E-Learning Networked Environments and Architectures (eBook)

Title Page 4
Copyright Page 5
Table of Contents 6
List of Contributors 8
1 E-Learning Networked Environments:Concepts and Issues 12
1.1 Introduction 12
1.2 Basic Concepts and Background 14
1.3 Building Knowledge Scenarios 18
1.4 Building Knowledge Environments 21
1.5 Designing Knowledge Networks 26
1.6 Retrieving Resources and Knowledge 28
1.7 Conclusion 32
References 33
2 Bridging the Gap Between E-Learning Modeling and Delivery Through the Transformation of Learnflows into Workflows 37
2.1 Introduction 37
2.2 Context 39
2.2.1 Looking at the Problem 39
2.2.2 Looking at the Solution 40
2.2.3 The Goal: Bridging the Gap Between E-LearningEditing and Delivery 41
2.2.4 Methodological Approach 41
2.2.5 Main Results 42
2.3 IMS-Learning Design as an Educational Modeling Language 42
2.3.1 E-Learning System Reference Model 42
2.3.2 Educational Modeling Languages 42
2.3.3 Conceptual Elements of IMS-LD 44
2.3.4 Tools for Learnflows 45
2.4 XPDL as a Business Process Language 49
2.4.1 Workflow Reference Model 50
2.4.2 Process Description Languages or Workflow Models 50
2.4.3 The Conceptual Elements of XPDL 51
2.4.4 Tools for Workflows 53
2.5 Translation Scheme 56
2.5.1 Static Aspects of the Common Model 56
2.5.2 Dynamic Aspects of the Common Model 57
2.5.3 Model of Control of IMS-LD 58
2.5.4 Model of Control of XPDL 59
2.5.5 The Proposed Translation Scheme 60
2.6 LDX-Flow Tools 62
2.6.1 Functional Architecture 63
2.6.2 Logical Architecture 65
2.6.3 Physical Architecture 65
2.6.4 Evaluation of the Tools 66
2.7 Conclusion 66
References 67
3 A Toolkit for Building Geo-Referenced Lessons: Design, Implementation, and Praxis 70
3.1 Introduction 70
3.2 Experimentation 71
3.3 Pedagogical Strategies 76
3.4 Content in a Mobile Lesson 78
3.4.1 Design of the Lesson: Identifying Content 79
3.4.2 Presentation to Students: Introducing Content 79
3.4.3 Lesson on the Field: Acquiring Content 79
3.4.4 Back in the Classroom: Reflecting on Content 80
3.5 Administrative Tools 80
3.6 Technology: Devices and Software 81
3.6.1 Mobile Lessons, Release 1.0 83
3.6.2 Mobile Lessons, as Location-Based Services 83
3.6.3 Mobile Lessons, Toward New Services 83
3.7 Conclusion 85
3.8 Acknowledgment 85
References 85
4 TELOS: A Service-Oriented Framework to Support Learning and Knowledge Management 88
4.1 Introduction 88
4.2 TELOS Orientation and Vision 91
4.2.1 Orientation Principles 91
4.2.2 System’s Levels and Main Actors 93
4.3 User Operations and Main Service Components 95
4.3.1 Three Operational Levels 95
4.3.2 Basic Operations on a Resource 97
4.3.3 Resource Life-Cycle Operations 98
4.3.4 System Generation Cascade Operations 101
4.3.5 Semantic Referencing of a Resource 102
4.4 TELOS Framework Organization 104
4.4.1 TELOS Core and Kernel Structure and Extension 104
4.4.2 Core Use for LKMS Construction 106
4.4.3 LKMS Use and LKMA Construction 109
4.4.4 LKMA Use and LKMP Construction 111
4.4.5 Summary of TELOS Services 115
4.5 Conclusion 116
References 117
5 Cognitive Modeling of Personalized Software Design Styles: A Case Study in E-Learning 119
5.1 Introduction 119
5.2 The Limits of Current Modeling Approaches 120
5.2.1 Representing Knowledge with Abstraction Layers 121
5.2.2 A Class of Adaptive Systems 122
5.3 A Tutoring System for OODP 124
5.3.1 An Example Session 125
5.3.2 Perceived Affordances and Software Design 127
5.3.2.1 Perceived Affordances 127
5.3.2.2 A Simple Cognitive Model for Software Design 128
5.3.3 Representing Perceived Affordances for OOP Design 128
5.3.4 Recombination Aspects 130
5.3.4.1 Target Platform for the Prototype 131
5.3.4.2 Recombination Cycle for the Prototype 132
5.3.5 Overall Software Architecture 133
5.3.6 OODP Classifier 134
5.3.6.1 OODP Case Library 135
5.3.7 Algorithm Families 137
5.3.7.1 Weka Algorithms 138
5.3.7.1.1 Extracting Boolean Features from OOCD 138
5.3.7.1.2 Weka Subsystem Architecture 139
5.3.7.2 Keyword-Based Algorithms 140
5.4 Empirical Evaluation 141
5.4.1 Evaluation Process 142
5.4.2 Experimentation Prototype 143
5.4.3 Results 143
5.4.3.1 Pedagogical Effectiveness 145
5.4.3.2 Classifiers Results 146
5.5 Related Work 147
5.5.1 Metamodel Reuse 148
5.5.2 Object Oriented Design Patterns 148
5.5.2.1 Teaching Object Oriented Design Patterns 149
5.5.3 Schema Matching Algorithms 149
5.5.4 Comparison with an Existing ITS System 150
5.5.5 The Proposed Approach and the Existing Literature 152
5.6 Conclusion 152
References 154
6 Skills SuperStore: Online Interactive Study Skills Environment 156
6.1 Introduction 156
6.1.1 Background and Rationale 156
6.1.2 Skills SuperStore: Project Aim and Objectives 158
6.1.3 Chapter Organization 158
6.2 Need for Study Skills 159
6.2.1 Retention Issues in Third-Level Institutions 159
6.2.2 Study and Transferable Skills Needed 160
6.2.3 Importance of Study and Transferable Skills 162
6.2.4 Approaches Currently Employed in Higher Education to Train Study Skills 163
6.2.5 Study Skills Training: Limitations of Current Approaches 164
6.3 The Way Forward and a Solution 165
6.3.1 Investigation of Current Approaches 165
6.3.2 Surveys and Analysis 166
6.3.3 Pedagogical Underpinning of the SkillsSuperStore System 167
6.3.4 System Requirements and Initial Architecture 174
6.4 System Design and Development 176
6.4.1 Requirements Gathering 177
6.4.2 Analysis 177
6.4.3 Design 185
6.4.4 Implementation 187
6.4.5 Testing and Evaluation 190
6.5 Conclusion 193
References 193
7 E-MEMORAe: A Content-Oriented Environment for E-Learning 195
7.1 Introduction 195
7.2 Content Management for E-Learning 196
7.2.1 Content Sharing 197
7.2.2 Learning Objects Repositories and Thematic Resources Bases 197
7.2.2.1 Learning Object Repositories 197
7.2.2.2 Thematic Resources Bases 198
7.2.2.3 The MEMORAe Approach 198
7.3 A Course Memory : the MEMORAe Model 199
7.3.1 Contents of the Memory 199
7.3.1.1 Resources 199
7.3.1.2 Topics 199
7.3.1.3 Ontologies 200
7.3.1.3.1 Building the Ontologies 200
7.3.1.3.2 Application Ontology 200
7.3.1.3.3 Domain Ontology 201
7.3.1.3.4 Linking the Two Ontologies 202
7.3.2 The Choice of the Formalism: Topic Maps [14] 202
7.3.3 Memory Modeling: An Example 204
7.3.3.1 Ontologies 204
7.3.3.2 Course Objectives 205
7.4 The E-MEMORAe Environment 206
7.4.1 The User Interface 207
7.4.2 Learning by Exploration in the Memory 208
7.4.3 Learning by Querying the Memory 210
7.5 Architecture 210
7.6 Experiments 211
7.6.1 Conditions of the Experiment 211
7.6.2 First Results 212
7.7 Conclusion 213
References 213
8 Designing and Testing an Open-Source Learning Management System for Small-Scale Users 216
8.1 Introduction 216
8.2 Learning Management Systems to Learning ContentManagement Systems 218
8.3 Reusability and Interoperability 219
8.3.1 Reusability 220
8.3.2 Interoperability 221
8.4 Metadata 222
8.5 Learning Objects (LOs) 223
8.5.1 Combination 225
8.5.2 Granularity 225
8.6 Standards 226
8.6.1 Standards Evolution 227
8.6.2 Learning Object Metadata Standards 230
8.7 Learning Object Metadata (LOM) 232
8.7.1 Dublin Core Metadata Initiative 234
8.7.2 Modifying the IEEE Learning Object Metadata (LOM) 234
8.7.3 Taxonomy Models and Ontology 238
8.7.4 Final Schema of Our System 243
8.8 The Phoenix System 244
8.8.1 Implementing Phoenix 246
8.9 Phoenix System Architecture and Functionality 247
8.9.1 Unique Features for the SMEs 248
8.10 Delivery, Evaluation, and Results 250
8.11 Conclusion 254
References 255
9 Reinforcement Agents for E-Learning Applications 258
9.1 Introduction 258
9.2 Multiagent Systems and Interaction with Users 259
9.3 Reinforcement Learning 260
9.3.1 Temporal-Difference Learning 262
9.3.2 Hybrid Techniques 264
9.4 RL Perspectives for E-Learning 265
9.4.1 Design Requirements 265
9.4.2 Reinforced Learner-Oriented Search Engines 266
9.4.3 Learning Object ID (LOID) 269
9.4.4 Learning Speed Considerations 270
9.4.5 Example for Designing Human–Agent Interaction 273
9.4.6 Reinforcement Reliability and Adjustable Autonomy 276
9.5 Advanced Issues in Reinforcement Learning 277
9.6 Conclusion 279
References 280
10 Secure Communication Layer for Scalable Networks of Learning Object Repositories 283
10.1 Introduction 283
10.2 Major Interoperability Efforts in E-Learning 284
10.3 IMS Digital Repository Interoperability 287
10.4 eduSource: An Open Network for Connecting Communities 288
10.5 ECL: eduSource Communication Layer 291
10.5.1 General Approach 291
10.5.2 ECL Connector 293
10.5.3 ECL Gateway 295
10.5.4 ECL Registry 296
10.5.5 ECL Federated Searching Across Multiple Repositories 297
10.6 Scalable Security Solution 297
10.6.1 Motivations for Federated Security Solution 299
10.6.1.1 Case Study: Course Management Systems 299
10.6.1.2 Case Study: Secure P2P Network LionShare 300
10.6.2 Federated Security 300
10.6.2.1 Shibboleth 300
10.6.2.2 Web Services and Federated Security 301
10.6.3 Security Infrastructure Components 301
10.6.3.1 Certification Authority 301
10.6.3.2 Local Attribute Authority 302
10.6.3.3 ECL Registry 302
10.6.4 ECL Security Profiles 303
10.6.4.1 Repository Controlled Security Profile 303
10.6.4.2 Federated Security Profile 303
10.7 Implementation and Deployment 305
10.8 Discussion 306
10.8.1 Pragmatics of Following the IMS DRI 307
10.8.2 Document-Style Web Services 307
10.8.3 Comparison with Other Approaches 308
10.9 Conclusion 309
References 310
11 Quality of Service and Collaboration Aspects in a Distributed E-Laboratory Environment 313
11.1 Introduction 313
11.2 Background and Related Work 314
11.2.1 Electronic Learning Concepts 315
11.2.2 Virtual Environments and Learning Management Systems 316
11.2.3 QoS and Collaboration in Virtual Learning Environments 317
11.3 The E-Laboratory Environment 318
11.3.1 The Telecommunication Platform 318
11.3.2 The Collaborative E-Learning Architecture 319
11.3.3 Process in Collaboration 321
11.3.4 Collaboration Scenarios 325
11.3.5 Collaborative Architecture Supporting Quality of Service 328
11.4 Implementation and Results 330
11.4.1 Implementation of QoS in theCollaborative Environment 331
11.4.2 Model Definition, Results, and Analyses 332
11.5 Conclusion 339
References 339
12 Quality Rating and Recommendation of Learning Objects 343
12.1 Introduction 343
12.2 Online Learning and Learning Objects 344
12.2.1 Learning Objects 345
12.2.2 Learning Object Repositories 346
12.2.3 Pedagogical Metadata 347
12.3 Evaluation and Recommendation Systems 348
12.3.1 Evaluating Quality 349
12.3.2 Recommendation and Trust 350
12.4 Learning Object Quality Rating Using Bayesian Belief Networks 356
12.4.1 What We Propose 356
12.4.2 Bayesian Belief Networks: A Quick Introduction 359
12.4.3 Unit Quality Rating 360
12.4.4 Integrated Quality Rating 364
12.5 Discussion 367
12.5.1 Simulated Test Cases for Individual Rating 367
12.5.2 Simulated Test Cases for Integrated Rating 369
12.5.3 Reliability and Validity of Our Approach 371
12.5.4 Equating Scaling 372
12.5.5 Personalised and Collaborative Recommendation and Distribution of BBN 372
12.5.6 Share Learning Objects Among Multiple Repositories 374
12.5.7 BBN Drawback 374
12.5.8 Further Research Angles 374
12.5.9 Conclusion 376
References 376
13 Data Mining in E-Learning 380
13.1 Introduction 380
13.2 Phrase-Based Document Model 382
13.2.1 Vector Space Model 382
13.2.2 Graph Space Model 383
13.2.2.1 DIG Structure Overview 384
13.2.2.2 DIG Construction 385
13.3 Document Similarity Using Phrase Matching 387
13.3.1 Phrase Matching Using DIG 387
13.3.2 A Phrase-Based Similarity Measure 389
13.3.3 Combining Single-Term and Phrase Similarities 390
13.3.4 Effect of Phrase-Based Similarity on Clustering Quality 391
13.4 Document Clustering Using Similarity Histograms 392
13.4.1 Similarity Histogram-Based Incremental Clustering 395
13.4.2 Similarity Histogram-Based Clustering Evaluation 397
13.5 Key-Phrase Extraction from Document Clusters 398
13.5.1 Extraction of Candidate Key Phrases 400
13.5.2 Phrase Features 402
13.5.3 Phrase Ranking 403
13.5.4 Key-Phrase Extraction Evaluation 404
13.5.5 Key-Phrase Extraction Results 404
13.6 Conclusion 408
References 409
14 LORNAV: Virtual Reality Tool for Navigation of Distributed Learning Objects Repositories 411
14.1 Introduction 411
14.2 Learning Objects and Virtual Environment 412
14.2.1 Definition of Learning Objects 412
14.2.2 Learning Object Metadata 413
14.2.3 Learning Object Repositories 413
14.2.4 3D Visualization and Virtual Reality 414
14.2.5 Virtual Reality Modeling Language 415
14.2.6 The Need for 3D Visualization 415
14.3 Navigation of Learning Object Repositories 416
14.3.1 Use Case Model 416
14.3.2 Overall Architecture 417
14.3.3 3D Visualization of Learning Objects 419
14.3.4 Data Clustering 422
14.3.5 Dynamic 3D View Generation 422
14.3.6 Navigation Model 424
14.3.7 Interaction Model 425
14.3.8 Data Access 426
14.4 Implementation 428
14.4.1 Example Interfaces 430
14.4.1.1 Navigation Interfaces 430
14.4.1.2 Interaction Interfaces 432
14.5 Conclusion and Future Work 434
References 434
Index 436

"10 Secure Communication Layer for Scalable Networks of Learning Object Repositories (p. 276-277)

MAREK HATALA, GRIFF RICHARDS, TIMMY EAP, AND ASHOK SHAH

Abstract. The eduSource Communication Layer (ECL) de?nes a set of services, middleware, and communication conventions that enable repositories and tools to communicate with each other. ECL was designed and implemented within the scope of the recommendations in the IMS DRI speci?cation. The ECL has been deployed worldwide and connects repositories in Canada, the United States, Australia, the United Kingdom, and Europe.

In this chapter we describe the design of ECL, its architecture, and its middleware components. We also describe novel ECL security infrastructure (ECL-SI) for Web services that provide the security framework for object repositories based on a trust federation. The security solution de?nes security pro?les, infrastructure services, and middleware component for a low-barrier adoption by existing repositories. Although this infrastructure can scale to large networks; it is particularly sensitive to the needs of medium-sized and small organizations, which have complex attributes and accessing policies.

10.1 Introduction

Over the last few years we have seen signi?cant progress in the area of crucial technologies and standards for the Semantic Web’s XML and Resource Description Framework (RDF). They have gained wide acceptance in the industry, and the semanticWeb group atW3Cis ?nalizing the recommendation for next essential semanticWeb component—the OntologyWeb Language. Metadata are in use across all vertical layers of the systems, and several large-scale initiatives are trying to build usable networked systems for object and knowledge sharing and to further our understanding of the related issues.

All these activities promise to develop systems that can discover and share information with other systems in the near future. One of the leading areas where integration and sharing are in high demand is education, particularly in e-learning. The wholesale adoption of Internet technology as a channel for education and training has resulted in an abundance of learning resources in Web-ready digital format. Typically, these digital learning objects [33] may be lesson content stored as text, audiovisual or interactive media ?les, or simply learning activity templates expressed in a learning design format [18].

Despite their apparent ubiquity, locating and reusing learning objects are hampered by a lack of coordinated effort in addressing issues related to their storage, cataloging, and rights management. Strident efforts have been made to create portal repositories by communities such as Merlot,1 SMETE,2 RDN3 and, in Canada, by BCcampus4 and CAREO5. Not surprisingly, each entity produces a rather individual re?ection of its own perceived organizational needs, and the concept of making all these repositories work together, while laudable, has received less attention. The e-learning community has seen fruitful initiatives in the standardization of learning object metadata by the Institute of Electrical and Electronics Engineers (IEEE) [16] and the emergence of speci?cations toward the standardization of other aspects of learning objects and learning processes by organizations such as IMS and ADL.

More recently, the e-learning community has been focusing on the ability to connect and use resources located in distributed and heterogeneous repositories. This process of federation closely resembles the initiatives in the domain of digital libraries, to the extent that there have been initiatives such as the IMS Alt-i Lab meetings to bring these two communities together."