Towards Short Term Content Adaptation
Recent works in the E-Learning field tend to focus on the learner, leaving the representation and treatment of contents in the background. One of the principal actors that contribute on this focus shift is the adoption of adaptive techniques that profile learners and adjust the contents according to the inferred profiles. In contrast with most adaptive approaches, this work introduces a short-term adaptive strategy whose aim is to capture the instantaneous interests of users. The proposed model
Designing Assessment Tools in a Service Oriented Architecture
Assessment is an important component of formal learning, and Computer Assisted Assessment (CAA) is a well established component of most online learning. However, technical issues such as interoperability and security, and pedagogic reservations as to its effectiveness still remain barriers to the uptake of CAA. In this paper we examine a number of current assessment projects, predominantly emanating from the UK, to consider how a service oriented architecture can facilitate the implementation o
The use case specification of actions in the goal oriented knowledge based learning environment
The proposed goal oriented knowledge acquisition and assessment are based on the flexible educational model and allows to implement an adaptive control of the enhanced learning process according to the requirements of student's knowledge level, his state of cognition and subject learning history. The enhanced learner knowledge model specifies how the cognition state of the user will be achieved step by step. The use case actions definition is a starting point of the specification that depends o
The Model of Collaborative Learning GRID to activate interactivity for Knowledge Building
The purpose of this study is to support the learning activity in the Internet learning space. In this paper, we examine the GRID technology as the knowledge management for supporting "collaborative learning" / " collaboration in learning" (CL). RAPSODY-EX (REX) is a distributed learning support environment organized as a learning infrastructure. REX can effectively carry out to support collaborative activities in asynchronous/ synchronous learning mode. The mixed distributed learning environme
Prise en compte du contexte algébrique dans la modélisation des connaissances d’un élève. Le c
Nous nous intéressons à la modélisation des connaissances des élèves dans le domaine de l’algèbre. Notre travail utilise les traces des actions des élèves recueillies dans l’environnement informatique Aplusix. Pour capturer une connaissance, il est essentiel de tenir compte de la persistance et de la stabilité d’une action que ce soit dans la durée ou dans la situation. Cependant, deux actions peuvent paraître, de prime abord, contradictoires. Associées au contexte dans lequel
Structuring and merging Distributed Content
A flexible approach for structuring and merging distributed learning object is presented. At the basis of this approach there is a formal representation of a learning object, called attribute structure. Attribute structures are labeled directed graphs representing structured information on the learning objects. When two or more learning objects are merged, the corresponding attribute structures are unified, and the unified structure is attached to the resulting learning object.
Could Grid facilitate demanding Media Watermarking Applications?
Copyright protection is becoming an important issue for organisations that distribute digital content through e-learning applications. One of the most promising methods for copyright protection is digital watermarking, a highly demanding application in terms of CPU load. In this communication, some specific cases are presented where GRID computing could be used as an enabling/assisting technology for watermarking. Specific cases of heavy load mathematical transformations for large media objects
Virtual Reality for Learning: Sharing Experiences rather than Resources
Virtual Reality is becoming a major candidate for embodying immersive learning environments. Whereas in the two preceding decades learning has been conceptualized as situations where students are guided rather than elicited to undertake actions, it is now the right time to explore the other side or the continuum.
Case Study of Virtual Organization Learning and Knowledge Testing Environments
The proposed web-based knowledge assessment is based on flexible educational model and allows to implement adaptive control of learning process as well as to implement knowledge testing environment according to the requirements of student's knowledge level, their personal abilities and his subject learning history. The learner knowledge model can be constructed as a sub graph of the global knowledge domain graph. The paper presents the architecture of student self-evaluation and on-line assessm
E-Assessment using Latent Semantic Analysis
E-assessment is an important component of e-learning and e-qualification. Formative and summative assessment serve different purposes and both types of evaluation are critical to the pedagogical process. While students are studying, practicing, working, or revising, formative assessment provides direction, focus and guidance. Summative assessment provides the means to evaluate a learner's achievement and communicate that achievement to interested parties. Latent Semantic Analysis (LSA) is a st
Reusability of eLearning Objects in the context of Learning Grids
This paper examines the requirements of eLearning Object Metadata, in order to appropriately support pedagogic and economic goals as well as service oriented architectures like the Grid. The standard IEEE LOM is being tested against these requirements. In conclusion, it can be said that while current eLearning practices are well supported by the standard, the main insufficiencies concern a) the adequate description of ELOs that are services and not downloadable self-contained programs and b) th
Open Learning Service Scenarios on GRIDs
The position paper focuses on the concepts of Service Elicitation and Evaluation/Exploitation Scenarios (SEES) and, in particular, on experimental protocols for justifying, motivating, implementing and exploiting Learning GRID's services for very large numbers of potential users.
ELeGI: The European Learning Grid Infrastructure
The purpose of this paper is to describe the ELeGI Project1. ELeGI has the ambitious goal of developing software technologies for effective human learning and promoting and supporting a learning paradigm shift. A new paradigm focused on knowledge construction using experimental based and collaborative learning approaches in a contextualised, personalised and ubiquitous way will replace the current information transfer paradigm focused on content and on the key authoritative figure of the teache
The Challenge of Change: Reducing Conflict in Implementing e-Learning
This paper calls for the design of the European Grid for Learning to take note of important issues which have arisen in previous e-learning cycles in the UK. In particular, low take-up of products and services by lecturers has been explained in terms of techno-fear, or ignorance of e-learning potential. These claims are unsubstantiated. Other explanations are possible for the observed resistance of the educational specialist to the use of educational technology. Rather than ignore possible area
Quality of Service Requirements for the e-Learning Grid
In the same way that the Web has evolved from being a technology designed to aid scientific collaboration to one which is employed extensively in e-business and increasingly in e-learning, the Grid is also evolving from its original concept as a highly distributed dynamic source of computing resources "on tap", like the power grid, for e-science, to a means of supporting enterprise computing across heterogeneous, distributed, virtual organisations. However, even the most recent ideas associated
Software Interoperability Problems and E-Learning
Grid applications are special cases of networking applications. In order to investigate potential applications of Grid technologies to e-learning we discuss in the following some current applications of network technologies in e-learning as they have occurred at the University Koblenz-Landau. At the appropriate points we shall indicate demands that our e-learning applications pose to the underlying network services and mention, how they might benefit from resource sharing as potentially offered
Determining the Sources of Delay in a Distributed Learning Environment
In the context of LeGE-WG we expect to see the Open Grid Services Architecture (OGSA) being used as a guiding framework for the future deployment of Distributed Learning Environment (DLEs). OGSA is totally service-oriented and it has been known for sometime that Quality of Service (QoS) is key to the success of DLEs. Delay in particular, as experienced by the end user, is one of the key QoS parameters for a DLE. This paper describes techniques for identifying sources of such delay, and a model f
Human and Artificial Agent's Conversations on the GRID
This position paper supports a conversational and social view of future e-Learning activities on the GRID. This evolution of the Web seems to be nicely synergic with current developments in Agents and Agent Communication Languages. Exactly what e-Learning needs in order to go over from a multimedia-based, passive or at best retroactive view of e-Learning resources to a proactive, peer-to-peer approach of social conversations among human and (progressively) artificial autonomous Agents.
How GRID could improve E-Learning in the environmental science domain
This paper will outline the requirements for an interactive e-learning system defined as part of the German research project GIMOLUS . After a short overview over the Open Grid Service Architecture (OGSA) it will be shown that the capabilities of existing e-learning solutions are too limited in order to fulfil these requirements. The last part will show how a GIMOLUS system could be built using a GRID service architecture and what the benefits are in doing so.
Adaptive eLearning and the Learning GRID
One important aim of LeGE-WG is the integration of new eLearning methodologies into Learning Grid technology. A central issue in these new eLearning methodologies is the concept of individualised and personalised learning to be realised by adaptive tutoring systems. The adaptivity of such systems goes far beyond adapting to the users' preferences with respect to the user interface; in co-operation between computer science, psychology, and pedagogy, systems adapting, e.g., to the individual lear