September, 2002Page 1/72 [email protected], [email protected], [email protected]

September, 2002 Page 1/[email protected], [email protected], [email protected]

September, 2002 Page 2/72

1. Introduction

2. A Generic E-Learning Architecture

3. Metadata Standards Proposals for E-Learning

4. E-Learning Research Topics

5. Conclusion


Database Technology & ApplicationsDatabase Technology & Applications

GIS Business Intelligence

E-LearningBioinformatics

?

X ?

X ?

X X X ?

X X ?

X X X ?

X X X ?

X X ?

X X X ?

X X X ?

Digital Library

Mobile DB

Federated DB

Models

Ontology

Workflow

Query Processing & Opt

Interface

Indexing

Storage

Technology

App



The Era of Changes The Era of Changes

Personal computers, Internet and, in particular, World Personal computers, Internet and, in particular, World Wide Web (WWW) are changing many aspects of Wide Web (WWW) are changing many aspects of human life and human life and EducationEducation is no exception. is no exception.


E-LearningE-Learning

What is e-learning?

http://www.learningcircuits.org/glossary.html#E

E-learning: Covers a wide set of applications and processes, such as Web-based learning,

computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of

content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast,

interactive TV, and CD-ROM.


E-LearningE-Learning

• Another possible definition is:E-Learning is learning/teaching in the digital age where technology is used to improve it.

or in other words

E-Learning describes the use of any technology for learning outside the boundaries of the physical classroom and it is expected that technology will IMPROVE the learning process.



E-Learning DesignsE-Learning Designs

• Many possible E-Learning designs:– e-learning is used between traditional classes to continue

discussions, access resources, support learners, etc

– face to face classes are replaced entirely by e-learning but other course material is delivered in the traditional way

– use of mixture of media (e.g. Web; CDROM; paper; audio, etc)

– courses are designed to be offered completely virtually via the Internet (no face to face contact)

– etc...


Learning: Time x SpaceLearning: Time x Space

Same

SameTime

Space

Traditional

Different

Different

Distance


The Goal: No Barriers of Space and TimeThe Goal: No Barriers of Space and Time

Computer-mediated communicationComputer-mediated communication technologies are unique in providingtechnologies are unique in providing the individual with access to informationthe individual with access to information resources giving him theresources giving him the capacity to participate in capacity to participate in an educational process an educational process anywhereanywhere and at and at anytimeanytime.


Overload of Heterogeneous DataOverload of Heterogeneous Data

WordProcessing

E-mail

Video-conference

E-Books

Class Notes

Learning Environments


Distribution and HeterogeneityDistribution and Heterogeneity

WordProcessing

E-mail

Video-conference

E-Books

Class Notes

Learning Environments


Learning Objects (LO)Learning Objects (LO)

TextDocuments

VideoAudio

Geographic Information

Software Programs

Bio Information

Images and Graphics

Books, papers etc

Thesis, dissert

Class Notes

Users’ interactions

Bibliography,webliography

Users’ navigation

...

LO is any entity, digital or non digital, that can be referencede , used or reused in learning activities


Creating and Delivering Learning MaterialsCreating and Delivering Learning Materials

• As developing content is an expensive activity, emphasis is made in reuse.

• Each learning activity has specific characteristics and, therefore, requires specific learning materials.

• However, E-Learning requires new skills that include new methods/mechanisms for creation and delivery of learning materials.

• In addition, as technology offers new opportunities for developing content, instructional design needs to adapt to the new existing possibilities.


Learning ActivitiesLearning Activities

• The instructional design must work with learning activities such as:


Learning TheoriesLearning Theories

• The instructional design must consider: – Learning Theories:

• Behaviorism: Based on observable changes in behavior. Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic.

• Cognitivism: Based on the thought process behind the behavior. Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.

• Constructivism: Based on the premise that we all construct our own perspective of the world, through individual experiences and schema. Constructivism focuses on preparing the learner to problem solve in ambiguous situations.


Instructional Design General ChartInstructional Design General Chart

Develop

DesignImplement Evaluate

Analyze

• The instructional design must follow guidelines:


AnalysisAnalysis

• What is the problem?• Who is the audience?• What is the learning environment?


DesignDesign

• What should be added in the course and how its components should be organized?

• What are the strategies, techniques and tactics to be applied in order to facilitate learning?

• How to sequence learning materials?

– Learning theories

– Instructional approaches


DevelopmentDevelopment

• What are the more adequate medias to the elaborated plan?• What content sources and software tools will be used in

the material development and course conduction?• What principles of interface project must be followed over

the design and implementation?


ImplementationImplementation

• What is the management plan to course conduction?• What strategies and tactics must be applied to keep the

learner interest even over distance?• How to monitor results? The course meets the plan

requirements?


EvaluationEvaluation

• Is the course effective?• What are the results of the formative evaluation?• What are the results of the additive evaluation?• How can the course be improved?• How the benefits to the organization will be measured?


ThenThen

• Technology has great impact in learning...

• And All these (and other) learning/education characteristics must be considered...

• ... So, why not to improve learning through new database research and technology?


ObjectiveObjective

This Tutorial presents the new challenges raised by the e-Learning application area to

the database research community

This Tutorial presents the new challenges raised by the e-Learning application area to

the database research community

E-learningcontent


1. Introduction




5. Conclusion


Learning over the WebLearning over the Web

The trend is:

Web-Learning


Digital Library EvolutionDigital Library Evolution

Books, papers, articles,

reports etcThesis,

dissertation

Class Notes , bibliography, webliography

Users’ interactions

Users’ navigation

...

TextDocuments

Speech, Music

VideoAudio

(Aerial) Photos

Geographic Information

Models Simulations

Software Programs

Genome Human,

animal, plant

Bio Information

2D, 3D, VR, CAT

Images and Graphics


Integration or Distributed Search?Integration or Distributed Search?

Site 1

Site 2

Site 3

Site N

Site 4

LOs Management

LOs Management

LOs Management

LOs Management

LOs Management

Integrated View / Search & Use View

Application 2Application 1 Application 3 Application M


Distance Educationusing

E-commerce Infra-structure

ComputerTechnology

DataCommunication

DocumentTechnology

Convergence of digital

technologies

Move towarddigital

libraries

Increasing costs of conventional

education

Web Enabled Courses learners teacher tutors …….

Internet

Global networkconnectivity and access,

information mobility

Globalization of education

Present ““Future”Future”

Lifelong learning

Just-in-time,on-the-job education

E-Commerceinfra-structure

E-Commerce Services

seller

buyer

Rapidlychanging content


Example of E-commerce ArchitectureExample of E-commerce Architecture


IEEE LTSA ArchitectureIEEE LTSA Architecture

Stakeholder Perspectives/PrioritiesLayer 4

Learner-Related Design FeaturesLayer 2

Environment

Interactions

Layer 1Learner/

EnvironmentInteractions

L

LL

LearnerEntity

Layer 3IEEE 1484.1

LTSA SystemComponents

LCI

LP

BM

LI LIA

D

LE

E

CLR R

IC

Q

LC L

Layer 5Codings,

APIs, &Protocols

Requirements Functionality Conceptual Model Semantics APIs Codings Protocols Calling Data Comm. Conv. Formats Layers


IEEE LTSA System ComponentsIEEE LTSA System Components

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)

Learner Info(current)

Learner InfoCatalog Info

LocatorLearningContent

Interaction Context

(history/obj.)


IEEE LTSA Operational IEEE LTSA Operational Components and InteroperabilityComponents and Interoperability

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-buildingis incremental.”

“Interpretation/maintenanceis stabilized: each level isdependent on higher levels.”

“Interpretation Examples:- Ambiguities in bindings areresolved by interpreting thesemantics;- Ambiguities in semanticsare resolved by interpretingthe conceptual model.”


1. Introduction




5. Conclusion


The importance of having Standards The importance of having Standards for Learning Technologyfor Learning Technology

• Accredited standards assure that content will be more: – accessible, – interoperable, – reusable – and durable.

• As standards have a great economic impact there are now many standardization efforts done not only by official certification bodies but also by consortia of educational, commercial and governmental organizations, technical committees, etc.


IMSIMS

• IMS http://www.imsproject.org/

• The IMS Global Learning Consortium, Inc. is a global coalition of academic, commercial and government organizations that is developing and promoting open specifications for facilitating online distributed learning activities.


ARIADNEARIADNE

• ARIADNE http://www.ariadne-eu.org/main.html

• ARIADNE Foundation is focused on the development of tools and methodologies for producing, managing and reusing computer-based pedagogical elements and telematics supported training curricula.


Dublin CoreDublin Core

• Dublin Core Metadata Initiative (DCMI) http://dublincore.org/

• DC Education Working Group http://dublincore.org/groups/education/

• Dublin Core Metadata Initiative is an open forum engaged in the development of interoperable metadata standards that support a broad range of purposes and business models.

• DC Education Working Group was created within DCMI to specifically address the educational needs.


IEEE LTSCIEEE LTSC

• IEEE/ LTSC http://ltsc.ieee.org/

• IEEE Learning Technology Standards Committee consists of working groups that develop technical standards in different areas of information technology for learning, education and training. The Learning Objects Metadata (LOM) working group has proposed a specification that was approved last June as a standard by IEEE.

IEEE LOM http://ltsc.ieee.org/doc/wg12/LOM_WD4.htm


IEEE LTSCIEEE LTSC

• IEEE/ LTSC http://ltsc.ieee.org/• Working and Study Groups

P1484.1 Architecture and Reference Model WG P1484.3 Glossary WG P1484.11 Computer Managed Instruction WG P1484.12 Learning Objects Metadata WG P1484.14 Semantics and Exchange Bindings WG P1484.15 Data Interchange Protocols WG P1484.18 Platform and Media Profiles WG P1484.20 Competency Definitions WG Digital Rights Expression Language Study Group


AICCAICC

• AICC: The Aviation Industry CBT Committee http://aicc.org/

• Aviation Industry Computer-Based Training Committee (AICC) is an international association of technology-based training professionals that develops training guidelines for the aviation industry. AICC has and is developing standards for interoperability of computer-based and computer-managed training products across multiple industries


ADLADL

• ADL/SCORM http://www.adlnet.org/

• The Department of Defense of USA promoted the Advance Distributed Learning (ADL) initiative that has proposed SCORM (Sharable Content Object Reference Model) defining a Web-based learning "Content Aggregation Model" and "Run-Time Environment" for learning objects.


CEN/ISSS CEN/ISSS

• CEN/ISSS Learning Technologies Workshophttp://www.cenorm.be/isss/

• In 1999, the European Commission gave a mandate to CEN/ISSS – Center of European Normalisation / Information Society Standardisation System to identify a work-plan for Europe in the area of learning technology interoperability. CEN/ISSS seeks to ensure that any standards reflect European needs - i.e. can be internationalised and/or localised.


ISO/IECISO/IEC• JTC1 / SC 36

http://jtc1sc36.org/index.html

• SC36 is a subcommittee of the Joint Technical Committee 1 (JTC1) of ISO and develops International Standards in information technology in the areas of Learning, Education, and Training. SC36 and its Working Groups have established as their scope: “Standardization in the field of information technologies for learning, education, and training to support individuals, groups, or organizations, and to enable interoperability and reusability of resources and tools.”


ADL/SCORM

IMS AICC

IEEE -LTSCARIADNE

Dublin Core

References in standards proposals to work done by other standardization groups

ISO/IECCEM/ISSS

Metadata & Content Standards Proposals Metadata & Content Standards Proposals for E-Learningfor E-Learning


Specification/Standards AreasSpecification/Standards Areasfor E-Learningfor E-Learning

I MS ARIADNE DublinCore

I EEELTSC

AICC ADL/SCORM

CEN/I SSS

I SO/I EC

Metadata/Content Yes Yes Yes Yes Yes Yes Yes YesEnterprise Yes - - Yes - - - -Learner Information Yes - - Yes - - - YesQuestion & Test Yes - - - - - - YesAccessibility Yes - - - - - Yes -Learning Design Yes - - - - - Yes -Collaboration - - - - - - - YesUser requirements Yes - - - - - - -


W3CW3C

• There are many open standards proposed in the context of W3C that are also important to e-learning like:– XML

– DTD

– XML schema

– XSLT

– RDF


1. Introduction




5. Conclusion


E-booksE-books

• design of electronic books• electronic and web

publishing platforms• interaction models for e-

books• e-books usability• accessibilty• new devices for reading

electronic books• e-books and e-learning• e-commerce and electronic

books• adaptive e-books

• multimedia and hypermedia writing

• e-journals

• new roles of publishers, books stores and libraries

• emerging standards for electronic books

• legal issues

• evaluation of electronic books


Digital LibraryDigital Library

• social, institutional, policy, and pedagogical issues

• document genres and electronic publishing

• collection development and management

• intellectual property• provision of services• user communities• web cataloging• metadata and content• digital preservation

• digital archives and museums • knowledge management • content management• digital library infrastructure

and architecture• human-computer interaction• information retrieval• information mining• ontology-based services • semantic web• semistructured data

management


Digital LibraryDigital Library

• text categorization

• web information gathering

• information filtering

• information extraction

• hypertext and multimedia

• security and privacy


Web-based LearningWeb-based Learning

• Virtual University• Virtual Classroom and

Virtual Laboratories• Borderless Education• Teaching, Learning and

Assessment Strategy in Virtual Classroom

• Management of Learning Resources

• Knowledge Management for e-Learning

• Learning & Content Management Systems

• Infrastructure of Web-based Learning Environment

• Developing, Integrating and Delivering e-Learning Solutions

• Building Learning Architectures

• Digital Libraries for e-Learning

• Authoring Tools and Integrated Platforms for e-Learning

• Interactive e-Learning Systems


Web-based LearningWeb-based Learning

• Intelligent Training Technology

• Electronic Publishing Tools for e-Learning

• Collaborative Learning • Asynchronous Learning• Distance Learning• Evaluation/Performance

Measurement & Assessment• Instructional Design for e-

Learning• Web-based Training for

Customers

• Community Building for e-Learning

• Organizational e-Learning Strategy

• Quality Management in Web-based Learning

• Multimedia-based Learning Systems

• Database Architecture for Web-based learning

• Multimedia databases for Web-based learning


Conceptual Models for E-LearningConceptual Models for E-Learning

• Description, conceptualisation, and formal methods for conceptual modeling

• Information modeling concepts, ontologies, and concept systems

• Conceptual change and schema evolution

• Views, integration of modeling paradigms

• Design methodologies and their evaluation (ER, OO, ORM, and others)

• Spatial, temporal, and multimedia aspects in conceptual models

• Metadata, its interpretation and usage

• Ontological and conceptual correctness in modeling

• Conceptual modeling for organizational learning and learning organizations

• Conceptual modeling for knowledge management systems


Conceptual Models for E-LearningConceptual Models for E-Learning

• Conceptual modeling for user interfaces

• Conceptual modeling for digital libraries

• Advanced database models, e.g. spatial, temporal, and multimedia models

• Data warehouses and metadata repository design

• Data mining and conceptual modeling on the basis of data mining results

• Conceptual modeling of XML data

• Methods and tools for internet data management


Web TechnologyWeb Technology• Emerging Standards for Web

Data (XML, XSL, RDF etc) • Web data models • Web data integration and

wrappers • Web query languages • Web query processing and

optimization • Storage structures and indexing

techniques for Web data • Web warehousing • Knowledge discovery of Web

data • Web data mining and analysis

• Discovering structures in Web data

• Web site management • View maintenance of Web

data • Web security • Mobile agents to deal with

Web data • Digital libraries and

information retrieval • Web caching • Web data visualization • Web Farming


Mobile Computing for E-learningMobile Computing for E-learning

• Data models for mobile e-learning

• Impact of mobility in distributed applications

• Theoretical frameworks for mobility

• Software architectures for mobile distributed computing systems

• Wireless communications support for mobile applications

• Object oriented technologies for mobile computing

• Mobile database management and mobility-aware data servers

• Operating system support for mobile computing

• Mobile transaction and workflow management & models

• Management of network & mobile computers heterogeneity

• Data & process migration, replication and recovery


Mobile Computing for E-learningMobile Computing for E-learning

• Mobile agents and code

• Distributed mobile objects

• Wireless multimedia systems

• Mobile access to Internet services

• User interface management for mobile information systems

• Resource allocation and management in mobile computing environment


Adaptive E-learningAdaptive E-learning• Business models for the

exchange of learning objects• P2P based e-learning• Metadata, metadata schemas

and conceptual models for e-learning

• IR and text classification methods in open learning environments

• Communication between (personalized) e-learning systems on the web

• Personalization strategies for open learning environments

• Collaboration strategies for developing courses / course materials

• Intelligent monitoring of web-based classes and courses

• Authoring tools for developing adaptive and intelligent educational web systems

• Empirical studies of web-based adaptive and intelligent educational systems

• Educational models for personalized learning environments



1. Introduction




5. Conclusion


Processes

Models

Principles (Rules)

(mental)

(physical)

(emotional)

(vital)


Define the phases of the project

For each phase, define the models


Processes of the Project: Typical PhasesProcesses of the Project: Typical Phases

• Requirements analysis• Conceptual Project• Logical Implementation Project• Physical Project


(mental)

(physical)

(emotional)

(vital)


SoftwareSoftware

• R DBMS• Knowledge Base• Multimedia DBMS• OO DBMS• OR DBMS• Hypermedia DBMS• XML “DBMS”

• Which one is the most suitable to learning content?• Is there a need for an Educational DBMS?


SoftwareSoftware

• Network• Messaging• LO definition/description• LO publication• LO directory• LO composition• Quality of service• Management• Security• ...


Support for semi-structured dataSupport for semi-structured data

• files, text documents: – Indexing,

– Query languages,

– Schemas,

– Query optimization,

– ...


Multimedia supportMultimedia support

• Indexing, • Query languages, • Similarity-based/Content-based/Semantic querying, • Incorporation of feedback, • Buffering, • Real-time issues, • Quality of service, • Scheduling


(mental)

(physical)

(emotional)

(vital)


HardwareHardware

• We are talking about a very very large database.• Therefore, hardware must:

– be powerful, with great memory and processing capabilities

– support distribution and parallelism mechanisms

– be scalable

• Remember: traditional digital libraries are already large databases. When e-learning is considered, besides traditional digital content, it is necessary to incorporate educational participants as well as class notes, which makes data quantity even bigger...


(mental)

(physical)

(emotional)

(vital)


AdministrationAdministration

• Administration for various architectures and stages

• Configuration management and change control

• Service level agreements and user expectations

• Contingency & disaster recovery planning

• High availability architectures
