Luis Anido

Educational metadata and brokerage for learning resources

The learning technology standardization process is one of the key research activities in computer-based education. Institutions like the IEEE, the US Department of Defense and the European Commission have set up committees to deliver recommendations and proposals in this area. The objective is to allow the reuse of learning resources and to offer interoperability among heterogeneous e-learning systems. The first part of this paper is devoted to the presentation of an up-to-date survey on one of the most prolific fields of the learning technology standardization: educational metadata. The second part shows how these data models are applied by actual software systems to facilitate the location of learning resources. Educational brokerage is a promising field that lets learners find those computer-based training resources that best fit their needs. We identify the main actors involved, their roles, and open issues and trends.

A Critical Analysis of IMS Learning Design

The objective of the IMS Learning Design specification is to provide a containment framework of elements that can describe any design of a teaching-learning process in a formal way. The proposed specification is pedagogically neutral and provides a means for defining diverse learning designs (e. g.: collaborative learning, problem-based learning, blended learning). Regardless of the pedagogy involved, in practice every learning design comes to: a Method prescribing various Activities for learner and academic staff Actors in a certain order. We agree with this proposal, but we have found some deficiencies and limitations in the way these elements are described. Considering ideas and solutions of the Activity Theory (AT) and the Workflow Management Systems (WFMS) domain we propose alternative structures to describe the Activity and Method parts of this specification.

Simulators over the network

In this paper we present SimulNet, our contribution to the improvement of high-quality learning at home using new technologies. SimulNet provides students with a teleteaching environment where the “learning-by-doing” paradigm is possible. Unlike other distance teaching systems whose aim is to achieve a virtual classroom, SimulNet provides a virtual laboratory to put theoretical knowledge into practice. Because SimulNet is a 100% pure Java system, our labware can be run on any computer and operating system. Our approach is based on the simulation of the actual laboratory tools which are delivered through the Internet (Java applets) or by CD-ROM technology (Java applications). Although SimulNet can be used in a remote access way, Java allows us to provide always the highest level of interactivity, which is an essential feature in any distance education system. In addition, SimulNet also provides a set of communication and tutoring tools for learners and instructors, providing a full cooperative learning atmosphere. We believe distance education should not mean to study alone and, therefore, we made an extra effort to provide an environment where students and teachers feel as is they were in a virtual lecture room.

Towards a Standard for Mobile E-Learning

The Learning Technology (LT) standardization process is a hot topic today within the e-learning scientific community. This paper introduces the main LT specifications and analyzes them as far as their usability for mobile learning is concerned. Future directions and particular needs for M-learning are also discussed.

Labware for the Internet

We present a survey on several systems that cope with the “learning‐by‐doing” paradigm. They represent the current state of the research work in the field of virtual laboratories, from standalone simulators to distributed virtual environments. Our aim is to offer to the reader an overall view of the current trends in the labware researching area.

Accessibility and Mobile Learning Standardization

Every Web user should have access to the information and experiences available online. Accessibility means that people with disabilities can navigate and interact with the Web. We address accessibility for mobile learning and its implications as far as learning technology (LT) standards is concerned. We consider accessibility not only as the needs and preferences of those users with a disability, but also as the needs and preferences of all users, regardless of the situation or circumstances. This paper reviews the main LT specifications and standards in relation with their suitability for mobile learning. In addition, a new contribution to this LT standardization process is proposed: the inclusion of a device profile in some of these specifications.

Design of a Semantic Web-based Brokerage Architecture for the E-learning Domain. A Proposal for a Suitable Ontology

The Semantic Web is an extension of the current web in which information in a machine-processable form can coexist and complement the existing human-readable information, better enabling computers and people to work in co-operation. In this way, some processes that need to be carried out manually today will be performed automatically. E-learning is one of the domains that may benefit from this technology enhancement. We present some of the outcomes from the first authors PhD, which contributes to the e-learning domain through the proposal of a reference service architecture for Web-based brokerage using semantic Web technologies. In particular, this paper focuses on the underlying ontology that is required for that, introducing several sub-ontologies about, for instance, courses and learning objects, on-line service providers, content providers, learners, etc

PoEML: Modeling learning units through perspectives

This paper introduces an Educational Modeling Language (EML) to support the computational modeling of learning units. These computational models can be processed by suitable e-learning systems to support the authoring and delivering of learning experiences. Nevertheless, the modeling of learning units is a complex endeavor, involving issues of expressiveness, reusability, adaptability and flexibility. This paper proposes the Perspective-oriented EML to simplify this complexity. In PoEML, the model of a learning unit is not a single piece, as in current EMLs, but it is made up by several perspectives, where each perspective is focused on non-overlapping specific issues.

A holistic framework to support ICT-based early childhood education processes

Modern societies have recently changed their point of view about childhood education. Nowadays, kindergarten teachers are not only responsible for childrens upbringing but they complement the educational role of families at home. In this new educational scenario, families and teachers present novel demands as real-time information about centers and its services, tools to track children progress or recommend new activities, new ways of communication, etc. Integration of ICT tools can offer a solution to those demands. Some electronic devices and software applications are being applied to this educational domain. However, they are used in isolation, lacking integration mechanisms that would improve their efficiency. This paper proposes a holistic framework that provides a set of ICT-based services designed taking into consideration the distinctive features of early care settings. We present the main design guidelines of a standard-based Reference Architecture that fosters interoperability and convergence between diverse technologies and heterogeneous systems. The deployment of such a system, based upon Standards and Specifications for Learning Technologies, facilitates the development and integration of ICT tools. It supports early childhood education processes, encourages parents involvement and fosters the cooperation between families and practitioners.

Observing Standards for Web-Based Learning from the Web

Learning technology standardization is a lively process that will last for years until a clear and precise set of recommendations are identified. So far, there is only one official standard and some final specifications in different ar- eas. Most documents are working drafts that are still in their development proc- ess before being approved and, most important, accepted by the global e- learning community. Currently, many institutions collaborate to produce new updates almost every week. In this situation it is really hard to get familiar with the learning technology standardization process and, even worse, to keep up- dated. The Workshop for Learning Technologies, within the European Com- mittee for Standardization (CEN/ISSS WS-LT), produced the Learning Tech- nology Standards Observatory, a web portal where those interested in this proc- ess can get familiar with it, learn the main differences between related specifi- cations, follow what is going on, what is planned for the near future and fur- thermore participate in the process itself. This paper presents the main function- alities and content areas within this site and how users can benefit from its use.