface

Internet

29: Remote content server may communicatedirectly with remote profile server via APIs


G

GG

30: Remote profile server may replicateperformance info to other servers



120

Content Server Continues Choosing LearningContent and Reading/Writing Performance Info








Interface

Internet

32: Various and different profile servers may be usedduring learner’s session of learning experiences

31A: Content server continues: reading performance info,choosing appropriate content, writing performance info


G

G

G

31B: Some content may execute in the browser; inthis case the browser performs the functions of thecontent server, including read/write performance info



121

Profile Servers May Share Performance InfoWith Back Office Systems








Interface

Internet

33A: Home profile servers may exchangeperformance info with back office [OOS]

33B: Remote profile servers mayexchange performance info with backoffice for anonymous learners [OOS]

NOTE: Records exchanges between profile servers and back offices are performed in highly controlled/secure environments


G

G

G

G G G G



122

Back Office Systems Can Securely Exchange Performance Info And Transcripts Via PAPI and Profile Servers








Interface

Internet


G G

GG G

G

35: Back office records exchange is affectedby PAPI info exchange via profile servers

34: Home/remote profileservers andback officesexchangeperformanceinfo andtranscripts[OOS]Secure Local (Home) Intranet

NOTE: Records exchanges between profile servers and back offices are performed in highly controlled/secure environments


123


// Get learner’s performance

List = Learner.List(“performance/math-02/session-*”);

Average = 0;

AverageCount = 0;


{

Grade[i] = Learner.GetValueByLH(List[i]+”/metric”);


”/coding-scheme”) == “numeric-grade” )

{

GradeValue[i] = Grade[i].GetInteger();

Average += GradeValue[i]; AverageCount++;

}

}

Average = AverageCount > 0 ? Average / AverageCount : 0;


124

Back Office Systems May Communicate PrivatelyFor Exchanging Performance Info and Transcripts








Interface

Internet

36: Some back office systems may have private connections amongthemselves to exchange performance info and transcripts [OOS]


G



125

Learner Creates/Updates Portfolio Info








Interface

Internet

37: Learner may use special/secure toolsto update his/her portfolio info [OOS]

38: Profile server storeslearner’s portfolio info


W

W



126


// Write learner’s portfolio

//

// Adding a pointer (URL) to a dissertation

//

Project = Learner.NewObject(“portfolio/project-01”,“list”);

Project.PutValue(“reference”,

“http://dissertation.com/my-thesis”);

Project.PutValue(“type”, “url”);

//

// Adding my financial model (spreadsheet)

//

Project = Learner.NewObject(“portfolio/project-02”,“file”);

Project.PutObject(“.”, SpreadsheetObject);


127

Potential Employers/Institutions ExamineLearner’s Portfolio Info








Interface

Internet

39: Employers, teachers, institutions,etc., may use special/secure tools toexamine portfolio info [OOS]


W



128


// Searching for learners with a grade point

// average (GPA) of 3.5 or better

List = Learner.List(“*/performance/gpa”);


{

GPA = Learner.GetValueByLH(List[i]+”/metric”);


”/coding-scheme”) == “grade-point-average-max4” )

{

GPAValue = GPA.GetFloat();

if ( GPAValue >= 3.5 )

printf(“found learner: %s\n”,List[i]);

}

}


129

A Review of Profile Information








Interface

Secure Local (Home) Intranet Secure Remote Intranet

Internet

NOTATION: X,N,M,G,W PAPI Info Within PAPI Info Outside Out of Scope Info (X) Conceptual Model Conceptual Model

Schematic of PAPI Data Flows and Uses


130

Security Issues

• Security perimeter– Inside: intended to be secure– Outside: may not be secure

• Perimeter integrity

– Security perimeter itself must maintain its integrity

– What good is a fence if one can move it?

• User permissions and administration is one aspect of perimeter integrity


131

Security Issues

• Inbound threat:– External threat that breaches the security of the

system in question– Examples: unauthorized messages, injected into a

data stream, changing information, destroying information

• Outbound threat:– Theft of duplication of information.– Examples: snooping network packets, taking

information, destroying information


132

Security Issues

• Security strength– Features that characterize the implementation of

the security system– Example: is the fence made of wood, metal,

concrete?

• Features that characterize security strength ...

• Quality level– What level of security is provided?– Examples of security levels: minimal security (e.g.,

C2-Level), provable design (e.g., Ax-Level).


133

Security Issues

• Features that characterize security strength ...– Quality level

• What level of security is provided?• Examples of security levels: minimal security (e.g., C2-

Level), provable design (e.g., Ax-Level).– Contingencies:

• What happens when the system is violated?• What fallbacks are available?• What is the extent of the damage?

– Penalties:• What happens to violators of the security mechanism?• Example: security strength might concern the number of

bits used in encryption keys


134

Security: Personal Information Flows








Interface


Internet


Personal Information Flows


135

Security Issues: Personal Information

• Naming of views• Who has access• Unauthorized reads• Unauthorized writes• Transfer to/from back

office• Correlate to other

systems


136

Security: Preference Information Flows








Interface


Internet


Preference Information Flows


137

Security Issues: Preference Information

• Naming of views• Who has access• User-initiated changes• Authorizing automated

changes


138

Security: Performance Information Flows








Interface


Internet


Performance Information Flows


139

Security Issues: Performance Information

• Naming of views• Who can access• Who can write• Who can change• Non-repudiated records• Certification• Validation• Expiration

• Granularity• Anonymous access• Controlled, selective,

and timed access• Design for children• No access• Nomadic access• Pre-loading


140

Security: Portfolio Information Flows








Interface


Internet


Portfolio Information Flows


141

Security Issues: Portfolio Information

• Naming of views• Who has access• Non-persistence• Anonymous access• Individual organization

access• Timed access


142

Overview

• Status of document• Methodology• Requirements• Functionality• Conceptual model

• Semantics• Bindings and encodings• Extension mechanisms• Conformance testing


143

Semantics: Detailed Meaning Of Operations/Transactions

• Assertions: sentences using shall, should, or may

• Inquiries: range of values

• Negotiations: heuristics

• Examples:– Array: list of elements of

same type in regular structure

– PutValue: replaces old object, in place

Requirements

Functionality

Conceptual Model

Semantics






144

Personal Information

• Information about the student• Not “learner metadata”• Info: name (family, given, other, pre/post title,

lineage), telephone (label?, number), address (label?, line1, line2, line3, city, state/province, postal, country), reference (label?, type, value)


145

Personal Information

• Demographic• Human Identifier• Telephone Number• E-mail Address• Postal Address


146

Security Information

• Information about the student’s security features

• For public “security” repositories:– Public keys

• For private “security” repositories:– Determined system admin– Possibly, passwords and private keys


147

Security Information

• Identifier• Security Parameters


148

Relations Information

• Information about the student’s relationships• Learning management systems can find other

members of the team for team learning• Helpful for role-based access control


149

Relations Information

• Entity Name or Identifier• Entity Role


150

Preference Information

• Public information about student• Not “learner metadata”• Info: language (script, country), input/output

device (label, type, preference)


151


• Spoken Language• Written Language• Age Level• Region• Content Preferences• Style• Pre-Include• Post-Include


152


• Device Preferences– Context– Preference rating– Preference priority– Device name– Device type– Method– Protocol– Coding– Encoding– Other

• Input/Output Devices– Security– Text– Speech– Graphics– Audio– Video– Tactile– Session Choosing– Other


153

Performance Information

• Record of student performance• May be used for assessment info (Tanimoto)• Info: content identifier, timestamp,

performance coding scheme, metric, who issued, valid date, who received, who received, certification ID

• Learner-Identifier, Recording-Date-Time, and Content-Identifier are a "primary key" for this repository


154


• Learner-Identifier

– The learner's ID

– Likely to correlate to one of the learner's IDs used for other profile information

• Recording-Date-Time

– The date-time when the record was recorded, i.e., a unique timestamp for this record.


155


• Valid-Date-Time-Begin

– The performance record may only be valid for a certain period of time, e.g., its "certification" expires

– The first valid date-time

• Valid-Date-Time-End

– The first invalid (expired) date-time of the performance record


156


• Issue-From-Identifier– Who issued this performance record?

• Issue-Date-Time– When the performance record was issued– Not the same as the Recording-Date-Time (when

the record was recorded in the repository).• Issue-To-Identifier

– Who received the per-formance record?– This may be the learner's ID, or it may be a

team/group learning ID if the team received the performance record


157


• Content-Identifier– The identified associated with the “content”– This might be a URL, the name of a tool, etc.– We're not standardizing the names used for

content

• Granularity:– The relative “size” of the content– Might be a task, module, course, etc.– Probably use Phil Dodds work as a starting point

since he's done much research on this.


158


• Performance-Coding-Scheme– The type of grading, coding, measuring, etc.,

system in use.– It is not possible to standardize on a common

scheme (e.g., letter grade, numeric grade), so we expect that initially there will be many schemes but these schemes will reduce to a smaller set as the "market" demands fewer coding schemes to support more data interchange.

– Example:"US-NY-K12-LETTER-GRADE”"ATC-610-SIMULATOR".


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• Performance-Metric

– The "grade", etc., that is recorded

– Examples: "A+", "97", "Pass".

• Certification-Source

– Who certified this record

• Certification-Method

– What certification method was used


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• Certification-Parameter-List– Options and parameters necessary to validate the

certification– The Certification-Source, Certification-Method,

and Certification-Parameter-List, make it is possible to validate the Certification-Identifier

• Certification-Subset– A list of which elements in this record are certified– Necessary for generating automatic validation

• Certification-Identifier– The identifier that is passed to the certification

validator, i.e., certificate ID


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Portfolio

• Projects and works of student• Typically, public information• Info: reference (label, type, value)


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Implementation Experience [1/3]

• Personal information:– Primary key: student identifier– Secondary keys: to be defined– Security: per-field, per-record, views

• Preference information:– Primary key: student identifier– Secondary keys: preference type– Security: public


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• Performance information:– Primary key: student identifier, content identifier, timestamp

YYYYMMDDHHMMSS.FF– Secondary keys and security: views, RBAC– Access by automated systems

• Portfolio information:– Primary key: student identifier, content identifier, timestamp

YYYYMMDDHHMMSS.FF– Secondary keys: to be defined– Security: probably public– Access by humans


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• Student identifier specification is required• Content identifier specification (URL, URN, or

something else?) -- LTSA locator index• Security: authentication, access, integrity,

confidentiality -- multiple methods, views help simplify security


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Overview

• Status of document• Methodology• Requirements• Functionality• Conceptual model• Semantics

• Bindings and encodings• Extension mechanisms• Conformance testing


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Bindings: Mappings to OtherStandards Frameworks

• Bindings to APIs• Bindings to codings

(information organization)

• Bindings to protocols• Examples:

– APIs: C/C++, VB, Perl, Java, Javascript

– Codings: XML, TCL– Protocols: DCTP, HTTP

Requirements

Functionality

Conceptual Model

Semantics






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IEEE 1484.14:APIs Bindings

• Define APIs: C, C++, Java, Javascript, Visual Basic, Perl, Tcl

• Contributions from several organization• Collaboration with many standards

organizations• Related protocol work:

– IEEE 1484.15 DCTP (data/control transfer protocol)

– IEEE 1484.16 HTTP bindings


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IEEE 1484.14 APIs:Session Services

• NewSession(): Opens a new session to repository

• DestroySession(): Closes repository• OpenView(): Starts data access to a portion of

the repository• CloseView(): Ends data access• SetParam(), QueryParam(): Changes or

retrieves session parameters


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IEEE 1484.14 APIs:Handler Services

• SetHandler(), QueryHandler(): Set up and inquire about event handlers

• RequestSecurity(), RespondSecurity(): Allow “server-side” authentication requests

• RequestNomad(), RespondNomad(): Can setup nomadic (reconnectable) connections

• RequestEvent(), RespondEvent(): Used for handling most exceptions and errors


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IEEE 1484.14 APIs:Data Perspectives Services

• SetNaming(), QueryNaming(): Set or inquire naming convention

• SetCoding(), QueryCoding(): Sets data coding, i.e., organization of information

• SetView(), QueryView(): Set or inquire view


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IEEE 1484.14 APIs:Data Transfer/Walk Services

• GetValue(), PutValue()• GetDeepValue(), PutDeepValue()• Copy(), DeepCopy()• Move(), DeepMove()• WalkGetObject(), WalkPutObject()• List(), DeepList()


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Encodings: Bit/Octet DataRepresentation and Format

• Not to be confused with “codings”

• Examples:– POSIX/Win32 subroutine

linkage– ASCII, ISO 8859-1, UTF8– IETF text format

Requirements

Functionality

Conceptual Model

Semantics






173

Overview

• Status of document• Methodology• Requirements• Functionality• Conceptual model• Semantics• Bindings and encodings

• Extension mechanisms• Conformance testing


174

Overview

• Status of document• Methodology• Requirements• Functionality• Conceptual model• Semantics• Bindings and encodings• Extension mechanisms

• Conformance testing


175

Current Tasks [1/2]

• Liaise with student identifiers• Liaise with CORBAMED (patient records)• Release PAPI client API for Java (IMS)• Work with IEEE 1484.14 for API and XML• Release PAPI client API for telnet/ftp (DCTP)• XML schemas


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Current Tasks [2/2]

• Incorporate work from Microsoft, PeopleSoft, UC, DoD, and others

• Next spec by 1999-07-16• Work with IMS members to assure

compatibility• Submit revised spec to IMS and IEEE 1484.2

Documents

1999-12-08IEEE 1484.2, PAPI Spec, Draft 6, F. Farance, ©1999 Edutool.Com 1 Public and Private Information PAPI Specification, draft 6 1999-12-08 DRAFT