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Academic Education Chain Operation Model
Petko Ruskov, Andrey Ruskov
Sofia University “St. Kliment Ohridski” e-Mail: [email protected]
Content
1 INTRODUCTION
2 BUSINESS PROCESS MANAGEMENT SYSTEMS AND ACADEMIC PROCESSES MANAGEMENT
3 METHODOLOGY AND PREVIOUS WORKS
4 AN ACADEMIC CHAIN OPERATIONS MODEL
5 CONCLUSION
Introduction
This paper presents one approach for modeling the educational processes as a value added chain. We attempt to interpret and compile existing business, governance and education processes reference models and suggest an example Academic Chain Operation Model (ACOM). The latter can be used to develop an Academic Chain Operation Reference Model (ACORM) in the same way it is with already established business models.
Methodology and previous works
• We follow the BPM methodology. Our approach uses BPM tool to describe, model, animate and simulate the chosen processes.
• Previous works– Education and Training Models– The Sharable Content Object Reference Model (SCORM) – Blended Learing System Structure (BLESS)– The Value Chain Operations Reference model – VCOR– Information Technology Infrastructure Library (ITIL®)– FEA Consolidated Reference Model– Supply Chain Operations Reference Model (SCOR)– Design Chain Operations
Reference model (DCOR)– …
Blended Learing System Structure (BLESS)
Layer 5:
Learning Platforms
Layer 1:
Blended Learning
Courses
Layer 2:
Course scenarios
Layer 3:
Blended Learning
Patterns
Layer 4:
Web Templates
«Pattern»
Peer-Evaluation
Participants: evaluatepeers based on targets
Instructor: defineevaluation targets
Instructor: publishevaluations
{optional}
Evaluation
«Pattern»
Are evaluation targets assigned?
Participants:choose targets
Instructor: assign targets
{optional}
yes
«use»
«derive»
«use»
no
Publish
«Pattern»
Instructor. publish peer-evaluation details Publish
«Pattern»
«use»
Project-Based Learning Course
PreliminaryPhases
«Pattern»
Project-BasedLearning
«Pattern»
AssessmentPhases
«Pattern»
«Pattern»
Publish
Selectrecipient(s)
Choosedelivery type
Initiate/performdelivery
«Pattern»
Self-Evaluation
Participants: evaluation basedon assigned targets
Instructor: assignevaluation targets
Instructor: publishevaluations
{optional}
«use»
«derive»
«use»
Evaluation
«Pattern»
Publish
«Pattern»
Visualization,Modeling
Modularization,Decomposition
Selection,Implementation
Instantiation,Application
Application
Design,Composition
TECHNOLOGY
LEARNING THEORY
Features
Support
TECHNOLOGY
LEARNING THEORY
platform-independent
platform-dependent
Source: M. Derntl, R. Motschnig-Pitrik / Internet and Higher Education 8 (2005)
References model framework
The Value Chain Operations Reference model – VCOR
Source: The Value Chain Group, Inc.
Information Technology Infrastructure Library (ITIL®)
© IBM Corporation 2005All Rights Reserved
Federal Enterprise Architecture(FEA) Consolidated Reference
Model V. 2.0Source: Federal Enterprise Architecture (FEA) Program
FEA consists of a set of interrelated “reference models”
• Performance Reference Model (PRM)
• Business Reference Model (BRM)
• Service Component Reference Model (SRM)
• Technical Reference Model (TRM)
• Data Reference Model (DRM)
Supply Chain Operations Reference Model (SCOR)
© 2006 Supply-Chain Council, Inc.
Design Chain OperationsReference-model (DCOR)
© 2006 Supply-Chain Council, Inc.
APQC Process Classification Framework
©2006 APQC
Decomposition the processesinto groups
Following the APQC research on process (APQC 2006) we can decompose the educational processes into following groups:
• Category• Process Group• Process• Activity
Category Academic Chain Operations
Model (ACOM)
Process Group Curriculum process group chain
model
For each of the above model’s processes we have to describe• Mission• Goals• Scope
– Includes– Excludes
• Key Performance Indicators • Workflow• Roles
Process A very simple example
5,00 Minute(s)
Initialize seminardates & place
Decision toorganize seminar
Need of publicity
30,00 Minute(s)
Popularize theseminar among
educational society
Need to specifytopics
30,00 Minute(s)
Propose seminartopics
Topics feedbackreceived
2,00 Hour(s)
Develop seminartopics
Topics f ixed
5,00 Hour(s)
Papers elaboration
Papers are ready
1,00 Hour(s)
Scientif icdiscussions
3,00 Hour(s) 5,00 Hour(s)
Peer reading ofpapers and
presentations
3,00 Minute(s)
Publish seminarpapers and
presentations
The seminar canbegin
2,00 Hour(s) 4,00 Hour(s)
Presentations &meetings
Post-processingof papers &
presentations
10,00 Minute(s)
Fill in reactionsheets
15,00 Minute(s)
Fill inquestionnaires
30,00 Minute(s)
Blended evaluationof papers
Time to presentawards
10,00 Minute(s)
Grade participants
Seminar completed
Academic Board
carries out
is technically responsible for
Academic Board
Brochure
List of potentialparticipants
Academic plan
Topic proposals
Agendatemplate
Agenda
Seminar Book
Seminar w ebsite
Questionnaires & evaluation forms
Certif icates
Academic Board
Participants
Academic Board
Academic Board
Academic Board
carries out
carries out
decides on
carries out
carries out
Academic Boardcarries out
Participantscarries out
Academic Boardis technically responsible for
Academic Boardcarries out
Academic Boardcarries outcarries out
Academic Board
Participants
ParticipantsReaction sheets
carries out
Seminar process model
Visual Models, Patterns
We can make good
practices explicit
and reusable.
5,00 Minute(s)
Initialize seminardates & place
Decision toorganize seminar
Need of publicity
30,00 Minute(s)
Popularize theseminar among
educational society
Need to specifytopics
30,00 Minute(s)
Propose seminartopics
Topics feedbackreceived
2,00 Hour(s)
Develop seminartopics
Topics f ixed
5,00 Hour(s)
Papers elaboration
Papers are ready
1,00 Hour(s)
Scientif icdiscussions
3,00 Hour(s) 5,00 Hour(s)
Peer reading ofpapers and
presentations
3,00 Minute(s)
Publish seminarpapers and
presentations
The seminar canbegin
2,00 Hour(s) 4,00 Hour(s)
Presentations &meetings
Post-processingof papers &
presentations
10,00 Minute(s)
Fill in reactionsheets
15,00 Minute(s)
Fill inquestionnaires
30,00 Minute(s)
Blended evaluationof papers
Time to presentawards
10,00 Minute(s)
Grade participants
Seminar completed
Academic Board
carries out
is technically responsible for
Academic Board
Brochure
List of potentialparticipants
Academic plan
Topic proposals
Agendatemplate
Agenda
Seminar Book
Seminar w ebsite
Questionnaires & evaluation forms
Certif icates
Academic Board
Participants
Academic Board
Academic Board
Academic Board
carries out
carries out
decides on
carries out
carries out
Academic Boardcarries out
Participantscarries out
Academic Boardis technically responsible for
Academic Boardcarries out
Academic Boardcarries outcarries out
Academic Board
Participants
ParticipantsReaction sheets
carries out
Conclusion
Our dynamic life requires from us to implemented new educational methods and forms, according to various existing needs. The elements of ACOM have been developed to model the academic activities associated with selected phases of the educational process. It shows the approach how to model and simulate educational activities and in this way to satisfy the learner's demand and to synchronise activities between educational institutions.
*Acknowledgement*
The work on this chapter 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 (www.tencompetence.org)
Thank you
Q&A
Petko Ruskov
Sofia University “St. Kliment Ohridski”Mobile: +359 885 302567 e-Mail: [email protected]
