E-learning Networked Environments And Architectures: A Knowledge Processing Perspective (advanced Information And Knowledge Processing)

This book provides state-of-the-art e-learning networked environments and architectures carried out over the last few years from a knowledge management perspective. It contains a comprehensive discussion of e-learning concepts, models, experiments and best practices. Presenting a wide-ranging survey of methods and applications from contributors from around the world, this book will be a valuable resource for researchers, practitioners and graduates. Cover......Page 1 E-Learning Networked Environments and Architectures......Page 4 Advanced Information and Knowledge Processing......Page 2 ISBN-10: 1846283515......Page 5 Table of Contents......Page 6 List of Contributors......Page 8 1.1 Introduction......Page 12 1.2 Basic Concepts and Background......Page 14 1.3 Building Knowledge Scenarios......Page 18 1.4 Building Knowledge Environments......Page 21 1.5 Designing Knowledge Networks......Page 26 1.6 Retrieving Resources and Knowledge......Page 28 1.7 Conclusion......Page 32 References......Page 33 Part I Building Knowledge Scenarios......Page 36 2.1 Introduction......Page 37 2.2.1 Looking at the Problem......Page 39 2.2.2 Looking at the Solution......Page 40 2.2.4 Methodological Approach......Page 41 2.3.2 Educational Modeling Languages......Page 42 2.3.3 Conceptual Elements of IMS-LD......Page 44 2.3.4 Tools for Learnflows......Page 45 2.4 XPDL as a Business Process Language......Page 49 2.4.2 Process Description Languages or Workflow Models......Page 50 2.4.3 The Conceptual Elements of XPDL......Page 51 2.4.4 Tools for Workflows......Page 53 2.5.1 Static Aspects of the Common Model......Page 56 2.5.2 Dynamic Aspects of the Common Model......Page 57 2.5.3 Model of Control of IMS-LD......Page 58 2.5.4 Model of Control of XPDL......Page 59 2.5.5 The Proposed Translation Scheme......Page 60 2.6 LDX-Flow Tools......Page 62 2.6.1 Functional Architecture......Page 63 2.6.3 Physical Architecture......Page 65 2.7 Conclusion......Page 66 References......Page 67 3.1 Introduction......Page 70 3.2 Experimentation......Page 71 3.3 Pedagogical Strategies......Page 76 3.4 Content in a Mobile Lesson......Page 78 3.4.3 Lesson on the Field: Acquiring Content......Page 79 3.5 Administrative Tools......Page 80 3.6 Technology: Devices and Software......Page 81 3.6.3 Mobile Lessons, Toward New Services......Page 83 References......Page 85 Part II Building Knowledge Environments......Page 87 4.1 Introduction......Page 88 4.2.1 Orientation Principles......Page 91 4.2.2 System’s Levels and Main Actors......Page 93 4.3.1 Three Operational Levels......Page 95 4.3.2 Basic Operations on a Resource......Page 97 4.3.3 Resource Life-Cycle Operations......Page 98 4.3.4 System Generation Cascade Operations......Page 101 4.3.5 Semantic Referencing of a Resource......Page 102 4.4.1 TELOS Core and Kernel Structure and Extension......Page 104 4.4.2 Core Use for LKMS Construction......Page 106 4.4.3 LKMS Use and LKMA Construction......Page 109 4.4.4 LKMA Use and LKMP Construction......Page 111 4.4.5 Summary of TELOS Services......Page 115 4.5 Conclusion......Page 116 References......Page 117 5.1 Introduction......Page 119 5.2 The Limits of Current Modeling Approaches......Page 120 5.2.1 Representing Knowledge with Abstraction Layers......Page 121 5.2.2 A Class of Adaptive Systems......Page 122 5.3 A Tutoring System for OODP......Page 124 5.3.1 An Example Session......Page 125 5.3.2.1 Perceived Affordances......Page 127 5.3.3 Representing Perceived Affordances for OOP Design......Page 128 5.3.4 Recombination Aspects......Page 130 5.3.4.1 Target Platform for the Prototype......Page 131 5.3.4.2 Recombination Cycle for the Prototype......Page 132 5.3.5 Overall Software Architecture......Page 133 5.3.6 OODP Classifier......Page 134 5.3.6.1 OODP Case Library......Page 135 5.3.7 Algorithm Families......Page 137 5.3.7.1.1 Extracting Boolean Features from OOCD......Page 138 5.3.7.1.2 Weka Subsystem Architecture......Page 139 5.3.7.2 Keyword-Based Algorithms......Page 140 5.4 Empirical Evaluation......Page 141 5.4.1 Evaluation Process......Page 142 5.4.3 Results......Page 143 5.4.3.1 Pedagogical Effectiveness......Page 145 5.4.3.2 Classifiers Results......Page 146 5.5 Related Work......Page 147 5.5.2 Object Oriented Design Patterns......Page 148 5.5.3 Schema Matching Algorithms......Page 149 5.5.4 Comparison with an Existing ITS System......Page 150 5.6 Conclusion......Page 152 References......Page 154 6.1.1 Background and Rationale......Page 156 6.1.3 Chapter Organization......Page 158 6.2.1 Retention Issues in Third-Level Institutions......Page 159 6.2.2 Study and Transferable Skills Needed......Page 160 6.2.3 Importance of Study and Transferable Skills......Page 162 6.2.4 Approaches Currently Employed in Higher Education to Train Study Skills......Page 163 6.2.5 Study Skills Training: Limitations of Current Approaches......Page 164 6.3.1 Investigation of Current Approaches......Page 165 6.3.2 Surveys and Analysis......Page 166 6.3.3 Pedagogical Underpinning of the SkillsSuperStore System......Page 167 6.3.4 System Requirements and Initial Architecture......Page 174 6.4 System Design and Development......Page 176 6.4.2 Analysis......Page 177 6.4.3 Design......Page 185 6.4.4 Implementation......Page 187 6.4.5 Testing and Evaluation......Page 190 References......Page 193 7.1 Introduction......Page 195 7.2 Content Management for E-Learning......Page 196 7.2.2.1 Learning Object Repositories......Page 197 7.2.2.3 The MEMORAe Approach......Page 198 7.3.1.2 Topics......Page 199 7.3.1.3.2 Application Ontology......Page 200 7.3.1.3.3 Domain Ontology......Page 201 7.3.2 The Choice of the Formalism: Topic Maps [14]......Page 202 7.3.3.1 Ontologies......Page 204 7.3.3.2 Course Objectives......Page 205 7.4 The E-MEMORAe Environment......Page 206 7.4.1 The User Interface......Page 207 7.4.2 Learning by Exploration in the Memory......Page 208 7.5 Architecture......Page 210 7.6.1 Conditions of the Experiment......Page 211 7.6.2 First Results......Page 212 References......Page 213 Part III Building Knowledge Networks......Page 215 8.1 Introduction......Page 216 8.2 Learning Management Systems to Learning ContentManagement Systems......Page 218 8.3 Reusability and Interoperability......Page 219 8.3.1 Reusability......Page 220 8.3.2 Interoperability......Page 221 8.4 Metadata......Page 222 8.5 Learning Objects (LOs)......Page 223 8.5.2 Granularity......Page 225 8.6 Standards......Page 226 8.6.1 Standards Evolution......Page 227 8.6.2 Learning Object Metadata Standards......Page 230 8.7 Learning Object Metadata (LOM)......Page 232 8.7.2 Modifying the IEEE Learning Object Metadata (LOM)......Page 234 8.7.3 Taxonomy Models and Ontology......Page 238 8.7.4 Final Schema of Our System......Page 243 8.8 The Phoenix System......Page 244 8.8.1 Implementing Phoenix......Page 246 8.9 Phoenix System Architecture and Functionality......Page 247 8.9.1 Unique Features for the SMEs......Page 248 8.10 Delivery, Evaluation, and Results......Page 250 8.11 Conclusion......Page 254 References......Page 255 9.1 Introduction......Page 258 9.2 Multiagent Systems and Interaction with Users......Page 259 9.3 Reinforcement Learning......Page 260 9.3.1 Temporal-Difference Learning......Page 262 9.3.2 Hybrid Techniques......Page 264 9.4.1 Design Requirements......Page 265 9.4.2 Reinforced Learner-Oriented Search Engines......Page 266 9.4.3 Learning Object ID (LOID)......Page 269 9.4.4 Learning Speed Considerations......Page 270 9.4.5 Example for Designing Human–Agent Interaction......Page 273 9.4.6 Reinforcement Reliability and Adjustable Autonomy......Page 276 9.5 Advanced Issues in Reinforcement Learning......Page 277 9.6 Conclusion......Page 279 References......Page 280 10.1 Introduction......Page 283 10.2 Major Interoperability Efforts in E-Learning......Page 284 10.3 IMS Digital Repository Interoperability......Page 287 10.4 eduSource: An Open Network for Connecting Communities......Page 288 10.5.1 General Approach......Page 291 10.5.2 ECL Connector......Page 293 10.5.3 ECL Gateway......Page 295 10.5.4 ECL Registry......Page 296 10.6 Scalable Security Solution......Page 297 10.6.1.1 Case Study: Course Management Systems......Page 299 10.6.2.1 Shibboleth......Page 300 10.6.3.1 Certification Authority......Page 301 10.6.3.3 ECL Registry......Page 302 10.6.4.2 Federated Security Profile......Page 303 10.7 Implementation and Deployment......Page 305 10.8 Discussion......Page 306 10.8.2 Document-Style Web Services......Page 307 10.8.3 Comparison with Other Approaches......Page 308 10.9 Conclusion......Page 309 References......Page 310 11.1 Introduction......Page 313 11.2 Background and Related Work......Page 314 11.2.1 Electronic Learning Concepts......Page 315 11.2.2 Virtual Environments and Learning Management Systems......Page 316 11.2.3 QoS and Collaboration in Virtual Learning Environments......Page 317 11.3.1 The Telecommunication Platform......Page 318 11.3.2 The Collaborative E-Learning Architecture......Page 319 11.3.3 Process in Collaboration......Page 321 11.3.4 Collaboration Scenarios......Page 325 11.3.5 Collaborative Architecture Supporting Quality of Service......Page 328 11.4 Implementation and Results......Page 330 11.4.1 Implementation of QoS in theCollaborative Environment......Page 331 11.4.2 Model Definition, Results, and Analyses......Page 332 References......Page 339 Part IV Retrieving Resources and Knowledge......Page 342 12.1 Introduction......Page 343 12.2 Online Learning and Learning Objects......Page 344 12.2.1 Learning Objects......Page 345 12.2.2 Learning Object Repositories......Page 346 12.2.3 Pedagogical Metadata......Page 347 12.3 Evaluation and Recommendation Systems......Page 348 12.3.1 Evaluating Quality......Page 349 12.3.2 Recommendation and Trust......Page 350 12.4.1 What We Propose......Page 356 12.4.2 Bayesian Belief Networks: A Quick Introduction......Page 359 12.4.3 Unit Quality Rating......Page 360 12.4.4 Integrated Quality Rating......Page 364 12.5.1 Simulated Test Cases for Individual Rating......Page 367 12.5.2 Simulated Test Cases for Integrated Rating......Page 369 12.5.3 Reliability and Validity of Our Approach......Page 371 12.5.5 Personalised and Collaborative Recommendation and Distribution of BBN......Page 372 12.5.8 Further Research Angles......Page 374 References......Page 376 13.1 Introduction......Page 380 13.2.1 Vector Space Model......Page 382 13.2.2 Graph Space Model......Page 383 13.2.2.1 DIG Structure Overview......Page 384 13.2.2.2 DIG Construction......Page 385 13.3.1 Phrase Matching Using DIG......Page 387 13.3.2 A Phrase-Based Similarity Measure......Page 389 13.3.3 Combining Single-Term and Phrase Similarities......Page 390 13.3.4 Effect of Phrase-Based Similarity on Clustering Quality......Page 391 13.4 Document Clustering Using Similarity Histograms......Page 392 13.4.1 Similarity Histogram-Based Incremental Clustering......Page 395 13.4.2 Similarity Histogram-Based Clustering Evaluation......Page 397 13.5 Key-Phrase Extraction from Document Clusters......Page 398 13.5.1 Extraction of Candidate Key Phrases......Page 400 13.5.2 Phrase Features......Page 402 13.5.3 Phrase Ranking......Page 403 13.5.5 Key-Phrase Extraction Results......Page 404 13.6 Conclusion......Page 408 References......Page 409 14.1 Introduction......Page 411 14.2.1 Definition of Learning Objects......Page 412 14.2.3 Learning Object Repositories......Page 413 14.2.4 3D Visualization and Virtual Reality......Page 414 14.2.6 The Need for 3D Visualization......Page 415 14.3.1 Use Case Model......Page 416 14.3.2 Overall Architecture......Page 417 14.3.3 3D Visualization of Learning Objects......Page 419 14.3.5 Dynamic 3D View Generation......Page 422 14.3.6 Navigation Model......Page 424 14.3.7 Interaction Model......Page 425 14.3.8 Data Access......Page 426 14.4 Implementation......Page 428 14.4.1.1 Navigation Interfaces......Page 430 14.4.1.2 Interaction Interfaces......Page 432 References......Page 434 Index......Page 436

over The Last Decade Researchers And Practitioners Have Developed A Wide Range Of Knowledge Related To E-learning. This Book Provides State-of-the-art E-learning Networked Environments And Architectures Carried Out Over The Last Few Years From A Knowledge Management Perspective.

the Book Is Organized Into Four Parts: After An Introductory Chapter Which Attempts To Characterize The E-learning Environments, Part I Exposes The Problems Of Building Knowledge Scenarios Followed By Part Ii Which Analyzes The Process Of Building Knowledge Environments. Part Iii Summarizes The Principles, Methods And Issues Related To The Design Of Knowledge Networks And Finally Part Iv Addresses The Problem Of Retrieving Resources And Knowledge From Networked Environments.

presenting A Wide-ranging Survey Of Methods And Applications From Contributors From Around The World, This Book Will Be A Valuable Resource For Researchers, Practitioners And Graduates.

Over the last decade, researchers and practitioners have developed a wide range of knowledge related to e-learning. This book provides state-of-the-art e-learning networked environments and architectures carried out over the last few years from a knowledge management perspective. The book is organized into four parts: after an introductory chapter which attempts to characterize the e-learning environments, Part I exposes the problems of building knowledge scenarios followed by Part II which analyzes the process of building knowledge environments. Part III summarizes the principles, methods and issues related to the design of knowledge networks, and finally, Part IV addresses the problem of retrieving resources and knowledge from networked environments. Presenting a wide-ranging survey of methods and applications from contributors from around the world, this book will be a valuable resource for researchers, practitioners and graduates