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September, 2002
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1. Introduction
2. A Generic E-Learning Architecture
3. Metadata Standards Proposals for E-Learning
4. E-Learning Research Topics
5. Conclusion
September, 2002
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Database Technology & Applications
Technology
?
Digital Library
Mobile DB
X
X
Federated DB
Models
?
X
Ontology
?
X
X
?
X
X
?
Workflow
X
X
X
?
Query Processing & Opt
X
X
X
?
Interface
X
X
Indexing
X
X
X
?
Storage
X
X
X
?
GIS
Business
Intelligence
?
Bioinformatics
E-Learning
September, 2002
App
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September, 2002
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The Era of Changes
Personal computers, Internet and, in particular, World
Wide Web (WWW) are changing many aspects of
human life and Education is no exception.
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E-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.
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E-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.
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E-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...
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Learning: Time x Space
Space
Different
Same
Distance
Traditional
Same
Different
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Time
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The Goal: No Barriers of Space and Time
Computer-mediated communication
technologies are unique in providing
the individual with access to information
resources giving him the
capacity to participate in
an educational process
anywhere and at anytime.
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Overload of Heterogeneous Data
E-mail
Video-conference
Word
Processing
Class Notes
E-Books
Learning Environments
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Distribution and Heterogeneity
E-mail
Word
Processing
Video-conference
Learning Environments
E-Books
Class Notes
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Learning Objects (LO)
LO is any entity, digital or non digital, that can be
referencede , used or reused in learning activities
Text
Documents
Books,
papers etc
Video
Audio
Thesis,
dissert
Geographic
Information
Class
Notes
Software
Programs
Users’
interactions
Bio
Information
Bibliography,
webliography
Images and
Graphics
Users’
navigation
September, 2002
...
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Creating 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.
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Learning Activities
• The instructional design must work with learning activities
such as:
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Learning 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.
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Instructional Design General Chart
• The instructional design must follow guidelines:
Analyze
Implement
Evaluate
Design
Develop
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Analysis
• What is the problem?
• Who is the audience?
• What is the learning environment?
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Design
• 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
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Development
• 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?
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Implementation
• 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?
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Evaluation
•
•
•
•
•
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?
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Then
• 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?
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Objective
E-learning
content
This Tutorial presents the new challenges
raised by the e-Learning application area to
the database research community
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1. Introduction
2. A Generic E-Learning Architecture
3. Metadata Standards Proposals for E-Learning
4. E-Learning Research Topics
5. Conclusion
September, 2002
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Learning over the Web
The trend is:
Web-Learning
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Digital Library Evolution
Text
Documents
Books,
papers,
articles,
reports etc
Geographic
Information
Video
Audio
Speech,
Music
Class Notes ,
bibliography,
webliography
Thesis,
dissertation
(Aerial)
Photos
Software
Programs
Genome
Human,
animal, plant
Bio
Information
Images and
Graphics
2D, 3D,
VR,
CAT
Users’
navigation
Models
Simulations
Users’
interactions
September, 2002
...
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Integration or Distributed Search?
Application 2
Application 1
Application M
Application 3
Integrated View / Search & Use View
Site 1
LOs Management
Site 2
LOs Management
LOs Management
Site 3
LOs Management
Site 4
Site N
LOs Management
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“Future”
Present
Increasing costs of
conventional educationGlobalization
education
Move toward
digital
libraries
Rapidly
changing content
of
Distance Education
using
E-commerce
Infra-structure
Just-in-time,
on-the-job
education
Lifelong
learning
Web Enabled Courses
 learners
Global network
 teacher
 tutors
connectivity and access,
 …….
information mobility
Data
Computer Communication
Technology
Document
Technology
Convergence of
digital technologies
Internet
buyer
E-Commerce Services
E-Commerce
infra-structure
seller
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Example of E-commerce Architecture
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IEEE LTSA Architecture
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IEEE LTSA System Components
Learner
Entity
Multimedia
Delivery
Behavior
Interaction Context
Loc
ato
Evaluation
Learning
Preferences
r
Learning Locator
Content
Catalog Info
Learning
Resources
Query
Ass
e
e
ssm
nt
(history/obj.)
Coach
Learner Info
Learner Info
(current)
Learner
Records
(new)
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IEEE LTSA Operational
Components and Interoperability
The Steps of Building Successful
Information Technology Standards/Specifications
“The work flow/steps promote
(1) consensus-building, and
(2) long-term stability,
interpretation, maintenance of
the standard/specification.”
Requirements
“Interpretation/maintenance
is stabilized: each level is
dependent on higher levels.”
Functionality
Conceptual Model
“Interpretation Examples:
- Ambiguities in bindings are
resolved by interpreting the
semantics;
- Ambiguities in semantics
are resolved by interpreting
the conceptual model.”
“Consensus-building
is incremental.”
Semantics
Bindings: APIs
Bindings: Codings
Bindings: Protocols
Encodings: Calling
Conventions
Encodings:
Data Formats
Encodings: Various
Communication Layers
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1. Introduction
2. A Generic E-Learning Architecture
3. Metadata Standards Proposals for E-Learning
4. E-Learning Research Topics
5. Conclusion
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The importance of having Standards
for 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.
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IMS
• 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.
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ARIADNE
• 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.
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Dublin 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.
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IEEE 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
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IEEE 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
September, 2002
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AICC
• 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
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ADL
• 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.
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CEN/ISSS
• CEN/ISSS Learning Technologies Workshop
http://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.
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ISO/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.”
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Metadata & Content Standards Proposals
for E-Learning
ADL/SCORM
IMS
ARIADNE
IEEE -LTSC
CEM/ISSS
ISO/IEC
AICC
Dublin Core
References in standards proposals to work
done by other standardization groups
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Specification/Standards Areas
for E-Learning
Metadata/Content
Enterprise
Learner Information
Question & Test
Accessibility
Learning Design
Collaboration
User requirements
IMS ARIADNE Dublin IEEE
Core
LTSC
AICC
ADL/
CEN/ ISO/
SCORM ISSS IEC
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
-
Yes
-
Yes
-
Yes
-
Yes
Yes
Yes
-
Yes
Yes
Yes
-
September, 2002
Yes
Yes
Yes
Yes
-
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W3C
• There are many open standards proposed in the
context of W3C that are also important to elearning like:
–
–
–
–
–
XML
DTD
XML schema
XSLT
RDF
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1. Introduction
2. A Generic E-Learning Architecture
3. Metadata Standards Proposals for E-Learning
4. E-Learning Research Topics
5. Conclusion
September, 2002
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E-books
• design of electronic books
• electronic and web
publishing platforms
• interaction models for ebooks
• 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
September, 2002
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Digital 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
September, 2002
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Digital Library
•
•
•
•
•
•
text categorization
web information gathering
information filtering
information extraction
hypertext and multimedia
security and privacy
September, 2002
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Web-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 eLearning
• Authoring Tools and
Integrated Platforms for eLearning
• Interactive e-Learning
Systems
September, 2002
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Web-based Learning
• Intelligent Training
Technology
• Electronic Publishing Tools
for e-Learning
• Collaborative Learning
• Asynchronous Learning
• Distance Learning
• Evaluation/Performance
Measurement & Assessment
• Instructional Design for eLearning
• Web-based Training for
Customers
• Community Building for eLearning
• 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
September, 2002
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Conceptual 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
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Conceptual 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
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Web 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
September, 2002
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Mobile Computing for E-learning
• Data models for mobile elearning
• 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 mobilityaware 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
September, 2002
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Mobile 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
September, 2002
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Adaptive E-learning
• Business models for the
exchange of learning objects
• P2P based e-learning
• Metadata, metadata schemas
and conceptual models for elearning
• 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 webbased 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
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September, 2002
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1. Introduction
2. A Generic E-Learning Architecture
3. Metadata Standards Proposals for E-Learning
4. E-Learning Research Topics
5. Conclusion
September, 2002
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(mental)
Processes
Models
Principles (Rules)
(vital)
(physical)
(emotional)
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Define the phases of
the project
For each phase,
define the models
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Processes of the Project: Typical Phases
•
•
•
•
Requirements analysis
Conceptual Project
Logical Implementation Project
Physical Project
September, 2002
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(mental)
(vital)
(physical)
(emotional)
September, 2002
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Software
•
•
•
•
•
•
•
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?
September, 2002
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Software
•
•
•
•
•
•
•
•
•
•
Network
Messaging
LO definition/description
LO publication
LO directory
LO composition
Quality of service
Management
Security
...
September, 2002
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Support for semi-structured data
• files, text documents:
–
–
–
–
–
Indexing,
Query languages,
Schemas,
Query optimization,
...
September, 2002
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Multimedia support
•
•
•
•
•
•
•
•
Indexing,
Query languages,
Similarity-based/Content-based/Semantic querying,
Incorporation of feedback,
Buffering,
Real-time issues,
Quality of service,
Scheduling
September, 2002
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(mental)
(vital)
(physical)
(emotional)
September, 2002
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Hardware
• 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...
September, 2002
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(mental)
(vital)
(physical)
(emotional)
September, 2002
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Administration
• Administration for various architectures and stages
• Configuration management and change control
• Service level agreements and user expectations
• Contingency & disaster recovery planning
• High availability architectures
September, 2002
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September, 2002
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