www.icvl.eu/2009 www.cniv.ro/2009
The ICVL Award is offered in recognition of ICVL papers published within in "Proceedings of the
International Conference on Virtual Learning"
The printing of Proceedings was sponsored by the Ministry of Education, Research and
Innovation, National Authority for Scientific Research, ROMANIA
Proceedings of the 4th
International Conference
On Virtual Learning
, 2009
ICVL and CNIV Partners:
Grigore Albeanu, Mircea Popovici, Radu Jugureanu, Olimpius Istrate
www.icvl.eu www.cniv.ro
ISSN: 1844-8933
MOTTOS
Roger E. Bohn
Professor of Management and expert on technology management,
University of California, San Diego, USA,
Graduate School of International Relations and Pacific Studies
http://irps.ucsd.edu/faculty/faculty-directory/roger-e-bohn.htm
GENERAL CONTENTS
Section M&M
MODELS & METHODOLOGIES .................................................... 23
Sections TECH
TECHNOLOGIES ........................................................................ 179
Sections SOFT
SOFTWARE SOLUTIONS ............................................................. 255
Paper Page
PAPER TITLE AND AUTHOR(S)
No. No.
Section Technologies
Java in Scientific Computation
20 An educational approach 181
Ernest Scheiber
New ways of transforming Drupal from CMS to LCMS
21 189
Liviu Beldiman, Dorin Canepa
Management of Knowledge –Base Systems in
Desktop and Mobile Learning Environments
22 195
Veronica Ştefan, Ion Roceanu, Cătălin Radu,
Ioana Stănescu, Antoniu Ştefan
e-Tutor - An Approach for Integrated e-Learning Solution
23 203
Pradipta Biswas and S. K. Ghosh
10 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
E-literature in E-learning
47 393
Zlatko Nedelko, Carmen Elena Cirnu
Discovering green energy @ portal.moisil.ro
48 401
Mihaela Garabet, Ion Neacşu
Toward A Comprehensive E-Learning Style (CELS)
49 408
Ahmad A. Kardan, Seyedeh Fatemeh Noorani
Social Network Analysis for e-assessment: reliability of formal and
50 informal social reticles 416
Nicolò Antonio Piave
Using of Suitable Software for Students Education in Clothing
51 Technology 424
Magdalena Pavlova
An Approach to the Study of Science for Young Learners
52 430
Daniela Popescu, Flavius Popescu
About ICVL 2009
Conference Organisation
Participate
The Conference will consider the perspectives and vision of the i-2010 programme and
how this will stimulate the promotion, and development of e-Learning content, products
and services and the contribution of these to lifelong learning.
The papers describing advances in the theory and practice of Virtual Environments for
Education and Training (VEL&T), Virtual Reality (VR), Information and Knowledge
Processing (I&KP), as well as practical results and original applications. The education
category includes both the use of Web Technologies, Computer Graphics and Virtual
Reality Applications, New tools, methods, pedagogy and psychology, Case studies of
Web Technologies and Streaming Multimedia Applications in Education, experience in
preparation of courseware.
Objectives
At the Lisbon European Council in March 2000, Heads of State and Government set an
ambitious target for Europe to become "the most competitive and dynamic knowledge-
based economy in the world" by 2010. They also placed education firmly at the top of the
political agenda, calling for education and training systems to be adapted to meet this challenge.
Learning and the use of Information and Communication Technologies (I&CT) will
be examined from a number of complementary perspectives:
General Objectives
• The implementation of the Bologna Conference (1999) directives for the Romanian
educational system.
• The development of a Romanian Framework supporting the professional and
management initiatives of the educational community.
• The organization of the activities concerning the cooperation between the educational
system and the economical companies to find out an adequate distribution of the
human resources over the job market.
• To promote and implement the modern ideas for both the initial and continuing
education, to promote the team based working, to attract and integrate the young
graduates in the Research and Development projects, to promote and implement
IT&C for initial and adult education activities.
Particular objectives
The development of Research, projects, and software for E-Learning, Software and
Educational Management fields
Thematic Areas/Sections
Technologies (TECH):
• Innovative Web-based Teaching and Learning Technologies
• Advanced Distributed Learning (ADL) technologies
• Web, Virtual Reality/AR and mixed technologies
• Web-based Education (WBE), Web-based Training (WBT)
• New technologies for e-Learning, e-Training and e-Skills
• Educational Technology, Web-Lecturing Technology
• Mobile E-Learning, Communication Technology Applications
• Computer Graphics and Computational Geometry
• Intelligent Virtual Environment
Abstract
The responsibility for education is nowadays shared: collaborative demarches and
adequate commitment from all stakeholders is very much increasing the effects of
education as a whole, oriented towards preparing competitive human resources
equipped with competences for the 21st Century: cooperation, communication,
critical thinking, creativity, innovation. In Romania, the emergence of a knowledge-
based economy and the need to assure conditions of social inclusion to all for the
21st Century have brought into light the necessity to enhance the continuous
development of the human capital according to a lifelong learning perspective. In
these regards, innovative education strategies aiming to integrate ICT are effective
and viable when supported by several stakeholders: companies, European
institutions, NGOs, schools, teachers, education managers, parents and students
themselves. The present paper focuses on the use of ICT in Romanian education
system, using research data from several reports released in the last year.
Throughout the article, we will be paying consideration to two assumptions: firstly,
introduction of ICT helps students to have access to knowledge and to develop
competencies for the XXI Century: critical thinking, problem solving, creativity, use
of ICT; secondly, the introduction of ICT helps teachers improve the way they
educate, by employing various updated resources, by improving their methods, by
exchanging resources and ideas within larger online communities of professionals.
– How Pupils See the Future of Education [6]. In the United States and also in UNESCO
strategies these are referred to as the 21st Century Skills. The European Union in the
Lisbon framework outlines eight domains of Key Competences for Lifelong Learning.
These 21st Century Skills are critically important to support the challenges of the modern
work-place and the dynamic and rapidly changing knowledge society. Highly structured
and disciplined schooling systems do not necessarily prepare students well for the
dynamics and challenges of the 21st century workplace and society. More self-motivated,
individualized, group and collaborative learning processes, supported by ICT will
contribute significantly to the preparation of a more agile modern workforce.
– SEI-1 (2001-2002): the pilot period – design and experimental use of the main
components, adjustments at different levels based on the data that were obtained;
– SEI-2 and SEI-3 (2003-2004): the transition period – the communication lines and
technical support were established, the general methodology for implementation
was developed and the favourable area was covered at high-school level; the
methodology for construction, approval and distribution of multimedia educational
contents;
– SEI-4 (2005-2008): period of the construction and generalisation of ICT in the
education system.
70%
60%
50%
40%
30%
20%
10%
0%
In a regular class,
In the SEI lab, using In a computer lab,
with computer and Other situation
AeL without AeL
videoprojector
Series2 58,70% 4,00% 12,30% 3,70%
Total R U
Sequences when teaching and learning involve the use of
1.036 1.000 1.092
electronic lessons (for my subject)
Tasks when the students work individually using ICT 0.965 0.912 1.051
Tasks when the students work in groups using ICT 0.958 0.929 1.003
Sequences when the students learn to use computer
0.851 0.875 0.836
programmes (editing, computing, Internet browsing)
Sequences when the students use the Internet look for
0.848 0.559 1.026
information
Activities when the students are required to be creative, to
explore and to innovate, using especially ICT resources 0.816 0.682 1.028
and/or the Internet
Activities having as a result a multimedia product (a film, a
0.655 0.539 0.833
web page, a presentation)
On average, a little past half (53.1%) of the students who participate in lessons taking
place in the computer laboratory have access to an individual computer, 34.9% share a
computer with a classmate at the same time, 7.1% share a computer with other two
classmates and 1.3% work together with other three colleagues on the same computer,
and 1.7% of the students work in groups even larger on the same computer.
The 4th International Conference on Virtual Learning ICVL 2009 29
Extending the range of possibilities for using the computers available in the school to
a series of current activities carried out by teachers (Table 3), we find out that the
equipment and the Internet connection are mainly used by teachers for:
– consulting the school legislation or the news on the Internet: 54.4%
– creating worksheets for students, informative materials, sketches, assessments:
50.1%
– searching information to help them prepare the lessons – 46.4%.
At the opposite end, teachers use the new technologies least for creating educational
soft (56.9% saying they don’t use at all a computer for this activity), for communicating
with students after school hours (49.2%) or with their parents (64.7%).
Regarding the continuous professional development, teachers begin to see the value of
the Internet and computers for information and documentation activities, for distance
courses, for exchanges of experience, for learning computer programmes, for publication
of articles etc. The use of the new technologies for professional development looks pretty
much the same in rural and urban areas, teachers being equally aware of the opportunities
of the computerisation process.
However, we can see that the use of ICT is still at the beginning and still far away
from the quality and competitiveness promoted by the Ministry of Education and the
strategy documents and recommendations of the European Commission: in early 2008,
one in five Romanian teachers had never used the new technologies for information and
documentation purposes, and one in four teachers said they had used only once in a
semester a computer or the Internet for such activities.
surprisingly ranked last, although the majority of educational applications are more
suitable for individual learning.
Average
Segment Poz Estimated effects
place
Teacher 1 facilitates the learning objectives 1.856
2 facilitates teacher’s activity (design-teaching-assessment) 1.717
3 encourages innovation/ modernisation of the teaching
process 1.585
Student 1 facilitates understanding of different phenomena 1.973
2 develops computer use skills 1.593
3 improves the learning outcomes/ attracts students, develops 1.534
interest in studying
Didactic 1 favours active, interactive, participative learning 1.787
activity 2 allows cooperative learning, develops team work abilities 1.785
3 allows individualised/ personalised learning 1.501
To what extent do you think that the initial and/or in-service training
programmes in which you participated are appropriate when considering the
practical use of computers for classroom activities?
They are appropriate in a first stage, but I still need more practice 58.3%
They are appropriate and meet the requirements of real use; I don’t need more
other courses so as I can carry out efficient learning activities with the help of 17.2%
ICT
They are inappropriate; the courses I attended are not enough for me to design
7.4%
and carry out learning activities with the help of ICT
I don’t know/ I have no opinion. 11.4%
No answer 5.7%
Total 100.0%
Table 5. Opinions on the usefulness of training programmes for the use of computers in
the classroom
32 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
The introduction of more simulations and practical exercises is one way in which the
teacher training programmes (Table 6) for the use of ICT could be improved (indicated
by 10.8% of them). In addition, the organization of cyclic training activities, in phases
from simple to complex (16.4%), differentiated based on subjects or level of difficulty
(6.5%), supported by adequate teaching materials (7.7%) is considered by teachers an
initiative which would support more efficient training, with real benefits for the
improvement of pedagogical practices in the use of ICT.
Continuing to analyse the usefulness of training courses, one significant difference can
be seen between teachers who attended a specialised training programme and teachers
who didn’t attend such a programme, more teachers from the first category saying that
their use of new technologies in the classroom had a positive impact on their students –
both on highly-achieving students (83.3% compared to 64.5%) and on low achievers
(65.3% compared to 48.2%).
Table 6. Teachers’ opinions on the impact ICT has on school achievement, differentiated
across student categories
participated in the Intel Teach training, 82% of the teachers said that they did innovate
their didactic activities.
Furthermore, participant teachers (Fig. 4) used the ICT firstly with the goal to allow
students create multimedia products (22%), then to encourage cooperative skills and
attitudes (13.7%) and to improve students’ computer skills (12.2%).
4,5% 4,5% Students learn curriculum content
Students work on basic skills (such as math and reading)
3,4%
Students express their ideas/opinions by creating multimedia products
23,3%
22,2% Students conduct research
Students gain preparation to succeed in the workforce
Students present information to an audience
5,1% Students improve their computer skills
7,1%
Students learn to work in groups
13,7% 4,7% Students learn to work independently
12,2% None of the above
3,8%
NA
Figure 4. Goal of the computer-assisted lessons held after undertaking ICT course
The roles of the teacher are extending and continuously re-defined, ICT being one of
the influencing factors (Fig. 5):
– ICT contributes to teachers’ professional development through the addition of
new competencies, useful for the activity with students.
– ICT stimulates the communication and collaborative activities within the
teachers’ community.
– ICT helps teachers in accomplishing administrative tasks they have at school.
Strongly Agree Agree No Opinion Disagree Strongly Disagree NA
100%
80%
60%
40%
20%
0%
ICT contibutes to my professional ICT stimulates the communication ICT helps me in accomplishing It would have been useful to have
development through the adition of and collaborative activities within administrative tasks I have at school. such courses within pre-service
new competencies, useful for the the teachers’ community. teacher training programme.
activity with my classes.
young generations, and it is a gain that most of the teachers are becoming aware of this
fact.
Figure 6. The Virtual Lab for science experiments – BETT 2009, London – Olympia Hall
3 Experiences of Universities
Regarding the higher education system, the level of implementation of the new learning
technologies as well as of up-to-date ICT infrastructure is quite high, mainly due to the
involvement of Romanian higher education institutions within European and international
projects in the field of technology enhanced learning, institutional development and other
related fields. Beside the know-how transfer, the higher education institutions benefit of
The 4th International Conference on Virtual Learning ICVL 2009 35
higher funding resources through these programmes that increased substantially the funds
received from the Romanian Government through different national programmes.
Consequently, most of the higher education institutions have set-up a Distance Education
department and some of them Technology Enhanced Education units that deal with the
implementation of the new teaching methodologies within the traditional education
activities.
CREDIS (Centre for Resources, Documentation, Information and Services for Open
Distance Learning)
The Open Distance Learning Department of the University of Bucharest was
established in 1994. It offers various distance courses, either initial, continuous or post
higher education. By the Governmental Decision 944 /29 Aug. 2002 the University of
Bucharest has 15 authorized specializations to function by distance education. The
distance education programs have comparing to the regular study program the same
curriculum, the same specialization, equivalent diplomas, all the rights of the graduates
assured by law. The distance study program offered by CREDIS provides specific
resources, individual learning tutoring, bi-directional communication and self-assessment
facilities. The new ICT used are: CD-ROM, e-books, audio-video tapes, websites, and
virtual laboratory. There is used ongoing evaluation as well as an final examination. The
elearning platform used can be found at http://portal.credis.ro
Romanian-European eUniversity
Politechnica University of Bucharest has different projects in the field of elearning. One
of the biggest impacts is the Socrates /Minerva project “Romanian-European eUniversity”
accessible at the www.reu.pub.ro/re2u. Its aim is to become a major provider of services
to universities as well as to lifelong learning communities based on the development of
state-of-the-art innovative teaching and learning methodologies and emerging ICTs.
The main challenges for the Romanian-European eUniversity in becoming alive are:
– to promote a critical and responsible use of ICT aimed at supporting the
innovation processes within the higher education system;
– to help the Romanian Higher education system to integrate itself in the European
Higher Education Area;
36 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
– opens the universities towards the outside world by promoting the collaboration
between the university and other actors in the economy and society;
– addresses the issues of access to higher education and lifelong learning by
disadvantaged target groups.
– improved quality;
– addresses the issues of organizational and economic sustainability.
Academia Online
Academia Online is a private initiative in the continuous education area, providing online
courses either for free or chargeable. Since 2003, Academia Online stands for the
Romanian model of quality elearning services, being the winner of Education Projects
section of 2004 IT&C Awards of the Government of Romania. The award, along with the
35.000 students enrolled in online continuous courses, were for several years the
Romanian barometer of interest in elearning, in the area of continuous/ adult learning.
The success of Academia Online project is considered to be the result of the close co-
operation between programmers, designers and researchers in pedagogy, as the public-
private partnership (a private company and the Institute for Education Sciences) was
exercised since the design stage.
based learning method, and the other setting-up the theoretical frame and the pedagogical
tools needed by teachers to educate in the 21st Century. The first one is a community of
schools and teachers, the second one prepare teachers to use new ICT tools to co-operate
and to develop collaborative projects with their students. Furthermore, both initiatives are
putting stress on the learner-centred approach and on the transversal competences as a
result of learning: communication and social skills, using new technologies, critical
thinking, collaboration, creativity.
eTwinning
eTwinning has an innovation and creativity dimension, addressing an area of the formal
and non-formal education at the very heart of the on-going reform, allowing
experimentation of new ways of teaching and new ways of performing traditional tasks.
Being part of Life-long Learning Programme, accompanying Comenius action, the main
aim of the eTwinning program is to facilitate communication and cooperation between
schools in EU countries, involving students in new learning activities: creation of various
colaborative educational projects with the use of ICT. So far, around 4000 Romanian
teachers, from both urban and rual areas, initiated and participated in eTwinning projects
together with colleagues from around Europe [1].
The eTwinning projects promote the use of ICT for development, allowing schools to
incorporate innovative practices with impact at students and teachers levels, but also at
institutional level. Participation to eTwinning allows pupils to learn using the new
technologies, to communicate with their peers from other countries, to aknowledge other
cultures’ elements, and to improve their competences of communication in foreign
languages. As indicated by their teachers, the students’ enjoyment and motivation to
accomplish learning tasks is significantly improving when they are involved in such
collaborative projects. The teaching methods are also diversifying, becoming more
efficient and motivating for learners, as a result of experience exchanges between
teachers within eTwinning partnerships and professional development activities. Not
least, the online twinning of schools allows the transfer of information and good practices
at institutional level, having also, in some cases, an impact at community level. As
stressed by the Romanian Minister of Education (March 2008), eTwinning initiative is a
way to capitalise upon the investment in ICT equipments for schools – the Romanian IT-
based Education System program – providing teachers proper pedagogical instruments to
develop significant learning situations for their students.
Intel Teach
The support offered by Intel programs in Romania complements the demarches of
implementing ICT in education, creating the premises for adequate education reform. The
areas of support shows the concern and the added value provided by Intel to Romanian
education system in the last years: development of education policies towards
implementing education solutions for XXI century, teacher training programmes, access
of teachers and students to reliable IT equipments, access to Internet and knowledge,
support for education process through offering pedagogical materials for teachers,
supporting Science education through participation to the International Science and
Engineering Fair (the world's largest pre-college science competition, with more than 4
38 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
5 Conclusion
In Romania, the emergence of a knowledge-based economy and the need to assure
conditions of social inclusion to all for the 21st Century have brought into light the
necessity to enhance the continuous development of the human capital according to a
lifelong learning perspective. In these regards, innovative education strategies aiming to
integrate ICT are effective and viable when supported by several stakeholders:
companies, European institutions, NGOs, schools, teachers, education managers, parents
and students themselves.
REFERENCES
*** (2007) Reflections on eTwinning: Cultural Understanding and Integration. Brussels: European
Schoolnet - eTwinning CSS.
*** Intel Education Knowledge Base – Available Online: www.intel.com/education
*** UE European Commission (2004) Implementation of “Education and Training 2010” work programme,
Key Competences for LifelongLearning, European Commission, Available Online:
http://ec.europa.eu/education/policies/2010/doc/basicframe.pdf.
*** CNIV and ICVL Projects, www.cniv.ro (romanian project), www.icvl.eu (international project)
Făt, Silvia & Adrian Labar (2009) Eficienta utilizarii noilor tehnologii in educatie. EduTIC 2009 (Efficiency
of ICT Use in Education. EduTIC 2009). Bucharest: Centre for Innovation in Education.
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Anderson (Pedagogical Design of Educational Software. Bloom Taxonomy and Bloom-Anderson). In: e-
Learning Technologies and Virtual Reality. Buc.: Bucharest, University of Bucharest Publishing House.
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Reality, Software & Management educaŃional. Bucharest, University of Bucharest Publishing House,
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National Competition for Educational Software Cupa SIVECO 2008-Vision 2020, Available Online:
http://portal.edu.ro
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Noveanu, E. & Potolea, D. (coord.) (2008) IT-Based Education System. SEI Programme in Romania.
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Programme was conducted by Dr. Eugen Noveanu and Dr. Dan Potolea, from the University of
Bucharest, Faculty of Psychology and Education Sciences. The report is available online:
www.elearning.ro
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Bucharest Publishing House, Available Online: www.icvl.eu/2008/.
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Romania. Bucharest: Agata Publishing House.
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ci.org/sites/projects/cst/
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Romania (Using eLearning Technologies: the Most Important 10 Initiatives and Projects in Romania). In:
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Available Online: http://adl.unap.ro/else2009/index.php
Scientific Knowledge and Solving Problems
Modelling, Representation and Processing
Marin Vlada
Abstract
This article presents several important topics that show the importance of
knowledge and solving problems in the development of scientific knowledge. At
present the scientific and technical development, solving problems in a different
field (math, science, physics, chemistry etc.) is a creative activity, by building a
reasoning, generation, describing the following activities: demonstration process
(deduction and reasoning) to show the existence of a solution or several solutions
and / or to determine the exact effective solutions; computational process
(algorithm) to codify a demonstration, a method or technique to solve in order to
determine (possibly approximate) exact solutions. In the problem-solving processes
require demonstrative thinking, a algorithms thinking. From the methodological
point of view, we need to recast usual problems explicitly and properly resolve their
mathematical. If the computer should use to develop algorithmic methods. In both
cases you must know the limits of thinking demonstration. You should also know the
limits of performance computing and algorithmic thinking. Every science is based
on the theories, theorems (laws) and hypotheses that have been identified, studied
and demonstrated by the strengthening, development and evolution in time of
sciences. The article presents the problem of Gauss and Green theorem used to
calculate the area of any polygon. Finally, we propose the following meta-model:
problem solution = modelling + processing; modelling = knowledge +
representation; processing = language + interpretation.
Today, one can say with certainty that the Mathematics and Computer Science are
scientists who have contributed to a rapidly developing Information and Communication
Technologies (ICT), in addition to other sciences and areas: Automation, Electronics,
Electrical Engineering, Telecommunications etc. Information technology is the
technology required for processing, in particular electronic computers use to convert,
process and transmit information. Therefore, the computer is only device that theoretical
concepts are implemented. Professor Edsger Dijkstra said: "In Informatics you have to do
with the computer, as you with the telescope in astronomy." Informatics expression is a
word that comes from the word alignment Information and Mathematics.
Computer Science history proceeding the time of occurrence digital computer. Before
1920, the term "computer" referred to a person who performed calculations (an official).
The first researchers in what was to be called Computer Science, such as Kurt Gödel,
Alonzo Church and Alan Turing, were interested in the computational problem.
Computer Science (Informatics) is characterized by the most spectacular evolutions of the
impact on human activity. Computer (Computer System) includes technologies of which
man has never dreamt. Although at the beginning the use of computer was regarded with
reservation, nowadays most of the people are convinced by the performance and utility of
computer in all activities.
At present the scientific and technical development, solving problems in a different
field (math, science, physics, chemistry etc.) is a creative activity, by building a
reasoning, generation, describing the following activities: demonstration process
(deduction and reasoning) and computational process (algorithm). Today, the specialists
working in a certain field face different complex problems, many of these requiring the
use of computer and software products.
(known today-Moisil Lukasiewicz algebras) and it has used in the study of logic and
circuit switching (Vlada, 2005; Vlada and ługui, 2006). For these contributions, post-
mortem in 1996, Gr C. Moisil (O’Connor and Robertson, 2009) received the Computer
Pioneer Award of IEEE (received award for his work "For polyvalent logic switching
circuits."). The example provided by Moisil was followed by generations of
mathematicians and informaticians contributions that have internationally recognized,
both in scientific research and the use of computers for the overall development of the
Romanian society and international.
Gauss’s Problem.
A vessel containing 2000 liters of liquid with a concentration 80% alcohol. Every day
removed from 15-liter vessel and replaced with another 12 liters of a liquid whose
alcohol concentration is only 40%. After how many days the liquid in the vessel reaches
50% ?
algorithm Gauss;
int x;
float a,b,c,y0,yp,yf,z,t;
begin // main
read a,b,c ; //liquid quantities
read y0,yp,yf; //concentrations
// initializations
x←1; z←(a-b)*y0+c*yp; t←a-b+c
while yf < z/t do
begin
x←x+1; y0← z/t; //concentration
z←(t-b)*y0+c*yp; t←t-b+c;
end
write x; // solution
end
a y0-final x (days)
2000 0.5004515 195
5000 0.5001438 488
10000 0.5000983 976
100000 0.5000064 9763
Table 1. Solutions of program: some cases
• the various technologies used to create and manipulate such pictorial data;
• the sub-field of computer science, which studies methods for digitally synthesizing
and manipulating visual content.
The field of computer graphics developed with the emergence of computer graphics
hardware. In 1953 has invented the graphical display (Graphic Display) and so switched
to a new stage in the development and spread of the computer. Possibility of modeling the
spatial output (OUTPUT device) could not be achieved by using only bits of memory.
Early projects like the Whirlwind (The Whirlwind computer was developed at the
Massachusetts Institute of Technology; the project's budget was $1 million a year)
introduced the CRT (cathode ray tube) as a viable display and interaction interface and
introduced the light pen as an input device. A light pen could be used to draw sketches on
the computer using Ivan Sutherland's revolutionary (1963, PhD thesis) Sketchpad
software (Sketchpad is considered to be the ancestor of modern Computer-Aided Drafting
(CAD) programs).
At first graphical representations made on paper using characters (letters and numbers)
for images. A plotter is a vector graphics-printing device to print graphical plots that
connects to a computer. Graphical representations using character (numeric or
alphanumeric) was not a solution to achieve a faithful representation of real objects. The
period 1960-1980 after it was invented hardware support; it took research and
experiments, models, algorithms and software to use the lighting of a "pixel" (indivisible
unit graphics provide a graphical display). Computer displays are made up from small
dots called pixels. The word "pixel" was first published in 1965 by Frederic C.
Billingsley. Each pixel intensity and colour offering, and their crowd formed a structure
of graphic representation (resolution). The intensity of each pixel is variable. This
structure is in computer science, which is the calculation in mathematical analysis
(Newton, Riemann, Darboux, Leibniz, etc.). System division (discrete process) from the
calculation is entirely analogous to the resolution (pixel matrix) provided a graphic
display (Vlada 2008; Vlada, Posea, Nistor, Constantinescu, 1992). From that moment was
born on Computer Graphics (2D and 3D): drawing a straight segment (Bresenham
algorithm), and drawing the circle ellipse, drawing curves and approximation, algorithms
for clipping (algorithm Cohen - Sutherland, Hodgman algorithm-Sutherland, Weiler-
Atherton algorithm) techniques for 2D and 3D, models of illumination and reflection,
raster graphics, vector graphics, texture techniques. Thus were laid the foundations for
integrated software solutions and hardware for design, analysis and computer-aided
manufacturing (CAD / CAM / CAE). By involving computer use in solving problems in
many areas have been defined and solved various requirements and projects in the past
were unthinkable.
Road open Computer Graphics was continued for Computational Geometry: polygonal
domains, spatial orientation problems and algorithms, triangulation, covering convex 2D
and 3D (Quick Hull algorithm, Graham algorithm, the algorithm Jarfis involution, Chan's
algorithm), monotonous polygons, Voronoi Diagrams (Fortune algorithm), Delaunay
triangulation algorithm, Graph visibility, Dijkstra's algorithm, problems and intersection
algorithms, dynamic movement of objects in space, causing the points belonging to a
domain (O'Rourke, 1998; Goodman and O'Rourke, 2004).
48 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
George Green (1793-1841) English mathematician and physicist is known for its
contributions through mathematical analysis with applications in the theory of electricity
and magnetism. (“An Essay on the Application of Mathematical Analysis to the Theories
of Electricity and Magnetism”, George Green, 1828).
Green's theorem gives the relationship between a line integral around a simple closed
curve C and a double integral over the plane region D ⊆ R2 bounded by C. In a cartesian
system of axes XOY is considered domain D ⊆ R2 which has the border curve C (D be the
region bounded by C) consists of the meeting closed curves C1, C2, C3, C4 (where C2
and C4 are vertical lines).
The curve C1 is given by parametric equations: x = x, y = g1(x), a ≤ x ≤ b.
The curve C3 is given by parametric equations: x = x, y = g2(x), a ≤ x ≤ b.
It is considered L and M are functions (class C1) of (x, y) defined on an open region
containing D and have continuous partial derivatives. Define
D = {( x, y ) | a ≤ x ≤ b, g1 ( x) ≤ y ≤ g 2 ( x)}
where g1(x) and g2(x) are continuous functions on [a,b].
Green's formula establishes the relationship between curves integral and double integral.
Theorem 1.
If a plane region D ⊆ R2 bounded by γ , where γ is path of class C1 and FrD =
Im γ ,
1
2 ∫γ ∫∫
m( D ) = ( xdy − ydx) ≡ dxdy ,
D
Proof. Because the assumptions are valid Green theorem, mainly considering L(x,y)=
- y/2, M(x,y)= x/2 and apply Green’s theorem.
Theorem 2.
If a plane region D ⊆ R2 bounded by γ , where γ is path of class C1 upon portions
and FrD = Im γ , then
γ = γ 1 ∪ γ 2 ∪ ... ∪ γ n ⇒
1
1 n
m( D ) = ∑ ∫ ( xdy − ydx ) ,
2 i =1 0
where γ is path of class C1 upon portions, and m(D) is Jordan measure (area of D).
Proof.
Let γ : [0,1] → R 2 , 0 ≤ t ≤ 1 and
γ i : [0,1] → R 2
,1≤i≤n
γ i (t ) = ( x(t ), y (t ))
Using γ = γ 1 ∪ γ 2 ∪ ... ∪ γ n ⇒
1 1 n
m( D) =
2 ∫γ
( xdy − ydx) = ∑ ( xdy − ydx) .
2 i =0 γ∫i
Corolary.
Let the polygon line P=P1…Pn, Pi(xi, yi), 1 ≤ i ≤ n, then area of polygon P is
1 n xi yi
S= ∑
2 i =1 x i +1 y i +1
,
whereas
x(t) = xi + t (xi+1 - xi), y(t) = yi + t (yi+1 - yi), 1 ≤ i ≤ n-1
noting that for the last path, γn parametric equations are
x(t) = xn + t (x1 – xn), y(t) = yn + t (y1 – yn).
5 Conclusions
Languages exist therefore, not for communication purposes alone, but particularly for
knowledge. Develop programs to solve problems with a computer led to the development
and evolution of all sciences. Results and performance obtained through the use of
computers have boosted the development of all sciences. Today, information and
knowledge are represented differently, shaped and processed. Also, troubleshooting took
new dimensions through the use of algorithmic methods. Many issues would have
remained unsolved if not using the methods and performance offered by computer. The
concepts of language and algorithm were reviewed. Were invented artificial languages
used by computer. These languages are not only used to communicate information, but
also for processing information and knowledge. Today, all benefit from this science
invention. Weight consists of representation and interpretation. Therefore, scientists need
to think both in natural environments, but also in virtual environments.
According to the above considerations we conclude with the followingremarks:
1) Problem solving is based on models of knowledge representation and processing
paradigms;
2) Processing can be described using some language under a specific interpretation.
Finally, we propose the following meta-model:
• PROBLEM SOLUTION = MODELLING + PROCESSING
• MODELLING = KNOWLEDGE + REPRESENTATION
• PROCESSING = LANGUAGE + INTERPRETATION
6 Acknowledgement
The author would like to express their gratitude to Prof. Grigore Albeanu for their
invaluable input and suggestions in this research.
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Knowledge Management, http://academic-conferences.org/
Towards virtual learning grid developments
Grigore Albeanu
Abstract
Virtual learning has opened new vistas in meta-information handling. Large
collections of portfolios and e-books, large communities of e-people and processes
over widespread virtual campuses impose a new management strategy. The most
appropriate solution for a global university is to use a grid architecture based on
distributed warehouses in order to use its distributed processing power. This paper
describes the state of the art in grid computing methodologies and reviews grid
models to support the global university paradigm.
1 Introduction
Virtual learning becomes an important topic not only for business entities, but also for
academic institutions and for researchers. Recently, a great interest in using advanced
ICT methodologies like grid computing proved the validity of the globalisation theory
related to business, research and education.
According to (Albeanu, 2007), virtual learning “is a subset of technology-based
learning using Virtual Reality Technologies or/and Virtual Environments”. Virtual reality
applications for education ask for powerful computing resources, mainly for simulation
and visualization. A solution for managing costs consists of using the grid paradigm.
Created by UNESCO, the United Nations University, and the Technical University of
Catalonia, in 1999, the Global University Network for Innovation - GUNI is composed of
the UNESCO Chairs in Higher Education, higher education institutions, research centres
and networks related to innovation and the social commitment of higher education”,
according to GUNI. This is an idea to think about a global university. Another thought
comes from distance learning based on ICT methodologies. Finally, an entrepreneurial
characteristic of the global university should be considered due to the current nature of
globalisation phenomena in business, research and education.
There are universities which already added the slogan “global university”. Only one
search using the global searching machine will identify them. However, in our opinion, a
global university represents more when taking into account a global infrastructure, not
only based on some internet services offered by one server or a cluster of servers.
The aim of this paper is to describe the state of the art in grid computing methodologies
suitable for developing powerful virtual learning applications for global universities.
The 4th International Conference on Virtual Learning ICVL 2009 53
(Distributed File System), GPFS (General Parallel File System), AFS (Andrew File
System), or the generic GFS (Grid File System) assuring distributed replication, and
distributed data request/fulfilment.
Depending on the grid size, the implementation can use the cluster approach (the
machines have the same architecture and operating system), the intragrid solution
(heterogeneous machines but a networked file system; for single organizations, no partner
integration support, a single cluster, with a static set of resources), and the intergrid
approach (intragrids are extended with dedicated grid machines and dedicated
communications’ connections; providing support for many organizations, multiple
partners, and based on many multiple clusters). As already established by scientists, and
stated in the IBM Red Book, written by Jacob et al (2005), “the primary characteristics of
an intragrid are a single security provider, bandwidth on the private network is high and
always available, and there is a single environment within a single network”.
An intermediate grid architecture model is called the extragrid. An extragrid brings
together two or more intragrids, and involves more than one security provider. Following
(Jacobs et al, 2005), “the primary characteristics of an extragrid are dispersed security,
multiple organizations, and remote/Wide Area Network connectivity”.
Any application asking for peer-to-peer computing, serving a collaborative
computing community, or based on end-to-end processes will be designed in the
framework of an intergrid architecture. This is the case of global universities or networks
of universities virtual learning solutions.
A particular machine can be enrolled in the grid by installing the grid software and
declaring the machine role (passive or donor). As (Jacob et al, 2005) mentioned, the
enrolling requires authentication for user/machine. Logging onto the grid depends on the
grid solution adopted (ID, grid login, proxy login); once logged on, the user can sent
different queries (grid status, the submitted jobs’ status, etc), and can submit jobs. A
possible software solution is GSI-OpenSSH being also used to remotely create a shell on
a remote system to run scripts or sent shell commands interactively. The grid application
developer will use special functions provided by the grid system software application
programming interfaces in order to automate the monitoring and recovery from fail of
subjobs (processes, threads).
A special grid user is the administrator with special tasks in managing the grid: grid
configuration, software customization, the members’ management, controlling the rights
of the users/machines, removing the users/machines, communication with the
administrator of the donor machine (about user ID, software, access rights, policy
restrictions, etc.), setting permissions for grid users to access resources (usage tracking,
billing reports generation), job priority assignment and data grid maintenance (creating
backup copies and replicas).
The highest level of security it is assured using a Certificate authority having the
following responsibilities: a) to identify the entities requesting certificates; b) certificates
management (issuing, removing, archiving); c) names management (by a namespace of
unique names for certificate owners); d) the Certificate Authority server protection; e) to
manage the signed certificates, and f) to assure the login/logout activities. Currently, the
public key encryption system is used.
The 4th International Conference on Virtual Learning ICVL 2009 55
Developing a grid application requests the usage of open solutions like OGSA (Open
Grid Service Architecture), OGSI (Open Grid Service Interface), OGSA-DAI (Data
Access and Integration), GridFTP, WSRF (Web Services Framework), XML, WSDL,
SOAP, and standards related to Web Services Interoperability.
OGSA is the general model for grid computing environments defining all
requirements related to resource models, interfaces, expected behaviours, and run-time
bindings. The creation of new instances of resources, global naming and references
management, lifetime management, registration and discovery operations, clients
notification, authorization and concurrency control are some of the key capabilities of
OGSA. OGSI can be used to implement OGSA-compliant services, and deals with
mechanisms for creating, managing, and exchanging information for Grid services using
an extension of the WSDL (Web Service Definition Language), called GWSDL. OGSA-
DAI provides the basis for “access and integration of data from separate data sources via
the grid”, according to the mentioned reference. Data transfer across the grid network is
supported by GridFTP. Parallel transfers and partial file transfers can be realized secure
and reliable. The developers can implement high level services on top of GridFTP.
Before discussing WSRF it is important to mention that Grid services are implemented
using Web-services technology. However a fundamental difference among them there
exists: Web services deal with persistent services, while grid services are transient, being
created/destroyed dynamically. Other considerations can be found in (Berman et al,
2003).
WSRF, also, can be used to implement OGSA-compliant grid services. The Web
Service Resource definitions are described using WSDL (XML style) and presents the
properties of the resource (called stateful resources). Any stateful resource “is known to
and accessed by one or more Web services”, and can be implemented as a file, a record in
a database, or a data structure stored in memory. Its life-cycle is well defined and the data
about its state is described using XML.
An OGSA-compliant middleware is Globus Toolkit (Foster, 2005), an open source
software useful for building computational grids and grid applications. Binary packages
of GT4 are available for Linux environments and Solaris. However, by compiling the
source packages or making use of Java-based components, the GT4 can be used on other
operating systems. The major components of the version 4 (GT4) address: runtime
processing, security, data management, information services and execution management.
There available Web service based components (as Java WS Core, C WS Core, Python
WS Core, Reliable File Transfer, OGSA-DAI, RLS , WS GRAM, WebMDS, etc.), and
non Web service based components (like GridFTP, C-common libraries, etc.). Java WS
Core, C WS Core, or Python WS Core, consists of APIs implementing WSRF, and other
grid services with Java, C, or Python. The RFT provides a Web service interface useful
for transferring, and deletion of files, and is built in top of GridFTP. The RLS (Replica
Location Service) provides information about the physical location s of replicated data.
MDS (Monitoring and Discovering Services) is responsible with the collection, indexing,
archival, distribution of information about the state of resources, services, and
configurations. WebMDS is a Web-based interface to WSRF information. WS GRAM
provides the remote execution and status management of the jobs.
56 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
For computing intensive jobs the Condor software which incorporates many of the
emerging Grid-based computing methodologies and protocols is an important solution.
Condor-G is fully interoperable with resources managed by GT4. Previous information
about Condor was published by Berman et al (2003). Recent information about the last
version of Condor is available on the Condor website. A powerful system for automated
installation, configuration and management of clusters and farms is Quattor. A positive
experience using Quator for Grid-Ireland and Irish e-Research is reported in (Gerdelan,
2008).
In the following, we describe the most valuable characteristics of the grid
methodologies to be use in virtual learning solutions.
(Role Based Access Control model) and uses the Web Ontology Language for describing
web services. Also, semantic grids were used for the SELF project (Abbas et al, 2005),
and for Mobile Learning (Woukeu, 2005). Positive experience concerning the remote
access and programming of robots was reviewed by (Albeanu et al, 2008) proving that a
collaboration between engineering laboratories is possible.
4 Conclusions
Taking into account the interconnection of specialized laboratories to the grid
infrastructure, it is only a small step to create large scale virtual learning applications
supported by the grid infrastructure. The global university will use not only e-learning
platforms, but also virtual learning platforms integrating virtual reality laboratories.
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How to Model the Design Efficiency of the VLE?
Patrick Wessa
Abstract
This article discusses the use of a predictive decision model about a new type of
statistical learning technology which is based on Reproducible Computing. The
model predicts discretized exam outcomes based on objectively measured learning
activities that are embedded within the pedagogical paradigm of social
constructivism. However, the main contribution of this study is based on a quasi-
experiment in which the pedagogical efficiency of two competing software design
models are compared. In the first system, all learning features are a function of the
classical Virtual Learning Environment (VLE). In contrast, the second system is
designed from the perspective that learning features are a function of the course's
core content (c.q. statistical results). The ceteris paribus effect of the design change
(from VLE-based to Content-based) is shown to substantially increase the efficiency
of constructivist, computer-assisted learning activities for all cohorts of the student
population under investigation. These results may, if confirmed in other
circumstances, have important repercussions for the design of future learning
environments.
Introduction
Beyond any doubt, there has been a growing interest in Computer Assisted Learning
(CAL) in the academic community. Most pedagogical studies however take the system
design of the Virtual Learning Environment (VLE) for granted. This is surprising because
the efficiency of CAL may be strongly influenced by the VLE's design which is typically
beyond the control of the educator.
This study aims to demonstrate that - within the context of undergraduate statistics
education - the design effect is measurable and potentially substantial. In order to achieve
this goal, a two-year quasi-experiment was setup within the context of an undergraduate
statistics course which is embedded in a socially constructivist setting.
The typical, modern VLE integrates a wide variety of general-purpose CAL
techniques which are clustered around a course. In this sense the VLE is supposed to be
of a generic and course-oriented nature. While there may exist many reasons why such a
design is beneficial, there are no guarantees that such VLEs are well-suited to build
effective and efficient learning environments in the field of statistics. One of the reasons
for this is the fact that most statistics courses involve statistical computing which is not
The 4th International Conference on Virtual Learning ICVL 2009 61
Design
The investigation was based on an experimental, undergraduate statistics course for
business students with a strong emphasis on social constructivism. The course contained
a wide variety of statistical techniques and methods. For each technique, students had one
or several web-based software modules available which are based on the R Framework.
In order to implement this course within a setting of social constructivism for large
student populations, it was necessary to impose a strict assignment-review mechanism.
This is illustrated in figure 1 which shows a series of weekly events (lectures,
assignments, reviews) during a thirteen-week semester. The semester ended with a final
(open book) examination about a series of objective multiple choice questions. The
examination was intended to test understanding of statistical concepts rather than rote
memorization.
The main sections of the statistics course were built around a series of research-based
workshops (WS1, WS2, ...) that require students to reflect and communicate about a
variety of statistical problems, at various levels of difficulty. The workshops have been
carefully designed and tested over a period of six years. Each workshop contained
questions about “common datasets” and questions about individual data series - this dual
62 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
structure of the workshops promoted both, collaboration between students, and individual
work. The top (blue) puzzle pieces in figure 1 represent threaded communication
(between students) about each workshop.
Each week there was a lecture (L1, L2, ...) which was held in a large lecture hall that
was equipped with computer screen projection and internet facilities. During each week,
students were required to work on their workshop assignment and - at the same time -
perform peer reviews (Rev1, Rev2, ...) about six assignments that were submitted by
peers. Each review was based on a rubric of a minimum of three criteria and involved
students to submit a workshop score and an extended feedback message (yellow puzzle
pieces). The grades that were generated by the peer review process did not count towards
the final score of students. Instead, the educator graded the quality of the verbal feedback
messages that were submitted to other students. The grading was performed based on a
semi-random sampling technique which allowed the educator to grade the quality of a
relatively small - but fairly representative - number of submitted feedback messages from
each student.
This feedback-oriented process
is similar to the peer review
procedure of an article that is
submitted to a scientific journal.
The key idea behind this
constructivist environment is that
students are empowered to interact
with reproducible computations
from peers and the educator.
Students are required to play the Figure 1 Schedule of learning activities - Year 0
role of an active scientist who
investigates problems, presents solutions, and reviews the work of peers. Obviously,
Reproducible Computing is a conditio sine qua non that allows students to engage in such
peer review activities.
• read review messages that are submitted by other students about their own work
unless they use the VLE and their own Compendium simultaneously
• compare review messages of computations that preceded the ones that are
currently under review
• discuss or review statistical analyses across courses or semesters - as soon as the
course is closed, all communications contained therein are lost forever
In addition, the collaborative communications about the workshops (blue puzzle
pieces in fig. 1) and the feedback messages of the peer reviews (yellow puzzle pieces)
were completely separated which implies that working on assignments and learning
through peer review were completely detached activities. Finally, and notwithstanding the
fact that sequential workshops were related in various ways, there was no structural
information about the dynamics of collaborative and review-based communications
across workshops. For instance, if students were required to test a certain statistical
assumption in an early workshop that was an essential condition to perform some type of
analysis in a subsequent workshop, then there was no link between the communications
of both. The only way that could have been used to solve this problem (within the current
design) was to repeat previous analyses in all related, subsequent workshops.
Unfortunately, such an approach would have been highly inefficient and unfeasible
because of many practical limitations.
Methodology
Measurements
The empirical data was collected through an experimental undergraduate statistics course
which was provided during two consecutive years. In each year, the conditions that are
under the control of the educator (and the institution) were kept equal except for the
system design. The (quasi) experiment is not under perfect control but given the fact that
the characteristics of the student population did not change, it is fair to assume that
The 4th International Conference on Virtual Learning ICVL 2009 65
conditions were equal in both years. Therefore it is fair to attribute any changes in
learning efficiency (ceteris paribus) to the change in system design.
The measurements were obtained from a Business Studies department in Belgium
during two consecutive years (labeled “year 0” and “year 1”). In each year there were two
cohorts: bachelor students, and students from the preparatory program which allows
graduates from a professional bachelor program to switch to an academic master. In
general, bachelor students have better prior understanding of mathematical concepts than
prep-students. However, prep-students tend to have a higher degree of maturity and self-
motivation than bachelor students.
Year 0 Year 1
Female Male Female Male
Bachelor 58 53 41 42
Prep. 53 76 45 74
Total 240 202
Regression Trees
For the purpose of computing a rule-based regression tree, the endogenous variable must
be discretized. Therefore, three categories are defined which are called “guess”, “fail”,
and “pass” respectively. The “guess” category represents the lowest exam scores which
can be attributed to chance (or guessing). Exam scores in the “fail” category are lower
than what is needed to pass the exam but higher than what can be (reasonably) explained
by chance. The “pass” category contains scores that are sufficiently high to be considered
satisfactory even if the numerical value is below 50% of the maximum attainable score.
The reason for this is the fact that the exam questions had varying degrees of difficulty
66 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
and were (overall) designed to be much more difficult than what could be reasonably
expected from undergraduate students in business studies.
Introducing a high degree of difficulty in the exam questions is necessary in order to
ensure that:
• rote learners are not likely to pass the exam
• we are able to identify the maximum level of understanding
• students are unable to quickly find answers in printed resources that are allowed
during the exam
The exam in the second year was slightly more difficult than in the first year (the
transformed exam scores in year 1 were slightly lower than in year 0). Therefore it is not
possible to simply use identical threshold values for the categories in the transformed
exam scores from both years - an objective benchmark is need to generate fair and
comparable categories.
The threshold values that define the categories are not arbitrarily chosen but depend
on exam score statistics of the previous four years (with exams of similar difficulty). On
average the proportion of lowest scores (which fall in the “guess” category) was little less
than 10%. The proportion of “guess and fail” scores was approximately one third of all
exam scores. These proportions had been quite stable over the time frame of those four
years. Therefore it is fair to assume that they represent appropriate, “unconditional”
probabilities to pass or fail the exam. As a consequence the threshold values that define
the three categories (for each year) are computed as the 1/10 and 1/3 quantiles of the
(optimally weighted) exam scores in year 0 and 1.
Even if we wouldn't believe that the threshold values are adequate there is another
justification of using the same quantiles (rather than identical exam scores) to determine
the categories. The rationale is simply that we want to predict if students fall in the
“high”, “low”, or “extremely low” proportion of all students in the same year (who took
the same exam). The parameters in the rule-based regression trees quantify the amount of
learning efforts (number of peer review messages, and number of computations) that are
required to achieve an exam score that falls within the top 2/3 of all scores.
The rule-based regression trees were computed with the statistical engine called Weka
which is available from within the R Framework through the RWeka interface (Hornik et
al., 2009).
Empirical Results
Table 2 shows the exogenous variables that were chosen to create rule-based
regression trees. The first three variables are positive, numeric integers. The last two
variables are binaries that indicate to which cohort the student belongs. Note that the
same exogenous variables were used in the objective exam score transformations based
on the three-stage regression approach and with all possible interaction effects included.
The first rule-based regression tree (fig. 5) displays the situation for year 0 in which
the traditional VLE design is used. The most important rule that determines success (c.q.
falling into the top 2/3 proportion of all students in year 0) is the number of submitted
feedback messages (related to peer review). It can be clearly seen that students pass if
nnzfg > 118 which means that they need to submit more than 118 feedback messages in
order to pass the exam. The other students (with nnzfg ≤ 118) fall into two categories,
depending on the number of reproducible computations they generated. Students with
nnzfg ≤ 118 and Bcount > 10 are predicted to pass the exam - in other words, students
who did not engage sufficiently in feedback activities could compensate this by
reproducing more than 10 archived computations. However, the accuracy of this
particular prediction is not very good because there where only 37 cases correctly
attributed to the “pass” category whereas 15 cases were incorrectly predicted (the number
of in/correctly classified cases can be seen in the gray boxes).
There are two specific rules in the regression tree that cause concern. The first one, is
the rule that states that male students who did not spend a sufficient amount of effort in
terms of feedback and reproducing computations (nnzfg ≤ 118 and Bcount ≤ 10 and
Gender = 1) either fall into the “guess” or “fail” category (depending on the Pop cohort
they belong to). The second rule that causes concern is the one that states that female
students may pass the exam, even if they have only between 52 and 118 submitted
feedback messages (nnzfg ≤ 118 and Bcount ≤ 10 and Gender = 0 and nnzfg > 51).
The bottom line is that both rules imply that the VLE/SLE system in year 0 favors
female students and discriminates against males. This may be surprising because it is
often believed that male students have “better” attitudes towards computing than females.
68 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
In this situation however, it is shown that female students are better able to cope with the
detached structure between collaborative and review-based communication on the one
hand, and reproducible computing on the other hand. This phenomenon may have
psychological causes that are related to the fact that there are gender differences in how
students use communication in learning. Within the context of this study, such an
explanation remains speculative and unanswered. However, and more importantly, it is
clear that the design of the VLE and SLE is not optimal - at least for an important part of
the student population.
Figure 6 shows the rule-based regression tree for year 1 (in which the new VLE/SLE
design was implemented). It can be easily observed that the structure is fundamentally
different from the previous situation. By far, the most important property of this
regression tree is the root rule which states that students pass if they submit more than 57
meaningful feedback messages. This is less than half the amount that was necessary with
the previous system design and demonstrates a spectacular increase in review-based
learning efficiency. More importantly, the discrimination effect has completely
disappeared which implies that males are now equally well able to make good use of the
learning environment. Students who did not submit a sufficient number of feedback
messages and only received 16 messages (or less) fall into the “guess” category. This
makes a lot of sense because students who don't submit workshop papers, don't get
reviews.
There is a striking resemblance between female prep-students and male bachelor
students (fig. 6): they both pass the exam when a sufficient number of computations have
been reproduced. In addition, the female bachelor students and male prep-students are
also similar with respect to the number of received feedback messages: if this number is
too high, then the student does not pass because it indicates that they are making too
many mistakes or are not making good use of inbound messages.
As explained before the overall predictability (of both rule-based regression trees) is
not an important aspect which determines if the design effect had any impact on learning
efficiency. Nevertheless, an overview of within and out-of-sample prediction
performance is provided in table 3 because it is important to show that the models do not
suffer from severe “over-fitting” which might invalidate all conclusions made on the
basis of the regression tree's parameters.
The results in table 3 clearly illustrate that the out-of-sample prediction quality is
adequate. In case of over-fitting, one would observe high percentages of correctly
The 4th International Conference on Virtual Learning ICVL 2009 69
classified instances within sample and a (very) low percentage out-of-sample. The out-of-
sample prediction quality is computed by applying a so-called Cross Validation technique
which randomly divides the data set into a large training subset and a testing subset. The
parameters are estimated, based on the training sample and the prediction is computed for
the testing subset. This procedure is repeated 10 times (10-fold Cross Validation) to
obtain an average measure of out-of-sample prediction quality.
Conclusions
The empirical analysis has clearly shown that the change in VLE/SLE design had a very
beneficial effect in terms of increasing the learning efficiency of submitting peer review
messages. More importantly, the design change has resulted in the elimination of a
discrimination effect which was embedded in the original design where communication
and computation was separated. In any case, the methodology that was outlined can be
used to test for any software-related or content-based aspect as long as it is controllable
by the educator or designer of the learning system. However, one should take care to take
into account that exam scores are properly treated in order to avoid the pitfalls that are
associated with exam questions.
Obviously, this study is limited to the case of our undergraduate statistics course for
business students. Also, there was a strong focus on one specific type of constructivist
learning activity (peer review) which implies that other pedagogical approaches might
have resulted to other conclusions.
Nevertheless, it is interesting to formulate a general conjecture about a fundamental
principle of good VLE design. The proposed conjecture states that good VLE design
requires the developer to define a single subject-based, core object instead of using the
traditional, educator-centered course object. In simple words, it is better to integrate
learning features (forums, messaging, peer review, etc...) into the software that treats the
subject under study than to build general-purpose VLEs. If this conjecture would turn out
to be true, it would have important repercussions for the design of VLEs in general and
specific-purpose software (such as: statistical software, wikis, CAD/CAM applications,
programming environments, etc...) in particular.
REFERENCES
HORNIK K., ZEILEIS A., HOTHORN T., BUCHTA C. (2009). RWeka: An R Interface to Weka. R package
version 0.3-16. URL http://CRAN.R-project.org/package=RWeka
ROMERO C., VENTURA S., GARCIA E. (2008), Data mining in course management systems: Moodle case
study and tutorial, Computers & Education, 51, 368-384
WESSA, P. (2009a), Quality Control of Statistical Learning Environments and Prediction of Learning
Outcomes through Reproducible Computing, International Journal of Computers, Communications &
Control 4(2)
WESSA, P. (2009b), Reproducible Computing: a new Technology for Statistics Education and Educational
Research, IAENG Transactions on Engineering Technologies, American Institute of Physics, Eds: Rieger,
Burghard, Amouzegar, Mahyar A., and Ao, Sio-Iong
WESSA, P. (2009c), How Reproducible Computing Leads to Non-Rote Learning Within Socially
Constructivist Statistics Education, Electronic Journal of e-Learning 7(2)
A model for the evaluation of learning styles design effectiveness
G. Bruno Ronsivalle1, Massimo Conte2
1
La Sapienza University of Rome, Italian Banking Association
E-mail: sprsricercasviluppo@abiformazione.it
2
Label Formazione
E-mail: mconte@labelformazione.it
Abstract
Assessing the customized system of a formative path, on the basis of cognitive styles,
needs two fundamental requirements:
a) the choice of a strong learning design model, built on conceptual maps, didactic
objective trees and observable behaviours taxonomies (Bloom, Anderson,
Romiszowski and Marzano);
b) the utilisation of the Kolb Learning Style Inventory to evaluate the preferences
individuals show in the learning context.
In the micro design phase each learning style is related to a different didactic strategy
to manage the cognitive dissonance:
- Diverging: the negative case;
- Assimilating: the Quaestio;
- Converging: the Reductio ad absurdum;
- Accommodating: the linear simulation.
The activities performed to evaluate a traditional class sample compared to an on line
course sample (WBT) are:
- the administration of the Kolb Learning Style Inventory to identify students learning
styles;
- the class delivery based on the learning styles (differentiated according to the
population sample of traditional and on line courses);
- the assessment of the I, II and III level learning effectiveness index in relation to the
two kinds of course and the four learning styles;
- the administration of a Satisfaction Questionnaire;
- the calculation of the learning time (in traditional class and on line course as well);
- the efficiency calculation;
- the comparison between effectiveness and efficiency.
The research goal is verifying how the customisation of formative paths, based on
students learning styles, can affect not only the formative effectiveness but also the
efficiency in the learning design and the cost impact.
Just in relation with the micro design phase, an experimental hypothesis will be here
introduced: an applicative model has been designed to optimize and standardize
decisional processes in order to define single strategies for several courses didactic units.
Such model summarizes former design method – based on cognitive dissonance – and
learning styles Kolb theories. Main goal is defining a micro design method, a reference
theoretical frame and a precise procedure to assess the model itself and get the best
formative quality.
Educ
ation
Learning Style Characteristics Strengths al Scheme Function
Strat
egy
Ability to take in information through Involving
Brainstorming
concrete experience and processing it Case Negative through
Diverging , feeling-
through observation. Imaginative ability study case dissonant
oriented
to generate many alternative ideas factors
Ability to abstractly take in new
Tutori Involving
information and process disparate Systematic
al/ through slightly
Assimilating observations into an integrated rational planning, goal Quaestio
induct dissonant
explanation. Good at inductive reasoning setting
ive factors
and the creation of models and theories
Ability to take in new information in the
Solving Tutori Reductio
abstract and process it into a concrete Defining the
problems and al/ ad
Converging solution. Hypothetical deductive theoretical
making deduc absurdu
reasoning get the best solution to a scenario
decisions tive m
question or problem
Simulating an
Carrying out interaction
Ability to concretely take in new tasks, learning Linear context, in
Simul
Accommodating information and actively transform it, through simulati order to get
ation
considering circumstances changes practical on operative tools
experience to reproduce
the real world
Table 4 Learning Style-Didactic strategies Matrix
As subjects learn how to identify their personal learning styles, the hypothesis we
bring forward is the customisation of the cognitive dissonance management, considering
learning styles features.
Identifying learning styles can help manage cognitive dissonance and the resistance to
learning: specific algorithms can actually optimize the learning effectiveness.
The underlying didactic objectives tree structure granted a unitary path, even if four
didactic strategies were used as design modalities to get storyboard variations in relation
with different learning styles. Following model principles every learning style can match
with a specific learning strategy. Final results are four different cases.
Student approaches the case in a concrete scenario. As external observer he can collect
information, analyse the problem, summarize the theory and answer the interaction.
This strategy is suitable to people inclined to solve problems and make decisions by
searching solutions. Reductio ad Absurdum consists of validating a theory/hypothesis
through the falsification of the wrong theory/hypothesis. Analysing many solutions is
more complicated but clearly suits such learning style the best.
76 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
The experimental framework validating the model foresees the following procedure:
(1) selecting among 100 people two isomorphic samples A and B, considering LSI
administration results; (2) delivering contents by different learning styles strategies to
users sample A; (3) randomly delivering contents to users sample B, not considering
learning styles; (4) calculating quality indicators for each sample; (5) comparing the
analysis of different results to establish best effectiveness and efficiency levels.
Verifying experimentally our model was a requirement to define a strong micro design
tool in order to reconcile cognitive dissonance management techniques with students
learning styles. The five dimensions taxonomy above introduced matches the model as
the micro design strategic option is transversal to complexity levels. In fact, there’s no
direct relation among complexity levels (knowledge, perception, memory, elaboration
and application), dissonance schemes and learning styles: the first ones are directly
related to contents, the second ones depend on external variables and the last ones
concern individual features.
REFERENCES
Anderson, L.W., Krathwohl D. R. (2001): A taxonomy of learning, teaching and assessment: a revision of
Bloom's taxonomy of educational objectives. Longman, New York.
Bloom, B.S. (1956): Taxonomy of Educational Objectives: The Cognitive Domain. Giunti e Lisciani, David
McKay Co Inc New York.
Coffield F. et al. (2004): Learning styles and pedagogy in post 16 learning. Learning & Skills Research
Centre, London.
Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and development. Prentice-
Hall, Englewood Cliffs, N. J.
Kolb A. Y. and Kolb D. A. (2005), The Kolb Learning Style Inventory, Version 3.1, 2005 Technical
Specifications.
Kolb, D. A., Boyatzis, R. E., Mainemelis, C. (2002). Experiential learning theory: Previous research and new
directions. In Sternberg R. J., and Zhang L. F., (Eds.). Perspectives on cognitive, learning, and thinking
styles. Mahwah, NJ: Lawrence Erlbaum.
Marzano, R.J., Kendall, J.S., (2007): The New Taxonomy of Educational Objectives (2nd Edition). Corwin
Press, Thousand Oaks, CA.
Romiszowski, A.J. (1999): Designing Instructional Systems. Kogan, Page, London.
Ronsivalle, G.B., Carta, S., Metus, V. (2009): L’arte della progettazione didattica. Franco Angeli, Milano.
Ronsivalle, G.B., Donno, V. (2009): A model for the evaluation of learning effectiveness in Second Life. In
Proceedings of 4° Encontro Internacional Artibytes, Santarem.
Ronsivalle G.B., Metus V. (2005): Motivation and micro-design models and techniques. In Proceedings of
TACONET Conference Self regulated learning in Technology Enhanced Learning Environments, Lisbon,
28-42.
Metrics and requierements in Learning Management System
Ion Roceanu1, Virgil Popescu2
1
Advanced Distributed Learning Department, Bucharest, Panduri Street, 68-72, Romania,
iroceanu@adlunap.ro
2
Expert Trade Company, Lipscani Street, Bucharest,
virgil.popescu@expert.org.ro
Abstract
This papers in focused on the operational requirements in choosing the proper
Learning Management Systems to support the on-line educational services in the
academia. The general and specific requirements are compared with a set of
metrics settled by the stakeholders in the stage of prepare the decision of what kind
of LMS is fitted to the institutions educational objectives.
1. Introduction
This paper is based on the National Defence University of Romania experience in
developing a set of capabilities to create, to deliver and to manage the educational on-line
services. The NDU`s eLearning project started in autumn 2004 and became operational in
the spring of the 2006.
At the beginning of this project we aimed to create an integrated system in order to
make effectiveness the educational activity based on IT&C and generate, develop and
manage the distance learning curricula under the national educational laws and fully
according with the NATO ADL principles. It is not necessary to mention at that time we
did not have a strong support and of course no budget, from higher decision level, the
situation well known by the eLearning stakeholders in the world. Consequently, we made
the first step trying to buy-in support, and we considered that we can do this only by
demonstrating the utility, viability and performance of the results of our new educational
approach.
The LMS is considered being one of the most important things in eLearning and for
sure it is the only means to manage the content delivering inside the educational system.
For several reasons we had a very hard decision to take as to which LMS is proper for our
educational purposes. In this respect, at the beginning of our enterprise to develop an
eLearning system, we tested more LMS, both commercial and open-source. Finally, we
chose open-source one, not due to budget restrictions reasons but for its features offered
to the home developers and tutors facilities. In this way, we selected the ILIAS LMS to
be implemented at the National Defence University. This LMS is used in the others
military universities eLearning systems, as well.
Since 2005 we employ ILIAS and are very satisfied with the results of educational
services provided trough it and the feed-back from our students and tutors evaluation.
The 4th International Conference on Virtual Learning ICVL 2009 79
Form our perspective there are some strengths and weaknesses of ILIAS:
Good points:
1. The ILIAS is a scalable, highly configurable platform for creating and managing
classroom-based and e-learning activities, curriculum, and courseware.
2. Very good course, content, students and learning tracking progress management
tools.
3. Customizable interface (multilanguage and presentations) and course domains
4. Content multi-format supported
5. Multilingual
Need to be improved or added:
1. Context-senistive user help provided by the LMS
2. Synchronous module for collaborative space
3. SCORM sequencing capabilities
4. Virtual classroom is missing
Conclusions
We do not want to say that the LMS chosen by us is perfect but at this moment it offers
us the best solution for our needs. In the same time, for synchronous didactical activity
delivered inside our eLearning laboratory or on-line by Internet we use another LMS,
commercial one produced in Romania. It is AeL from SIVECO Romania. It is very
difficult to find a solution which covers at high parameters all educational on-line activity
and in many cases is recommended to use two or three LMSs.
As we mentioned, at the beginning of our eLearning project, we tested more LMSs,
both open source and commercial, but we cannot give a recommendation that one is
better than another. Open source comes with some positive aspects, such us: costs,
flexibility, community support and so on, but brings others negative points: requires more
technical skills from the stakeholders, no warranty about bugs or updates and so on. The
commercial LMS could be expensive or very expensive if some personalized features are
desired but in the same time offers technical support and assistance.
In according with those written above, and taking in consideration that the eLearning
market is very dynamic, we decided that is better for us to make permanent tests on
different LMS and probably in one or two years we will take a long term decision.
REFERENCES
Mircea Muresan, Ion Roceanu – Security Through Knowledge – Network Based Security Education, Berlin
EDUCA 2006, ISBN 3-9810562-3-x
Ion Roceanu, Citizens` security education based on e-learning technology, Berlin, EDUCA 2007, ISBN 3-
9810562-7-2
Ion Roceanu, Alexandra Toedt, Managing the information deliver the knowledge.
Steps in developing the digital content, eLSE Conference, Bucharest, 2008
Ion Roceanu, ADL master Plan Development, NATO ADL Forum, Norfolk, SUA 2006
Learning Management Systems: A Teacher's, Australia, 2003, at http://community.flexiblelearning.
net.au/TeachingTrainingLearners/content/
http://adl.unap.ro
http://www.ilias.de/
Mapping the Spaces of Virtual Learning Environments
Ioannis Paliokas
Abstract
Virtual Learning Environments (VLEs) are an expression of the post-modern school.
In this paper we discover how the functional requirements of the VLEs affect and
are being affected by the educational, ethnographic and social spaces. It is
supported that educational effectiveness of VLE is not proportional only to the
quality of learning material, but also to the general educational context of the VLE
regarding social characteristics that should be in line with the normal school life. In
order to eliminate certain negative issues related to empty and boring VLEs we
study the mapping of educational, mental and social spaces into modern virtual
environment’s philosophy of use.
1. Introduction
The increasing availability of communication technologies in all aspects of everyday life
has maximized the expectations from technology in general. The same thing happened to
VLEs when introduced to school environments: aalthough they started as experimental
projects, soon they became very popular. VLEs allow the multiple levels of engagement
and they are transforming the roles of teachers and students as well as their motivation
(Lennon and Maurer, 2003). Moreover, they propose a ‘socially constructed presence’
(Arminen et al, 2008) and thus they constitute an irreversible change in school
environments history, just like cell phones has changed the meaning of distant
communication.
Teaching with VLEs includes the use of a wide range of software tools, personal
computers and PDAs, curriculum design, management of student’s profiles, online help
and documentation to gain better learning outcomes. From a technological point of view,
VLEs could be seen as the evolution of educational software. It has been reported that
there are four generations of VLEs (Ivanova and Smrikarov, 2004):
1. First generation which mainly include databases of learning material, testing
systems and discussion forums.
2. Second generation which is based on integrated databases and organized learning
processes, administrating policies, statistics and metadata.
3. The cutting-edge third generation which supports audio and video conferences,
student collaboration over one project and integrated learning services.
84 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
example, learners are highly interested in finding the other people’s explanations and
evaluations of a given set of learning material trying to figure out what to do with it.
successful only if participants are getting involved with their personal identities and
information spaces and finally allow themselves to be part of the social context of the
VLE sharing the same group identity in virtual communities.
This personal way of participation is also influenced by the attitudes users create for
their own enrolment. For example, people who enter Second Life are referred to as
residents, not as users, players or visitors. Residents can socially express themselves by
transfering their own personalities to Second Life (Tashner, et al, 2005; Holmberg and
Huvila, 2008). This is a good example of reinforcing virtual identities. Matei et al.
support that virtual and real spaces are not mutually exclusive and the social life of all
virtual reality environments is a hybrid artifact (Matei et al, 2007). Similarly, students get
involved in traditional and virtual learning experiences using hybrid identities.
material is created by various and/or unknown authors and ‘the whole web ecosystem
produce wikidentities’ (Mallan and Giardina, 2009). Especially in Blended Learning, the
different levels of user geographical separation and the reversing roles between content
consumers and content creators indicate that current user models must be re-examined.
The recent history of various educational tools and the related teaching methods has
shown that any new ICT-based approach is closely related to user model evolution.
A comparison between the student model used in general educational software
development and participant model in VLE design can be seen in table1 as an example.
The plus sign (+) in the second column indicates what should be included over and above
the first column. Designers should answer questions like: ‘how official virtual learning
environments (those supported by the institution) indicate their differences in comparison
to other virtual environments?’, or ‘why student’s behaviour in VLE should be different
than in Second Life or Facebook?’. Answering those questions is beyond the scopes of
this paper, while the indication of which questions should be answered is the main
contribution.
Table 1. Comparison between models of ‘student’ and ‘participant’
General student model in Participant model in Virtual Learning
Educational Software Environment
Previous knowledge and abilities +Computer driving abilities
Age +Gender
Cultural background +Personal interests and preferences
Personal learning style + Perceptions and attitudes about
technology, videogames, communication
gadgets
Social and family environment + Friends he/she make within the learning
environment
Full time or part time student + Free time, other obligations
In-campus life Home computer availability and technical
characteristics, internet connection
• From the behavioral ethics and the construction of ideas about the world and
ourselves we move to adoption of contradictory identities and the flat
representation of ourselves. In other worlds from conceptualism to formalism.
• From evaluation of student effort and the formulation of personal goals we move
to mechanistic file checking and the formulation of course goals.
• From living moments of social presence we move to spending time in reading
past discussions in virtual spaces searching for evidence of being there.
Based on the above, VLE design and the everyday use in Blended Learning must
allow participants to ‘image’ their school in a holistic way. Those mental images of the
mixed school environment will affect the future use of VLE in a positive way because
they will create personal memories. For example, if someone asks today students to show
their school, it is much more possible that students will show the school building, than
show its website. In future this may change as the physical environment and the virtual
one will be more blended. Virtual identities are something more than user profiles,
usernames and passwords. VLEs will be re-established as environments full of instinctive
action when learners will realize the potentiality of their presence and will use it to create
parts of school life history.
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Coopman, S. J. (2009) A critical examination of Blackboard’s e-learning environment. First Monday 14, 6,
available online at: http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2434/2202
Dillenbourg, P., Baker, M. (1996): Negotiation spaces in Human-Computer Collaborative Learning. In
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Dillenbourg, P. (2000). Virtual Learning Environments, Learning in the new millennium: building new
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Garrison, D. R., Kanuka, H. (2004) Blended Learning: Uncovering its transformative potential in higher
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On line environments to enhance entrepreneurial mindsets in
young students
Allegra Mario, Fulantelli Giovanni, Gentile Manuel,
La Guardia Dario, Taibi Davide
Italian National Research Council, Institute for Educational Technology, Palermo, Italy
E-mail: mario.allegra@itd.cnr.it, giovanni.fulantelli@itd.cnr.it, manuel.gentile@itd.cnr.it,
dario.laguardia@itd.cnr.it, davide.taibi@itd.cnr.it
Abstract
Setting up an enterprise requires enthusiasm, creativity and perseverance, while
afterwards the gradual expansion of a company calls instead for management skills
like efficiency, efficacy and reliability. Since both personality and management skills
are decisive factors in determining success, personal skills connected to an
entrepreneurial spirit should be taught early on and cultivated up to university level,
where it will be possible concentrating on the acquisition of management skills.
Recently, the European Commission has revealed that most member states are
involved in several ways in promoting the teaching of entrepreneurship within their
own educational systems. Our research starts from the Oslo conference and agenda
on "Entrepreneurship Education in Europe: Fostering Entrepreneurial Mindsets
through Education and Learning", highlighting the main experiences in Europe and
their outcomes regarding the promotion of entrepreneurship in education. The main
research objective is to define an educational model to support students in the
development both of personal qualities and attitudes and of formal knowledge and
skills. The model will adopt entrepreneurial environments based on social
educational games. Entrepreneurial networking is more than just collaboration
since it stimulates the ability to find and create new relationships, the ability and the
know how to identify the key competencies that can be useful in developing
entrepreneurial mindsets.
1 Introduction
In the last few years, some activities have been carried out to introduce and promote
awareness in young people of the culture and methodologies used by global enterprises.
This awareness is fundamental to allow them to develop the competencies required in an
evolving labour market as it responds to the development of the ‘knowledge society’.
Many young people become disenchanted with their school experience as what they learn
at school is often of little relevance to their lives in the outside world and they seek to
develop a different range of competences from those offered in the traditional school
curriculum (Selandar 2008; Ziegler 2007; and Selwyn 2007). The main aim of our
research is designing a training model to stimulate an entrepreneurial mindset in young
92 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
people and to help them acquire the “modern skills” required by the knowledge society,
based on the findings of research in this area. The training model will be run in
collaboration with professional/entrepreneurial organizations rather than solely by
schools, and will also make use of new ICT tools defined to create innovative and
motivating learning activities. In fact, the model will include a new software platform,
defined to support students in developing the necessary skills and stimulating their ability
to find and create new relationships, the ability and the know how to identify the key
competencies and resources that can be useful in developing their ideas.
The professional qualities which are most highly considered today are those typical of
an entrepreneur, even in a context of subordinate work (Armbuster 2008). These qualities
are conceptualised for this study as: motivation to achieve results and take initiative,
tenacity, flexibility and creativity (based on various interpretations of the term
‘professional’ including Friedson 1994; Quinn et al 1996; Macdonald 1995; Moore 1970
and Abbott 1998). These will be achieved through the involvement of students by the
setting up of the training laboratories, making use of active and motivational learning
methodologies and technologies to raise young people’s level of competences. The
laboratories will allow them to acquire the skills required by the knowledge society, while
enabling them to take control of their learning processes and giving them the opportunity
of expressing their aptitudes and potentialities to make better informed choices.
Our research starts from the analysis of key elements of successful Enterprise
Education Programs in Secondary Schools in Europe and, in particular, from the projects
indicated in the Oslo agenda and the following experiences in other European countries.
The model we are going to define will include active learning experiences, and ICT based
environments, so providing pupils with a more rewarding way of acquiring knowledge. In
fact, ICT have always played a key role in managerial education, especially in the
creation of simulation environments. For this reason the model will include the use of a
software platform that will support students in developing the necessary skills identified
to foster entrepreneurial mindsets.
Education and professional training should contribute to encouraging an
entrepreneurial spirit, promoting a suitable mindset, awareness of the opportunities of
following an entrepreneurial career and professional skills.
The Eurobarometer survey (European Commission 2007) indicates that 37% of
Europeans would like or would have liked to follow an entrepreneurial career, but only
15% have achieved their ambition. The surveys show that being familiar with the
procedures for setting up an enterprise increases the probability of becoming an
entrepreneur. In the surveys carried out by Eurobarometer, the interviewees whose
parents were self employed were more inclined towards self employment than those
whose parents are employees. According to the GEM survey people who are confident
about their skills and their experience are from two to seven times more likely to be
involved in setting up or managing a new enterprise; for those who know a young
entrepreneur the probability is three or four times greater. On the basis of the British
Household Survey, people who have more contact with the business world (through
friends, relatives or education) are more likely to consider setting up an enterprise. The
educational system must help to promote an entrepreneurial spirit by providing
competences and contacts.
The 4th International Conference on Virtual Learning ICVL 2009 93
An important experience in this field, was carried out in Greece, at the technical
school "Sivitanidios" in Athens, where virtual enterprises were used as educational tools.
The students divide their time between theoretical lessons and management of a virtual
enterprise. Since the results are extremely favourable the programme will be extended to
all technical schools and will include a new course on entrepreneurship that will consider
theoretical aspects and practical notions regarding the drawing up of business plans. Job
centres then guarantee students advice and support in choosing an entrepreneurial career.
In this paper we will focus on the ICT solution identified to support the development
of entrepreneurial mindsets. Firstly we will describe the general characteristics of some
effective on line educational environments and in particular of role playing games. Then
we will illustrate the solution identified in our research.
2 Role-playing games
Role-playing games originate as a particular kind of board game, in which players act as
characters of an adventure that often has a fantastic setting. Under the guidance of a game
master (Dungeon Master or DM), that has the task of interpreting not player character
roles, and describes for other players what they see and hear in this imaginary world
(Fine, A. 1983), players have to move in a theatre of epic fights and monstrous creatures
to conquer points and complete their missions.
The first one and the most known role-playing game is “Dungeon and Dragons”
(D&D), published in 1974 by authors Gary Gygax e Dave Arneson, fascinated more the
20 millions players.
The world of games, the development of personal computers and of the Internet, have
greatly increased the development of role-playing games, improving their expressivity
and user involvement. The result has been the creation of MUD (Multi User
Dungeons&Dragons, computer version of D&D) and after MMORPG (Massive
Multiplayer Online Role–Playing Game), evolution of MUD with massive use of graphic
and audio contents.
MMORPG belong to the category of MMOG (Massive Multi-player Online Game);
one of the most famous present-day MMORPG is World of Warcraft; in its virtual
environment every day millions of players interact to achieve personal or common goals
and develop their own character (Papagiannidis, S. 2008).
This phenomenon didn’t go unnoticed to training sector; role-play techniques focused
on the student and his learning process, originating from Moreno’s psychodrama and
spontaneous theatre (Moreno, J. L. 1946), have been used as methodologies which are
alternative to traditional teacher and content centered strategies. Serious games (those
with educational aims) developed from this technique include simulation and role-playing
environments facilitating emotive and experiential learning (such as “learning by doing”,
“learning by failing” and “discovery learning”) (Kebritchi, M. 2008)”. Besides, by using
simulated environments which are specifically created to achieve an educational goal,
students can learn in a secure context, where their mistakes do not have damaging
consequences (Dieleman H., 2006). As confirmation of the validity of this training
approach, nowadays serious games are widely adopted both in the field of business
training (Pannese L., 2007) and in military training (McDowell P., 2006), for the rapidity
with which competences and knowledge can be acquired.
94 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
For these reasons, the use of multiuser learning environments can support the creation
of motivating and attractive settings for enterprise education for young students.
Baldassin analyzed principal market management games and concluded that
MMORPG’s are their natural evolution, because they overcome limitations regarding the
flexibility of the model and the complexity of the business (Baldissin, N. 2007).
Considering the pedagogical and attraction potentialities of the MMORPG and
considering Baldassin’s studies results, we have decided to develop an MMOLE platform
based on a MMORPG to create an environment to enhance entrepreneurial mindsets in
young students.
The game will be designed to manage different levels of complexity, in relation to the
experience acquired by the players. Players start at a basic level in which they have a
simple role, and then, as they acquire more experience, they have new resources that can
be used to play at an advanced level where their role is more complex. In this way, at
different times a player can occupy a variety of roles and observe and simulate different
conditions.
Our solution also focuses on the creation of a networked entrepreneurial environment
combining aspects of social networking with relevant aspects from the use of business
games. Entrepreneurial networking is more than just collaboration since it stimulates the
ability to find and create new relationships, the ability and the know how to identify the
key competencies that can be useful in developing their ideas.
Entrepreneurship in education is broadly defined and includes economic, social and
cultural factors. Starting from the definition: “Entrepreneurship is a dynamic and social
process where individuals, alone or in collaboration, identify opportunities for innovation
and act upon these by transforming ideas into practical and targeted activities, whether
in a social cultural or economic context”, the educational environment, and the model in
which it is integrated, must support students in the development both of personal qualities
and attitudes and of formal knowledge and skills. These two main elements will give
pupils/students competence in entrepreneurship:
- Personal qualities and attitudes increase the probability of a person seeing
opportunities and acting on them,
- Knowledge and skills concerning what must be done to establish a new
enterprise, and how to be successful in developing an idea into a practical, goal-
oriented enterprise.
The MMORPG we are going to develop will be centered on operative enterprise
phases (supplying, production, sale, human resource management), but with a strong
orientation on the market. It will not be a zero-sum game, that is to say that the winning
of a player does not necessary corresponds to the other’s defeat; on the contrary, many
activities of the game will be studied to promote cooperation among players to reach a
common goal.
From a technical point of view we chose to develop a browser game MMORPG; in
fact, browser games provide a compromise between complexity of the development
(there are a great number of framework for the optimization of web based application
development) and pedagogical potentialities. Today’s browsers have the necessary
96 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
features to carry audio, video and textual contents that, according to Roden (Roden, S.
1991), if opportunely combined increase of the 30% the learning speed of the student.
Another important aspect, comparing our environment to other business games, is that
it is not only a simulation game but an on line world. In a simulation game only one
person is interacting with the software at a time; instead, in an on line world the user has
to interact and cooperate with other users, to improve their business, to make decisions, to
reach objectives that they cannot reach alone. The learners are inside a simulated
environment, interacting both with the software and other users; so their activities can
have effect both on their own enterprise and on the others.
The browser game we are going to develop will include some non-player characters
(NPC), designed to perform some tasks guiding students to understand some important
mechanisms of the market. For example, if there is an NPC creating obstacles to the
development of a company, the owner has to understand the best strategy to defeat it,
learning how to protect his/her business from that kind of problems. Besides, NPCs will
allow the simulation of important actors of the market. NPC are also useful tools for
instructors to facilitate learning events and activate/manage some interactions within the
environment.
It is important to notice that the learning environment we are going to develop will be
a game in which students will play autonomously, improving their skills and knowledge.
But in some phases or situations, instructors can activate managed learning events to
bring students to reflect on particular aspects, making the game more effective for
learing.
following levels of the game; the integration of the game in very well known social
networks will be another way of attracting and engaging young students. But to be an
effective learning environment it is crucial in the design phase to create the right “rules”
to interact in the virtual community, guiding students trough the key factors of the
complex world of the market. However, to make students acquire entrepreneurial
mindsets it will be important to involve them in all the activities of the educational model
we are designing with educational institutions and associations of enterprises.
REFERENCES
Baldissin, N. and De Toni, A. F. and Nonino, F. (2007): Evolution of the Management Games: Towards the
Massive Multiplayer Online Role Playing Games?. International Conference Learning with Games,
Sophia Antipolis (France), 24-26 September 2007.
Dieleman, H. and Huisingh, D. (2006): Games by which to learn and teach about sustainable development:
exploring the relevance of games and experiential learning for sustainability. Journal of Cleaner
Production 14, 9-11, 837-847.
European Commission (2007): Flash Eurobarometer N.192. Entrepreneurship Survey of the EU (25 Member
States), United States, Iceland and Norway, The Gallup Organization Hungary/Europe
Fine, G. A. (1983): Shared Fantasy. Role-Playing Game as Social Worlds. The University of Chicago Press,
Chicago.
Foreman, J., & Borkman, T. (2007): Learning Sociology in a Massively Multistudent Online Learning
Environment. In D. Gibson, C. Aldrich, & M. Prensky (Eds.), Games and Simulations in Online
Learning: Research and Development Frameworks. (pp. 49-58). Hershey, PA: Information Science
Publishing.
Jones, S. (2007). Adding value to online role-plays: Virtual situated learning environments. ICT: Providing
choices for learners and learning, Proceedings Ascilite Singapore, 2-5 December 2007.
Kaye, A.R. (1992): Collaborative learning through computer conferencing: the Najaden papers. Springer-
Verlag.
Kebritchi, M. and Hirumi A. (2008): Examining the pedagogical foundations of modern educational
computer games. Computers & Education, 51, 4, 1729-1743.
Lave J. and Wenger E. (1991): Situated Learning: Legitimate Peripheral Participation. New York:
Cambridge University Press.
McDowell, P. and Darken, R. and Sullivan, J. and Johnson, E. (2006): A Complete Open Source Game and
Simulation Engine for Building Military Training Systems. The Journal of Defense Modeling and
Simulation: Applications, Methodology, Technology, 3, 143-154.
Meredith, A. and Hussain, Z. and Griffiths M. D. (2009): Online gaming: a scoping study of massive multi-
player online role playing games. Electronic Commerce Research, 9, 1-2, 3-26.
Moreno, J. L. (1946): Psychodrama. Vol I. Beacon House, New York (tr. It.: Manuale di psicodramma. Il
teatro come terapia, Astrolabio-Ubaldini Ed., Roma, 1985).
Pannese, L. and Carlesi, M. and Riente, L. (2007): Mettersi in gioco: Serious Games e apprendimento
esperenziale per la fomazione in azienda. In Marconato G. (Ed): Le tecnologie nella didattica, Erickson.
Papagiannidis, S. and Bourlakis, M. and Li F. (2008): Making real money in virtual worlds: MMORPGs and
emerging business opportunities, challenges and ethical implications in metaverses. Technological
Forecasting & Social Change 75, 5, 610-622.
Roden, S. (1991):Multimedia: the future of training. Ultimedia Digest, 1, 1991-92,78–81.
Yee, N. (2006): The demographics, motivations and derived experiences of users of massivelymultiuser
online graphical environments. PRESENCE: Teleoperators and Virtual Environments, 15, 309–329.
Future of Virtual Learning Methods and User Expectations –
Can Present Methods Flourish Without Change?
Indika Perera
Abstract
The ever changing Information and Communication Technologies (ICT) add
enormous approaches of utilizing computing in to our lives, daily. Every aspect of
social needs have been touched with ICT, including Virtual Learning (VL). VL, with
life span of slightly above a decade, still looks for possible approaches to enhance
its functions with significant pressure from related disciplines for continual
improvements. Very recently with the introduction of Web 2.0, Semantic Web, and 3-
Dimensional Virtual Environments users expand their horizons of expectations.
Along with this technology advancement, there has been a noticeable social and
demographic transformation from recent years. Sociologist, refer these as new
generations of human kind with high intellect, Multitasking nature, and high
awareness of their environments. At the moment they are getting into the education
stream with high eager for creativity, flexibility and entertainment. Most of present
primary and secondary students show such characteristics and advance their
expectations frequently. On the other hand VL still not accommodating new social
networking and entertainment approaches as it confined to limitations from
traditional learning pedagogies and administrative rules. So far only successful step
it could step forward is the blended learning which now fading its novelty. The
simple yet foremost essential question is, how far could we retain our students
willingly with present Virtual Learning methods? Or will it becomes another
unimpressive rigid approach of learning to our future generations. This paper
discusses possible approaches to evolve Virtual Learning Methods and Models to
make the future learning enjoyable yet comprehensive task.
1 Introduction
Education is considered as a fundamental necessity for any human being. Most of the
developed societies consider it as the main qualification for being competitive among the
others. As a result, enormous efforts have been made, throughout our civilizations for
enhancing the education processes. ICT has shown a remarkable potential for making
educational activities more effective and efficient, when used along with educational
pedagogies. ICT affects many systematic disciplines to alter and revise their traditional
workflows to improve their productivity. Hence the e-Learning is a growing area where
The 4th International Conference on Virtual Learning ICVL 2009 99
many universities are focused on to gain the maximum benefits through ICT. During past
decades, there were significant works to improve the related technology (Perera, 2009). It
is not only the e-Learning that made things better, but many believe blended approach
would produce even better results. The term blended learning is used to describe a
learning situation that combines several delivery methods with the goal of providing the
most efficient and effective instruction experience by such combination (Williams, 2003).
Many Higher-Education institutions have adopted the use of virtual learning
environments and incorporate e-learning into their traditional teaching mechanisms as
part of a blended-learning approach (Evans, 2008). Blended learning combines multiple
delivery media that are designed to complement each other and promote learning
behaviour (Singh, 2003). In fact blended learning tries to provide a common platform for
traditional learning aspects with possible combinations from virtual learning
technologies.
“Potential for a greater learner autonomy where learners are more empowered through
control of tools and content development” (Field, 2007), can be seen with advanced
technological development, especially ICT related. So far the blended learning tried to
mix traditional aspects of learning with technology, but missing this vital concept of
learner autonomy. In fact the technological advancement is so rapid and it moves further
deviating from the learning approaches that we use today, making a more autonomous
and creative person. It is now indeed the time for the requirement of another paradigm
shift for learning activities to bridge the gap between our learning methods and today’s
technology offerings. Essentially, it is meaningless to focus on situational aspects from
time to time and find many different solutions as we could never able to develop
sustainable learning methods. “To effectively accommodate, support, and promote the
knowledge production process, instructors need to select appropriate learning models and
strategies” (Dabbagh, 2007). Therefore, the main motivation of this paper is to introduce
strategic guidance for future planning for learning approach improvements irrespective of
technological changes time to time, while offering education to new generations meeting
their behavioural preferences.
This paper is organized as follows. The section 2 discusses the present problem with
virtual learning from the view of socio-behavioural concerns. Then in the section 3, the
paper introduces a strategic model for analyze learning methods and their strategic
positions respect to key aspects of today’s virtual learning. Section 4 gives a brief
summary of possible technologies to move forward with virtual learning improvements,
where as the section 5 discuss the issues we are going to encounter with these learning
enhancements. Thereafter, the Conclusion summarizes the possible policy implications
and finally the references will complete the paper.
2 Problem
Due to the increasingly diverse population, education is changing toward a more global,
technology-rich environment designed to meet these diverse and changing needs of
students (Gunter, 2007). As a result, many isolated researchers try different methods for
incorporating new technological methods as they are, without following a proper
100 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Both Y and Z generations are more extraverts with highly connected to social
networks. Extraversion refers to high activity, assertiveness, and a tendency towards
social behaviour (Furnham et al., 2007). Individuals high in extraversion enjoy human
interactions and take pleasure in activities that involve large social gatherings. Indeed,
work-life balance is one of the top priorities of students (Comeau-Kirschner and Wah,
1999). Proserpio and Gioia (2007) argued that we will no longer teaching a verbal, or
even just a visual, but a virtual generation of students with digitally oriented mindsets.
The clear differences between Generation X with Y and Z indicate it is highly essential to
alter present learning methods to accommodate new generations’ requirements.
The model shown in the figure 1 below is the abstract view of how these three aspects
combine each other for a future virtual learning environment. According to the proposed
model, more overlapping of aspects altogether, gives ideal virtual learning environments.
If the combinations are not balanced with all aspects, prominent aspects will make the
learning activities less effective.
4 Possible Solutions
The greater ubiquity of open standards-based e-tools and services is prompting a range of
integrated and collaborative tools and functionality (de Freitas and Neumann, 2009).
Indeed these tools provide good platforms to link both pedagogical aspects with user
preferences.
Social networking solutions are very popular at the moment with younger generation.
Facebook, MySpace, Twitter, and many similar social networking solutions have
penetrated into students’ lives, where most of them spent reasonable time with their
preferred systems. Not only that, but also students use these as informal methods to share
their opinions, plan group activities, participate in virtual events, sharing contents, etc.
Edirisingha and Salmon (2007) found that pod-casts contributed to informality and
engagement. Pod-casting can also make learning more appealing to a diversity of learners
and can generate greater inclusive nature (Cebeci and Tekdal, 2006). Rich media content
through pod-casting and mobile sharing is another possible solution to make learning
activities more attractive to users while making their learning more autonomous.
3-D virtual learning environments are another possibility to incorporate game flavour
with learning activities. The "digital classroom” provided by 2D tools does not resemble
the reality of the conventional classroom (de Lucia et al. 2009). There are many
successful implementations of 3-D virtual learning environments available from
universities and trend will move to the school education in near future.
Finally, moving further Mixed Realities would generate extraordinary results with
combining all possible virtual and real technologies for comprehensive learning. “Mixed
Reality is a new technology to edutainment, with potential to revolutionise learning and
teaching with more engagement” (Liu et al., 2007).
However, we also have to consider the relative cost of introducing new technologies to
the learning arena for better results. Any Technology that students are widely using
already for their entertainment would be a great option.
5 Issues to Overcome
Introducing, social networking, user generated content and heterogeneous technologies,
results dozens of issues to emerge with present learning methods, indeed it would make
the most of educators worry too. Some of the most prominent potential issues and
possible remedial actions are discussed briefly, here.
“Many studies have specifically examined how an instructor’s feedback impacted on
student–student interactions and satisfaction and Wize and others have found that a
moderated online discussion community by an instructor can elicit greater participation
among students than an un-moderated one” (Heejung et al., 2009). As the educational
activities should be formal in nature, it may be not possible to use new entertaining
technologies without moderation. For an example, the way social networking forum
postings (language, spellings, short words, abusive words etc.) made by students among
their friends may not suitable for proper learning. A moderator must be present to ensure
appropriate learning mix with formal learning.
104 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
“In education, there is a growing concern with the Internet triggered dishonesty
sparked by the massive use of the Internet” (Akbulut et al., 2008). The Internet can
facilitate many kinds of unethical behaviours such as plagiarism, piracy, fraudulence,
falsification, misuse, etc. (Ross, 2005). With the social networking and rich content
sharing methods, students could easily alter available content and claim the ownership for
assessments. Also, it would be really difficult to access control on student activities to
ensure proper assessment based learning activities. Future research is essential to
implement technological solutions to overcome these issues.
Yet again, it is the educator who governs the methods and models used in learning
process, and therefore they have to be convinced with the new approaches. They have to
be trained and provided with sufficient guidance on how to work with new generational
students and new technologies. There are one or two generational gaps with present
educators and students, making the delivery of education happen according to the
educators’ mindsets even the methods accommodate all aspects in balanced nature.
Therefore, to achieve, effective results from these improvements, present academia must
be openly convinced on the benefits of changes.
6 Conclusion
This paper has very briefly, yet comprehensively, rationalized the problems that existing
virtual learning methods and models, would experience in near future with new student
generations, if they do not accommodate necessary improvements. Since the situational
approaches for analysing these issues would not yield sustainable solutions, paper has
introduced a strategic model to analyze virtual learning methods with prime aspects and
their combinations. The technologies and potential issues discussed here would only
guide the pathway, but essentially need further research on possible avenues of
improvements with suitable technical customization. There are enormous untapped
potential researches relating to future learning methods improvements. Unfortunately, so
far researches focusing more on isolated technical approaches without considering the
broad spectrum to provide sustainable solutions to next generations. Whether we evolve
the present learning methods or not would decide their acceptance from future students.
REFERENCES
Albarini A., (2006), Cultural perceptions: The missing element in the implementation of ICT in developing
countries, International Journal of Education and Development using ICT , 2(1):49–65
Akbulut Y., Sendag S., Birinci G., Kilicer K., Sahin M.C. and Odabasi H.F., (2008) Exploring the types and
reasons of Internet-triggered academic dishonesty among Turkish undergraduate students: Development
of Internet-Triggered Academic Dishonesty Scale (ITADS), Computers & Education 51(1):463–473.
Allerton, H.E. (2001), Generation why, Training & Development, 55(11):56-60
Asthana A. (2008), They don't live for work...they work to live, Generation Y, The Guardian, 25th May 2008,
[accessed on 02.06.2008] [available at] http://www.guardian.co.uk/money/2008/
may/25/workandcareers.worklifebalance,
Cebeci, Z. and Tekdal, M. (2006) Using Pod casts as Audio Learning Objects, Interdisciplinary Journal of
Knowledge and Learning Objects, 2: 7-57
The 4th International Conference on Virtual Learning ICVL 2009 105
Comeau-Kirschner, C., & Wah, L. (1999) Holistic management. Management Review, 88(11):26-32.
Dabbagh N., (2007), The online learner: Characteristics and pedagogical implications, Contemporary Issues
in Technology and Teacher Education 7(3), online [available at]
http://www.citejournal.org/vol7/iss3/general/article1.cfm
de Freitas S., Neumann T., (2009), The use of ‘exploratory learning’ for supporting immersive learning in
virtual environments Computers & Education 52(2), 343-352
De Lucia A., Francese R., Passero I., Tortora G. (2009), Development and evaluation of a virtual campus on
Second Life: The case of SecondDMI, Computers & Education, 52(1):220–233
Edirisingha, P., & Salmon, G. (2007) Pedagogical models for pod-casts in higher education [online]
[available at] http://hdl.handle.net/2381/405 [Accessed 14.05.2009]
Evans C. (2008), The effectiveness of m-learning in the form of pod-cast revision lectures in higher
education, Computers & Education, 50(2):491-498
Field J., (2007), Looking outwards, not inwards, ELT Journal 61(1):30–38
Furnham A., Dissou G., Sloan P. and Chamorro-Premuzic T., (2007) Personality and intelligence in business
people: A Study of two personalities and two intelligence measures, Journal of Business Psychology,
(22): 99–109.
Gunter G. A., (2007), The Effects of the Impact of Instructional Immediacy on Cognition and Learning in
Online Classes, International Journal of Social Science, 2(3):196-202
Heejung A., Shin S., Lim K., (2009), The effects of different instructor facilitation approaches on students’
interactions during asynchronous online discussions, Computers & Education, 53(3):749-760
Liu, W., Cheok, A. D., Mei-Ling, C. L., Theng, Y., (2007), Mixed reality classroom: learning from
entertainment. In Proc. of the 2nd international Conference on Digital interactive Media in Entertainment
and Arts, DIMEA '07, ACM, 274:65-72
McIntosh-Elkins, J., McRitchie, K., and Scoones, M. (2007), From the silent generation to generation x, y
and z: strategies for managing the generation mix, In Proc. of the 35th Annual ACM SIGUCCS
Conference on User Services, SIGUCCS '07. ACM, New York, NY, 240-246.
Palfrey J., Gasser U. (2008), Born Digital: Understanding the First Generation of Digital Natives, Basic
Books, Perseus, New York, p.41
Perera G.I.U.S. (2009), “Key Success Factors for e-Learning Acceptability: A Case Based Analysis on
Blended Learning End-User Experience”, In Proc. of IEEE International Advance Computing
Conference, IACC’09, 2379-2384
Proserpio L., Gioia D., (2007), Teaching the virtual generation, Academy of Management Learning and
Education, 6(1): 69–80
Ross K., (2005), Academic dishonesty and the Internet, Communications of the ACM, 48(10), 29–31
Singh H., (2003) Building Effective Blended Learning Programs. Educational Technology November-
December, 43(6): 51-54
Sun S., Mike J., Griffiths N., (2005) To Support Adaptivity in Agent-Based Learning Systems – The Use of
Learning Objects and Learning Style, 5th IEEE International Conference on Advanced Learning
Technologies (ICALT’05)
Williams S., (2003) Clerical medical feeds back on blended learning, Industrial and Commercial Training,
35(1): 22–25
Learn of the Network Concepts Using Project Based Learning
Costel Aldea, Ion Florea
Abstract
The paper presents an application used by the students in the learning of networks
communication and configuration functions. Based on the idea that only by
interrogating and displaying of the network properties the student does not perceive
the basics of networks and due to the fact that the number of possibilities in
networks are large a skeleton project is proposed where the student contribute to a
team implementation of a network resource management project and better
understand basic principles of networking. Such that using project based learning
aspects the student are further developing the skeleton project as a team.
1 Introduction
E-learning contains modern methods and technics based on information tachnology
components like: multimedia, synchron and asynchron communication (Sangeorzan,
2003). All this components help user to obtain new knowledges in different domains.
Through the rapid access to the knowledges the educational software is an alternative
to the classical learning methods. In a simple approach, the educational software divides in:
- Simple interactive presentations and tools which are making more efficient and
attractive the teaching of the same knowledge that can be told in the classic
mode too;
- Computer simulators which are reproducing a bounce of real process from all the
domains, including those related to computer networks. These simulators offer
the user the possibility to simulate critical processes and to better understand
their business logic without producing any damage to the real system; in this
class are also included certain themes about the administration of a computer
network, when the students don’t have the administration rights (Florea, 2003;
Aldea, 2006).
In (Florea, 2003) is presented the simulation of some basic network administration
operations, such the the installing of the network operating system, Microsoft Windows
Xp, the IP adress alocation, the administration of account settings.
The XP firewall is a simple application which doesn’t contain a tremendous menu
with options for its own configuration. The user can only filter the ports, addresses and to
establish the status for the log operations.
The 4th International Conference on Virtual Learning ICVL 2009 107
In the current paper a skeleton project is proposed where the student contribute to a
team implementation of a network resource management project and better understand
basic principles of networking.
It has to mention that the skeleton project is written in the programing language C#.
The project offers samples of some basic API’s and the users must extend the
functionalities. For example in the proposesd verison are implemented function for
managing user and groups with a minimal number of parametrs and the user should
further extend the implementation to establish the propertie for the new created user (for
example it must set the logon script). The user can also see the functionalities offered by
the operating system itself by accessing the administrative tools components which are
started directly from the menu of the program.
2.2 Implementation
The project is implemented using C#. The user has to add new menu items with new
functionalities or has to extend the existing functionalities. Some of the implemented
functionalities are presented in the figure 1 and figure 2.
108 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
In the figure 1 it can see the application main menu. By using the main menu the user
has access to the most of the implemented operations. Some important operations are
those from the menu Operatii – using this operation the user start external processes and
use external tools like: remote desktop connection, TCP Viewer, Windows user manager,
Windows server manager, etc.
In the figure 2 are presented possible
operations after selecting a workstation. As
shown in the figure the user can do the
following: see details about the work station,
see running services, installed network
interfaces, TCP connections, ping other
station or the selected station, see the open
ports, user account and groups, see the
operating system version and see Win32 API
functions parameters. While important
functionalities are based on the Win32 API’s
the application offers a list with their
parameter so that the user can consult them
when it wants to add a new functionality to
the project which is based on the API
function call.
The common implementation and work to the project build the community of students
around the network principles and issues. Team work allows the integration into the
project of different point of view and modes of understating of concept. Any user has
access to the information put by the other student. Also the students can concurrently
work in developing of bigger functionalities.
administration issues, commands, etc. The user which has basic knowledge’s cannot
conceive such a project with all the interrelations between the task and operations. So that
the project permits to the student to acquire knowledge’s about the whole administrated
network not only one specific operation.
The students collaborate to solve the tasks. The interaction with other people which
have other type of knowledge’s give the student to possibility to express itself and to
discuss and better understand the studied aspects.
One of the main teacher concerns is to equilibrate the assignments and to make clear
and general accepted difference between given and proposed functionalities of the
implemented application (NRMan) so that the grade system keeps his characteristics.
4 Conclusion
Using the project based learning principles the teacher is able to incorporate numerous
teaching and learning strategies into project planning and implementation. By offering the
students the possibility to develop their own assignment and to write their own tasks, they
are deeply implied in the learning process. The students are part of the teaching process
and they don’t feel that the tasks are external task while they are included into the
process.
Between other advantages is also the fact that the written code in reviewed by other
coders implied directly in the project so that the students functionalities must have a high
quality level to satisfy all the implied members into the project.
REFERENCES
L. Sangeorzan, C. Aldea (2003): Tehnologii Internet, University Transilvania Publishing House, Braşov.
Florea I. (2004): ReŃele de calculatoare - concepte fundamentale, University Transilvania Publishing House,
Braşov.
C. Aldea, Bobancu A. (2006): IT Security Tutorial with Animated Examples, Proceedings of the
International Conference on Virtual Learning - ICVL2006, ISBN 973737218-2, Bucuresti, 275-282.
Florea I., Aldea C. (2003): Soft multimedia pentru pregătirea materialelor de curs, Proceedings of the
“ConferinŃa NaŃională de ÎnvăŃământ Virtual”, EdiŃia I, Universitatea din Bucureşti, Facultatea de
Matematică, 189-196.
http://www.4teachers.org/: Project Based Learning and evaluation (2009)
Computational Physics with Python
Rubin H. Landau1, Cristian C. Bordeianu2* , Manuel J. Paez3
Abstract
A coherent set of material for upper-division university education in computational
physics/science has been developed at Oregon State University, USA. It contains an
introductory course in scientific computing, a course in Computational Physics, and
a coordinated collection of multimedia interactive animations which enhance the
book and the courses. Computational Physics programs using Python programming
language are presented and displayed. It is proposed that presentation using Python
is a more effective and efficient way to teach physics than the traditional one.
3 What to teach
In Figure 4 we present a concept map for our Computational Physics course and text
(Landau et al, 2008). After two years in administrative processing, in October 2001 the
Oregon State Board of Higher Education approved a Bachelor degree in Computational
Physics (Landau, 2004). The first students entered in fall 2002, the first graduate left in
June 2003, and 3-5 students typically graduate each year. Although these numbers are
small, the classes are well attended by physics majors, graduate students, and engineering
students. A sample of the Computational Physics curriculum is given in Table 1. It is an
example of how a complete package of computation classes can be fit into a four-year
curriculum that is still strong in its mother discipline.
This curriculum has been built up course by course since 1989 as we proposed,
developed, taught, and modified new courses. The computer classes (bold) are seen to be
116 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
distributed throughout all years of study. In total, the curriculum is a mix of existing
applied math and CS classes, with the new computation classes acting as the glue that
holds it together.
There is another way to answer the questions “What to teach?” and “How to teach it?”
That way is to provide computation-based textbooks that help define which topics
constitute proper computational education, and provide a coherent presentation of the
subject. The OSU Computational Physics Education group has been trying to do that for
the last 15 years. Lists of more than 50 texts and other resources are to be found in a
recent resource letter (Landau, 2008). Although most of those resources and most of this
paper focus on more specialized computational topics, there is still very much an open
question on what and how to teach computation to beginning college science students,
and who should be doing the teaching. Our attempt takes the form of an Introductory
Scientific Computing course designed to provide first and second year students with the
computational tools needed throughout their undergraduate careers, and its associated
text, A First Course in Scientific Computing (Landau, 2005). In recognition of the
widespread disagreement over which computing tools lower division college students
should learn, the paper text covers Maple and Java, while the accompanying CD
contained essentially identical texts in Mathematica and Fortran90, as well as the
associated notebooks, worksheets, programs, and data sets. The combination of A First
Course in Scientific Computing and A Survey of Computational Physics (Landau et al,
2008) pave a continuous computational path throughout the undergraduate curriculum.
Figure 4. Concept map. Shows hardware and software components from computer
science, applied mathematics algorithms, and physics applications.
The 4th International Conference on Virtual Learning ICVL 2009 117
5 Using Python
Python is a popular programming language used for both standalone programs and
scripting applications in a wide variety of domains. It is free, portable, powerful, and
remarkably easy to use.
One of the reasons why we decided to migrate to Python in our CP books and courses
is that it provides a really nice balance between the practical and the conceptual (Downey
et al, 2008). Since Python is interpreted, beginners can pick up the language and start
doing neat things almost immediately without getting lost in the problems of compilation
and linking. Furthermore, Python comes with a large library of modules that can be used
to do all sorts of tasks ranging from web-programming to graphics. Having such a
practical focus is a great way to engage students and it allows them to complete
significant projects. However, Python can also serve as an excellent foundation for
introducing important computer science concepts. Since Python fully supports procedures
and classes, students can be gradually introduced to topics such as procedural abstraction,
data structures, and object-oriented programming.
Another reason is the fact that Python is freely available for download. Versions are
available for almost every operating system, including UNIX, Windows, Macintosh, and
Java. In addition, the Python website includes links to documentation, how-to guides, and
a wide assortment of third-party software.
The tools we have used in preparing the visualizations are:
Matplotlib: Matplotlib is a very powerful library of plotting functions callable from
within Python that is capable of producing publication quality figures in a number of
output formats. It is, by design, similar to the plotting packages with Matlab, and is made
118 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
more powerful by its use of the numpy package for numerical work. In addition to 2-D
plots, Matplotlib can also create interactive, 3-D visualizations of data.
Visual (VPython): The programming language “Python” is so often employed with
the Visual graphics module and the IDLE interface that the combination is often referred
to as Vpython. Much of the use of the Visual extension has been to create 3-D
demonstrations and animations for education, which are surprisingly easy to make and
useful.
Tkinter: Python also contains a graphical user interface (GUI) programming module
called Tkinter or Tk.
6 Conclusions
We think that only time will judge the viability of computational physics programs such
as ours. However they do appear to attract new students and to provide them with broad
preparation for future career choices. Also the use of Python programming language
seems to be a good choice judging by the feedback of the students.
REFERENCES
(1) Institute for Computer Science, Romanian Academy, Bd. Carol I nr. 8, Iaşi, România
(2) Gheorghe Asachi Technical University of Iaşi, Iaşi, România
E-mail: mferaru@etc.tuiasi.ro
Abstract
The SRoL Web-based spoken language repository and tool collection was developed
during several years by the collaboration of groups from the Institute for Computer
Science of the Romanian Academy, CERFS Excellence Center in "Gheorghe Asachi"
Technical University of Iasi and staff of the discipline of Language Technology,
Computer Science Faculty, "Al.I. Cuza" University. The web site includes thousands
of voice recordings grouped on sections like "Basic sounds of the Romanian
language", "Emotional voices", "Specific language processes", "Pathological
voices", "Comparison of natural and synthetic speech", "Gnathophonics and
Gnathosonics". The recordings are annotated and documented according to
proprietary methodology and protocols. Moreover, we included on the site extended
documentation on the Romanian language, speech technology, and tools produced
by us, for voice analysis. The resources are a part of the CLARIN European
Network for Language Resources. The resources and tools are useful in virtual
learning for phonetics of the Romanian language, speech technology and medical
subjects related to voice. We report on several applications in language learning
and voice technology classes.
1 Introduction
In a world where the Web / Internet communication is pervasive, computer is more than a
study topic for everyone, it is a ubiquitous tool. Computers serve for more than doing
computations, they are now one of most used means of communication and interaction –
the very basis of any educational system. As a consequence, computer-based education is
an obvious choice whenever a distance separates the learner and the learning person. In a
general sense, computer-based education and virtual education based on Internet is today
an undeniable fact of life in every academic campus. While computers and the network
are the means, the spoken language represents the prevalent support of communication in
the teaching-learning process. Hence the natural need to address e-learning and virtual
learning of languages, voice and phonetics, voice pathology, and other aspects related to
voice and spoken language.
In view of the above, we built during a timeframe of about five years a web site that
offers the possibility of teaching and learning various aspects on the Romanian language
120 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
database includes files with vowels, consonants, diphthongs, sentences with emotional
states, linguistic particularities for the Romanian language, dialectal voices, and
gnathosonic and gnathophonic sounds. It is the first Internet based annotated database of
emotional speech for the Romanian language which contains more than 1500 recordings
in different coding formats (wav, ogg, txt / 22 kHz/ 24bit/ 16 bits). The phonetic
recordings which refer to an annotated emotional speech corpus (database) are registered
to ORDA. Figure 1 illustrates the home page of the SRoL speech database, which has
English and French versions as well.
In this paper, we provide details about the applications of this database and about the
SRoL-web database, available to the address http://www.etc.tuiasi.ro/sibm/
romanian_spoken_language/index.htm.
a b
Figure 2. Gnathophonic (a) and gnathosonic (b) recording with details, tool
GoldWaveTM. By analyzing such recordings available at SRoL, students can learn how
to differentiate the normal and pathological states
The 4th International Conference on Virtual Learning ICVL 2009 123
Figure 2(b) illustrates a double occlusive sound. These two occlusive sounds are
separated in time and denote two contact points. This is a type of occlusive sound which
can produce in time a deficiency in the mandibulary movement and erosion of teeth. The
educators and students can use many the statistical studies regarding the pathological
sounds in the Romanian language and recordings of persons with different pathologies
(see section: Gnathosonic and Gnathophonic Archive) that the site includes.
Emotions rending in voice and emotion analysis is increasingly addressed in recent
years, including for medical and psychiatric diagnosis and treatment (Lundberg I., 1995),
(Olofsson Å., 1992). The recordings from the emotional database at Max-Planck-Institute
of Cognitive Neuroscience are made by a female fluent speaker; they made an
electroencephalogram (EEG); the validation commission has twenty persons; they didn’t
offer information about the listeners; they judged the semantic content and the prosodic
feature on five-point scale; the goal was to relate the emotions and to recognize a location
in the human brain (Polzin, T.S., Waibel, A.H., 1998). We have addressed the topic in
SRoL. The SRoL database contains feminine and masculine emotional voices; the
speakers are aged between 25-35 years and they have no manifested pathologies. We
analyzed only the audio voice signal. We did not make analyses like EEG, EMG,
electroglottogram, etc., as those contained in other databases, like the Magdeburger
Prosodie Korpus (Wendt B., Scheich H., 2002).
Every recording from the SRoL database is accompanied by the speaker profile and by
the questionnaire concerning vocal pathology and objective factors for every speaker
(Feraru, M., Teodorescu, H.N., 2008). The speaker’s profile offers linguistic, ethnic,
medical, educational, professional information about the speaker. The questionnaire
presents details regarding the health state of the speaker
(http://www.etc.tuiasi.ro/sibm/romanian_spoken_language/ro/protocol_nou.htm).
Linguistics” at the Faculty of Computer Science, “Al.I. Cuza” University of Iaşi. Details
on the use in Voice Technology classes of some topics from SRoL are described in
(Cristea D. et al, 2004). At the international EUROLAN 2007 summer school, the second
author used the SRoL site to present “Traces of emotion, intentions and meaning in
spoken Romanian” (http://eurolan.info.uaic.ro/html/ profs/HNTeodorescu.html). The
second author taught the specific methodology aspects, results obtained on the
characterization of emotions in speech, possibilities of recognition of emotions and
intentions in speech, and the relationship between specific meanings and the prosody in
specific constructions in the Romanian language. The lesson exemplified applications of
analysis of the speech emotional prosody to social, psycho-social, educational and
psycho-medical topics.
We hope the SRoL resources will be used in all the universities in Romania by foreign
students who learn the Romanian language, moreover in other academic media and as an
online tool by foreign students and teachers. We welcome any request for help and
educational advice from all those who wish to use our SRoL language-related web
resources in virtual e-teaching and learning.
Acknowledgments. Research partly performed for the Romanian Academy “priority
research” theme “Cognitive Systems” and to CEEX grant nr 46/2005. We thank those
who contributed to SRoL, primarily D. TrandabăŃ, M. Zbancioc, R. Luca, and L. Pistol.
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Emotional Prosody and the Prosody of Double-Subject Sentences, C., Teodorescu, H-N (Eds.) Advances
in Spoken Language Technology, The Publishing House of the Romanian Academy, Bucharest, România,
ISBN 978-973-27-1516-1, pp. 171-182.
Teodorescu, H.N. and Feraru, M. (2007): Micro-corpus de sunete gnatosonice şi gnatofonice, Pistol, Cristea,
Tufiş (eds.) Resurse lingvistice şi instrumente pentru prelucrarea limbii române. Editura UniversităŃii “Al.
I. Cuza” Iaşi, pp. 21-30, ISBN 978-973-703-297-3.
Teodorescu, H.N. and Feraru, M. (2008): Classification in Gnathophonics – Preliminary Results, The Second
Symposium on Electrical and Electronics Engineering, GalaŃi University Press, pp 525-530, ISBN 1842-
8046.
Teodorescu H.N. (2001): Interrelationships Communication Semiotics, in vol. “What Should be Computed to
Understand and Model Brain Function: From Robotics, Soft Computing, Biology and Neuroscience to
Cognitive Philosophy”, (Ed.) Tadashi Kitamura. World Scientific, ISBN 9810245181, pp. 115-148.
Teodorescu, H.N. and Sofron, E. (1987): Demonstrating dislocations evolution, Int. Journal Applied
Engineering Education. vol. 3, nr. 2, pp. 189 -192.
Note. Due to the character of this article and to space limits, more references from the literature
could not be included, as needed by the topic of the paper.
Virtual Learning, Blended Learning and Modern Foreign
Languages: Let’s listen to the students!
Nathalie Ticheler
Abstract
The Open Language Programme (OLP) at London Metropolitan University is an
Institution-Wide Language Programme which offers credit-bearing modules to
undergraduates and post-graduates of all subjects, staff from the university, as well
as members of the general public. The programme is available in eight languages
(General and Business English, Arabic, French, Italian, Japanese, German,
Mandarin Chinese and Spanish) at up to ten different levels. All modules are based
on a blended learning formula, a package of face-to-face group tuition and self-
study. Since October 2008, all OLP students have had access to Weblearn, our
Virtual Learning Environment (VLE), which provides essential course information,
together with specially-tailored blended learning materials. A study was conducted
among students of Japanese for beginners and post-beginners in spring 2009 and
sought to evaluate their experience of Weblearn in the context of blended learning,
using largely their own reported accounts and a mixed method approach to
research. This paper presents initial findings, with a particular focus on
collaborative learning.
Regarding Higher Education, the CILT analysis (2008) of HESA data, based on
annual enrolment figures, reveals a decline of 5.3% overall on first degree language
students in Higher Education between 2002-2003 and 2006-2007. In contrast, enrolments
for first degrees increased by 29.9% for Japanese. Enrolments on Japanese language
modules as part of non-language specific degrees increased by 37.8% between 2002-2003
and 2006-2007. Kelly (2008) explains that
languages remain vulnerable, despite being strategically important for the future of the
country. But there are signs that government initiatives and the efforts of language
educators are beginning to have an effect, at least in slowing the decline.
In this context, various initiatives have been launched at national level. For example,
the DFES National Languages Strategy (2002) has implications at all stages of the
education system and extends beyond the classroom, including at international level
In the knowledge society of the 21st century, language competence and intercultural
understanding are not optional extras, they are an essential part of being a citizen.
(Ashton 2002)
HEFCE has agreed to fund Routes into Languages to encourage the take-up of
language courses in England. The programme, led by the Subject Centre for Languages,
Linguistics and Area Studies (LLAS), in a partnership with the University Council of
Modern Languages (UCML) and CILT, is scheduled to run until 2009/2010.
The study is firmly anchored in a context of promotion of e-learning and evaluation of
the student experience at governmental and institutional levels. Following the publication
in March 2005 of the HEFCE ten-year e-learning strategy, the Higher Education
Academy was invited to lead a benchmarking exercise and related Pathfinder programme
in partnership with the Joint Information Systems Committee (JISC). The benchmarking
exercise was intended to help institutions establish where they were in regard to
embedding e-learning. The Pathfinder programme, by contrast, was specifically designed
to help selected institutions, on behalf of the sector, identify, implement and evaluate
different approaches to the embedding of technology-enhanced learning in ways that
result in positive institutional change. In a context of widening participation within
Higher Education Institutions, coupled with budgetary constraints, e-learning is
frequently presented in educational circles as of clear benefit, at governmental level, at
institutional level and at student level. Indeed, Hurd (2002) comments
Increasing diversity in the student population, through widening participation, new
technologies and new, more cost-efficient practices in course production are forcing a
re-think of current activity and providing a challenge to all those involved in the design
and delivery of learning constantly seek out ways of ensuring that the needs of our
language learners are met.
3 Methodology
The objective was to collect data on students’ lived experiences and to identify the
meanings behind their reported behaviours and attitudes. Therefore, I followed a
130 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Positivism is an approach to social research which seeks to apply the natural science
model of research to investigations of the social world. It is based on the assumption
that there are patterns and regularities, causes, and consequences in the social world,
just as there are in the natural world. (Denscombe 2003)
In line with a positivist framework, quantitative data was obtained from the closed
questions included in the questionnaire and the tracking function. Open questions related
to students’ experience of Weblearn and data from the learning diaries lent themselves to
a qualitative treatment, in agreement with an interpretative approach.
The sample population included 34 students, 21 beginners and 13 post-beginners,
studying Japanese on the OLP in spring semester 2009, with significant proportions of
part-time and external students (members of the general public enrolled on OLP
modules). Most post-beginners had previous experience of Weblearn. Overall, 67% of
participants completed the self-study component of their Japanese module from home,
away from their peers, tutors and university facilities.
4 Experience of Weblearn
Approximately 50% of participants thought Weblearn contributed to their progress. 27%
of beginners were satisfied or very satisfied with the provision and 36% thought 'it was
ok'. Figures reached 60% and 25% respectively, among post-beginners.
Participants admitted to spend only a limited amount of time on Weblearn, less than
one hour per week for 52% of beginners and 77% of post-beginners. Reasons for the
limited use of Weblearn deserve further investigation and may include personal or
professional commitments, the possibility to use the online packs without logging to
Weblearn, negative views towards the VLE, lack of integration of Weblearn into the
taught component or simply different learning preferences.
Weblearn contains Japanese learning materials and course documentation, such as
module handbooks, weekly course syllabi and details of assessment. Both beginners
(76%) and post-beginners (92%) declared referring to the module handbook. Regarding
the weekly syllabi, figures reached 39% and 60% respectively. Online announcements
appeared to be neglected by students, as beginners (52%) and post-beginners (46%) only
read them 'once in a while'.
The 4th International Conference on Virtual Learning ICVL 2009 131
6 Interpretation
Decisions were made at institutional and departmental levels to use a VLE. Indeed,
London Metropolitan University has launched a blended learning strategy through
Weblearn. Both teaching staff and students have received some introductory training in
this area. Participants have expressed the following views regarding Weblearn
Weblearn is excellent and gives very good opportunities for extra practice
Exercises on weblearn are very useful; I like the section on Manga
Weblearn contains all the material needed to help language learners
Weblearn is very useful to improve my Japanese. It has everything I want to learn, is
fun and interesting Weblearn is very interesting and fun. It makes me enjoy the course.
Everything we learn is shown on weblearn
However, figures regarding the frequency of use, the submission of written tasks and
the consultation of online announcements show a fairly limited use of Weblearn. Bearing
in mind constraints faced by both staff and students, data indicates some possible reasons
for these findings such a perceived lack of connection between taught contents and the
self-study component by the students, coupled with tutors’ choice to distribute additional
132 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
materials which follow more closely actual lesson contents. Indeed, 5 students would
have liked Weblearn to match up more closely with lessons and another 2 students were
satisfied with handouts only. In addition, 9 students stated a preference for using
alternative materials such as books they purchased themselves (in addition to their set
coursebook) or other printed materials of their choice.
As part of the qualitative treatment of data, 6 students reported technical difficulties
such as the inability to login, dead links in the online packs and problems to download
materials or display the Japanese script properly. Another 6 students commented on the
difficulty to navigate and find materials.
Finally, quantitative data on students’ experience of the online packs indicates that
updating the materials may be beneficial in various areas, as indicated in an earlier
section.
Students appeared to respond more positively to web links available on Weblearn. In
this area, beginners had a preference for the links towards the online packs (26%),
flashcards (15%), and sites such as Kids Web Japan (14%), as well as Hiragana charts
and Web Japan Culture (12%). Post-beginners used the Hiragana charts (23%) and online
packs, flashcards and Web Japan were of equal interest (17%). Here again, figures seem
to indicate a shift away from the online packs towards a greater variety of web-based
materials.
7 Recommendations
Beginners (85%) and post-beginners (54%) would like to use online packs in pdf and
mp3 format, which would resolve difficulties related to the display of the Japanese
characters.
Participants would generally welcome additional materials to download from
Weblearn (such as helpsheets with key vocabulary and grammar, or Hiragana/Katakana
tables and practice sheets). In this study, figures ranged from 14 to 16% among beginners
for each of the extra materials listed above; and 12 to 17% among post-beginners.
Communication tools only attracted 5% of the cohort. These issues would benefit from
further investigation, as they have implications regarding material development,
collaborative learning and both staff and student training.
Regular updates, following students’ feedback, is likely to assist in maintaining
students’ motivation and satisfaction. Indeed, students who are active participants of their
own learning, in terms of what, when and how they learn, are more likely to keep
motivated. The Flexi-pack project launched at SOAS-UCL CETL Languages of the
Wider World is of particular interest here (Ticheler & Sachdev 2008).
Ideally, authors of materials, including updates, should be tutors with current or
previous experience of the modules, to ensure a greater compatibility of materials with
taught sessions. Principles of teacher empowerment and theories of collaborative learning
indicate that a greater involvement of tutors at the production stage is likely to boost the
normalisation of materials among students.
Indeed, I would suggest taking direct action to foster a greater normalisation of the
VLE among teaching staff and students, both in and out of the lessons. I take the view
The 4th International Conference on Virtual Learning ICVL 2009 133
that teaching staff need to guide and motivate students to make regular use of the
Weblearn provision presented to them by giving them a demo early in the course,
together with regular learning tips in class and adding materials and information to be
consulted both in and out of class. In short, the key is to embed e-learning in regular
learning and teaching activities, to seek feedback from stakeholders at regular intervals
and to ensure flexibility of the provision, in hand with careful training.
8 Conclusion
This study focused on students’ experience of Weblearn in connection with their Japanese
module on the OLP at London Metropolitan University. A mixed method research
strategy combining a qualitative and quantitative treatment of data pointed out difficulties
in areas such as e-learning design and learning preferences and a case was made for the
benefits of collaborative learning. In particular, the normalisation of Weblearn is of
significant importance for blended learning to succeed. Another necessity is to integrate
regular feedback from staff and students to practice-based research projects.
REFERENCES
Beale, R. (2004): Wireless Learning Community Hub. In Conference Proceedings of M-Learn 2004, M-
Learn, Rome, 23-24.
CILT. (2008): Language Trends 2008. CILT, London.
CILT. (2008): First Degree Student Enrolments in the United Kingdom, 2002-2003 to 2006-2007 Including
Language Analysis. CILT, London. http://www.cilt.org.uk/research/statistics/education/higher. htm#higher1
Canning, J. (2008): Five Years on: The Language Landscape in 2007.Subject Centre for Languages,
Linguistics and Area Studies, Southampton.
Creswell, J. (2003): Research Design: Qualitative, Quantitative and Mixed Methods Approaches (2nd
edition). Sage Publications, Thousand Oaks, California.
Denscombe, M. (2003): The Good Research Guide for Small-Scale Social Research Projects (2nd edition).
Open University Press, Maidenhead. Department for Education and Science. (2002): Languages for All:
Languages for Life. A Strategy for England, http://www.teachernet.gov.uk/_doc/11879/
LanguagesForAll.pdf
Higher Education Funding Council For England, Joint Information Systems Committee and Higher Education
Academy. (2005): E-Learning Strategy. http://www.hefce.ac.uk/pubs/hefce/2005/05_12/05_12.pdf
Higher Education Funding Council for England. (2009): Enhancing Learning and Teaching Through the Use
of Technology. A Revised Approach to HEFCE’s Strategy for E-Learning. HEFCE, Bristol.
Hurd, S. (2002): Learner Difference in Independent Language Learning Contexts. Good Practice Guide.
Subject Centre for Languages, Linguistics and Area Studies, Southampton. http://www.llas.ac.uk/
resources/gpg/1573
Joint Information Systems Committee. (2008): E-Learning Benchmarking and Pathfinder Programme 2005-
2008: An Overview. The Higher Education Academy, York.
Macdonald, J. (2006): Blended Learning and Online Tutoring. A Good Practice Guide.Gower Publishing, USA.
Naismith, L. (2006): Literature Review. In Mobile Technologies and Learning. Futurelab, Birmingham.
Routes into Languages http://www.routesintolanguages.ac.uk
Subject Centre for Languages, Linguistics and Area Studies http://www.llas.ac.uk
The National Centre for Languages http://www.cilt.org.uk
Ticheler, N & Sachdev, I. (2008): Mobile Learning, Collaborative Learning and World Languages. The Flexi-
Pack Project at SOAS-UCL CETL Languages of the Wider World http://www.llas.ac.uk/
resources/paper/3128
The eLiTA (e-Learning in Textiles & Apparel) Project
Mirela Blaga1, Simon Harlock2
(1) Assoc. Prof., Ph. D, CText ATI, Gheorghe Asachi Technical University of Iasi,
Romania, E-mail: mblaga@tex.tuiasi.ro
(2) B.Sc. Ph.D., Media Innovations Ltd, UK,
E-mail: s.c.harlock@media-innovations.ltd.uk
Abstract
This paper will present the eLiTA (e-Learning in Textiles & Apparel) Project to
develop elearning modules in textiles and apparel for use in education and training
in Europe. The project is being undertaken by a consortium of academic
organisations in Greece, Latvia, Portugal, Romania and Slovenia, a training
organisation and a company in the UK and is supported with funding from the
Leonardo da Vinci programme in the European Union. The aim of the project is to
build on the earlier work of two previous Leonardo da Vinci funded projects which
developed elearning materials on apparel technology, carpet technology, hosiery
technology and dyeing printing and finishing in Czech, English, French, Lithuanian
and Turkish. The eLiTA project will update the content and produce the elearning
materials in English, Greek, Latvian, Portuguese, Romanian and Slovenian. The
project will provide a new Internet-Based European wide learning tool to provide a
user friendly way of learning at a place, pace and time to suit the needs of the
individual and extend the opportunity to study in this way to more companies and
organisations throughout Europe.
1 Introduction
This paper will present the eLiTA (e-Learning in Textiles & Apparel) Project to develop
elearning modules in textiles and apparel for use in education and training in Europe. The
project is being undertaken by a consortium of the following academic and training
organisations and companies in Greece, Latvia, Portugal, Romania, Slovenia and the UK.
The project is supported with funding from the Leonardo da Vinci programme in the
European Union.
industrial sectors with an annual turnover of 215 billion Euro and a total workforce of
2.6 million”.
The need for the Project to produce Internet based training tools is highlighted in the
Final Evaluation Report (March 2006) for the “European Textiles Learning Tools”
Project as evaluated by Glendevon Associates. The report p.4 states “Perhaps more
importantly is the potential of the product design and any future on-line versions;
evaluation suggests that they will be capable of supporting the development of a range of
vocational competences throughout the industry in Europe”.
In addition, the report by Advottex Network (Investigating Strategic
Needs For Advanced Vocational Training In The European Textile And Clothing
(T&C) Industry) found that the types of training tools preferred were …Internet (31%)
based products. (Page 25). These findings have helped to reaffirm the design of the
project in confirming that the use of Internet based training materials is effective in
helping SMEs in the textile industry to improve competitiveness.
The project targets workers in the European textile sector at operative level. In the
Textile sector although there have been a number of job losses, there is a significant
demand for new workers due to the age of the workforce. This replacement demand is
highlighted in the Skills for Business Working Futures 2004-2014: National Report
p.130 “the largest level of replacement demand will arise amongst machine and transport
operatives … on average around a third of the current workforce will need to be replaced
over the next 10 years”.
Where appropriate, hypertext links (Figure 4) on specific text are included to take the
learner to related pages in the same or other topics to provide them with further
information.
Figure 4 - Video
The 4th International Conference on Virtual Learning ICVL 2009 141
REFERENCES
[1] “TEXTAG” Final Evaluation Report for KLITRA Ltd, February 2009 – Glendevon Associates
[2] www.elearning-textiles.co.uk
Recommender Systems for Smart Lifelong
Learning
Abstract
The majority of current web-based learning systems are closed learning
environments where courses and learning materials are fixed and the only dynamic
aspect is the organization of the material that can be adapted to allow a relatively
individualized learning environment. In this paper, we propose an evolving web-
based learning system which can adapt itself to its users. More specifically, the
novelty with respect to the system lies in its ability to find relevant content on the
web, and its ability to personalize and adapt this content based on the system's
observation of its learners and the accumulated ratings given by the learners.
Hence, although learners do not have direct interaction with the open Web, the
system can retrieve relevant information related to them and their situated learning
characteristics. Lifelong learning scenarios have particular differences in their need
for personalized recommendations that make not possible reusing existing general
approaches of recommender systems. The paper describes those challenges and
presents a hybrid proposal that combines different recommendation techniques to
navigate learner in learning process and make lifelong learning system
personalized.
1 Introduction
Research on e-learning has gained more and more attention thanks to the recent explosive
use of the Internet. The Lifelong Learning (LLL) paradigm supports the idea that learning
should occur throughout a person’s lifetime (Santos and Boticario, 2008). This paradigm
promotes a user-centered approach that removes social, physical and cognitive barriers,
where dynamic support may foster attitudes and skills to improve the effectiveness of the
learning process. In mediating this process, technology is playing an important role. In
this sense, a dynamic support that recommends learners what to do to achieve their
learning goals is desirable. Traditionally, Intelligent Tutoring Systems (ITS) intend to
provide direct customized instruction to students by finding the mismatches between the
knowledge of the expert and the actions that reflect the assimilation of that knowledge by
the student (Santos and Boticario, 2008). Their main limitations are: 1) ITS are specific of
the domain for which they have been designed (since they have to be provided with the
expert knowledge) and 2) it is unrealistic to think that it is possible to code in a system all
The 4th International Conference on Virtual Learning ICVL 2009 143
the possible responses to cover the specific needs of each student at any situation of the
course.
However, the majority of current web-based learning systems are closed learning
environments, where courses and materials are fixed and the only dynamic aspect is the
organization of the material that can be adapted to allow a relatively individualized
learning environment. In this paper, we will propose an evolving web-based learning
system which can adapt itself not only to its users, but also to the open Web in response
to the usage of its learning materials. Our system is open in the sense that learning items
related to the course could be added, adapted, or deleted. Our proposed e-learning system
adapts both to learners and the open Web. In a traditional adaptive e-learning system, the
delivery of learning material is personalized according to the learner model. However, the
materials inside the system are a priori determined by the system designer/tutor. In open
lifelong system, learning materials are automatically found on the web and integrated into
the system based on users' interactions with the system. Therefore, although users do not
have direct interaction with the open Web, new or different learning materials in the open
Web can enrich their learning experiences through personalized paper recommendations(
Tang and Mccalla, 2004). Other ability of our systems is working powerful in critical
fields and high tolerance in unknown situation like new generation of science with related
information shortage or new user with no specification of his interests. Another
superiority of our systems is suitable architecture for social networks like facebook1.
There is similarity between social networks and lifelong learning therefore we think we
can use social networks in learning. We propose combination of different adapted
recommendation algorithms to address lifelong systems requirements.
The organization of the paper is as follows: in section 2 we overview the related work
done in recommender systems in lifelong learning (LLL), focusing more on recent
systems. We introduce our solution including high level architecture and required details
in section 3. The conclusion of the paper comes in section 4 along with some
recommendations for future work.
2 Related work:
Work on LLL systems is in initial stage, but improve quickly. In (Santos and Boticario,
2008) introduce inclusive scenarios of recommender systems and LLL and propose
recommending strategies for LLL. In (Derachesler and Hummel and koper, 2007)
propose a combination of memory-based recommendation techniques that appear suitable
to realize personalized recommendation on learning activities in context of e-learning. As
described earlier, our proposed e-learning system makes individualized recommendations
of materials for learners chosen from a dynamically evolving paper repository. There are
several related works concerning tracking and recommending technical papers. Basu
(Basu et al,2001) define the paper recommendation problem as: "Given a representation
of my interests, find me relevant papers." They studied this issue in the context of
assigning conference paper submissions to reviewing committee members. Reviewers do
1
www.facebook.com
144 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
not need to key in their research interests as they usually do; instead, a novel autonomous
procedure is incorporated in order to collect reviewer interest information from the web.
Bollacker (Bollacker et al, 1999)refine CiteSeer, through an automatic personalized paper
tracking module which retrieves each user's interests from well-maintained heterogeneous
user profiles. Woodruff (Woodruff et al, 2000) discuss an enhanced digital book with a
spreading-activation mechanism to make customized recommendations for readers with
different types of background and knowledge. McNee (McNee et al, 2002) investigate the
adoption of collaborative filtering techniques to recommend papers for researchers. They
do not address the issue of how to recommend a research paper; but rather, how to
recommend additional references for a target research paper. In the context of an e-
learning system, additional readings in an area cannot be recommended purely through an
analysis of the citation matrix of the target paper, because the system should not only
recommend papers according to learners' interests, but also pick up those not-so-
interesting-yet pedagogically suitable papers for them (McNee et al, 2002). In some cases,
pedagogically valuable papers might not normally be of interest to learners and papers
with significant influence on the research community might not be pedagogically suitable
for learners. Therefore, we cannot simply present all highly relevant papers to learners;
instead, a significantly modified recommending mechanism is needed( Tang and Mccalla,
2004).
3 Proposed Approach
We describe our system in four phases(figure 1) : 1)Input 2)Process 3)Output 4)Feedback
Processing. There are three type of inputs, Actors that described later include four type of
role. Candidate items are contents that recommender systems select N number of them for
recommendation. Other one is input information such as user models, friend weights,
learning map and so on that explain perfectly in section 3.1. All inputs process in process
phase to make recommendation. Recommended items present to user and collect his/her
feedbacks in output phase. Finally, by processing feedbacks system can update itself to
predict and recommend better. Feedback processing phase provide restoration by reform
user modeling, friends weight and other related essential information to increase system
accuracy. Our proposed approach summarized in Fig. 2 with more details.
In figure 2 the generic view of our proposed approach is illustrated. According to
figure four main phases is recognizable. Each of these phases will explain completely at
following subsections.
number of friends and updating their weight a better clustering is made and consequently
system gives a more accurate recommendation. Also this method works well when user
has few friends. The other role is teachers who have enough knowledge about the
discussed topics in learning group and they can be an intelligent agent. System can make
a learning group without a teacher. This is a notable attribute of system especially when
learning group topic is very update and advanced, so an adequate teacher can’t be found.
Most important teacher works in this system listed as follows:
INPUT PROCESS OUTPUT
Candidate
Items
Recommendation
Actors Processing
unit
Feedback
Input info
Updating
unit
FEEDBACK
PROCESSING
Fig. 1. Concept model of our Proposal
invite him/her such as: how much he/she knows inviters, how he/she be familiar with
them and more. TLM0 shows learner temporary model at first stage (Burke,2000). After
learner interaction with system, system validates TLM0 considering learner feedbacks,
how much is the learner model close to real learner? , then TLM0 is updated to TLM1. This
process repeats n time, the value of n relates to system efficiency, then TLMn convert to
permanent learner model.
validatio
PUM
User Model
Permanent
Valid Information
Figure 3: learner modeling
The 4th International Conference on Virtual Learning ICVL 2009 147
The other input phase features are friends and group members learner model
repository that is saved distinctively r. The amount of similarity between a learner and
his/her friends is saved in weight unit. Last two features of this phase are learning map
and pedagogic rules. Pedagogic rules define what and when a learning content should
use. For example a difficult technical paper isn’t appropriate for a beginner. We propose
ranking and tagging paper based on paper publication time, paper level according to
learner (beginner, average, and expert) and teaching ways of teacher. Learning map has
meaning relation with pedagogical rules. This map is saved for every learner and helps
them to see their learning process. System using this map finds which content has been
learned.
Content detail
such as title,
Publishing date,
user’s
annotation, set
of comments,
summery …
Date of
reading
This architecture includes user interface agent, information filtering agent and
information retrieval agent and with using search engines and learner profiles receives
documents for learners. The main point of this system is constructing and updating
learner profile. The profile at first is made of some key words learner inputs system and
general learner characteristic likes language, educations, intelligence and other things is
gotten by him/herself or by his/her friend. These key words during learner and system
interaction and by receiving learner feedbacks are updated. Updating includes add new
words to profile, omit some key words and change learner profile key words weight.
Formally learner profile is a vector of weight like the fowling vector:
148 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Output
Rec results = (filtering results U CF results U Professor Proposal results}={ IN,IN-1,IN-2,…,I0}
The 4th International Conference on Virtual Learning ICVL 2009 149
Search
Results
CF Rec
Results
needs, following their footsteps, and finally adapting to their needs. We argue that this is
not enough. We have been ignoring the dynamics of the open Web. As such, we believe
that two kinds of collaborations should be considered here: one is the collaboration
between the system and its users; another is the collaboration between the system and the
open Web in response to the changing needs of the users. A system, which can fulfill
especially the second type of collaboration, would indeed help its users to keep up-to date
to the dynamics of information on the Web. Currently, we focused on developing
REFERENCES
1 Journal Articles:
[1] Basu, C, Hirsh, H., Cohen, W. and Nevill-Manning,C. (2001) Technical paper recommendations: a
study in combining multiple information sources. Journal of Artificial Intelligence Research, 1, 231-252.
[2] Bobadilla, J. Serradilla, F. Hernando, A. MovieLens (2009). Collaborative filtering adapted to
recommender systems of e-learning, Knowledge-Based Systems. 10.1016.
[3] Zhang, B., Seo, Y (2001). Personalized web-document filtering using reinforcement learning. Applied
Artificial Intelligence, 15(7):665-685.
2 Conference Proceedings:
[1] Bollacker, K.D., Lawrence, S. and Giles, C.L. (1999). A system for automatic personalized tracking of
scientific literature on the web. In Proc. ACM Conference on Digital Libraries (DL 1999), 105-113.
[2] Herlocker, J., Konstan, J., Brochers, A., Riedel, J(2000). An Algorithmic Framework for Performing
Collaborative Filtering. Proceedings of Conference on Research and development in Information
Retrieval.
[3] Joachims, T., Freitag, D., Mitchell, T. M(1997). WebWatcher: A tour guide for the world wide web.
Proceedings of International Joint Conference on Artificial Intelligence.
[4] Kardan, AA., Einavypour, Y( 2008). Eliminating Anomalies in Learner Modeling Using Two-Partial
Learner Model. ICEIT'08, IAENG.
[5] Olga C. Santos and Jesus G. Boticario (2008). Recommender Systems for Lifelong Learning inclusive
scenarios. ECAI 2008 - Workshop on Recommender Systems, Patras, Greece.
[6] McNee, S.M., Albert, I., Cosley, D., Gopalkrishnan, P., Lam, S.K., Rashid, A.M., Konstan, J.A and Riedl,
J. (2002) On the recommending of citations for research papers. In Proceedings of ACM International
Conference on Computer Supported Collaborative Work (CSCW’02), 116-125.
[7] TANG,T. Mccalla, G.(2007). Smart Recommendation for an Evolving E-Learning System. Dept. of
Computer Science, University of Saskatchewan 57 Campus Drive, Saskatoon, SK S7N 5A9, CANADA.
[8] Woodruff, A., Gossweiler, R., Pitkow, J., Chi, E. and Card, S.K. (2000) Enhancing a digital book with a
reading recommender. In Proc. ACM CHI.153-160.
A Proposed Structure for Learning Objects Using Ontology for
Effective Content Discovery
Ahmad A. Kardan1, Shima Zahmatkesh1
Abstract
One of the major challenges in e-learning development is search and discovery of
an appropriate learning object among the distributed content repositories. Although
SCORM presents some approaches for content reusability, but efficient searching
process is a significant problem yet. We need an effective searching mechanism for
discovery and access to the required learning resources, to utilize them in our
courses. But resource discovery within a heterogeneous collection of resources is a
challenging problem. Semantic web has been proposed for resolving problems.
Some approaches like ontology were proposed to overcome heterogeneity. Ontology
represents a set of concepts within a domain, and also the relationships between
those concepts. Therefore, by using ontology for metadata of learning objects, we
can enrich the information content of the learning objects, and develop a better
search methodology.
In this work, according to our proposed ontology, we consider the structure of the
learning materials in three levels: Learning Object, Content Object, and Content
Fragment. Content Fragment is a content unit in a most basic form. Navigational
elements enable the sequencing of content fragments in a content object. Therefore,
the Learning Objects aggregate Content Objects to cover a learning objective. By
focus on the structure of the learning materials, different kinds of learning materials
were created. By using ontology, for these learning materials a rich metadata were
shaped. By means of this kind of learning materials our ontology could be evaluated
for effective searching.
1 Introduction
Using new learning methods is one of the main challenges. One of the methods having
more emphasis on the speed of learning process and its customization is E-Learning. For
facilitating the construction of knowledge and skills in the learner, learning activities
should be aimed (Allison et al, 2005). One of the E-Learning goals is wide access to
learning resources with higher quality and lower cost. Information technology has an
important role to achieve E-Learning objectives.
In order to improve access methods to educational information, different standards
were created such as LOM and Dublin Core. The SCORM standard was created for
152 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
2 SCORM Standard
Learning object is a small single unit of information that at least covers a single learning
objective. Learning objects are sharable and could be reused in different courses. Each
learning object contains a variety of information, but they need a standard interface for
communication and combination with other learning objects to compose an e-course.
SCORM presents a mechanism for share-ability and reusability of learning objects,
known as Sharable Content Objects (SCO's) (Ostyn, 2007). Therefore, SCO's could be
used to make different courses, reducing time and cost of content development, and could
be delivered by different LMS's (Yang and Ho, 2005).
“The SCORM was created by the Advanced Distributed Learning initiative (ADL),
and considers six key requirements: Accessibility, Adaptability, Affordability, Durability,
Interoperability, and Reusability” (Mackenzie and Baeini, 2004). The SCORM is actually
a set of related documents. There are three main SCORM documents: Content
Aggregation Model, Run-Time Environment, and Sequencing and Navigation:
The SCORM Content Aggregation Model (CAM) document deals with the assembly,
labelling and packaging of Web-based learning contents. The CAM explains the rules and
mechanisms by which individual files can be combined into Sharable Content Objects
The 4th International Conference on Virtual Learning ICVL 2009 153
(SCOs) and how SCOs can be combined to form Organizations. A Content Package is
comprised of two main components: the Manifest file and the physical files. The manifest
is an XML file that contains metadata about the package, organization structures that
describe the structure of the content, and an inventory of the content resources in the
package (Mackenzie and Baeini, 2004).
3 Semantic Web
The semantic web is an extension of the World Wide Web in which content can be
expressed semantically, and can be read and used by software agents. By getting semantic
to the contents, they could be found, shared and integrated more easily. At its core, the
semantic web comprises a philosophy, a set of design principles, and a variety of enabling
technologies. Semantic web help us to analyze different types of data including the
content, links, and also transactions between people and computers.
The semantic web architecture supports content with formal semantics. Thus, the
contents on the web can be discovered and used by automated agents. This will enable
them to reason about the web content, and produce an intelligent response to unforeseen
situations (Stojanovic et al, 2001). Semantic web consist of different layers and use
variety of tools and technologies like XML, RDF, RDF Schema, and OWL (Wikipedia,
2008).
Learning contents beside the main content have some semantic annotation and
metadata. Thus using semantic web, finding a desired content could be facilitated.
Metadata is structured data which describes the characteristics of the other data. it is used
for data management and searching content resources. Metadata provides a common set
of tags that can be applied to any content resource. Therefore, contents can be describe,
indexed, and searched, as a reusable content (Stojanovic et al, 2001). Therefore, contents
can be described, indexed, and searched, as a reusable content.
In the E-Learning community different metadata standards are emerging to describe
content resources like RDF, Dublin Core, and LOM (Hodgins and Duval, 2002). Also
different communities have developed their own metadata. Because of the variation and
heterogeneity, different metadata can not interact with each other. “For creating a
common understanding between terms in various metadata, vocabularies can be helpful.
From the learner point of view, the most important issues for searching learning materials
are” (Stojanovic et al, 2001):
Content: What the learning materials are about.
Context: In which form learning material is presented.
Structure: How a set of learning materials merge and create a learning course.
Therefore, by using ontology in each of the above mentioned issues, both instructors
and learners can get efficient results with regard to designing and accessing courses,
respectively. Consequently, semantic web can provide suitable platform for searching the
desired learning contents. References
4 Ontology
Ontology is a data model that represents a set of concepts within a domain and the
relationships between those concepts for representing and describing knowledge.
154 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Content Object (SCO) if it has at least one learning objective. It is mentionable that each
SCO includes different files.
To test our proposed ontology, the topic of E-Business and E-Commerce was selected
to create an appropriate e-content. In this topic, different issues like E-Commerce
Mechanisms, E-Commerce Transactions, Market Research and Online Advertising, and
E-Commerce Support Services were introduced.
After selecting a suitable resource for the content, different types of content based on
different multimedia capabilities, and according to our ontology were designed and
created. The format of the files that being used in the SCO's is not limited by SCORM; so
based on unrestricted file's format, a collection of learning contents was produced in
Flash and html format.
The structure of learning objects was introduced in our ontology. In this structure,
three elements are being identified: Content Fragment, Content Object, and Learning Object.
In this work, a set of Content Objects was created. For the chosen topic we created
different types of Content Object like Description, Explanation, Question, Self-
assessment, Exercise, Description, Example and Exam. For creating these Content
Objects, different kinds of Content Fragments were utilized. Based on our ontology a
Content Object is being made of some Content Fragments such as Text, Animation,
Table, Video, Image, Audio, and Graph.
We used Flash and html format, because they are capable to support different kinds of
Content Fragments. Each of the Flash or html files represent as a Content Object. They
include some Content Fragments. The chosen topic is represented in different scenarios.
For example in a scenario it is represented in text format and in addition with sound or
image. Some of the contents have tree structure for interaction with learner. Video and
animation are also used to create parts of the content required for the selected topic. Drag
and drop technique also used in questions, exams, and self assessments.
In this work, about 200 files composed as Content Objects were created. They were
designed according to the structure of the Learning Objects which are described in our
ontology. In next step metadata was created for these files. All of the files and their
metadata were put in a content repository. Evaluation of the proposed ontology was done
by implementing a semantic search on different repositories
6 Future work
In this paper, considering the proposed structure of learning objects, we recommended a
process to create a set of learning objects which can use our ontology to creating
metadata. In the next step, using ontology concepts, we create metadata for learning
resources. Evaluation of the effect of using this metadata will be done at AELT Group, in
Amirkabir University of Technology, by putting these resources in different repositories
around the campus, and conducting professors to search for desirable learning objects.
7 Conclusion
The access to the desired content in a collection of them is one of the important
challenges in E-Learning domain. Regarding distributed resources, heterogeneity and
The 4th International Conference on Virtual Learning ICVL 2009 157
lack of universal standard are the main problems. To tackle these problems different
solutions have been presented such as creating standards for content development, and
semantic web for semantic search.
In this study, the structure of the Learning Object is used for creating Content Objects.
This structure was introduced in our previous work (Kardan, 2009). Creating a set of
Content Objects is necessary to evaluate the proposed ontology. Therefore, in this work
different types of Content Objects including variety of Content Fragments were designed
and produced. In the next step it will be shown that metadata could be attached to these
Content Objects according to the proposed ontology for implementing a semantic search.
8 Acknowledgement
Hereby we would like to express our thanks to Iran Telecommunication Research Centre
for the dedicated grant to this work under the contraction numbered T/500/20616, and
dated on 18.March.2008.
REFERENCES
Allison C., et al, (2005): Services, Semantics, and Standards: Element of Learning Grid Infrastructure.
Applied Artificial Intelligence, 19, 861–879.
Amorim R., et al, (2004): An Educational Ontology based on Metadata Standards.
Guangzuo C., et al, (2004): OntoEdu: A Case Study of Ontology-based Education Grid System for E-
Learning. Journal of Global Chinese Society FOR Computers in Education.
Hodgins W., and Duval E. (2002): Draft Standard for Learning Object Metadata. Technical Report: Learning
Technology Standards Committee of the IEEE.
Kardan A. A., Zahmatkesh S.(2009): A Proposed Ontology for Effective Searching of Sharable Content
Objects Emphasizing on Learning Objectives. In 6th International Conference on Information
Technology : New Generations, Las Vegas, Nevada, USA.
Mackenzie G. and Baeini M. (2004): A (Mostly) Painless Introduction to SCORM.
Ostyn C. (2007): In the Eye of the SCORM, An introduction to SCORM 2004 for Content Developers.
Page K. R. (2005): Collaboration in the Semantic Grid: a Basis for e-Learning. Applied Artificial
Intelligence, 19, 881-904.
protégé web site (2009): http://protege.stanford.edu/
Stojanovic L., at al, (2001): E-Learning Based on the Semantic Web. In World Conference on the WWW and
Internet, Orlando, Florida, USA.
Vega-Gorgojo G., et al, (2006): A Semantic Approach to Discovering Learning Services in Grid-based
Collaborative Systems. Future Generation Computer Systems, 22, 709-719.
Weihong H., et al, (2006): An Intelligent Semantic E-Learning Framework Using Context-Aware Semantic
Web Technologies. British Journal of Educational Technology, 37, 351-373.
Wikipedia (2008): http://en.wikipedia.org/wiki/Ontology_computer_science
Wikipedia (2008): http://en.wikipedia.org/wiki/Semantic_web
Xin-juan Z., et al, (2007): Ontology Based Sharing and Services in E-Learning Repository. In International
Conference on Network and Parallel Computing.
Yang C. T. and Ho H. C. (2005): An e-Learning Platform Based on Grid Architecture. Journal of information
science and engineering, 21, 911-928.
Interdisciplinary and Specialized
Programmers Used in the Practical Part of Teaching
a Technical Course
(1) College teacher, Eng., 1st teaching rank, PhD candidate, “Ioan C. Ştefănescu”
Technical College, Str. Socola nr. 51-53, Iaşi, Romania
E-mail: savinisabella@yahoo.com
(2) International relations officer, „Alex. I. Cuza” University, B-dul Carol I, Nr.11 Iaşi,
Romania, E-mail: ioanapristavu@yahoo.com
Abstract
This paper deals with a concept of the present pedagogy which combines scientific
and technical information with students’ practical applications.
An interdisciplinary education means that information taught to students is the
result of a mixture of different disciplines: physics, chemistry and textile finishing.
Being a computerized didactical-scientific-technical „filter” of these disciplines
and their practical applications in the laboratory, this paper becomes a useful,
attractive and stimulating teaching instrument both for the students and the
teachers. Combining formal and non-formal education, students are able to achieve
necessary skills and abilities for their future work in a computerized technical
environment.
Keywords: AeL lessons, Spectrophotometer, Dye, Diagrams
1. Introduction
Starting from the idea that lessons have to be attractive and bring new information to
students, this paper focuses on a practical application for the textile finishing discipline.
This course is taught in the 12th form of the technical high schools specialized in textile-
leather and it combines practical and theoretical information from other fields – physics,
chemistry – with the specialized ones.
AeL lessons are a precious help, as through animation students get a better glimpse of
the chemical, physical and technical phenomena they are taught. Interdisciplinary helps
students achieve general and specific abilities, as well as practical skills related to
working with technical equipment.
AeL lessons in the field of chemistry (for instance natural and synthetic coloring
agents, water) (http://advancedelearning.com/materiale/new/chi/) and physics (light
dispersion) (http://advancedelearning.com/materiale/new/fiz), combined with specialized
ones on the coloring of textile materials (dyeing and printing operations) offer students
the chance to learn how to interpret the diagrams which result from the analysis of dyeing
agent concentration in different situations, using the Spectrophotometer Kontron.
The 4th International Conference on Virtual Learning ICVL 2009 159
As AeL lessons in the fields of chemistry and physics are well-known, this paper
deals with the specialized practical application – coloring cellulose textile materials with
specific dyeing agents.
When dyeing textile materials, we need to take into account various factors which
may have an influence upon the finished material – the Microner index, dyeing agent
concentration, work parameters, etc. (Bucurenci and Bucurenci, 1994).
The case study presented here deals with the dyeing operation of materials made of
100% cotton. Different dyeing samples were prepared and tested with the help of the
spectrophotometer Kontron.
The paper consists of the following parts:
• Introduction
• Part I presents a history of the spectrophotometer and some notions on the dyeing
of different cellulose textile materials with various specific dyeing agents;
• Part II describes the practical application which uses the Spectrophotometer
Kontron – variations in the concentration of the one dyeing agent (the tub dye) used in the
experiment, depending on the wave length, time, number of determinations, initial dyeing
concentration, etc.
• Conclusions;
• Bibliography.
Experimental data interpretation leads to a correct choice for the work parameter
values and to obtaining textile materials which prove to have good and very good
technological resistance.
Part I
Modern equipment used in the instrumental measurement of color
After synthesizing indigo in 1897, the first anthrachinonic dye was synthesized in
1901. This type of dyes can be used in order to achieve all shades. They need to be
diluted in order to be used for dyeing.
The factors which influence dyeing are: coloring agent and auxiliary substance
concentration, temperature, time length of the dyeing process, ph of the dye bath.
Dyeing procedures are: discontinuous, semi-continuous and continuous.
The dye resistance is good and very good (Butnaru and Bertea, 1997).
Part II
Determining dye solutions concentration in the dye bath
Table 1. Determining the concentration of the tub dye in the dye bath before the dyeing
operation, on the Spectrophotometer Kontron
Wavel No. Value_S Value_S
350.0 1 0.9348_1 0.9340_2
450.0 2 1.1468_1 1.1474_2
550.0 3 1.1994_1 1.1983_2
650.0 4 1.2028_1 1.2024_2
700.0 5 1.2026_1 1.2020_2
750.0 6 1.1020_1 1.1020_2
850.0 7 1.1200_1 1.1223_2
900.0 8 0.6466_1 0.6471_2
Table 2. Determining the concentration of the tub dye in the dye bath after the dyeing
operation, on the Spectrophotometer Kontron
Wavel No. Value_S Value_S
350.0 1 0.6785_1 0.6815_2
450.0 2 0.4608_1 0.4619_2
550.0 3 0.6570_1 0.6600_2
650.0 4 0.8078_1 0.8099_2
700.0 5 0.0339_1 0.0349_2
750.0 6 0.1549_1 0.1543_2
162 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Conclusions
• based on these diagrams and tables, when dyeing cellulose materials, one can
calculate the optimum values of the coloring agents used, depending on various
parameters – wave length in order to determine color intensity, time length in order to
obtain a uniform dyeing, degree of recovery of the dye from the dyeing bath in order to
use it for further dyeing operations;
• cellulose textile materials will be better quality ones as flaws will thus be removed
(Bertea, Bertea and Butnaru, 2000);
• students will be better trained in using specialized technical equipment;
• students will acquire various skills in different fields – chemistry, physics, textiles –
thanks to the interdisciplinary character of the lessons and the practical applications.
REFERENCES
Bertea, A., Bertea, A. and Butnaru, R. (2000): Textile fibers – chemistry and structure, A 92 Publishing
House, Iaşi
Bucurenci, E., Bucurenci, I. (1994): Equipment and technology for finishing textile products, vol. II,
Didactical and Pedagogical Publishing House, Bucureşti
Butnaru, R. and Bertea, A. (1998): Finishing textile products, Rotaprint Publishing House, Iaşi
Butnaru, R. and Bucur, M. S. (1996 ): Physico-mechanical analysis in cellulose textile finishing, Dosoftei
Publishing House, Iaşi
Butnaru R. and Bertea A., (1997), Ecological and Toxicological Aspects of the Chemical Textile Finishing,
Dosoftei Publishing House, Iaşi
Mureşan, A. (2000): Processes and equipment for finishing textile products, Gh. Asachi Publishing House,
Iaşi
PătruŃ, B. and Miloşescu, M. (1999): Informatics, Teora Publishing House, Bucureşti
The Romanian Standards Institute (1980): A collection of standard values connected to the textile industry,
Bucureşti
http://advancedelearning.com/materiale/new/chi/85_coloranti_naturali_sintetici/M3/index.html
http://advancedelearning.com/materiale/new/fiz/71_Prisma_optica_Dispersia_luminii/M6/index.html
http://advancedelearning.com/materiale/new/fiz/71_Prisma_optica_Dispersia_luminii/M7/index.html
Research Project on Implementation of Open Distance Learning
Method in University Education
Tudor Bragaru1, Ion Craciun1
Abstract
This paper outlines the findings of the research project in relation to implementation
of e-Learning (computer assisted teaching, including distance learning) and its
conceptual, terminological, technological, methodological and pedagogical aspects
The paper also outlines the results of the experimental testing of the two integrated
software platforms designed specifically for supporting e-Learning that are in use at
the State University of Moldova (SUM): AeL (Advanced eLearning) and Moodle
(Modular Object-Oriented Dynamic Learning Environment).
1. Introduction
The increasing importance of Open Distance Learning (ODL) in the modern society
driven by “knowledge” is emphasized in a number of electronic and paper sources. ODL
is acknowledged as an area of priority in numerous countries developmental strategies.
The role of ODL in modern society increases as the requirement to quality of knowledge
increases and the importance of teaching quality continues to grow. The requirements to
qualification of specialists in various areas are more stringent, which calls upon the
improvement in quality of education and is reflected in society’s need for the reform of
the educational system.
Digital, electronic and multimedia educational materials become a credible source of
bibliography and imaging for various subjects and professors become better acquainted
with the specific ways of preparation to educational activities using Information and
Communication Technology (ICT). There are more and more educational institutions
around the world operating exclusively through the Internet, delivering either a full cycle
of subjects for a degree or offering specialized courses for a wider range of users “(Brut,
2006)”.
In the Republic of Moldova, the following project was implemented in order to
promote the reform of the educational system:
Project 08.815.08.04A “Development and application of innovative methods in
distance learning" runs as part of the larger National Program “Development of the
Scientific and Technological support for the growing informational needs of the society of
The 4th International Conference on Virtual Learning ICVL 2009 165
area, exchange of information and free access to information. The guidance developed
within the project’s framework “(Bragaru and Capatana and Craciun, 2008)” can be
accessed by general public on http://idd.usm.md.
Electronic education, e-Learning, distance learning are examples of the extension
without limitations of the traditional form of education, carried out with the assistance of
ICT “(Bragaru and Capatana and Craciun, 2008)”, and as such electronic education
method is fundamental to modern learning.
This form of learning has emerged as a necessity of a continuously changing society
and currently represents a real challenge for educational system. Electronic education is a
generic term covering numerous educational scenarios where there is a significant use of
the ICT. Some of the terms that one can come across include: e-Teaching, e-testing, e-
Training, e-Education. Semantic representation of the concept of e-Learning also includes
terms Online, Virtual, Web based, Internet based learning, computer-assisted learning,
Internet-based education, learning through digital television and satellite media, etc.
(Figure 1).
3. e-Learning Environment
In essence, e-Learning environment consists of a number of components and dimensions
and is defined in a number of ways, such as organisational, technical, technological,
operational, pedagogical, with the specific features determined by the supporting digital
technology that covers a wide range of applications and educational processes.
From a pedagogical point of view, e-Learning environment offers a modern method
of studies, teaching and learning based on digital technology, networking and multimedia
resources. This method allows the accelerated exchange of information and knowledge,
The 4th International Conference on Virtual Learning ICVL 2009 167
including ways of understanding or interpretation, between the teacher and the student
anywhere, at any time as well as on demand. The result is the fast and efficient education
process.
From a technological point of view, e-Learning environment represents a technology
for maintenance of the processes of teaching, studying and learning which comprises
authorisation, distribution, evaluation and administration of the courses’ content and other
materials of didactical nature. This maintenance of the teaching process is realised
through utilisation of digital, communication and multimedia technologies.
From the contents point of view, e-Learning environment includes the following:
• databases and knowledge bases formed by links to all materials placed within
Web-sites (courses, study guides, syntheses, etc), accompanied by explanations and
interactive directions as to finding and identifying the subjects of interest. It represents a
virtual library, which is easily accessible and makes available to students and others
participants of the process the information that theoretically can not be limited by volume
of knowledge and can be from any area of activity. Information can be accessed
individually or within any established training programs, free of charge or at cost;
• on-line support represented by forums, discussion groups (chat rooms), on-line
news bulletins, emails or messenger applications (Microsoft and Yahoo Messenger).
These are interactive tools that offer interested parties a possibility of asking questions
and receiving quick or immediate answers;
• means of teaching assisted by digital technology
From a functional point of view, e-Learning environment includes the following
components:
• e-Learning platform, which represents software and hardware support of the
electronic teaching, studying and learning processes;
• e-Learning resources, which include all data of interest in e-Learning environment,
and consist of the following:
knowledge, represented by all knowledge resources that are available for students
in all areas during the whole educational process;
information that defines user identity and roles in relation to any resources in e-
Learning environment. Depending on the role the user might be a student
(beneficiary of knowledge), a professor (provider of knowledge addressed to
student and creator of teaching strategy), or an administrator (the one who
ensures normal functioning of the e-Learning system and is not directly linked
with the teaching process)
strategy that define methods of teaching, learning and efficient assessment,
tailored to the complexity of the educational objectives (e.g. for business or
general interest) and to specific features of each type of education (full time and
part time training or open distance learning). Strategies are also tailored to
behavioral differences of students based on age and possibilities of direct
communication (through classrooms) or indirect communication (through the use
of digital technologies of communication) with the professor. Strategies are
further tailored to modern forms of education (teaching, learning and assessment)
which may include virtual classes, Web-based training, etc.
168 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
platform is being currently implemented at SUM, including being tailored in order to suit
the processes of teaching and assessments of students for both distance learning and
traditional methods of full-time graduate degree studies. (please refer to
http://moodle.usm.md for more details).
Moodle platform is a software of the ‘open-source’ category, which constitutes a
considerable advantage. Based on delivery, development, access, etc this system is
considered to be substantially different from that of the AeL platform. The teacher creates
all processes necessary for studying a subject (study unit contents, practical exercises,
lectures, tests, supporting materials for student’s information, etc). Students can then take
over the whole educational activity and work through the materials in the independent
mode, including going through lectures, practicing the exercises at the agreed timing
(activities can be planned for particular calendar days), then the feedback is provided to
the student as to how well he/she scored in a particular activity.
This system does not include libraries of lectures or tests, unlike AeL, however, it has
a powerful engine for generating the assessment tests with numerous types of questions.
The lack of lecture and test libraries is compensated by the fact that in the present market
one can find educational materials of the content that’s more diversified and tailored than
that available through AeL libraries, the content of which is predominantly oriented
towards college study subjects.
The Import-export functionality of the digital educational resources in Moodle is of a
higher quality and ensures compatibility with different formats (GIFT, TXT, XML) as
well as with isolated systems for e-testing. These features ultimately allow significant
time savings for the professors – authors of study units contents or questions for tests.
Tests can be built in a very flexible manner. The same test might include different
categories of questions with different degrees of difficulty. Access to study units may be
restricted by passwords and keys.
After registration and enrollment students gain access to methodological and
didactical materials recommended by the responsible course administrator, which can all
be downloaded and studied at their own pace at home, or at their work place, or at other
places with the access to the Internet, as well as in the specially organised computer
rooms at the educational institution. Students have the opportunity to link to or make an
appointment for a consultation with a particular tutor, and tutors have the possibility of
inviting students for tutorials and individual consultations, or group discussions in the
form of forums, chat rooms, etc. Consultations and tutorials can be organised in groups or
individually, online or offline in accordance with the adopted decisions, solutions and
schedules. After obtaining the materials, students have the opportunity to sign up for the
final examinations, individual work, training and practice work based on the approved
timetable schedule.
4. Web-site http://idd.usm.md
As part of the project the web-site has been created with the main purpose of it being to
meet the growing needs of our society in efficient education by simplifying and extending
the access to educational distance learning resources.
170 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
5. Conclusions
Presently one can evidence a steady development of educational systems based on ICT.
There exist numerous solutions and copyrighted platforms (such as AeL, Prometheus,
Hipermethod etc.) as well as the open platforms, of which Moodle is used the most.
The following questions generally require to be addressed when selecting a platform.
What is the best way to select the most efficient solution for a specific utilization mode?
What should be the principal criteria for selection? What are the risks?
Some of the relevant aspects that have been compared between the two e-Learning
platforms tested as part of the the pilot project at the SUM and where Moodle scored
better than Ael were as follows: platform is open source, it allows operations export /
import for the tests of different formats, allows to plan actions (lectures) which students
can access on particular dates, allows project work as a team, allows discussions,
meetings and consultations in real time in through ‘chat’ tool.
Experimental test runs have been performed by a group of professors-authors of study
units content and tutors for a period of one year for AeL platform and a several months
for Moodle platform. As a result of test runs SUM decided to utilize Moodle. The
decision was made by reference to the following features of Moodle:
1. Scalability. Allows easy expansion of infrastructure in proportion to increasing
subdivisions, participants and educational resources, similar to AeL.
2. Robustness. Stability, availability and security are better ensured in Moodle
compared to AeL. In exceptional cases or refusals Moodle, unlike AeL does not require
the intervention of the author.
3. Ease of use/operation. Both platforms incorporate new technology and are
multifunctional, have a simple and user-friendly interface, which practically does not
require additional training for users who are already using Windows or Linux, with
support of the Wizard type for the complex functions with contextual help incorporated.
But after surveys of teachers and students participating in the test runs of both platforms
the majority of the survey respondents preferred Moodle.
4. The time needed to implement. Moodle allows for fast implementation of the
computer aided teaching, including distance learning. It allows to for easier recoupment
The 4th International Conference on Virtual Learning ICVL 2009 171
of the invested funds, which boils down to the development of educational resources and
operating the system. AeL has an additional high cost of acquisition and maintenance,
compared to Moodle, which is free.
5. Reliability. Moodle has better reliability and operational speed that is constant with
the number of users simultaneously working in the system. Moodle has a better quality
support services that are cheaper compared to that of AeL. Dead / idle time occurred
while testing AeL diminishing its effective use, this implied additional costs for
launching the back up versions of programmed evaluations. No such occurrences
happened during test runs of Moodle. That said, the As the number of tests performed on
AeL was significantly higher.
6. Security. In addition to limiting unauthorized access and unauthorized copying, and
securing against intentional or non-intentional destruction, both systems prevent access to
items and tests, or populations of items from which self-testing and other testing exercises
may be generated. However, Moodle has an advantage of allowing automatic mixing of
order of the responses in multiple choice questions, which makes unauthorized copying
or memorizing the answers in order to transfer information outside the test environment
more difficult.
7. Administration and configuration. Both platforms allow centralised
administration and configuration from the distance without administrators, managers or
system engineers needing to move between each personal computer user. Other
administration features are similar in both platforms. However, AeL charges additional
fees on top of costs of supplier of the platform as well as additional fees for assistance.
8. Access to support. Ease and speed of installation and easy access to support for
Moodle platform are internationally recognised. Being widely used platform Moodle
develops much faster than AeL with operational costs being much lower. Forum on
Moodle allows exchanging the experience and resolving problems quite efficiently. There
are a larger number of Moodle users and specialists, which are available for the exchange
of experience and developed resources, than that of the AeL platform..
AeL platform was found to be better utilized for computer-assisted teaching in local
virtual classes, which are based on local performance networks.
REFERENCES
Books:
Bragaru T. and Capatana Gh. and Craciun I. (2008): Distance Learning: Concept and Terminology. Initiation
Guide. SUM, Chisinau.
Brut M. (2006): Tools for e-Learning. Guide the modern teacher. Polirom (Eds).
Rosca I. Gh. and, Zamfir G. (2002): Informatics Training. Bucuresti (Eds).
Scientific Reports:
08.815.08.04A project (2008). Development and application of innovative methods in distance learning.
SUM, Chisinau.
Web-resources:
AeL, official documentation http://www.advancedelearning.com; http://www.siveco.ro
Moodle, official documentation, http://docs.moodle.org/
Knowledge Communication Programs Design
Ioan Maxim1, Tiberiu Socaciu-Lendvai 2
Abstract
The design of knowledge communication programs presume one strategy of
knowledge presentation, succeeded by a scenario for developing interactive
learning. Many didactic use products in informatics often neglect one of the two
aspects. A conceptual and projective clarification is necessary for doing logical
projects for assisted learning programming, programs that satisfy the defining
characteristics of educational software: correspondence with the programmatic
documents, accuracy and completeness of the content discussed, interactivity,
correspondence with the target population, the feed-back and the formative
assessment, pointing out achieving the objectives and so on.
An attempt to transform into algorithms the learning programs design is late and
harmful; success lies precisely in diversity. Moreover, specific procedural
particularities of different disciplines, the diversity of learning methods and
procedures implemented in the educational software, non-uniformity of contents,
specificity of target population or its samples, impose some very important
projection rules in the design of learning programs practice.
1. Introduction
Constant communication deficit between the segments involved in the learning programs
design, psycho-pedagogy and informatics segments, is being concretized in learning
informatics products for educational use of questionable value and utility.
Undeclared dissensions between the two areas work together with conservatism of the
educational system, sluggish and obsolete, which has facilitated and benefited from the
lack of constructive dialogue between the two segments involved in logical and effective
design of learning programs.
The system reform requires a sinuous way, long and costly, which supposes the
removal step by step of invoked obstructionist elements by the three parts; informatics
and psycho-pedagogy segment, and educational system, which should validate the
efficiency of informatics product for training.
Certification of the final product of the education system is a condition for quality and
efficiency for the informatics product in educational use. Therefore, the design of
The 4th International Conference on Virtual Learning ICVL 2009 173
learning programs can not be disengaged any time from the evolution, from the changes
which regard permanently the national education system and it must be every time
subject of laws which govern the system.
The transit through the last communication knowledge sequences and getting to the
afferent feedback moment marks the beginning of the exercise sequence, for a systematic
summary and the contents activation moment. A side effect of this sequence is to obtain a
measure of the degree of achieving operational objectives and training skills derived and
which can be expressed by the mark.
This way the possibility to have a measure of the efficiency of its work and to build up
a plan for improvement is offered to the students (and teachers), even if only by going
over of the learning program, where the acquired outcome is not satisfactory.
Although there is a very rich literature in this domain, which contains definitions of
these key concepts, none manifested a tendency to unify those different meanings.
This inconvenient has not been an obstacle to rapid progress, theoretically and in
particular, in its application. The accumulated knowledge and the newly introduced
paradigms require, from time to time, reassessment of key terms by the resumption of the
effort to redefine and clarify the concepts.
The comprehensive bibliography makes possible the formulation of a concrete
response to the question: „What is an learning program?”. The notion of educational
software allows the definition of the concept of computer-assisted learning and today is
increasingly felt the need for assimilation of results from artificial intelligence domain,
result which will gradually lead to intelligent systems training.
Intelligence of such training systems is linked to their ability to teach and to adapt to the
requirements, capabilities and to the peculiarity of the student, although it is possible that
soon we can talk about training programs which infer with the own persuasions and with
student’s emotions and which are able to express, in turn, emotions and feelings alike
humans.
The concept of intelligent agent its felt more often usefulness in the design of teaching
programs (Maxim, 2008).
With no unitary concept regarding the definition of the agents, research advance so
rapidly that it can be said that an unitary point of view and an unifying concept is already
shaping, so we appreciate that the domain is heading towards an inevitable international
standardization.
In training programs designing, the agent is often treated as the "attribution and
effect", alternately, according to the learning situation for teacher and student. However,
the concept is substituted to a kernel of informatics product, which manages besides the
elements of scientific content or learning situations, attitudes, behaviors, responsiveness,
experience, feelings of students, action expressed during the process of learning
subordinated by educational software.
The agent defined in this case, as „an entity that guides the process of instruction
directing it to achieve operational objectives”, indicates that it meets one task of training,
causing a change in attitude and behavior for student. In terms of targets, educational
agent exceeds the register act, considered a defining characteristic of the agent’s concept
(„pursuing an action, changes something in the environment” or „Agents act: that is why
they are called agents”) (Maxim, 2008), involved in shaping the student‘s personality,
acting on the attitudinal and emotional register, intrinsic of training.
176 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
An agent can completely control its own actions and its internal status, but the
influence of other agents on his action is achieved by prior changes that they produce on
the environment. Sometimes autonomy is understood in a strict sense, an ability that the
agent has to learn from his experience (Russell and Norvig, 1995).
Educational agent is by definition responsive - perceives and responds to the timely
and appropriately to changes that occur therein, which allows learning programs to make
sequential feedback, is proactive – his actions are not simple reactions to the
environment, but the expression of the ability to exercise behavior orientated towards a
specific purpose, expressed through the action that approaches it to the goal, of achieving
operational objectives that it has established, having in this meaning, its own initiative,
and social – the agent is able to interact with other agents to solve its own problems and
help others in their work, which gives educational software the interaction attribute.
Luck, M. and others define the agents very synthetically, but comprehensively:
"Agents can be defined as computational entities problems solver, autonomous, able to
execute operations in dynamic and open environments" Luck, Mcbumey and Preist,
2001).
If the first part of this definition is compatible with other definitions discussed above,
the second part shows that the interest has moved from the individual systems, stationary,
seen more as tools able to help the man in his activities, towards the situation in which the
power of these computing systems is used to operate in distributed environments,
unpredictable, open and dynamic.
3. Conclusions
Such a system is an educational software, that must interact, must overpass the
organizational predictability limits through the lesson’s project, they must operate
efficiently, in terms of problem-situations that change quickly and dramatically, to attain
operational objectives common to different types of educational agents integrated in the
program of instruction.
REFERENCES
Jennings, N.R., Sycara, K., Wooldridge, M., (1998), A Roadmap of Agent Research and Development,
AAMAS, 1, 7-38.
Luck, M., Mcbumey, P., Preist, C., (2001), Agent Technology: Enabling Next Generation Computing. A
Roadmap for Agent Based Computing, Agent Link II, AAMAS
Maxim, I., Moroşanu, C., (2008), Didactica specialităŃii Informatică, Editura UniversităŃii „Al. I. Cuza”, Iaşi,
2008, pp. 47-49
Maxim, I., (2008), Instruire asistată de calculator, - Working Paper – Teacher Training Department, „Ştefan
cel Mare” University Suceava, www.eed.usv.ro/~maximioan/
Russell, S.J., Norvig, P., (1995), Artificial intelligence: a modern Approach, Prentice-Hall Inc., Upper Saddle
River, NJ.
Shardlow, W.J., (1990), Action and agency in cognitive science, Working paper.
http://www.siveco.ro/press_release_details.jsp?ID=211
Section
TECHNOLOGIES
Technologies (TECH):
• Innovative Web-based Teaching and Learning Technologies
• Advanced Distributed Learning (ADL) technologies
• Web, Virtual Reality/AR and mixed technologies
• Web-based Education (WBE), Web-based Training (WBT)
• New technologies for e-Learning, e-Training and e-Skills
• Educational Technology, Web-Lecturing Technology
• Mobile E-Learning, Communication Technology Applications
• Computer Graphics and Computational Geometry
• Intelligent Virtual Environment
Java in Scientific Computation
An educational approach
Ernest Scheiber
Abstract
The aim of this paper is to emphasize some specific aspects when numerical methods
are implemented in Java like involved programming problems, available resources
and the possibility to extend the application usage in a distribute environment, like
Internet.
1. Introduction
The fifteen years old development programming language Java is used in many projects,
frameworks and products for high performance computing and parallel distribute
computing. The Java technology is improving continuously. Java was designed to meet
the real world requirements of creating interactive, networked programs. It’s interesting
to consult the TIOBE Programming Community index of the popularity of programming
languages (IS1). The index is updated monthly.
Among the present tendencies there are:
• Software as a Service (SaaS) – an application is offered to a client as a collection
of services;
• Platform as a Service (PaaS) – The services are available through some software
and hardware resources, offering scalability. This is known as Cloud computing
and it is a new form of evaluation and of usage of software.
Taking into account these facts, the purpose of this paper is to give a snapshot of the
most relevant tools, frameworks, programming technologies involved in scientific
computing: mathematical resources, java numerical packages, math parsers, graphical
interfaces, web applications, file upload, web services, from the Java perspective.
Mathematical aspects of the numerical methods are presented in Kincaid (1991), Press
(2007), Stancu (2001) but here we are interested in their Java implementation (Landau,
2005, Ritkey, 2000).
Implementing a numerical method, to benefit of the object oriented paradigm it is
preferred to define an interface and implementing classes. We point out two ways to
transfer the input and output data between the user / client and the computing method:
• The input data are formal parameters of a method (as in the Fortran style). When
the data is a user defined function it raised a problem – in Java a method can not
182 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
A consequence of these facts is that Java is a working environment that connects all
the above mentioned products.
5. Math Parsers
A math parser tool allows interpreting a string as a computing expression. Such Java tools
are:
• Java Expression Parser (JEP) – Until the version 2.4.1 this tool was free of
charge. The usual notation of the functions is used. The recognized function
family may be extended dynamically.
• MathEclipse Parser – The package may be used as a Google Web Toolkit (GWT)
module, too. It uses the Mathematica notation of the functions.
6. Graphical Interfaces
The existence of a graphical interface helps the usage of an application. There are
several ways to program a graphical interface, using:
• The java.swing classes from JDK (Java Development Kit – Sun Microsystems);
• The SWT – Standard Widget Toolkit package, developed by I.B.M.;
• The JavaFX declarative language, developed in recent years, by Sun
Microsystems.
An Integrated Development Environment (IDE) simplifies the programming work.
Such free of charge IDE are:
• Netbeans supported by Sun Microsystems.
• Eclipse supported by I.B.M.
7. Graphical Representations
PtPlot and jfreechart are tools whose classes may be easily used to obtain a 2D graphical
image. To represent a function f it is enough to provide the set of coordinates
( xi , f ( xi )) i . VisAD, a more sophisticated package, allows 2D, 3D representations and
animations. These products are open source and free.
184 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
8. Web Applications
We emphasize two models of distribute applications
• Client-server – The server executes the requests of the clients. Between the client
and the server, with the communications based on the http protocol we
distinguish :
o Web application or site – the client is a human. The request is launch
through a browser (Mozilla Firefox, Google Chrome, Microsoft Internet
Explorer, Opera, Apple Safari, etc).
o Web service – the client is a program.
• Dispatcher-worker (master-slave) – The dispatcher program distributes the
computation tasks to the workers and coordinates their activities.
Limiting to the Web applications we enumerate the following technologies:
• Servlet – this is the most basic Java program from the server side (Boian, 2004).
• Java Web Start - based on the Java Network Launching Protocol (JNLP) allows a
desktop application to be used remotely.
• Java Server Pages (JSP) – combines html and Java codes.
For all the above technologies, the server is installed in a servlet container Web server
(apache-tomcat, jetty, Sun Java System Application Server – used by Glassfish, JBoss,
etc.).
A servlet may be included into an OSGi bundle and used through the modulefusion
middleware, that contains the jetty Web server.
If the Web application has a more complex structure then there are a lot of
frameworks that simplifies the management of the components of the application, as well
as the programming: Struts, Java Server Faces, Wicket, Google Web Toolkit (GWT), etc.
GWT uses the Java programming language, but the framework translates the classes into
JavaScript.
9. File Upload
Sometimes the client has to supply a large amount of data to the server (like the elements
of a matrix). The upload problem means to send a file of data to the server. At the server
side the apache-fileupload tool facilitates the programming task to receive the sent file.
At the client side, the file selection and the sending are easily solved by html forms,
apache commons-httpclient package or GWT.
Metro is a framework allows developing a RPC service, both the server side as the
client side. Sun Microsystems and Microsoft jointly test Metro against Windows
Communication Foundation (WCF) in .NET to ensure that Sun web service clients
(consumers) and web services (producers) do in fact interoperate with WCF web services
applications and vice versa. This ensures the interoperability between the Java and the
.NET platforms.
The Jersey project is the reference implementation of JSR 311 (The Java API for
RESTful Web Services). There are two ways to program a client: using the
java.net.HttpURLConnection class from the JDK distribution or the Jersey-Client classes.
The above distribute applications can be installed into the cloud. There are well known
the following Cloud Computing platforms:
• Amazon’s Elastic Compute Cloud (EC2) - reference product but commercial;
• Google App Engine (GAE);
• Microsoft Azure.
We have used GAE. For now GAE has two versions – for Java and Python - and each
contain a local simulator. The product is also free.
mathlib
| |-->client
| | |--> ecalg
| | | |--> impl
| | | | | TangentMethod.java // The implementing class
| | | | ITangentMethod.java // The interface
| | | | DataIn.java
| | | | DataOut.java
import org.junit.*;
import static org.junit.Assert.*;
import mathlib.client.ecalg.*;
import mathlib.client.ecalg.impl.*;
package mathlib.client.ecalg;
import org.nfunk.jep.*;
public class JepDataIn extends DataIn{
private JEP parser=null;
private String var;
public JepDataIn(String var,String expr){
this.var=var;
parser=new JEP();
parser.addStandardFunctions();
parser.addStandardConstants();
parser.addVariable(var,0);
parser.parseExpression(expr);
}
A servlet, RPC or RESTful type service may be built to call the tangentMethod.
The Java code for metro RPC service is
package ecalg.server;
import javax.jws.WebMethod;
import javax.jws.WebParam;
import javax.jws.WebService;
import mathlib.client.ecalg.*;
import mathlib.client.ecalg.impl.MetodaTangenteiWeb;
@WebService()
public class TangentMethodWS {
@WebMethod(operationName = "solve")
public DataOut solve(@WebParam(name = "x") String x,
@WebParam(name = "svar") String svar,
@WebParam(name = "expr") String expr,
@WebParam(name = "eps") String eps,
@WebParam(name = "nmi") String nmi) {
JepDataIn din=new JepDataIn(svar,expr);
din.setX((new Double(x)).doubleValue());
din.setEps(Double.parseDouble(eps));
din.setNmi(Integer.parseInt(nmi));
ITangentMethod obj=new TangentMethod();
DataOut dout=obj.tangentMethod(din);
return dout;
}
}
Trying to find the negative solution of the equation 2 x = x 2 , starting with x = −0.5
we obtain
188 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
REFERENCES
Books
Anisiu V. (2006): Calcul simbolic cu Maple. Ed. Presa Universitară Clujeană. Cluj-Napoca.
Boian F.M., Boian R. F. (2004): Tehnologii fundamentale Java pentru aplicaŃii Web. Ed. Albastră, Cluj-
Napoca.
Kincaid D., Cheney W. (1991): Numerical Analysis.Mathematics of scientific computing. Brooks/Cole,
Pacific Grove, California.
Landau H. R. (2005): A First Course in Scientific Computing. Symbolic, Graphic, and Numeric Modeling
Using Maple, Java, Mathematica, and Fortran90. Princeton Univ. Press, Princeton.
Langtangen H. P. (2008): Python Scripting for Computational Science. Springer, Berlin.
Petcu D. (2000): Matematică asistată de calculator. Ed. Eubeea, Timişoara.
Press W. H., Teukolski S. A., Vettering W. T., Flannery B. P. (2007): Numerical Recipies 3rd Edition: The
Art of Scientific Computation. Cambridge University Press, Cambridge.
Stancu D. D., Coman G. (Ed) (2001): Analiză numerică şi teoria aproximării. Vol. I, II, III, Ed. Presa
Universitară Clujeană, Cluj-Napoca.
Tocci C., Adams S. (1996): Applied Maple for Engineers and Scientist. Artech House, Boston, London.
Internet Sources
Ritkey K. (2000): Java as a Scientific Programming Language (Part1).
www.developer.com/tech/article.php/631151.
Ritkey K. (2000): Scientific Computing in Java (Part2). www.developer.com/java/other/article.php/631281.
(IS1) http://www.tiobe.com/index.php/content/paperinfo/tpci/index.html
(IS2) http://en.wikipedia.org/wiki/List_of_numerical_analysis_software
(IS3) http://en.wikipedia.org/wiki/Comparison_of_numerical_analysis_software
(IS4) http://math.nist.gov/javanumerics
New ways of transforming Drupal from CMS to LCMS
Abstract
There is a constant global effort to improve the e-learning experience. This includes
several aspects, like: new ways of elaborating the educational materials, improving
the new applied pedagogies, but also new paths of assuring and delivering the
educational process.
The present paper is describing a new e-learning tool developed by AltFactor that
plays the role of a Learning Management System. Together with Drupal, the well -
known Content Management System, the result is a complex LCSM that can be used
as an integrated e-learning solution. The solution has been successfully tested on a
group of 40 students, that have studied a two - module Project Management course.
1. Introduction
Even if the paradigm of e-learning has remained unchanged to the same levels since
ancient times, the way the information that should ensure the educational process is
passed from one teacher to his pupils is changing every day.
The mechanism of learning is, of course, the same, but the race to deliver wide –
impact, high – quality, cost – effective training has raised the tools offered by ICT to new
levels that have imposed themselves in the activity of trainers and content developers.
Nowadays, there are at least four main types of actors in the field of e-learning:
e-trainers, e-pupils, content developers and content management system developers, each
of them playing a very clear role.
AltFactor has earned the reputation of content developer, proving a solid experience in
elaborating educational materials for students of different ages: from 6 to 65 years old.
The present paper is revealing the efforts AltFactor has done recently in designing a
complete e-learning solution: developing a LCMS.
applications. It is used all over the world to power government portals, corporate intranets
and extranets, ecommerce sites, nonprofit outreach, schools, church, and community sites.
AltFactor’s solution is based on Drupal, a free and open source CMS written in PHP
that is used for many types of web applications, ranging from small personal blogs to
large corporate and political sites and even front end for some other web application like
CRMs (Client Relations Management), ERPs (Enterprise Resource Planning) or LMSs
(Learning Management System) systems.
One of its main advantages is the modularity that is accomplished by the simplicity of
developing or installing third party or in-house custom - built plug-ins (modules). The
standard release (Drupal core) contains basic features common to most CMSs. These
include the ability to register and maintain individual user accounts, administration
menus, RSS-feeds, customizable layout, flexible account privileges, logging, a blogging
system, an Internet forum, and options to create a classic brochureware website or an
interactive community website.
Because of its modularity, Drupal is also referred to as being a CMF (Content
Management Framework). Although Drupal offers a sophisticated programming interface
for developers, no programming skills are required for basic website installation and
administration.
Drupal can run on any computing platform that supports both a web server capable of
running PHP version 4.3.5+ (including Apache, IIS, Lighttpd, and nginx) and a database
(such as MySQL or PostgreSQL) to store content and settings.
3. AltFactor’s LCMS
AltFactor’s educational platform is based on the Drupal CMS (Figure 1). The starting
point of view was very simple: to be as friendly and lightweight as possible for both user
categories: teachers and students.
The platform is structured in order to ensure a smooth educational process. A teacher
can upload his own courses, monitor the students progress – activity on the platform and
The 4th International Conference on Virtual Learning ICVL 2009 191
grades obtained on the on-line tests, upload bibliographical materials for off-line study,
post messages in the News section or on the Calendar section, send personal messages to
his students and, of course, moderate discussions in the Forum.
A student on the platform can study the courses he is assigned to, view his grades and
his progress, send personal messages and post messages in the Forum.
Other roles are course secretary – for monitoring the educational process, course
administrator and platform administrator – key roles for managing the educational and the
technical aspects of a LCMS.
Only an administrator can create a new course and upload its content to the platform.
After courser creation at least one teacher must be assigned to that particular course. Of
course, it is possible to have more than one teacher assigned to one course.
The next step is to assign the students to the course and to a specific trainer. In this
moment an e-mail is automatically sent to the student with details concerning the course.
If the student ignore this e-mail, or after a period of inactivity on the platform, other e-
mails are sent to the student in order to remind him about his duties.
A teacher, a secretary or an administrator can observe some general statistics and
personal statistics. In the general statistics section reports about a course can be
monitored, like: number of users, SCOs finished, SCOs started, total time spent on the
course.
In the personal statistics section, reports about students can be monitored, like: what
SCOs are finished or not, how many times a SCO has been accessed, the SCORM status
of the SCO, the total time spent inside each SCO and total time spent studying the course.
data is sent both ways in order to record and show the user progress. The Drupal is able to
store data received from the flash to its own database and then send it back when it is
needed (e.g. the student is able to continue the course at the exact SCO when he pushed
the Suspend button and left the training session).
The whole application is encapsulated in a module that can be easily installed – it is
only one click away. At this moment the module is designed only for Drupal version 5,
but it can easily be rewritten for Drupal version 6 if anyone should need it or from
technical reasons. In order to define the whole educational process, this module has to be
installed with another one that defines the notions of class, tutor and student, assessment
reporting & tracking.
The access to the educational content is granted upon the rights granted by the
administrators to certain courses. The user has to enter his unique username and password
only one time, when he is logging on the LCMS. Every user has a unique id, so the
platform is able to report to Drupal different statistics about one user, regarding his
progress: time spent on the platform, time spent on a certain educational material, SCOs
finished, grades or other reports that one tutor may need.
The navigation between the course’s SCOs is ensured by using the SCORM tree or the
previous and continue buttons – if the SCORM package does not hide them, using the
hideLMSUI function. The SCORM is not responsible for the navigation inside the SCO,
only the programmer being in charge to resolve this small scale navigation. Of course,
one solution is to use only one SCO screen.
In order to briefly sum up the functions of the player, we have to mention that the
application is designed to:
• import course packed SCORM 2004;
• upload SCORM packages on the server;
• unzip SCORM packages;
• verify the manifest.xml file;
• save the SCORM objectives values in the Drupal database;
• save the lom (the key words) in the Drupal database.
By choosing Courses from the menu, the user will choose from a list with the courses
he is assigned to, the one he wants to study (Figure 2):
After choosing the course, the user will be able to access the player on another
browser page, where he will be able to study the educational materials available for the
selected course.
If the course has been previously accessed, but not finished, besides the Start button a
Continue button appears so that the student can continue the study from the exact point
where he suspended his training session.
According to SCORM 2004 standard, the player interface is divided into two parts
(Figure 3): the navigational tree on the left and the educational content on the right. The
graphical layout of the player can be easily changed according to the beneficiary visual
identity, while the content interface and graphical layout can be very easy designed and
implemented so they fit the beneficiary needs. For example, for the applications
elaborated in flash, the .swf file that contains the educational application is accompanied
by another .swf file, that defines the graphical user interface. This later file can be easily
modified.
4. Conclusions
This long - distance educational solution is used by AltFactor together with one partner
(an authorized long - life learning provider from the local market) in order to provide
on-line courses for Project Management. Even if the economic crisis has a great impact
on economy and on people’s will to spend money for studying, the clear advantages of e-
learning seem to determine many students to choose this form of instruction that provides
them the much needed diplomas.
194 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Also the funds provided by the European Union through different kinds of structural
financial programs are helping e-learning to develop by providing opportunities to
purchase the necessary hardware infrastructure, to connect to high speed Internet lines,
and then to develop an integrated e-learning solution, with an electronic curricula that
covers the society present and future needs.
For the future, two main actions are planned: to improve the features of our LCMS in
order to provide better services for our partners and clients and to develop more on-line
courses with high impact on the national market in order to improve the educational offer.
REFERENCES
Conference Proceedings:
Beldiman L., Ifrim V. (2007): Coordonate de design pentru conŃinut în instruirea asistată de calculator. In The
South-East European Space In The Context of Globalisation, Bucharest, pp. 397-404, ISBN: 987-973-
663- 535-9
Beldiman L., Comănescu A. (2007): Centru de instruire în sistem e-learning pentru personalul angajat. In A
V-a ConferinŃă NaŃională de ÎnvăŃământ Virtual, ConstanŃa, pp. 65-70, ISSN: 1842-4708
Internet Sources:
http://cursuri.trainingimm.ro
http://drupal.org
http://opensource.adobe.com/wiki/display/flexsdk/Flex+SDK
Management of Knowledge –Base Systems in
Desktop and Mobile Learning Environments
Abstract
The authors present a comparative approach between the user interfaces of
knowledge databases developed for desktop and mobile access, underlying the main
similarities and differences, with the purpose of sustaining sound practices and
increase transfer and accessibility to the mobile arena.
Collaboration is a key element in providing improved performance and quality of
activities both in educational and business settings. As result of the work for
MOBNET-Learning research project, this article explores the dimensions of
building collaborative systems based on mobile technologies as a tool for sustaining
interactive environments that comprises wireless communication technologies and
mobile terminal devices for the real time access to knowledge database.
1 Introduction
Knowledge management (KM) emerged from the world of academia and became a
burning issue for business and technology leaders in the last decade. Although a factor of
improvement, knowledge management has not been largely embraced by organisations.
This paper explores the importance of creating a dynamic management system, not just a
storage capacity for accumulated knowledge, although at times useful. KM enables taking
informed action in previously unencountered/ unknown circumstances. MOBNET-
Learning is a research project developed by “Carol I” National Defence University in
Bucharest in partnership with Advanced Technology Systems, the Research Institute for
Artificial Intelligence of the Romanian Academy and other 2 private companies.
MOBNET-Learning Project explores the potential of knowledge in the mobile learning
environment. In this paper the authors examine the shift to mobile knowledge. In recent
years there has been a major transformation in how formal and informal communication
is disseminated by electronic means and the mobile learning environment is already based
on standards (O’Connel and Smith, 2007).
MOBNET-Learning Project comprises a learning management system and a
knowledge management system (Roceanu et al, 2009).
196 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
are isolated from native access and they can access only Java libraries or the functions of
the virtual machine. The virtual machine contains the Java Runtime Environment that
represents all the standard functions and libraries provided by Java.
Java desktop applications (Java SE) are executed
directly and function similar to any desktop application,
while Java EE Application require an application Server
(JBoss) than acts as a Web server.
3. Mobile browser configured in one column mobile view mode with full screen.
For example we present this figure from a demo knowledge-based decision support
system that Advanced Technology Systems has recently developed.
The best experience can be obtained by removing the application’s title bars and
adapting the content to just one column to allow users to scroll in just one direction.
Sometimes the browser implementation can differ greatly for the same phone model,
depending of the firmware version installed.
-“Keep the URIs of site entry points short”. The web site should be designed with
quick URIs that can take the user to a specific page based on content ID. For example, the
user can access the address http://news.mobi/40652 and be automatically taken to the
article with ID 40652.
-“Provide minimal navigation at the top of the page”. The navigation menu should be
designed in such a way to occupy little space but at the same time provide links to the
most important pages. It is probably best if content is structured hierarchically to provide
the content hierarchy leading to the current page.
-Provide a balance structure between having a large number of navigation links on a
page and the need to navigate multiple links to reach content. Mobile web pages should
include as much content as possible without requiring the user to switch between multiple
pages to find the rest of the information.
-“Provide consistent navigation mechanisms”. Use the same navigation mechanism
across a service to allow users to identify them easier.
-“Assign access keys to links in navigational menus and frequently accessed
functionality”. This would improve the mobile experience and will allow users to enjoy it
with the help of a single key acting as a single click.
-“Limit scrolling to one direction”. This allows the user to experience all the content
of a web page without having to switch in all directions.
-“Avoid large or high resolution images”. If used, images should be resized at the
server. Mobile devices have limited capacities and waiting for a web page to load it is not
a welcomed experience.
-“Do not use frames”. As many mobile devices do not support frames, the web site
becomes inaccessible and the target group is severely and uselessly restricted.
-“Provide informative error messages and a means of navigating away from an error
message back to useful information”. It is always helpful to know that something went
wrong, then to simply get stuck without an obvious reason.
-“Avoid free text entry where possible, and provide pre-selected default values where
possible”. When referring to online mobile tests or evaluations, free text can be replaces
with access keys that point to the correct answer. Also, in designing for small devices,
speech input is a viable alternative for devices too small for extra buttons.
When designing for multiple and dynamic contexts the developer needs to consider
the environmental conditions where the learner activates, to provide enriched user
experience.
5 Conclusions
MOBNET-Learning Project promotes the values and the opportunities that the mobile
technologies can bring to the learning environment and the knowledge communities. The
Project represents an innovative practice-driven approach for the Romanian research area
and aims to become a significant contribution to the implementation of mobile knowledge
management. MOBNET Project develops mobile content and systems that teachers,
202 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
REFERENCES
Abstract
With substantial growth in multimedia technology and increasing availability of
computer systems, there is thrust towards computer-based training, which uses
interactive text, audio, visuals and animation, in a self-paced mode. End-users’ (i.e.,
students’) satisfaction levels have seen a marked improvement with the use of these
modern methods of education technology. The present paper proposes a framework
for integrated e-learning environment. Our system will have advanced e-learning
features like provision for integrating multiple simulators for different subjects,
integrated student performance evaluation system etc. The novelty of our system lies
in the creation of an integrated framework that will cover all the aspects of teaching
activities starting from classroom lecture, laboratory work and final evaluation. An
operational prototype of the system is used in a limited way in a premier
engineering institute and the result is quite encouraging to use the system of
evaluation for a longer duration.
Keywords: e-Learning, Computer based Teaching Tool, Education Technology, Simulator,
Data Warehouse
1 Introduction
There is an increasing use of computer as a teaching tool, especially due to availability of
a plethora of interactive computer based teaching packages that can supplement
classroom lectures. However, for some subjects, laboratory work is an integral part of
classroom lectures – the subject cannot be assimilated without the laboratory work.
Realizing the importance of the hand on experiments as part of a course, recent researches
have focused on integrating simulator or software tool with traditional one-dimensional
computer based teaching tool. Statutor software [1] is an attempt that is designed to
simplify the learning and teaching of statistical concepts, especially those related to
sampling distributions based on sampling from a population. Another such initiative is
Pegasus [2]. This software helps students to visualize laboratory work with a 3-phase
induction motor. Besides the education technology departments of Universities, some
commercial products are also available to facilitate learning of basic principles.
DENFORD Machines & Systems Company has developed CNC Desk-Top Tutor for
understanding the basic principles and developing practical skills in Computer Numerical
Control (CNC) [3]. Network for Inclusive Distance Education [4] has developed some
204 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
interesting interactive learning product like Digital Frog International, Snowbird software
etc. They have taken a novel approach to spread the learning in an interactive way to
disabled students also. One such software is “A Digital Field Trip to the Rainforest”
which offers self-voicing for users who have visual disabilities. In [5] some Interactive
Learning Modules are discussed for Electrical Engineering students which provide
interactive and animated simulations, problem sessions and also online guidance. The
concepts of Virtual Reality are used to design a collaborative environment for easy
understanding of molecular biology, DNA structure etc. for secondary standard students
[6]. In [7] some technical details of providing interactivity (about use of Flash Animation
or JAVA Applets) and some conceptual details of building a learning tool has been given.
In [8] a web based virtual laboratory system is being proposed that pioneers an approach
of using VRML and XML in the building of simulation and animation. An intelligent
multimedia tutoring system has been proposed in [9] for Cardiac Diseases.
Most of the existing e-learning systems are targeted towards very specific and
specialized areas (e.g. 3-Phase induction motor or Computer Numerical Control etc).
The term ‘Virtual Laboratory’ has been used at [8]. The high level aim of our project is
same as [8] but our approach is a more generic one. The present work aims at developing
a framework that consists of simulators for more than one subject (the subjects may vary
from Communication Engineering to basic subjects, like Physics, Chemistry etc) and on-
line teaching and evaluation modules. The simulators are so designed that they will help
students to understand the basic principles of a subject through multimedia aids. Most of
the multimedia tools used in e-learning or web learning packages are high end animations
(JAVA Applet or Flash files) rather than a simulator in true sense. Our simulators provide
more freedom to the user in terms of designing an experiment. The novelty of our
approach lies in its integration and interaction features - a single package enables users to
upload and read lecture slides, to simulate practical demonstrations for different subjects
and to take evaluation using an interactive evaluation system.
The paper is organized as follows. In section 2 an operational overview of our system
is presented. Following the operational overview the system is designed in section 3.
Section 4 states the present status of the system. We pointed out the novelty of the system
in section 5. Finally we concluded in section 6.
2 Operational Overview
Our system operates in three phases to construct and properly use a student model. These
phases are
1. Initialization Phase
2. Running Phase
3. Assessment Phase
These system phases conform to the regular course calendar. The initialization phase
takes place before start of a course. The running phase runs with the course. After the end
of the course, the students’ and teachers’ performances are evaluated in the assessment
phase. The whole operation can be visualized through the activity diagram shown in
Figure 1.
The 4th International Conference on Virtual Learning ICVL 2009 205
The initialization phase mainly concerns with database fill up with curriculum details
and demographic information. A course is broken up into a number of subjects. Each
subject is further classified into chapters or topics and a topic is broken up into some
concepts. As for example a secondary level science course can be divided into subjects
like physics, chemistry, biological sciences and mathematics. Physics can be
disintegrated into topics like optics, magnetism, mechanics etc. The topic ‘mechanics’
includes concepts like free body diagram, inclined plane, momentum etc. The ontology
of a course is defined as shown in Fig. 2. When this ontology will be defined for several
subjects, we can define surmise relationships among the concepts and develop a
knowledge space for a student easily [10]. As shown in Fig. 2 each topic, concept and
question is given a difficulty index. Questions are associated with an expected answer
time also. These difficulty indices are used for assessment of the student. Initially when
the system is installed for the first time, the difficulty indices is assigned a value based on
an assessment made by experienced teachers’.
a video lecture and (or) a slideshow synchronously. The upload module can be used to
upload lecture slide or video lecture. There will be a writing pad in the screen where
students can take notes and can store for future reference.
Fig 3. Baseband signal and its frequency Fig 4. Baseband signal and PWM
Response used in the demonstration Waveform
of PWM
208 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Fig 5. PWM Waveform and its Frequency Fig 6. Baseband Signal, Demodulated
Response Signal and their Correlation
Fig 7. Baseband Signal, PWM Waveform Fig 8. Baseband Signal, PWM Waveform,
and Demodulated Wave Demodulated Wave and their Frequency
Responses
4.2.2. Simulator for Systems Programming
The simulator for system programming is developed to illustrate students the sequence of
actions occurred inside a computer for executing a program. Most of the practical courses
on system programming generally start with 8085-microprocessor programming. The
simulator presents a step-by-step analysis of an 8085 assembly language program
execution. It consists of four modules viz. Editor, Assembler, Loader and Debugger.
Screenshots of each module are shown from fig. 9 to fig. 12.
The editor instructs the user to write an assembly language program or importing a
previously written program. The assembler takes a starting memory address and run a
two-pass assembler program. The user can see Symbol Table or the Error Table from the
assembler. The loader simply loads the object code. Optionally, the user can also relocate
the object code using the Loader. Finally the debugger executes the object code. The user
can also step over through the object code. After execution, the debugger allows the user
to see any memory location, register or system flags. In the next section, the system is
explained with an 8085 Multiplication program.
The 8085multiplication program is shown in Fig. 13. The assembler produces the
object code shown in Fig. 14. Fig. 15 shows the relocation operation by the Loader after
relocating the program from address E000 to 9000. The red circles in Fig. 15 show the
code modifications due to relocation. Finally the Debugger executes the program. The
register values and Flag Values at each step of execution are shown in Fig. 16.
Fig. 16 Register Content and Flag contents at each step of execution and
Memory Content after execution
The 4th International Conference on Virtual Learning ICVL 2009 211
particularly useful for students of under-developed areas where it is not always possible
to construct a high-end laboratory with skilled instructors.
Modular Design: We developed the system in a modular fashion such as any module
of the system can be used independently from the others. So during deployment, any
module of the system can be replaced by a more customized one or new modules (e.g.
simulators for different subjects) can be easily integrated into the system.
6 Conclusions
The present paper aims at merging “e-teaching” with “e-laboratory” – thus making “e-
learning” more effective. The teaching tool will be an interactive audiovisual system,
which will break up the course in a series of lectures, computerized practice sessions and
assignments. The integrated simulator can be used to visualize the operational
environment without a practical laboratory set up. The framework is accompanied by a
personalized student evaluation module that can provide many other useful information
like utility of a course modification, institutional performance etc. An operational
prototype of the system is used in a limited way in a premier engineering institute and we
hope the system will be particularly useful for students of under-developed areas where it
is not always possible to construct a high-end laboratory with skilled instructors.
REFERENCES
Wolfe Robert A. (1991), “Statutor Version1.23 A computer-based teaching tool for statistical concepts”.Available:
http://archives.math.utk.edu/software/msdos/statistics/ statutor/statu123.readme, Accessed on: 29th
March 2006
Avouris N.M. et. al.(2000), “Development and evaluation of a computer-based laboratory teaching tool”
Available:www.ee.upatras.gr/hci/papers/j21_avouris-tselios-tatakis-00.pdf, Accessed on: 29th March
2006
Morozov E(1996), “Implementation of computer based teaching Systems for professional training in
Computer aided engineering” In Proceedings of the ICDED’96
Interactive Learning Tools; Network for Inclusive Distance Education(2006); Available:http://nide.snow.
utoronto.ca/Interactiveindex.html, , Accessed on: 31st March 2006
The 4th International Conference on Virtual Learning ICVL 2009 213
Millard, D.L.(2000), “Interactive Learning Module for Electrical Engineering Education”, In Proceedings of
the Electronic Components and Technology Conference, 2000. 2000 Proceedings. 50th , 21-24 May 2000
Pages:1042 – 1047
Halvorsrud R. et. al. (2004),” Designing a Collaborative Virtual Environment for Introducing Pupils to
Complex Subject Matter” In Proceedings of the third Nordic conference on Human-computer interaction
October 2004
Woolf B. P.(1996), Intelligent Multimedia Tutoring System; Communication of the ACM, April 1996 Vol.
39, No. 4
Shin D., Yoon E., Lee K., Lee E.(2002), A Web based interactive virtual laboratory system for unit
opeartions and process systems engineering education: issues, design and implementation, Computers &
Chemical Engineering, Volume 26, Issue 2, 15 February 2002, Pages 319-330
Chen C., Lee,H. Chen Y.(2005), Personalized e-learning system using Item Response Theory, Computers &
Education, Volume 44, Issue 3, April 2005, Pages 237-255
Dietrich A. et. al., (2006) Current Trends in eLearning based on Knowledge Space Theory and Cognitive
Psychology Available at: www.research-it.at/ ~ac18008a182527705af0348c10147878d887feb,, Accessed
on: 15th July 2006
Biswas P., Ghosh S.K. , An Universal Assessment Methodology for Evaluating Students' and Teachers'
Performance in an Academic Institute, Proceedings of International Conference on Cognitive Systems
(ICCS ’05), Available at : http://www.niitcrcs.com/iccs/papers/2005_73.pdf , Accessed on 24th July 2007.
A Multilingual Virtual Environment for Shoe Design Training
Abstract
The objective of this paper is to present a virtual environment developed for shoe
design training in English, Romanian, Turkish and Greek. http://www.
vtcforshoedesign.com is a virtual training tool as a product of LdV projects under
LLP program. The virtual training centre is a good example of the development of
innovative practices in the field of vocational education and training, which is One
of Leonardo da Vinci General Objectives. The virtual training tool aims to improve
the Quality of VET systems and practices by contributing to “Learning to learn”,
which is one of Lisbon Key Competences. The paper displays how the developed
content has been transferred to the virtual environment with visual aids. The paper
focuses on the multilingual aspect of the modules within the virtual environment.
1. Introduction
Virtual reality can be defined as a technology allowing a user to interact with a computer-
based environment which may consist of a simulation of the real world or an imaginary
world. Many of such virtual environments are based on audio and visual experiences
reflected on computer screens. These environments can have additional properties with
simulations. These simulated environments can be very similar to the real world. Myron
Krueger used "artificial reality" as term in the 1970s, but the origin of the term "virtual
reality" can be traced back to the French playwright, poet, actor and director Antonin
Artaud. Artaud described theatre as "la réalite virtuelle", a virtual reality "in which
characters, objects, and images take on the phantasmagorical force of alchemy's visionary
internal dramas" [1]. The earliest use cited by the Oxford English Dictionary is in a 1987
article entitled "Virtual reality" [2]. Michael Heim [3] identifies seven different concepts
of Virtual Reality: simulation, interaction, artificiality, immersion, tele-presence, full-
body immersion, and network communication. To Heim, virtual reality already exists and
he deigns to communicate to us via the dead tree medium of books. So strap on your
virtual eye phones and open the covers and prepare yourself for a roller coaster ride
through the labyrinths of hypertext and cyberspace. Heim also identifies the main points
that distinguish our external reality from virtual reality? His answer is 1) natality (we are
born), 2) mortality (we die), and 3) temporality (we remember past happenings). These
limits, he says, "impose existential parameters on reality, providing us with a sense of
The 4th International Conference on Virtual Learning ICVL 2009 215
rootedness in the earth (a finite planet with fragile ecosystems)." I would agree with him,
except I consider the earth to have a robust ecosystem, to be a robust planet, not a fragile
one.
In the report “Studies in the Context of the E-learning Initiative: Virtual Models of
European Universities”, a key concern was how virtual mobility is being supported in
European universities through ICT integration and e-learning [7]. The study found that
the majority of universities face major challenges in promoting ICT integration. ICT
strategy is very important and those universities that have an ICT strategy are
significantly ahead in integration of ICT in administration and organisation and
networking. Integration of ICT and e-learning is politically important in the EU in terms
of internationalisation and globalisation of education, student demand and interest in
increasing the quality of education through ICT. At the national level, integration of ICT
should become a key priority with national and regional institutions making a
commitment to ITC and the development of networks. There must be increased national
flexibility with a commitment to support common standards of quality and assessment
and to develop national and international metadata standards.
VTC-Shoe is the title of the product, which is the main training tool developed. The
product is financed by the Executive Agency (EACEA) in Brussels under LdV
Development of Innovation program. The product has been produced in English and then
transformed into the native language of each partner. Each flag in this part represents the
language version of the tool. The tool is accessible only through membership by getting a
user name and password. The buttons of the content are for Address Database, which is
the list of the addresses of the footwear related companies in each country. Lessons have
been formed according to the common curriculum developed before the start of lessons.
This section consists of four parts as well as the Introduction to VTC, Approach and
Methodology used in the development of the content.
The 4th International Conference on Virtual Learning ICVL 2009 217
Part I covers the lessons related with foot focusing on the knowledge on foot anatomy
and biomechanics applied to footwear design and pattern making. Part II is about
footwear. It covers the lessons about materials used for footwear products, footwear
structure, functions and classification criteria, lasts for footwear industry, footwear
technology and technological allowances for pattern making. Part III consists of the
lessons related with measurements and tools used in footwear design. The main topics are
foot anthropometrics, measurement systems and tools for pattern making. Part IV covers
the lessons related with design and pattern making:
The button Tests includes the tests developed for the assessment of each lesson based
on an interactive approach. Animations and Videos are the section that includes movies
and animations classified according to the lessons:
218 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Design Collection includes the designs made by the trainers and trainees. Press News
is the section to serve the dissemination activities of the product through printed or visual
media. The trainee can be in contact with the trainer or the product developer by using the
contact form and can have access to useful links.
Figure 6: Romanian version for Step 2: Draw the girth’s reference line
(3D Modeling of the Loafers)
The 4th International Conference on Virtual Learning ICVL 2009 221
Figure 7: Turkish version for Step 3: Mark the height of the quarter
(3D Modeling of the Loafers)
Figure 8: Greek version for Step 4: Draw the auxiliary line for back part of the quarter
(3D Modeling of the Loafers)
6. Conclusion
VTC-SHOE is a multi-lingual virtual environment in which the shoe design training is
served in English, Romanian, Turkish and Greek according to the curriculum developed
for this purpose up to intermediate level. As a training tool, the curriculum is in accord
with the approach, methodology and techniques required for virtual training. As it is
accessible by anyone who has membership or permission, anyone who is interested in
222 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
shoe design training can benefit from this training tool. The audio and other visual aids
contribute to its attractiveness for a trainee or trainer in this field. In addition, the
animations, quizzes and design collection can further contribute this tool to become more
attractive and effective in training.
Since this training tool is in English, Romanian, Turkish and Greek version, it can
help its scope and effect as a training tool internationally. In this way, it can be
transferred to similar fields such as furniture, textile, air conditioning etc. The approach,
methodology and techniques used in this training centre can be used as a model in
developing and improving other training programmes in particular in the area of new
information technology applications in related sectors.
The VTC-SHOE will establish networks of people who are engaged in footwear
business and training. Thus, it will support the entrepreneurial community, including
small and medium businesses, through collaboration and community support. The
mission of the VTC-SHOE should be to support economic development by facilitating
footwear design training that empowers socially and economically diverse people to
strengthen and sustain growth opportunities in existing businesses or in the planning and
marketing of a start-up business.
REFERENCES
[1] Erik Davis, Techgnosis: myth, magic and mysticism in the information age, 1998
[2] Garb, Yaakov (Winter 1987), "Virtual reality", Whole Earth Review (57): 118ff.
[3] Michael Heim The Metaphysics of Virtual Reality, Published by Oxford University Press, 1993.
[4] Bricken, M., "Virtual Reality Learning Environments: Potentials and Challenges." Human Interface
Technology Laboratory, University of Washington, Seattle, WA: 1991.
[5] Şahin M., Bilalis N., Yaldız S., Antoniadis A., Ünsaçar F., Maravelakis E., (2007): Revisiting CNC
Training–A Virtual Training Centre for CNC. EPVET 2007: International Conference on E-Portfolio
Process in Vocational Education, Present and Future, 2-3 May 2007, Bucharest, Romania
[6] Şahin M., Yaldiz S., Ünsaçar F., Yaldiz B., Bilalis N., Maravelakis E., Antoniadis A. (2007), Virtual
Training Centre for CNC: A Sample Virtual Training Environment, ICVL 2007: The 2nd International
Conference on Virtual Learning, 26-28 October, 2007, Constanta, Romania
[7] Ramboll, PLS, (2004): Studies in the Context of the E-Learning Initiative: Virtual Models of European
Universities (Lot1). Draft Final Report to the European Commission, DG Education and Culture.
Available At Http://Elearningeuropa.Info
Educational software for the simulation of virtual dynamical
systems
Abstract
In this paper some aspects regarding the implementation of the control algorithms
for virtual processes are presented. Virtual reality represents an easy approach to
study the behaviour of the process. Using virtual reality one can achieve knowledge
about the influence of the input and the output signals on the dynamical systems.
Along the implementation of the virtual system it is necessary to do a solid
modelling of all essential aspects of the real process. However, the virtual system is
included into a control loop. Also, the actuator of the control loop is a virtual system
and it can be servomotor, DC motor or step by step motor. The behaviour of the
virtual actuator is based on the mathematical models or the static characteristic. To
achieve compatibility between virtual systems and real systems it is required a card
acquisition for the signal’s adaptation. This educational software has two
advantages. Firstly, when using the card acquisition, the virtual approach is very
similar to the real one. In the virtual approach the control of the virtual system is
made with electrical signals. Secondly, it is possible to analyze the system when
reaching its limits.
1. Introduction
Virtual reality is an artificial environment that is created with software and presented to
the user in such a way that the user suspends belief and accepts it as a real environment.
The simplest form of virtual reality is a 3D image that can be explored interactively at a
personal computer, usually by manipulating hardware interfaces (Kovach, 1997;
Peterson, 2001).
A VR application is made of different components (Burdea and Coiffet, 2003; Vince,
2004) which can be described as:
a) The scene and the objects. The scene corresponds to the world in which the
objects are located. VR contains lights, viewpoints and cameras. The objects have a
visual representation with colour and material properties.
b) Behaviours. The objects may have behaviours (Willans, 2001). For instance, they
can move, rotate, change size and so on.
c) Interaction. The user must be able to interact with the virtual world and its objects.
For instance, a user can pick up some objects or he can drag an object. This may be
224 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
achieved by means of a regular mouse and keyboard or through special hardware such as
a 3D mouse or data gloves (Vince, 2004).
d) Communication. Nowadays, more and more VR applications are also collaborative
environments in which remote users can interact with each other. To achieve this,
network communications is important.
e) Sound. VR applications also involve sound. Some research has been done over the
last 20 years in order to simulate sound in VR application. In this paper, the modelling of
the sound will not be addressed.
The developing of the different components of a VR application is not an easy task
and during the last twenty years, a number of software tools have been created to ease the
developer's task. These tools can be classified into authoring tools and software
programming libraries. Virtual reality can be used for the simulation of a real
environment in training and education and for the development of an imaginary
environment in a game or interactive story.
The most important applications of the virtual systems are those used for training
flight pilots, drivers and ship commanders (Wolffelaar and Winsum, 1995). Besides the
basic training, the simulators can be used for training in risky situations that cannot be
exercised in real life. This paper contains educational virtual processes used for system
analysis and synthesis of the command. The connection between the virtual process and
the control computer is done using a hardware interface. In this way system analysis and
system control are identical with the real system from the user’s point of view.
C C
x&1 = − m ⋅ x1 + x 2 + m ⋅ u
x& = − k ⋅ x + k ⋅ u
2 m
1
m (3)
y = x1 ,
Where x1, x2 represent the state variables, u – the command, y – the output, and m,k, C
- the same meaning as in equations (1) and (2).
Actuator modelling
The actuator amplifies the power of the control signal. In many situations actuators are
dynamical systems. The most known actuator is the DC motor. If the process is described
by time constants greater than the DC motor ones than these are approximated with the
help of input-output static characteristic.
In this paper the following types of actuators are used:
• the DC motor;
• the real servomotor;
• the ideal servomotor.
The DC motor has the mathematical model [13] described by the following set of
differential equations:
& R K1 1
i = − L ⋅ i − L ⋅ ω − L ⋅ u
ω&= K 2 ⋅ i − Fa ⋅ ω − 1 ⋅ m
J J J (4)
where:
ω – the rotor speed [rad/s];
i – the intensity of rotor current [A];
The 4th International Conference on Virtual Learning ICVL 2009 227
The real servomotor is a device that has a linear transfer characteristic but with a finite
rise time. This means that the output follows the input, but with a delay. If the input
varies, the output will have a linear evolution until it reaches the size of the input (figure
no.3).
Figure3 Figure 4
The ideal servomotor is the particular case of the real one, where the rise time is
infinite. In this case the output is equal to the input applied to the actuator: ue(t)=ui(t).
This ideal servomotor is used because the transfer function of the process can be
identified directly from data set obtained from the virtual system.
Data processing
The methods of automat data processing resulted from conducting the experiment will
determine the real and the imaginary part of the transfer locus. Using the nonparametric
representation of the system (transfer locus) the amplitude A(ω)= |G(jω)| and the phase
ϕ(ω)=arg(G(j)) can be determined.
The function of partial polar correlation [4] defined for [0 T] will be used as the
method for determining the transfer locus.
T
1
T ∫0
R yu (τ ) = ⋅ yt ) ⋅ u (t + τ )dt (5)
where u(t) and y(t) are the virtual system (car suspension) input and output respectively.
If the input signal u(t) is a sinusoidal one, the partial polar correlation function will
T
1
⋅ Ai sin [ω (t + τ )] ⋅ Ae sin(ωt + ϕ ) dt
T ∫0
be: R yu (τ ) = (6)
The real and the imaginary parts will be computed for the following values of the τ :
For τ =0 the equation (6) will be
The 4th International Conference on Virtual Learning ICVL 2009 229
Ai2
R yu (0) = ⋅ Re G ( jω ) , (7)
2
And for τ =T/4 the equation (6) will be
Ai2
R yu (T / 4) = ⋅ Im G ( jω ) . (8)
2
System identification
In the following, the steps used for computing the real (equation 7) and imaginary
(equation 8) parts of the hodograph will be presented:
• generating the sinusoidal input signal with the frequency chosen from the
frequency vector
• computing the output corresponding to the sinusoidal input signal
• using equation (7) the correlation function will be computed in order to obtain
the real part and using equation (9) the correlation function will be computed in
order to obtain the imaginary part.
The hodograph and the amplitude-frequency characteristic obtained using the
educational software for dynamical systems analysis will be presented in figure 6.
230 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
5. Conclusions
In this paper a virtual process connected with an embedded computer through an
acquisition card was presented. The virtual reality offers many advantages for system
analysing and for the control low synthesis. In order to approximate the real process, the
models for the car suspension and for the DC motor were also obtained. In the end of the
paper a case study is presented. This case study consists in frequency analysis of the car
suspension system.
REFERENCES
Burdea, G.C., Coiffet, P. (2003): Virtual Reality Technology, Wiley-IEEE Press ISBN: 0471360899.
Coninx, K., De Troyer, O., Raymaekers, C, Kleinermann, F. (2006): VR-DeMo: a Tool-supported Approach
Facilitating Flexible Development of Virtual Environments using Conceptual Modelling, Proc. of Virtual
Concept 2006 Cancun, Mexico, Springer-Verlag, ISBN 2-287-48363-2.
Kovach, P. J. (1997): The Awesome Power of Direct3D/DirectX, Softbound.
Peterson M. T. (2001): 3D Studio MAX FUNDAMENTE, Ed. Teora.
Puscasu Gh., Stancu Al. (2001): "TEHNICI DE IDENTIFICARE A SISTEMELOR. Teorie si aplicatii",
Bucuresti, MATRIX ROM; 260 pag. ISBN 973-685-159-1
Vince, J. (2004): Introduction to Virtual Reality. Springer, ISBN 1852337397.
Voicu M. (1986): Tehnici de analiză a stabilităŃii sistemelor automate, Editura Tehnică, Bucureşti.
Willans J. and Harrison M. (2001): A toolset supported approach for designing and testing virtual
environment interaction techniques. International Journal of Human-Computer Studies, 55(2): 145-165.
Willans, J. (2001): Integrating behavioural design into the virtual environment development process. PhD
thesis. University of York, York, UK.
Wolffelaar PC, Winsum V. (1995): Traffic simulation and driving simulation – an integrated approach, In
Proceedings of the Driving Simulation Conference (DSC’95), Toulouse, France.
Development Interactive Courses of Education in Microbiology
Based on E-Learning System Applying
in Technical College of Yambol
Abstract
The purpose of the article is to represent the results of the development interactive
courses of education in Microbiology based on virtual learning environment. The
virtual learning environment has been created using Moodle software platform
and has been implemented in many different disciplines in Technical College of
Yambol. The advantages of this way of education is the unlimited access of the
training materials in convenient of the learner time, as well as the interactive
method of acquiring the knowledge’s in form of test or by creation of multimedia
presentations.
The performance of virtual study environment allows improving the efficiency of
the learning.
1. Introduction
The rapid development of information and communication technologies (ICT), especially
the recent explosive growth of Internet capacities, offers tremendous educational
opportunities. The future growth and development of e-learning technologies is, perhaps,
the most important of these trends in the realm of education. In fact, e-learning in
particular is slowly being accepted as one of the criteria of a progressive, innovative, and
leading higher educational institution. The Internet has created a new paradigm of
learning which can allow teachers and students to teach and learn collaboratively via web-
designed courses (Al-Fadhli, 2009).
The development of information technologies has contributed to growth in online
training as an important education method (Fazlollahtabar and Yousefpoor, 2009). New
developments in information and communication technologies (ICT) to support learning
have brought about increasing interest by both academic and non-academic institutions in
e-learning. These developments in ICT are principally multimedia and the Internet with
its World Wide Web. Interest in ICT supported learning is also fuelled by the associated
(expected) cost reduction and easy expansion of education to the increasing and flexible
market that is difficult to reach by traditional delivery (Abel Usoro & Bridget Abiagam,
2009).
232 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
tests, etc, all residing in a week-by-week block. The Social format is built around a forum
(bulletin board), which is good for announcements and discussions. The Topic format
organizes everything by topics (or units); regardless of how long they take. Our courses
are in topic format. They are used for e-learning by our students, who use the resources of
their home PCs by logging into http://tk.uni-sz.bg/e (Nedeva, 2005). The online training
environment enables learners to undertake ‘any time, any place’ customized training.
Moreover, information technology allows both trainers and learners to be decoupled in
terms of time, place, and space (Fazlollahtabar and Yousefpoor, 2009).
The Lessons module is exactly that – lessons you develop and post online for your
students to navigate. Questions at the end of each page in a lesson can be multiple choice,
true/false, short answer, numerical, matching, and essay. As an example, to create a
question page you would decide on the type of question, give the page a title, add page
contents (for example, ask the question), provide the answer(s), include feedback to be
displayed depending on the student's answer, and also supply a "jump," to where the
student should go next depending on the answer given (Branzburg, 2005).
The lessons of Microbiology are separated by topics (Figure 1.). After every new topic
the quiz took place. Each quiz includes materials of one or several themes. Questions are
stored in categories for easy access, and these categories are "published" that make them
accessible. Quizzes are automatically graded, and can be re-graded if questions are
modified. Quizzes can have a limited time window outside of which they are not
available. Quizzes can be attempted multiple times, and can show feedback and also the
correct answers, if they are in adaptive mood. Quiz questions and quiz answers are
shuffled (randomized) and that option reduces cheating. Questions allow HTML and
images to be included. Full activity reports for each student are available with graphs and
details about each module. A database of questions has been created and can be used and
re-use in different quizzes (Figure 2.).
Figure 2. The screen shot of the Microbiology resources – available quizzes, created
after each topic
234 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Figure 3. The screen shot of the Microbiology resources – question from the quiz,
adaptive mood with the correct answer, after submission of student choice.
Moodle has revolutionized the learning process, by offering an advanced and user-
friendly solution for encouraging the collaborative work of students and teachers. It
comes with a toolbox full of online teaching techniques that facilitate and enhance the
proven teaching principles and traditional classroom activities. The philosophy behind
Moodle states that through an accent on collaborative learning, students get better
motivated to engage themselves in the training process (http://www.ntchosting.com/
elearning-web-hosting.htm).
Moodle allow reader and student to have full view of complete report activity of the
student for each of the items. The reader can use many new techniques and web-resources
(images, links, videos and etc.) to make the unit lessons more attractive to the students
and enough visual, demonstrative, to give illustrative examples, where is considered
necessary (Figure 4).
The student’s attending the course of Microbiology also have the possibilities to make
their own presentations that are published in the e-learning virtual environment and in
that way to take feedback from the reader and their collegians.
The new features that we implement in this course are described bellow (Marcais,
2009).
One of the major changes is that Moodle now uses a set of Roles throughout its
system. Roles are mostly managed and maintained by your system administrator, but as a
teacher, you do need to know the basic concept of the roles. A role is basically a
collection of permissions defined for the whole site that you can assign to specific users
in specific contexts.
The 4th International Conference on Virtual Learning ICVL 2009 235
For example, you may have a Role called "Teacher" that is set up to allow teachers to
do certain things (and not others). Once this role exists, you can assign it to someone in a
course to make them a "Teacher" for that course. You could also assign the role to a user
in the course category to make them a "Teacher" for all the courses under that category,
or assign the role to a user just in a single forum, giving that user those capabilities just in
that forum. Roles can only be added to activities by editing the activity after it has been
created.
One of the nice new enhancements to Moodle, is that you can now see exactly
what your students see when they log into your course! To do this, look at the top right
corner of your course. Using the choices from the drop-down menu, you can switch
temporarily to another role.
The roles available are the same as the roles that you are allowed to assign to people.
Your Moodle administrator can make additional roles as needs arise on your Moodle
system. Any of the permissions given to users in the Moodle system can be added or
removed from these custom roles. For example, in our system… we have created a role
called “Student – No Time Limit on Quizzes” or “student_notimelimit” for short. This
role is identical in every way to a normal student role… EXCEPT… it has been set to
ignore any time limits placed on quizzes. This means that if you have any students with
learning disabilities who need extended time on their quizzes, you can simply set their
role in your class as a “student_notimelimit” rather than as a “student”. Then, every time
they take one of your quizzes… they won’t be timed, even if you have a time limit set for
the other students. The possibilities for custom roles are extensive, and certainly add a
huge level of flexibility to the Moodle system.
236 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
The Backup section now allows you to choose not only the type of activity you want
to backup but you can also choose between individual activities as well. All you have to
do is choose the individual activity you want, decide if you want to include the user data,
and then you can back up your course as usual. The great thing about this enhancement is
that now you know exactly what is being archived! Likewise, when you restore a course,
you will have the option of exactly which activities you wish to restore to your course.
When you use the Import Course Data link, you will also have the option to import
items on an activity-by-activity basis. This makes it much less confusing when you’re
trying to transfer information between two classes.
This page allows you to remove user data from your course, while retaining any
activities and other settings you may have implemented in your course. Types of user
data you can remove include: Students, teachers, course events, logs, and/or groups. You
can also reset the course start date. Also, you have the option to remove posts and/or
subscriptions from any forums created in your course. USE CAUTION when using this
feature, because once you click the “reset course” button, your user data from the course
is gone for good!
The link in the Administration block that was previously named “logs” has changed its
name to “Reports”. There are now additional features available in this section. The
reports page is divided into four boxes, or sections.
The top section entitled “Choose which logs you want to see:” is almost identical to
the previous version. However, you can now also narrow your results from the “all
actions” dropdown menu by type of action (view, add, update, delete all changes). You
can also choose how your results will be displayed (Display on page, download in text
format, download in ODS format, or download in Excel format).
The second section has a link for “Activity Report”. When you click on this link,
you’ll see a summation of all the activity in your course. The third section lets you run a
participation report. Here, you can choose an Activity Module, a period of time to
“Look back”, which users to show, and which actions to show.
The final section has a link for “Statistics” (if this is replaced by the phrase “Statistics
is not currently enabled” this means that your administrator hasn’t activated this feature).
When you click on the “Statistics” link, you will see graphs and tables which show how
many hits there have been on various parts of your site during various time frames.
In Moodle 1.8, the concept of Groupings is introduced: a way of organizing various
groups in a hierarchical structure. While this approach may prove to be more powerful,
using groups is no longer as intuitive. For example, a teacher teaches four sections of the
same class. The teacher could have 4 groupings (i.e. one for each section). Within those
sections the teacher could assign various students to various groups within the groupings.
Another great advancement is that students may now belong to multiple groups.
To add students to a group, the teacher must follow these steps: Create a grouping;
Create a group in the grouping; Assign users to the group.
After you’ve created your groups, you’ll be able to edit them by using the various
buttons.
One of the huge enhancements to Moodle is that it now supports blogs. Blogs allow
students, teachers and administrators to have a public web log. This online journal has
various settings to control who can read them. Every user can create their own blog by
The 4th International Conference on Virtual Learning ICVL 2009 237
going to their profile page (by clicking on their name, anytime it appears on a Moodle
page as a hyperlink). Once you are at your profile, notice that there is a tab called “Blogs”
at the top.
If you made your blog entry only visible to yourself… no one else will be able to see
it. If you made it visible just to anyone on the site… people will only be able to view your
blog if they’re already in the Moodle system. However, most people want to find a way to
share their blog with people outside of their Moodle system. To do this, your entries must
be set to be available to “Anyone in the world”. world”. Once that is done, you can
generate RSS feeds for your blogs. There are basically three types of blogs you can view
in Moodle... a user blog, a course blog and a site blog.
The Database activity allows the teacher and/or students to build, display and search
a bank of record entries about any conceivable topic. The format and structure of these
entries can be almost unlimited, including images, files, URLs, numbers and text amongst
other things. You may be familiar with similar technology from building Microsoft
Access or Filemaker databases. One useful way to use activity in a classroom would be to
use it as a student portfolio area, where students could share their work.
4. Conclusion
Moodle is a Course management system (CMS) - a software package designed to help
educators easily create quality online courses. Such e-learning systems are sometimes
also called Learning Management Systems (LMS) or Virtual Learning Environments
(VLE). It has been designed with pedagogy in mind and fully supports different learning
styles (face-to-face, blended and e-learning). It has a comprehensive feature set covering
all types of content ranging from basic documents, RSS feeds and videos via different
types of assessments (formative and summative) to forums, questionnaires and blogs.
Moodle fully supports student management, course and curriculum management
(http://www.synergy-learning.com/moodle/).
Creation the virtual learning environment in the College has positive influence on the
prosperity of the students, due to the more interesting and useful materials that are
offered. E-learning encourages the collaborative work of students and teachers and
overcomes the shortcomings of the traditional forms of learning. The online teaching
techniques facilitate and enhance the proven teaching principles and traditional classroom
activities. Students are more satisfy from the evaluation of their knowledge’s, because the
factor of subjectivism is missing. It has been registered that students get better motivated
to engage themselves in the training process.
REFERENCES
Abel Usoro & Bridget Abiagam University Of The West Of Scotland, Paisley, United Kingdom, Providing
Operational Definitions to Quality Constructs for E-learning in Higher Education, е-Learning Volume 6
Number 2 2009 ISSN 1741-8887 http://www.wwwords.co.uk/elea/content/pdfs/6/issue6_2.asp#1
Al-Fadhli, Salah Kuwait University, Kuwait Instructor Perceptions of E-learning in an Arab Country: Kuwait
University as a case study, е-Learning Volume 6 Number 2 2009 ISSN 1741-8887,
http://www.wwwords.co.uk/elea/content/pdfs/6/issue6_2.asp#1
238 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Branzburg, Jeffrey, (Aug 15, 2005), How To: Use the Moodle Course Management System,
http://www.techlearning.com/story/showArticle.jhtml?articleID=168600961.
Fazlollahtabar Hamed, Yousefpoor Narges, Cost Optimization in E-learning-Based Education Systems:
implementation and learning sequence, Mazandaran University Of Science & Technology, Babol, Iran,
е-Learning Volume 6 Number 2 2009 ISSN 1741-8887,
http://www.wwwords.co.uk/elea/content/pdfs/6/issue6_2.asp#1
http://moodle.com/?moodlead=moodle.general
http://www.synergy-learning.com/?moodlead=synergyie.courseware
http://www.synergy-learning.com/moodle/
http://www.ntchosting.com/elearning-web-hosting.htm
Marcais, Tom Moodle – Upgrading from version 1.5.3 to 1.8 Important Changes for Teachers,
https://moodle.sbc.edu/mod/resource/view.php?id=8088
Nedeva V., The Possibilities of e-learning, Based on Moodle Software Platform, Trakia Journal of Sciences,
Vol. 3, No.7, pp 12-19, 2005.
Nedeva V., P. Prodanov, Zl. Ducheva, D. Nedev, Moodle Lesson Activity In Measuring The Hardness Of
Materials, Trakia Journal of Sciences, Vol. 4, No. 4, pp 20-27, 2006, pp.20-27
Nedeva V., E-learning – a condition to increase the quality of education, International Scientific Conference
The Educational Policies Of European Union, Yambol, 18.05.2006, стр.94-102
Williams, Bryan, (Sep 1, 2005) Moodle 1.4.3 For Teachers &
Trainers,http://moodle.org/file.php/29/English_Manuals/Moodle_1.4.3_For_Teachers_and_Trainers.pdf
Advantages of the Web-Based Training for the Increasing Quality
of Preparation and Self-Preparation of Students from the
Specialty “Food Technology”
Abstract
The report represents the results of implementation e-learning based lessons and
quizzes in the education of students in Technical College of Yambol, Bulgaria. The
e-learning is a way to use networking technologies that allow to access the training
materials at any possible time, permit interacting with the training environment in
convenient for the user time, that lead to improving self motivation and the
effectiveness of acquiring knowledge’s. The area of e-learning study in Technical
College of Yambol included courses in Informatics, Programming languages,
Information technology, Common and General Chemistry, Biochemistry,
Microbiology, Ecology. The results of our investigation show that the performance
of e-learning system is the reason for improving the effectiveness of the education,
as well as improving the motivation among students and teachers have been
registered.
1. Introduction
The education and possibility of acquiring different competences must be available, not
only in the range of the compulsory education, but also after the beginning of an active
social life, if possible, without taking too much time from the professional, social and
personal activities. These educational tendencies, in particular for University education,
are imposed, because of the need of active involvement of the educational institutions in
the development of the European educational and scientific space; the demographic
characteristics of the students; the expanding globalization and stronger competition in
the area of educational services, especially with the introducing of the electronic and
distant learning. The implementation of Bologna strategy the EU's efforts should be
directed to unification in 2010 to educational programs in all EU member states (short
training courses, BA, MA, MD ect.). That means to develop and coordinate flexible,
modernized curricula in all areas, which to correspond to the requirements of the labour
market, and quality assurance systems (Furtunova, 2009). This demands the integration of
classic and modern educational models and establishment of new ones that can give
opportunity not only of acquiring knowledge and skills in a modern environment, but also
to develop intellect and social skills to the students, alter the accent of the education,
240 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Figure 1. The Topic format of organizing, compulsory subject Microbiology, the lessons
and test are organized by topics (or units), regardless of how long they will take
The 4th International Conference on Virtual Learning ICVL 2009 241
The e-learning materials are base for raising the quality of learning; it forms a
permanent interest in the students towards the studied subjects. The study materials in
the self-training modules are developed and approbated (Figure 1). Tests and glossaries
are also created in the college system of e-learning for the following subjects: General
and Inorganic Chemistry, Biochemistry, Microbiology and Ecology.
There are three different formats for the class (course) – Weekly, Topic, and Social
(Nedeva, 2005). The weekly format organizes the class into weeks, with assignments,
discussion boards, tests, etc, all residing in a week-by-week block. The Social format is
built around a forum (bulletin board), which is good for announcements and discussions.
The Topic format organizes everything by topics (or units), regardless of how long they
take (Figure 1.). Our courses are in topic format. They are used for e-learning by our
students, who use the resources of their home PCs by logging into http://tk.uni-sz.bg/e-
learning/.
Quiz module allows the teacher to design and set quiz tests (Figure 2). Each question
has a category. When you create a new question, it is stored in the category you select. To
create a new question, you must select the type of question you want from the pull-down
menu. You have the option of adding, which includes: Multiple choice questions;
True/False questions; A short answer question; A numerical question; Matching question;
Description question; Random set; Random short answer; A special embedded question
(Cloze). These questions are kept in a categorized database, and can be re-used within
courses and even between courses. Quiz module includes grading facilities (Nedeva,
2005).
The Glossary offers the opportunity to create and maintain a list of definitions and
terms that are specific to the content of the given area of study. The Glossary can be
The 4th International Conference on Virtual Learning ICVL 2009 243
separately for each lesson or thematic to the all area of the study subject. The students can
be searched or browsed in many different formats (Figure.3). It is possible to
automatically create links to these entries throughout the course.
Our considerations to choose the MOODLE are based on:
• First, this is Modular Object-Oriented Dynamic e- Learning Environment.
• Second, it includes large community of programmers and users;
• Licensed under GPL;
• Translated into 60 languages (incl. – Bulgarian).
Its build up by 9 modules, which could be extended and enlarged; compatible with
large number of browsers; it has integrated HTML editor; secure and safe; gives options
for interface setting. Our opinion is that the main advantage, from pedagogical point of
view, is that it is based on implementing the theory of the social construction, the
discussing problems and individual adaptation in the process of learning.
80% 78,13%
75%
70% 66,67%
60%
50%
neutral
40%
33,33% very much
30% absolutly yes
20% 15% 15,63%
10% 5% 6,25%
0
0%
first second third
40%
37,50%
35% 35%
30% 30%
25% 25%
25%
20% f irst
18,75%
16,67% second
15% 15% 15%
third
10% 8,33% 8,33%
5% 5%
0% 0%0% 0
absolutly not neutral very absolutly
no much yes
The diagram from the investigation shows that during these years students change
their opinions and preferences about the e-learning (Figure 5). Most of the investigated
students (60, 94%) have very good skills with computer technologies that support their
prosperity in other educational courses and self-preparation in a virtual environment.
Only 9% haven’t the necessary skills to work with computers.
About half of students evaluated the electronic form of training as a very interesting
and useful (Figure 6). This fact is confirmed by the results for the practical relevance of
content and form of training. This is an indirect indicator that speaks to increased
motivation for learning. Only 37% of students find that teaching content is easy for
assimilation.
The development of content in different disciplines is characterized by modules,
multiple and varied use, interactivity, flexibility about learning strategies and take into
account of student’s individual skills, time and place of usage and opportunity for
development.
0,5 50%
48,44%
0,4
0,3 26,66%
interesting
0,2 17,79% 15,63%
practical
0,1 7,81%
0 0 0 1,56%
0
absolutly neutral absolutly
no yes
The advantages of assessing the preparation of students by electronic tests are that:
• they are automated;
• individualized;
• with repeated use;
• easy processing of results;
• opportunity for self-evaluation;
• data retention and production of portfolio performance of students.
According to the database 17 % of the students under investigation access as very well
the possibilities to use the electronic tests; 34 % - responded as absolute. That means that
half of the inquired students appreciated the advantages, objectiveness and impartiality of
evaluating their knowledge’s by electronic tests.
4. Conclusion
The analysis of the results and the database of our investigation enable us to make the
following conclusions:
• there are increase interest and preferences of the students from specialty “Food
Technology” to the introduction e-learning in the main compulsory disciplines;
• practicalness, usefulness and interesting way of presentation the content are the
main reasons for the increasing the motivation and the interest of the students;
• increasing the preferences to the educational materials, published on the web-
page, has been mentioned, as well as the rising the level of self-preparation of the
students;
• students reported that electronic tests overcome a large part of the effects of
subjectivism in the evaluation of their knowledge’s;
• the development of educational information in accordance to the pedagogical
criteria and indicators for quality, facilitating the adoption by students and
increased their activity.
REFERENCES
Branzburg, Jeffrey, (Aug 15, 2005), How To: Use the Moodle Course Management System,
http://www.techlearning.com/story/sho wArticle.jhtml?articleID=168600961.
Furtunova, 2009 – За модернезиране на висшето образование, Trakia Journal of Sciences, Vol. 7, Suppl. 2,
pp i -ix, 2009.
Margarita Pehlivanova, Zlatoeli Ducheva Quality of e-learning in Technical Colleage - Yambol , Bulgaria,
Technikal College – Yambol, Fourh International Bulgarian - Greek Scientific Conference, COMPUTER
SCIENCE’2008, 1-6.
Nedeva V. The Possibilities Of E-Learning, Based On Moodle Software Platform, Trakia Journal of Sciences,
Vol. 3, No. 7, 2005, 12-19.
Dynamics in the meaning negotiation: can online participation
and reification be correlated in informal settings?
Abstract
According to Wenger’s theory of Communities of Practice, the learning process is a
fruit of complex dynamics that involves participation and reification processes,
which are dual and essential for the meaning negotiation. So, given that both the
processes are complementary and each cannot exclude the other, through the use of
ICT toolset within a virtual learning environment, it is possible to explore the
dynamics of the respective processes in order to trace and individuate eventual
correlation between them. Owing to the intangible nature of informal learning, a
part of reification and participation phenomena will be untraceable, because they
can happen also outside the e-learning platform, but, inviting e-learners to use a
common forum within the VLE, it is possible to have a great part of traceable data
about meaning negotiation. This paper deals with a sample of teachers invited to
create individually some multimedia artifacts in a free context, using Moodle™
environment as common communicative preferred system. Through the use of an
Sociomatrix Finder software, it was possible to extrapolate the sociometric matrix of
the teachers’ social reticle in order to esteem the individual participation level;
besides, an independent judge assessed all artifacts giving a vote to each reification.
Comparing participative and reificative data it is possible to verify the existence of a
correlations. The experience was repeated with some of teachers’ students at the
same conditions.
1. Learning as social practice and the role of educator in creating the conditions
to grant its existence and development
This paper assumes the Wenger’s Community of Practice theory (1998) as reference
according to which learning is conceived as a social activity that stands in practice of
social exchanges and in particular in the fusion between participative and reificative
processes among people. That fusion takes the name of meaning negotiation. Owing to
the complex nature of learning and the empirical evidences of the importance of informal
learning within individual and social learning processes, it is necessary for educators to
stimulate learners in participating and producing something tangible that could be
representative of meaning negotiation’s dynamics.
248 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
The nature of informal learning processes, which is spontaneous, natural and free
(Cross, 2007) and the non-traditional places in which it happens (usually outside schools,
universities and other institutional places: see Lave, & Wenger, 1991), it is very difficult
for an educator to engage his/her students in informal activities, for many reasons: first,
can happen inside school’s boundaries, the major part of it is probable activated by
contacts outside school; second, assigning a precise task to learners means to impose a
precise operative strategy which is in total contradiction with the informal nature of the
processes that the educator wants to activate; third, if the educator wants to leave free his
students, he has the necessity to evaluate their activities, but, monitoring them, he in
practice would contradict the informal nature of the context in which informal learning
should happen (Piave, 2008).
This paper deals with the possibility of verifying a correlation between participation
and reification levels in informal settings which corresponds to a proof of effective
learning activity. In order to do this, the ICT toolset was implemented within a VLE (that
is MoodleTM), in which people were called to collaborate in producing a personal artefact
about a theme of own interest, giving help to own colleagues in difficulty. The individual
task was very simple, without a precise structure and granted the possibility to have a
specific proof of reification not only through the common forum’s posts but also through
the evaluation of personal production.
High level of SS for the tutor are justified because in both the groups the tutor opened
a thread to present the activity and, according to the convention of Sociomatrix Finder
software we used, the first who opens a thread in the forum, is considered as a member
who sends a message to all the group.
Table 1
group operated in an intensive way, reaching substantially the same level of participation,
with scarce differentiation.
Making reference to the votes attributed by judge about the personal artifacts made by
teachers, we can observe more differentiation.
Calculating Pearson’s coefficient between average of SS(i) and R(i) for each member,
we obtain:
0,247630411
Data show that SS(i) and R(i) are correlated positively. This measure can be
considered reasonable because of the scarce variance of SS(i) values, so that the average
of SS(i) levels seems to be significant and representative of the effective “weight” that
each member had during the production in the group. A roles’ distribution would avoid
this kind of choice.
– in some cases the correlation between SS(i) and J(i) was inverse or absent
(Mortisia, Papillon, Kikka), while in the major part of them was direct;
Calculating the average among correlation results, we obtained that R(i) e J(i) are in
general correlated and that R(i) e SS(i) are in general correlated. The same correlation
exists in general also between SS(i) and J(i).
252 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
It is obvious that more data are necessary to obtain more significant conclusions.
No Existing leadership, because SS(i) variance not is = or higher than double SS(i) average
average of p results
0,086029508
between SS(i) and R(i)
average of p
results
0,271182241
between SS(i) and
J(i)
average of p results
between R(i) and 0,199110367
J(i)
Table 2
5. Discussion of findings
After the data presented in the previous paragraph, it is necessary to put some questions
for a further analysis about the observed processes:
a) why R(i) and SS(i) are not always correlated, and when they are correlated the
nature of correlation is weak (p=0,08)?
b) what are the possible reasons of the inverse correlation (p=-0,86 and p=-0,89)
happened in some cases between R(i) and SS(i)?
The 4th International Conference on Virtual Learning ICVL 2009 253
c) Although R(i) and J(i) represented different kinds of judgement (the former about
the multimedia and completeness of the artifact and latter the general evaluation
about the interrogation of the author’s artifact), they are correlated. Why?
d) When R(i) and J(i) are not correlated and why?
5.1 About correlation between reification and sociometric status
About a) e b) questions, it is the Wenger’s theory itself which can offer a possible
explanation: given that participation and reification are dual processes and each of them
cannot be representative of the whole meaning negotiation activity, it implies that
reification includes a part of participation activity and vice versa; so, in presence of
significant meaning negotiation activity, the correlation between SS(i) and R(i) is
probable, but it is not a certainty, because even if SS(i) is high or vice versa, the other
process can also be not productive owing to the quality of collaboration and the
exchanges within the group/community. When SS(i) or R(i) taken alone are high, it is not
equivalent to affirm the existence and the effectiveness of underlying meaning
negotiation activity. In some cases SS(i) and R(i) can be inversely correlated for the same
reason: an high level of participation does not imply, taken alone, that the learner will
produce good reification. It is also true the inverse observation: a good reification can not
imply an high level of participation automatically.
The weakness of the positive correlation, which is recorded in the major part of the
cases, is justified by the evanescent nature of the dual processes: we cannot observe all
the processes within the community, because part of them are intangible and can even
happen outside the VLE itself among learners; so it is possible to affirm that, in general,
the role in social reticle and the reification are correlated, with some exceptions.
About correlation between reification and the external general evaluation
About the c) and d) questions it is necessary to specify the nature of both the parameters.
R(i) is the subjective judgement about several aspects of the multimedia artifacts made by
teachers/students, according to a specific evaluation rubric that was known for all the
authors before the beginning of the activity. J(i) instead represents a sort of complete and
general evaluation of the results deriving from the activity: so, it includes the evaluation
about informal production and exchanges among learners, but it is calibrated on the
visible and complex results that each leaner can show through an interrogation about the
chosen theme. R(i) and J(i) are not the same thing, but J(i), in a certain sense, includes
R(i). So, it is obvious that R(i) and J(i) can be correlated in probabilistic terms.
In some cases this correlation does not happen: in other terms, what happens between
R(i) and J(i) is a direct consequence of the relationship between SS(i) and R(i). Although
an high level of participation can imply an higher level of R(i), it can also be wrong when
something within the meaning negotiation process goes wrong; so, even between R(i) and
J(i) is highly probable a correlation, but it can happen that the reification (which is not
alone a proof of the negotiation effectiveness) is not representative of a good learning.
6. Conclusion
The paper presented a brief analysis of the behaviour of two different informal groups,
working in a free way without the supervision of a tutor, in order to investigate the
possible correlation between participation and reification processes.
254 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
The informal contexts and the analysis of both the processes involved in meaning
negotiation confirmed that, in general, participation and reification are correlated
positively. Besides, in general, the more a learner participates online, better he will
produces appreciated reifications and, in probabilistic terms, in presence of high levels of
participation (and therefore of reification) his/her total learning (that is formal and
informal learning, at the end of the experience) will be of better quality than in other
conditions of participation or reification. The Wenger’s theory of community of practice
seem to be confirmed by this empirical study, but it is necessary to make more researches
about this theme, with an higher number of subjects and monitoring the finality of
learning through the introduction of an e-portfolio, in order to have more data correlated
with the development of reification processes in the time.
The paper opens possible scenarios for further researches in formal settings and in the
knowledge of meaning negotiation dynamics’ related to various kind of assigned tasks
(for example collective or individual task) and time spent in the productions (for
example: will the informal group’ structure remain the same for a longer period of
observation or not?).
7. Acknowledgments
The author thanks Prof. Giuseppe Refrigeri, Full Professor of Didactics in University of
Cassino (Italy) for his disposability in putting him in condition to operate within the
Master Course “La Professionalità del docente e del dirigente” from which illustrated
data were collected. The author also thanks all teachers of Master Course (and their
students), as members of the samples, who gave their availability for this study.
REFERENCES
SOFTWARE SOLUTIONS
Abstract
In this paper we illustrate a solution to reduce the gap between teachers and the Net
Generation. In the framework of an European funded project called Tenegen, based
on a former project called Sloop, we encourage teachers to produce, share,
comment, tag and modify Open Learning Objects, as their students are used to do on
the Net with different types of information. In such a way, teachers are involved in
network social activities, use Web 2.0 tools, and their learning objects are the
examples of application of collective intelligence. To sum up, teachers emulate their
students’ learning behavior.
1 Introduction
During the last 5 years, the number of repositories of digital educational contents has
rapidly increased, as a consequence of the diffusion of e-learning methodologies and
solutions in schools. Despite this, the number of teachers using, producing and sharing
digital contents is still low. The adoption of the Learning Object (LO) paradigm as the
main model for the content in most of the Learning Management Systems set up in
schools has not facilitated the use of digital contents by teachers. Actually, the technical
standards behind the LO model (e.g. SCORM) represents one of the main obstacles to the
adoption of the LO model by teachers, together with the initial lack of software packages
that could simplify the creation of SCORM compliant LOs. Consequently, for many years
the production of educational materials for e-learning has been demanded to the digital
content providers and developers, usually cooperating with traditional editors, thus
compromising one of the principles of e-learning 2.0: the possibility for a community of
teachers to produce and share their own materials.
In order to support teachers in the production and sharing of their educational material,
in 2005 we started a European funded project called SLOOP: Sharing Learning Object in
an Open Perspective (Masseroni and Ravotto 2005). Two of the main results of the
project were an extension of the Learning Object model, called OpenLO, and the concept
of a new category of software tools called Learning Object Management Systems
258 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
According to the report on Free and Open Source Software (FOSS) for Open
Educational Resources (VV.AA., 2006), the traditional tools to manage the elaboration of
LOs can be divided into: authoring tools, tools to implement learning technology
standards, learning object repositories, learning management systems, collaborative
environments for sharing LOs. A teacher wishing to develop a LO needs to have all the
skills required for using different tools to handle the LOs in the different phases. This
represents a major obstacle for teachers in adopting the LO paradigm. In addition, these
tools are not suitable for managing the evolution of LOs and controlling the dynamics
introduced by the new OpenLO model.
For this reason it is essential to design a new kind of environment which can manage
LOs throughout their entire lifecycle. This kind of platform, that we call Learning Object
Management System (Gentile et al., 2006), allows teachers and experts to create a
network where they can participate collaboratively in the processes of design,
development, sharing, reusing and evaluation of open learning resources through a typical
Web 2.0 approach. In our vision, a LOMS is a Rich Internet Application; at the same time
a LOMS can be seen as a set of services accessible through the Web from different
applications. The goal is to make it easy to use the services provided by a LOMS, and not
to impose specific software, but rather to propose a philosophy that makes the creation,
management and reuse of digital educational resources efficient and effective.
In the framework of the Sloop project, we have developed a specific LOMS, called
FreeLOms. In order to manage learning objects created in a variety of digital formats and
provide users with tools to support collaborative activities, FreeLOms has been designed
by means of an abstract model of the contents which is able to manage different formats
of learning materials, thus facilitating sharing, retrieving and reusing of LOs. FreeLOms
includes functionalities for:
− uploading digital educational resources into a repository (LOs in SCORM
terminology: Assets, SCOs or Content Aggregations);
− editing LO IEEE Metadata (IEEE 2002); editing of metadata can occur at any stage
of the LO lifecycle, and not only when it is uploaded into the platform;
− searching LOs shared by the users; specialized and personalized searches can also
be defined (these features meet the needs of authors who usually apply the same
search criteria, e.g. to search some specific topics for their discipline);
− managing existing LOs in SCORM vision, by allowing users to edit Assets, SCOs
and Content Aggregations (CAs);
− creating Content Aggregations by using the resources available in the repository;
− managing the changes made to the didactic contents through versioning and
differencing, both at metadata and content levels (more precisely, these features
will make it possible to handle the contributions supplied by each user on the same
LO, thus guaranteeing the “collaborative evolution” of LOs);
− transforming digital contents developed in technical formats unsuitable for learning
platforms, into contents compliant with the SCORM standards; this functions is
limited to some formats
− communicating asynchronously and/or synchronously with other users in order to
support group processes; this reflects the typical functionalities available in a Computer
The 4th International Conference on Virtual Learning ICVL 2009 261
Tenegen. Most of the attempts worldwide to reduce the gap between teachers and the Net
Generation focus on the learning needs and attitudes of young students, and tend to train
teachers on the pedagogical models that best suit young students and on the ICT tools
used by them.
This is an extremely important part of the whole process, and it is one of the main
goals of the Tenegen project as well. However, very few experiences focus on the
learning needs of the teachers, which are as important as the teaching skills targeted by
most of the research projects. How can we support teachers to speak the same language -
in Prensky’s vision (Prensky, 2001) - as their students? We could organize a traditional
course, maybe in the school lab; or we could invite teachers to join a social network, and
try to stimulate learning through dialogue and personal interests. Both these methods will
encourage learning and produce some knowledge. But do these methods suit learning
needs and attitudes of teachers used to teach in a traditional classroom?
The solution adopted in Tenegen is to introduce VET teachers and trainers to the new
pedagogies and tools gradually, through a distance course based on Moodle and
FreeLOms, where they can still find their cultural and social references (teachers,
educational resources, learning objectives to achieve, learning outcomes to produce, and
so on), and at the same time to make them to experience the new pedagogical models, to
use the new ICT tools and to establish social ties aimed at developing Open Learning
Objects. In such a way, transitions between the different pedagogical models will be
smooth enough to allow teachers to get closer to the Net Generation learning behaviors.
Specifically to the transfer of the FreeLOms platform, the new version reviewed
according to the Tenegen needs, will be called the TenLOs system. As mentioned before,
the TenLOs system aims at two distinct aspect: providing the Tenegen partners and the
teachers involved in the project with a respository of digital learning resources; secondly,
providing teachers with a tool that can allow them to cooperatively develop learning
objects. The second aspect represents one of the strategic aims of the Tenegen project,
consisting in the fostering of significant collaboration processes between the teachers
through the Net. Online social networking mechanisms amongst students are usual: quite
often, students activate informal learning processes and develop knowledge implicitly
through these networks. By using the TenLOs system to cooperatively develop and share
open learning objects, we provide teachers and trainers in Tenegen with an example of
net-tool that can be used to develop knowledge (as digital learning resources) in a
network. In this case, knowledge is produced in an explicit way.
5 Conclusions
Last June, Italian students at their final year of high school were asked to write an essay
concerning Social Networks, Internet and New Media, based on some excerpts from
different authors, including Castells and De Kerckhove. This topic received a very
positive feedback by the students. However, this raised an interesting debate in Italy,
around the question if Italian teachers, and in general teachers in traditional schools
worldwide, can properly evaluate and assess the thoughts expressed by the students. The
debate reflects a real problem in the traditional educational system: teacher competences
need to be renewed in order to reduce the gap between them and their students.
The 4th International Conference on Virtual Learning ICVL 2009 263
Teacher education and training is at the top of the European policy agenda (European
Commission, 2008), and similar interest can be found worldwide. Nevertheless, each
initiative aimed at improving teacher competences should take into account teacher
resistance to change: informal and non-formal learning; self-directed learning; collective
intelligence are examples of concepts which are popular in the web 2.0 conception,
typical of the Net Generation, but hardly accepted by teachers working in traditional
contexts.
In this paper we have illustrated a solution to reduce the gap between teachers and
their students, In the framework of an European funded project called Tenegen, based on
a former project called Sloop, we encourage teachers to produce, share, comment, tag and
modify Open Learning Objects, as their students are used to do on the Net with different
types of information. In such a way, teachers are involved in network social activities,
use Web 2.0 tools, and their learning objects are the examples of application of collective
intelligence. To sum up, teachers emulate their students’ learning behaviour.
REFERENCES
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(CAM), Available at ADLNet.gov, November, 2006
Atkins, D. E., Brown, J. S. & Hammond, A. L. (2007). A Review of the Open Educational Resources (OER)
Movement: Achievements, Challenges, and New Opportunities. (online): OERderves. Retrieved July 1,
2009 from http://www.oerderves.org/wp-content/uploads/2007/03/a-review-of-the-open-
educationalresources-o
Cardinaels, K., Meire, M. and Duval, E. (2005): Automating Metadata Generation: the Simple Indexing
Interface, In Proceedings of ACM 1-59593-046-9/05/0005 International World Wide Web Conference
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Collis, B. and Strijker, A. (2004) Technology and Human Issues in Reusing Learning Objects, Journal of
Interactive Media in Education, 4. Special Issue on the Educational Semantic Web. ISSN:1365-893X
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European Commission (2008). Draft 2008 joint progress report of the Council and the Commission on the
implementation of the 'Education & Training 2010' work programme "Delivering lifelong learning for
knowledge, creativity and innovation" - Adoption
Fulantelli, G., Gentile, M., Taibi, D. and Allegra, M. (2007): The Open Learning Object model for the
effective reuse of digital educational resources. In Proceedings of the Openlearn 2007: Researching open
content in education, Milton Keynes, UK.
Fulantelli, G., Gentile, M., Taibi, D., and Allegra, M. (2008). The Open Learning Object model to promote
Open Educational Resources. Journal of Interactive Media in Education. http://jime.open.ac.uk/2008/09/
Gentile, M., Taibi, D., Allegra, M. and Fulantelli, G. (2006) A collaborative “open Learning Objects”
managements system. WSEAS Transactions on Advances in Engineering Education 6, 3, ISSN:1790-
1979, 586-592.
Han, P., Kortemeyer, G., Krämer, B. J., von Prümmer, C. (2008) Exposure and support of latent social
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IEEE 2002, IEEE Learning Technology Standards Committee : IEEE Standard for Learning Object Metadata
1484.12.1.
Masseroni, M. and Ravotto, P. (2005): SLOOP: un progetto europeo per un archivio condiviso di Free
Learning Object. In Proceedings of the EXPO eLearning Conference, Ferrara.
McCrindle, M. (2006). New Generations at Work: Attracting, Recruiting, Retraining & TrainingGeneration
Y: McCrindle Research
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O’Reilly, T. (2005) What Is Web 2.0: Design Patterns and Business Models for the Next Generation of
Software. http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5).
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Wiley, D.A. (2000): Connecting learning objects to instructional design theory: A definition, a metaphor, and
a taxonomy. The instructional use of learning objects, D. A. Wiley Editor.
Applying Agent-Based Technology to
University Knowledge Management
Abstract
A university knowledge management system is composed by three components: the
educational management, the research management, and the institutional
management. The high complexity of the whole university knowledge management
system, that is also a distributed system, can be handled by using a multi-agent
system. Through communication and cooperation the agents are solving different
problems specific to knowledge management in a real or virtual university. The
agents are associated to the humans involved in all processes (e.g. educational,
research, institutional) that are running in a university, such as professors,
assistants, students, researchers, technical staff, management staff, administrative
staff etc. The paper presents an university knowledge management system based on
agents technology. Two case studies are described in detail, one for the university
research management, and the other for the educational management. The
implementation of the agent-based system was done in ZEUS, a toolkit for multi-
agent systems development.
Keywords: University knowledge management, Multi-agent systems
1 Introduction
Knowledge management (KM) became an important research area in the last decade, with
applications in most of the domains (e.g. industrial, governmental, medical, economical,
educational) [1], [7], [9]. It deals with knowledge and collaboration management in a
specific organization. The purpose of KM is the management of activities related to
knowledge creation, preservation, distribution and also, the management of the
collaboration between people [8]. A strategic domain that uses and provides knowledge is
the educational domain [3], [4]. In this paper, we focus on the higher education domain,
and we propose an agent-based model for the university knowledge management system.
Other agent-based solutions that can be adopted for the management of some university
activities are presented in [2] and [6].
The university knowledge management system, that is a distributed system, can be
modeled as a multi-agent system, associating agents to all humans involved in the
266 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
processes that run in the university (educational, research, institutional etc). Thus, we
have personal agents for professors, assistants, students, researchers, technical staff,
management staff, administrative staff. The paper presents an university knowledge
management system based on agents technology. The implementation of the agent-based
system was done in ZEUS, a toolkit for multi-agent systems development. Two case
studies are described in detail, one for the university research management, and the other
for the educational management.
UNIVERSITY
MANAGEMENT
FACULTIES
DEPARTMENTS
UNIVERSITY
MANAGEMENT
The teaching knowledge management module is dealing with all the didactical
activities done in the university (e.g. teaching courses, training in laboratories, student’s
examinations, and so on) for different forms of study programmes. Related to the
didactical activities there are some auxiliary tasks such as admission exams (in July and
September), student’s enrollment (in September), university courses and laboratories
scheduling (at the beginning of each semester). The teaching knowledge sources are
specific to each study programme. Examples of teaching knowledge sources and products
are hard copy and electronic courses and laboratories materials, manuals, textbooks,
software tools, computer networks.
The research knowledge management module is dealing with all the research activities
done in the academic departments or in the independent research departments (research
centers, research laboratories). The research activities are done under national and
international research projects. Examples of knowledge sources and products are research
papers, research reports, Master and PhD theses, computer software, inventions (e.g. new
devices).
The institutional knowledge management module is dealing with all the activities done
for the good functioning of the university so that its main goal is reached, i.e. a high
quality educational system based on training and research, according to the current needs
on the national and international employment markets. Some institutional activities are
the management of all faculties and departments (i.e. including students, and all
university personnel), university budget planning, management of projects for the
university development (e.g. university infrastructure development projects). Examples of
institutional knowledge sources and products are the university charta, university
management quality guide, different university management guides and methodologies,
laws and norms.
268 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Legenda:
Agent University
Management
MAS
Department Department
MAS … MAS
that collaborates between them and with the manager agent for university specific
activities. The system UnivKM can be viewed in different ways depending on the
activities that are followed, teaching, research, and institutional. Thus, particular
architectures, specific to different applications, can be generated.
4 Case studies
We have implemented the agent-based university knowledge management system for two
applications of university research management, and educational management. The
development of the UnivKM multi-agent system was done in Zeus, a Java-based toolkit
for intelligent agents.
University_resp Agent
Faculty_resp Agent
Each person involved in this application has a personal agent. The involved persons
are the persons responsible with research at the university level, at each faculty level, and
at each department level. In our case study we have considered the Faculty of Science and
Letters from the University Petroleum-Gas of Ploiesti, and two departments from this
faculty, Department of Mathematics and Department of Informatics.
The University_resp agent initializes the agents’ communication asking the
Faculty_resp agent to provide the faculty research report for a certain academic year
(selected from the interface). To achieve this goal, the Faculty_resp agent asks the needed
information furthermore to the Mathematics and Informatics departments. The two
research responsibles from these departments extract the information from a MySQL
database, where all the needed data are stored from the academic year 1990-1991. Once
extracted from the database, the information are presented in a special report to the
department responsible, and furthermore to the faculty responsible, which centralize
them, and send the final report to the university responsible for analysis of the university
research activity. The ontology of the multi-agent system includes terms specific to this
application (e.g. ISI_article, International_project, National_project,
Informatics_research, Mathematics_research), that are used by the agents during
communication. Figure 5 shows the interface of the system during a run for the academic
year 2008-2009.
Figure 6 presents a screenshot of the UnivKM multi-agent system run, with the DOS
windows, corresponding to each task agent. Figure 7 presents the agents society for this
application.
TeacherAgent
Take_the_test Give_the_results
StudentAgent
Once the student starts the application, he will be explained the test’ rules and the
conditions in which the examination will take place. The 10 multiple choice questions test
window appears after pressing a button. This event will trigger the timer which will be
stopped only when the test is ready. The test finish is confirmed by pressing the Submit
button. The responses will be sent to the TeacherAgent for revision and the test’ results
are displayed in the Test Results window.
Figure 10. Screenshot of the UnivKM multi-agent system run for the educational
management application
Figure 11 and 12 show the user interface of the test system, and the Object Oriented
Programming test.
274 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Submit
5 Conclusion
The paper presented a generic architecture of an agent-based system for knowledge
management in a university. Also, we have described two experimental systems
developed for an application from the university research management (research activity
analysis), and for an application from the educational management (online students
examination). For simplicity, we have developed a specific ontology for each application.
Another solution would be to use the general university management ontology presented
in [5] and to add the application specific terms.
Intelligent agents can improve the benefits obtained in the implementation of an
university agent-based knowledge management system, due to their characteristics of
autonomy, flexibility, pro-activity and sociality [10], [11]. The collaboration and implicit,
the communication involved in a knowledge management system can be modeled in a
natural way in multi-agent knowledge management systems.
REFERENCES
[1] Bodea C., Andone, I. (2007): Knowledge management in the modern university, in Romanian, ASE
Printing House, Bucharest.
[2] Dignum, V., Dignum F. (2003): Agent-Mediated Knowledge Sharing. In Proceedings of CEEMAS 2003,
Springer, 168-179.
[3] Luan, J. (2002): Data Mining and Knowledge Management in Higher Education – Potential Applications.
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[4] Mikulecká, J., and Mikulecký, P. (2000): University Knowledge Management – Issues and Prospects.
Research report. University of Hradec Králové. Czech Republic.
[5] Oprea, M. (2009): An Ontology for Knowledge Management in Universities, In Proceedings of the 9th
International Conference on Informatics in Economy. ASE Printing House, Bucharest, 560-565.
[6] Oprea, M. (2006): Multi-Agent System for University Course Timetable Scheduling. Proceedings of
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[7] Smith, R.G., and Farquhar, A. (2000): The road ahead for knowledge management. AI Magazine, Winter,
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[8] Valente, G. (2004): Artificial Intelligence Methods in Operational Knowledge Management. PhD Thesis.
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[9] Weber, R., and Kaplan, R. (2003): Knowledge-based Knowledge Management. In Innovation in
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[10] Weiss, G. (1999): Multiagent systems, The MIT Press, Cambridge, Massachusetts.
[11] Wooldridge, M., and Jennings, N.R. (1995): Intelligent agents: theory and practice. The Knowledge
Engineering Review, 10(2):115-152.
Differential Geometry of Surfaces with Mathcad:
A Virtual Learning Approach
Nicolae DăneŃ
Abstract
In this paper we propose an alternative to traditional teaching techniques of
Differential Geometry. The new concept is to create a virtual learning environment
by using modern software with good capabilities for plotting curves and surfaces.
For this purpose we used Mathcad because this software has a user friendly
interface in which it is easy to combine math equations, plots and texts.
1. Introduction
Teaching Differential Geometry of surfaces for students in engineering is a difficult task
for every teacher, because this topic requires not only that the students have solid
knowledge of geometry, calculus and linear algebra but they must also have a good 3D
imagination. The Differential Geometry requires the use of visual tools for better
understanding, because it is three–dimensional geometry with high complexity degree.
Traditionally, for the study of a surface the teacher draws on the blackboard the surface,
the tangent planes and normal lines at some point of the surface, some curves on surface
and the angles between them etc.
In this paper we propose an alternative to traditional teaching techniques of
Differential Geometry. The new concept is to create a virtual learning environment by
using modern software with good capabilities for plotting curves and surfaces. For this
purpose we used Mathcad because it has a user friendly interface in which it is easy to
combine math equations, plots and texts. The models initially created by teacher for his
lectures can be later used by students for the visualization of new surfaces or for
computation of some numerical characteristic associated to the surfaces. All these facts
are possible because the environment is an interactive Mathcad e-book in which the
students can make their own changes and can see immediately the answer to these
modifications.
Section 2 contains some theoretical background about the surfaces. This section is
necessary especially for recalling the formulas used in the rest of the paper. Section 3
contains an example. To show the possibility offered by the techniques base on Mathcad
for teaching Differential Geometry of surfaces we choose to study a simple surface: the
elliptic paraboloid. In Section 4 there are some short conclusions.
The 4th International Conference on Virtual Learning ICVL 2009 277
The vector
ρ ρ ρ
[7] N(u, v ) = ru (u, v ) × rv (u, v ) , (u, v ) ∈ D ,
is called the normal vector to the surface S at the point P( u, v ). The straight line
through the point P0 ( x 0 y0 , z 0 ) of the surface S orthogonal to the tangent plane
TP0 ( S ) is called the normal line to the surface S at point P0 . The vector equation of
the normal line is
ρ ρ ρ
[8] L(t ) = r (u0 , v0 ) + t N( u0 , v0 ) , t ∈ R .
An arbitrary curve Γ on the surface S is locally defined by equations for the
curvilinear coordinates u = u(t ) , v = v(t ) , with t in a real interval I . The vector
equation of the curve Γ is
ρ ρ
[9] ρ(t ) = r (u(t ), v(t )) , t ∈ I .
ρ
The length of the curvilinear segment situated on the curve ρ(t ) between the points
M 1 (t = t1 ) and M 2 (t = t 2 ) is computed with the formula
t ρ
[10] L( M1M 2 ) = ∫ 2 ρ' (t ) dt .
t1
For unexplained notions about surfaces see (Rovenski, 2000) and (Lipschutz, 1969).
We now define a point P0 on the surface. To plot this point we use the Mathcad
function “CreateSpace” defined for a constant vector function P(t ) .
The coordinate curves which pass through the point P0 are defined by formulas [2]
and [4]. They are plotted by using “CreateSpace” function.
Attention! First plot the point and the coordinate curves and then the surface. For the
first three plots use the option “3D Scatter Plot” and for the last plot use the option
“Surface Plot” from Graph menu. Figure 2 shows the two coordinates curves on the
surface.
r P0 , Γu , Γv , r
Figure 1 Figure 2
280 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
To plot the tangent plane and normal line we first define the derivatives of the vector
ρ ρ ρ
function r (u, v ) , that is, the vectors ru ( u, v ) and rv (u, v) , and compute their values by
using symbolic computation.
The tangent plane and the normal line to the surface at the given point P0 have the
equations given by the formulas [6] and [8], respectively.
Figures 3 and 4 show the tangent plane and the normal line to the surface at the given
point.
P0 , Γu , Γv , r , T P0 , Γu , Γv , L , r , T
Figure 3 Figure 4
The 4th International Conference on Virtual Learning ICVL 2009 281
Let us now consider the following two curves which pass through the point ( u0 , v0 )
in the planar domain of definition of the surface. Figure 5 shows the graphs of these
curves.
5
u0
3
v1 ( t )
v0
1
v2 ( t )
0 2 4 6
1
u1 ( t ) , u2 ( t )
P0 , Γ1 , Γ2 , t1 , t2 , r
Figure 5 Figure 6
Then we define the two corresponding spatial curves situated on the elliptic paraboloid.
In order to plot and to compute the angle between these two curves we define the
derivative vectors of the curves,
282 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
The curves on the surface and the angle between them are shown in Figure 6.
This picture suggests that the angle between these two curves at the given point is
equal with π / 2 . A simple computation confirms this observation.
Finally, we define the tangent lines to the fist two curves at origin, which is their
common point, and represent these lines. (See Figure 8.)
C1 , C2 , C3 , r C1 , C2 , C3 , t1 , t2 , r
Figure 7 Figure 8
4. Conclusions
Differential Geometry is considered a difficult topic by the students in engineering
because using it requires good skills in geometry, calculus and linear algebra. But the first
difficulty for them is to “see” the surfaces and the curves in space.
The paper shows that using modern software like Mathcad the teacher can help the
students to really see the surfaces and all the other elements related to them (coordinate
curves, tangent planes, normal lines, arbitrary curves on surfaces etc.). By using Mathcad
the teacher has a huge advantage: the equations are written in Mathcad similar to the
blackboard. The students can easily see the connections between surfaces and their equations.
REFERENCES
Lipschutz, M. M. (1969): Differential Geometry. Schaum’s Outline Series, McGraw-Hill, New York, San
Francisco.
Lorczak, P.R. (2001): 3D Plotting from the Mathcad Treasury. Updated to Mathcad 2001. MathSoft
Engineering and Education, Inc.
Rovenski, V. (2000): Geometry of Curves and Surfaces with MAPLE. Birlhäuser, Boston, Basel, Berlin.
Restructuring the Easy Learning On-line Platform
Abstract
The present paper deals with the methodology used to reinvent the Easy Learning
platform, in order to facilitate the overall control of this e-learning system. The
main goal was to increase the coherence in writing the code and in designing the
database. Therefore, the programming errors are easy to detect and the flexibility of
the platform modules is increased. The best solution was to use the Symfony
architecture, for its independence on the database. The restructuring of the platform
has two purposes: unification of the existing database components and
standardization of the basic rules for programming.
experts in their fields, but have limited knowledge in IT. A solution to this problem could
be a prior course in computer use before the actual undertaking of an eLearning course,
so that tasks such as manipulating web texts and e-mail correspondence become trivial.
When a tutor is forced to work, only with eLearning tools without any background
training the chance of dismissal of the entire web-based system rise dramatically.
eLearning is much more than a simple web page creation for a certain course; it must
also involve the constant communication between the tutor and the students of the virtual
class. Only in this way, the human factor can intervene in the students forming process.
The simple posting of an electronic content and password-protected access is without a
doubt insufficient for the implementation of an eLearning system.
The mentioned problems generate a third one: additional funding is needed, as
expenses rise (due to overtime, or the further training of already employed staff or even
creating new jobs) because the finished product is directly linked to the quality of the
human resource. Besides these expenses, more are generated by the need to upgrade the
infrastructure (both hardware and software) of the institution.
The funding issue is therefore a serious one, even if software is purchased (such as
Blackboard, WebCT, etc.) or the platform is produced in-house (such as the Easy-
Learning platform). Again, the same problem pops up: the training needed for the staff
that will manage the hard and soft components of the eLearning system.
This section presents the risks that might occur when the mentioned problems are
treated superficially, as well as the ones generated by the unsuited handling of teaching
methods and course development. The major risk involved in an eLearning system is the
students loss of interest in both this kind of teaching method and the courses included by
the system. An on-line course can never substitute for a tutor’s charisma and his ability to
adapt to a certain situation through a subtle humor or changing the pedagogic strategies at
the right time. Therefore, it is a real possibility that the rupture created by a virtual
environment will cause a student to become estranged from the community. Although
creating virtual communities is a priority in an eLearning system, nothing can really
substitute for human interaction.
Although there are many on-line communication methods, both synchronous (chat
rooms) and asynchronous (e-mail, forums), the loss of communication between the
student and tutor, as well as between the students themselves is a real danger. Many times
a student seeks in the education process a right of passage into the real world.
That is why the introduction of active mediators in forums and appointing a percent of
the grade to the student’s involvement in the on-line discussions are suggestions that
could maintain an acceptable communication level [2].
In addition, this dependency on technology for the complete teaching process is a risk
in itself. Any problems that appear in the infrastructure hide the students’ access to
information. That is why every precaution must be taken in order to avoid situations like
the above. Although there are many risks involved, the migration to an eLearning system
is strictly necessary. Society is evolving and the learning process seems to become never-
ending, and this implicitly will lead to the creating of more-and-more on-line teaching
systems. The key is to make the transition with at little risks as possible and always adapt
the transition process to the society’s needs. This is why illustrating and describing the
problems that might occur is the first step in solving them.
286 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Figure 1 illustrates the database structure and its tables. As the database was
implemented, the main factors that were taken into account were:
• Logic;
• Homogeneity;
• Simple links between tables;
• Uniform structure;
• Maintaining a buffer zone for further additions of tables and fields.
If these simple conditions are met, the project will have a solid foundation, extremely
easy to handle.
At a first glance, it may look crowded and hard to follow. Actually, we tried to create
very simple table relations, with as few link tables as possible. This was achieved by
limiting the number of fields a table can have. This led to a higher table count, but it was
a small price to pay considering the logic and control it offers.
We should note the fact that even the most complex query does not link more than
three tables simultaneously, which dramatically reduces the query’s execution time to a
few ms, a big improvement considering the old platforms results.
„443A”, which can have very different students, or even common ones, if a student failed
a year and was obliged to retake it, but each group situation is stored and interpreted
differently. In addition, because a similar link exists between any course and a school
year, it means we can keep a clear statistic for every year.
As we can see from the database diagram, the „course” table is in the center of the
database, because of the multiple direct or indirect links it has. As data consistency it is a
must in every database, an automated generator was used to create the modules which
manage every table linked to the „course” and „users” tables. The current platform allows
just configuring a „generator.yml” file and a completely functional module is auto-
generated by the Symfony framework.
Thus, the advantages Symfony offers were used to their full potential, and the actual
work was lessened, once the manipulation process of such a generator was fully
understood. Although this type of generator offers more than enough advantages, there
were some moments when it was not enough and certain custom actions were necessary
to maintain the logical way of introducing information into the database.
Each module is secured through the pre Execute () function, which is present in every
module. The Symfony framework will execute this function before anything else in each
module, and in this function, the logged user’s permission rights are verified. If he does
not have the right credentials, access will be denied. This check may seem redundant, but
it comes to prevent a Symfony spec saying that a logged user can access any interface.
Therefore, a logged student could have access to the tutor and administrator interfaces,
but this preliminary check removes any doubts regarding the platform’s security.
The automatically generated code is extremely robust, but also very flexible, thus the
same conduct of writing code was attempted.
The php files from the view layer could be copied from the automatically generated
ones to keep coherence at a visual level throughout the application
Thus two more modules have been added, „personal data” and „documents”.
7 Conclusions
The Easy-Learning platform started out as a simple project, but, as the years passed, it
became, though extremely useful from the student’s point of view, a very hard to control
teaching instrument. Because every year somebody else appended new code to the
existing one, because every programmer has a specific style, and mostly because the
database had become incoherent, any bugs that had to be handled or improving an
existing segment became daunting tasks.
It became clear that a ground restructuring was needed, and it had the following
guidelines:
Joining all the existing databases that served the same platform into a single one, a
database that could offer data cohesion and the flexibility of adding new tables as the
platform grows.
Standardization of the code written and laying some ground rules as to how the code
will be written and commented, so that any programmer can easily understand and debug
old code, as well as writing new one in the same manner.
The Symfony platform was a logical and inspired choice. It does not depend on a
certain type of database (MySQL, PosGreSQL, etc.) certain flexibility has been ensured
in the case that the platform will be moved to another type of database.
Once familiarized with the framework, any programmer will be able to improve/debug
old code as well as creating new one. One of the old platforms major issues, the many
290 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
code styles present in different segments, was resolved by using the Symfony framework,
because it constrains the programmer to write code only in specific places, following
OOP rules, so that any code will become more or less standard.
With this in mind, the actual implementing was quite easy, because of the many
helpers Symfony provides (sfGuard plug-in, module generators and page generators).
The issues we encountered were technical ones, where the module generators (which
are the foundation of the administrator interface) were not complex enough on their own.
Still because of Symfony’s flexibility, any action within the generated modules could be
override in any way a programmer desires, so that the module meets the specifications.
This new platform was not built to add new facilities, but to transpose the old ones in a
new shape, a shape that is much more manageable and maintainable. Using the Symfony
framework, a robust and heavily tested framework proved to be a very inspired choice,
which can now permit the new platform to grow in an organized manner, as it now has a
flexible database to rely on. We can safely assume that the reorganization of the Easy-
Learning platform was a complete success.
REFERENCES
1. Rădescu R., Urse C. (2007): Graphic Tools in the Easy-Learning Platform. In The Symposium TEPE
„Educational Technologies on Electronic Platforms in Engineering High Education”, Technical
University of Civil Engineering of Bucharest, Bucharest. ISSN 1843-2263.
2. Nagy, A. (2005): E-Content: Technologies and Perspectives for the European Market, in The Impact of
E-Learning, Berlin, 79-96.
3. Bååth, J. A. (1982): Distance Students' Learning – Empirical Findings and Theoretical Deliberations,
Stockholm, 30-32.
4. Scott W. A. (2000): Mapping Objects to Relational Databases: O/R Mapping in Detail, Practice Leader,
Agile Development, IBM, Software Group.
5. Boodhoo J. P. (2006): Design Patterns: Model View Presenter, Microsoft.
6. Rădescu R., Urse C. (2007): Advanced Testing Methods in the Easy-Learning Platform. In The 8-th
European Conference E-COMM-LINE, SIV-26e/1…6, Bucharest.
7. Rădescu R., Bojin M. (2006): Function generators in the Easy-Learning Platform. In The National
Conference of Virtual Education “Virtual Learning – Virtual Reality”, Educational Software &
Management, 4th Edition, University of Bucharest, Mathematics and Informatics Faculty, Bucharest,
115-120.
8. Rădescu R., Iovan R. (2005): Generating the class register in the Easy-Learning platform. In The
National Conference of Virtual Education “Virtual Learning – Virtual Reality”, Educational Software &
Management, 3rd Edition, University of Bucharest, Mathematics and Informatics Faculty, Bucharest,
213-220.
9. Rădescu R., Iovan R. (2005): Creating and using tests in the Easy-Learning platform. In The National
Conference of Virtual Education “Virtual Learning – Virtual Reality”, Educational Software &
Management, 3rd Edition, University of Bucharest, Mathematics and Informatics Faculty, Bucharest,
229-235.
10. Rădescu R.: E-learning: concepts, implementation and applications, IT&C Market Watch, Fin Watch, 50
(no. 30/2004, co-author Lăcraru C.), 61 (no 31/2004), 50 (no. 33/2004), Bucharest.
11. Rădescu R., Iovan R. (2004): Improvements to the Easy-Learning E-learning Platform. In The 5-th
European Conference E-COMM-LINE, Bucharest, 275-278.
12. Rădescu R., Iovan R. (2005): New Facilities of the Easy-Learning Platform, in Proceedings of the
Symposium “Educational Technologies on Electronic Platforms in Engineering Higher Education”
(TEPE 2005), Technical University of Civil Engineering of Bucharest, 27-28 May 2005, Bucharest, 219-
226.
The 4th International Conference on Virtual Learning ICVL 2009 291
13. Rădescu R., Mărescu R. (2005): External Use of the Easy-Learning Platform: a Web-Based Application.
In Proceedings of the Symposium “Educational Technologies on Electronic Platforms in Engineering
Higher Education” (TEPE 2005), Technical University of Civil Engineering of Bucharest, 27-28 May
2005, Bucharest, 227-234.
14. Rădescu R. (2008): Class register optimization in the Easy-Learning platform. In The National
Conference of Virtual Education “Virtual Learning – Virtual Reality”, Modern methods in Education
and Research, 6th Edition, University of Bucharest and „Ovidius” University of ConstanŃa, Oct. 31 –
Nov. 2nd, Bucharest, B-7-55/1...4.
15. Rădescu R. (2008): Multiple tests in the Easy-Learning platform. In The National Conference of Virtual
Education “Virtual Learning – Virtual Reality”, Modern methods in Education and Research, 6th
Edition, University of Bucharest and „Ovidius” University of ConstanŃa, Oct. 31 – Nov. 2nd, Bucharest,
B-6-54/1...4.
16. Rădescu R. (2007): Test user interface in the Easy-Learning platform, The National Conference of
Virtual Education “Virtual Learning – Virtual Reality”, Modern methods in Education and Research,
5th Edition, University of Bucharest and „Ovidius” University of ConstanŃa, Oct. 26-28, 2007,
Bucharest, 85-92.
17. Rădescu R. (2007): Test management interface in the Easy-Learning platform, The National Conference
of Virtual Education “Virtual Learning – Virtual Reality”, Modern methods in Education and Research,
5th Edition, University of Bucharest and „Ovidius” University of ConstanŃa, Oct. 26-28, 2007,
Bucharest, 75-84.
18. http://www.symfony-project.org/book/1_0/
19. http://www.zend.com/zend/zend-engine-summary.php
20. http://forge.mysql.com/wiki/MySQL_Internals
New Operating Tools in the Easy Learning On-line Platform
Abstract
The present paper deals with the new tools introduced in the Easy Learning
platform. The first layer of this architecture implemented by the Symfony tool is the
model layer, based exclusively on an abstract version of the database and on the
users’ access to data and recordings. Following this model, the database was
conceived and designed as the core of the whole project. The interaction tutor-
student using the database is considered in all its statistical aspects. A conclusive
example is given in the case of the testing module, emphasizing the advantages
introduced for all the actors involved in the e-learning process.
Keywords: eLearning platform, Symfony architecture, Modules design
homogeneity. Its backbone may not be the most suited one, so that in many cases it may
lose its purpose: helping. This is due to the numerous patches made by different
programmers (mostly students). It has come to a very strenuous code, any error being
almost impossible to debug.
The main database ca not handles all the requests, having a much to fork, non-unitary
structure. This might be proved through the power of example, because the most harmed
modules are the ones on which it is acted from multiple interfaces.
The logic behind the testing module proved not to be the most suited one, on a long
term. A test is based on the questions inserted by a tutor, selecting a given number of
them. However, there is a limit, not imposed, so that the questions that have overcome
this limit would never be taken into consideration for a test. This is also due to the
overcharge of the database, with it’s too many unstable connections.
Other examples are the class book and classes modules. Any class has a structure
composed by the grade points of all the afferent activities. However, for the old platform,
this structure was only configurable once. Any edit on it during the academic year would
turn all the activities inside out. Editing a structure is necessary because of the grade
points variations or any other time factor.
In addition, all the formulas that were calculating grades aggravated a tutor’s activity,
being uneven. Teaching activities had different formulas, using different percents. The
tutor had to remember if for the activity X the grade was composed of points of percent
of the final grade. Therefore, students viewed mistakes and so there was place for
confusions.
Problems may continue with promoting series, groups and students from one year to
another, this being impossible with the old platform. The tutor had to recreate them after
every academic year. A counter was a solution but it was not implemented. The new
Easy-Learning platform, along with its new tools, tries to solve all these problems and
even more, to extend it’s functionality using the model of renowned universities.
for every existing student in the database. The form contains, along with the actual list, an
active filter only if there are records. If there is not any available evidence, the filter will
not be listed.
Available actions are: edit ( ) and delete ( ) which apply to he current record. In
order to prevent accidents, the delete action is provided with a confirmation from the
user. The Create new evidence button redirects the user to a new form, where new class
books can be made (see Figure 2). At this moment, the user can return to the list or
proceed with adding new evidence.
The form contains a combo-box populated with the list of students, edit-boxes for every
grade point and filters by class and student. Here comes the first innovation of this
module: the tutor will insert, for every type of activity, regardless of it’s share, a score of
maximum 100 points. This score is taken by the general formula, based on the actual
The 4th International Conference on Virtual Learning ICVL 2009 295
shares of each activity and converted to a final score of maximum 100 points too. All this
formulae and conversions are invisible to the user to ease up the task. In the student
interface, he/she will see the real score detailed for every activity and as a final grade.
Due to the database query, posted in actionClass, the logged in tutor, will only have
access to his classes and students, thus properly limiting activities. This selection applies
to all Tutor interface modules.
Through this form, a student might be chosen so that he will have evidence attributed.
With a simple click on the attendance check box, the required attendance ill is added.
Along with listing the right date and time, these are automatically taken from the
system’s clock, with the help of a JavaScript. Annulling the attendance requires just
296 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
another click. If the selected laboratory had a test attached, the tutor may grade it using
the combo-box, which has scores between 0 and 100. This score will be part of the
laboratory grade formula, based on the appropriate share of the laboratory tests activity.
The last section of the form, other grades, contains two combo-boxes with scores also
between 0 and 100 for the essay and final test activities. The same formula and shares
principles apply. The final test is the most complex because when a student finishes it,
after grading and finalizing it, the final grade will automatically fill the right field, so that
the user is exempt of writing it by hand. For a quicker search of the students in the lower
side of the form, there is a filter by groups.
Same as for the other modules, there is a list action for every available test of the
authorized tutor, sorted by classes. This time, the actions column is far more complex. It
contains the usual edit ( ) and delete ( ) buttons, but also ones for listing questions
( ) and grading the test ( ).
The Add test form becomes available after acting on the Add test/questionnaire button.
This builds the skeleton of a test, to be modeled later using the earlier presented
procedure. Multiple variables must be selected: class, type, name, length and number of
questions. It should be mentioned that a test becomes available for a student only if the
active status is selected. After setting the details, the user may create question categories.
The 4th International Conference on Virtual Learning ICVL 2009 297
The categories module is specially designed for this purpose. The name of a category is
attributed to an indicator number used in allocating questions.
When categories have been added, the user may return to the test module where he can
build questions for the test, sorted by his own categories. This may be done with a click
on the List questions button ( ) (see Figure 5)
The Create a new question form uses tools that were the hardest to implement and
develop, due to the complexity and multiple variable cases. Thus, the user will run
through a series of steps, one dependent of the previous. He will select the type of the
question from a combo-box. This type may be: text, unique answer, and multiple
answers. When this is finished, clicking on the button Choose will open a new form,
specific for the selected type. Supposing this was Multiple answers, the next step is
selecting the number of options and the category.
The last step is creating a statement and possible answers. In addition, the tutor will
check the right answer(s) in order to grade it later (see Figure 6).
Now the question can be saved and the procedure will resume in the same manner for
every question. When the test was populated with all the wanted questions, it will become
298 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
available to the student that will sustain it (to be talked about later on). When he will have
finished, it will be available for grading by the tutor. This is what the grade button ( ) is
for.
The grade test form contains all the questions for the specific test along with the
answers provided by the student. A score will be selected for every question, between 0
and 100, with a 10 points step, so that every question is graded percentage-like, the final
grade containing all the scores. Once all the scores will have been finalized, the
laboratory grade will be set in the grades evidence module. This time too, conversions are
invisible, so that the final score is actually a grade (see Figure 7).
Conclusions
The Easy-Learning platform may be considered a great way of real-time distance
interaction, between tutor and student. In order to describe better this whole process,
based on the diagram below, we will use the types of access to the database for the two
types of users. The 90% true case is:
• the tutor will access the database by update, insert, delete, select actions, so
mostly adding and deleting records that the student may use.
• the student will use ONLY select-like actions to view records. He will almost
never alter the records structure because permissions do not allow him to.
The above rule is 90% valid as there is one exception: the tests module. Here, the 2-way
interaction contains acting on the database by both ends. There are six steps building the
procedure for sustaining a test, from its creation to listing the obtained grade:
1. The tutor builds a new test inserting it in the database;
2. The student sees a new test and opens it in order to take it;
The 4th International Conference on Virtual Learning ICVL 2009 299
REFERENCES
1. Nagy, A. (2005): E-Content: Technologies and Perspectives for the European Market, in The Impact of E-
Learning, Berlin, 79-96.
2. Bååth, J. A. (1982): Distance Students' Learning – Empirical Findings and Theoretical Deliberations,
Stockholm, 30-32.
3. Scott W. A. (2000): Mapping Objects to Relational Databases: O/R Mapping in Detail, Practice Leader,
Agile Development, IBM, Software Group.
4. Boodhoo J. P. (2006): Design Patterns: Model View Presenter, Microsoft.
5. Rădescu R., Urse C. (2007): Advanced Testing Methods in the Easy-Learning Platform. In The 8-th
European Conference E-COMM-LINE, SIV-26e/1…6, Bucharest.
6. Rădescu R., Iovan R. (2005): Generating the class register in the Easy-Learning platform. In The National
Conference of Virtual Education “Virtual Learning – Virtual Reality”, Educational Software &
Management, 3rd Edition, University of Bucharest, Mathematics and Informatics Faculty, Bucharest,
213-220.
7. Rădescu R., Iovan R. (2005): Creating and using tests in the Easy-Learning platform. In The National
Conference of Virtual Education “Virtual Learning – Virtual Reality”, Educational Software &
Management, 3rd Edition, University of Bucharest, Mathematics and Informatics Faculty, Bucharest,
229-235.
8. Rădescu R., Iovan R. (2004): Improvements to the Easy-Learning E-learning Platform. In The 5-th
European Conference E-COMM-LINE, Bucharest, 275-278.
9. Rădescu R., Iovan R. (2005): New Facilities of the Easy-Learning Platform, in Proceedings of the
Symposium “Educational Technologies on Electronic Platforms in Engineering Higher Education”
(TEPE 2005), Technical University of Civil Engineering of Bucharest, 27-28 May 2005, Bucharest,
219-226.
10. Rădescu R. (2008): Multiple tests in the Easy-Learning platform. In The National Conference of Virtual
Education “Virtual Learning – Virtual Reality”, Modern methods in Education and Research, 6th
Edition, University of Bucharest and „Ovidius” University of ConstanŃa, Oct. 31 – Nov. 2nd, Bucharest,
B-6-54/1...4.
11. Rădescu R. (2007): Test user interface in the Easy-Learning platform, The National Conference of Virtual
Education “Virtual Learning – Virtual Reality”, Modern methods in Education and Research, 5th
Edition, University of Bucharest and „Ovidius” University of ConstanŃa, Oct. 26-28, 2007, Bucharest,
85-92.
12. Rădescu R. (2007): Test management interface in the Easy-Learning platform, The National Conference
of Virtual Education “Virtual Learning – Virtual Reality”, Modern methods in Education and
Research, 5th Edition, University of Bucharest and „Ovidius” University of ConstanŃa, Oct. 26-28,
2007, Bucharest, 75-84.
A Hybrid Recommender System for E-learning Environments
Based on Concept Maps and Collaborative Tagging
Abstract
Recommender Systems could be used to suggest the items being interested for
learners in an e-learning environment. These systems can be useful to recommend
learning resources or any other supportive advices to the learners. Different kind of
algorithms such as user-based and item-based collaborative filtering have been used
to establish a recommender system. With increasing popularity of the collaborative
tagging systems, tags could be interesting and useful information which could be
considered as part of a metadata to enhance recommender system's algorithms. On
the other hand concept maps can be a useful means for learners to visualize their
knowledge. Therefore, learners could be supported in their own learning path by
recommending concept maps, tags, and learning resources, and also the learning
performance of individual learners could be promoted. In this paper, an innovative
architecture for a recommender system dedicated to the e-learning environments is
introduced. This system simultaneously takes advantage of collaborative tagging
and concept maps. By mapping the tags and concepts completed by a learner,
incomprehensible facts of his/her knowledge will be identified. Therefore,
recommending concept maps containing related and not being understood tags, will
be helpful. In the proposed algorithm the similarity of concept maps and tags being
labeled by users are computed to achieve the best suggestion.
1 Introduction
Web-based learning environments are becoming very popular. Typical E-learning
environments, such as Moodle (Riordan and Marcais) and Blackboard include course
content delivery tools, synchronous and asynchronous conferencing systems, Forums,
quiz modules, sharing resources, white boards and etc. In these environments, educators
utilize resources such as text, and multimedia to develop the learning progress. Learners
are encouraged to study the resources and participate in activities. However, for learners
it is very difficult and time consuming to track and assess all the activities and resources.
On the learner’s side, it would be useful if the system could automatically guide the
learner’s learning path, and intelligently recommend on-line activities or resources that
would improve the learning process. “The automatic recommendation could be based on
The 4th International Conference on Virtual Learning ICVL 2009 301
the instructor’s sequence of navigation in the course material, or, it could be based on
navigation patterns of other successful learners.” (Osmar R. Za¨ıane 2002)
A user profile is a collection of personal data associated to a specific user, and refers
to the explicit digital representation of a person's identity. A user profile can also be
considered as computer representation of a user model. User profiles are constructed by
different kind of information such as the user’s knowledge, interests, goals, background,
and individual traits. In this paper we use a collaborative tagging system in the proposed
E-learning environment and utilize the tag collections of the user as the user’s interest in
a specific topic. We also assume that each learner in the system is capable of illustrating
his knowledge with a concept map.
In collaborative tagging system the users tag the resources they’ve studied by labeling
them with specific labels. The tag collection of each user can identify his/her interests in
different topics. Concept maps are an explicit graphical representation of a human’s
understandings in a domain of knowledge. Concept maps represent this understanding by
means of a two-dimensional network in which nodes correspond to concepts, and links
correspond to the relationships between concepts. In a concept map, concepts are the
labels used to refer to objects or events and linking phrases (the text on the links) are
usually verbs (Novak & Gowin, 1984; Valerio et al 2008).
Given that each person’s understanding of a domain is different, even if people
construct concept maps on the same topic, the maps constructed by individuals are
different, reflecting their personal knowledge structures (Valerio et al 2008). Hence
concept maps can be used for knowledge sharing and comparison.
In this paper, we describe the architecture of an automatic recommendation system for
learning environments that considers the profiles of the learners containing his/her tags
and concept maps.
2 Related Works
Recommender Systems: recommender systems are a new method on the internet in
which it suggests and advices the users the items that they may wish to purchase. With
the large information expansion, users need a complete facility to find and navigate their
needs. A recent survey of recommender systems could be found in (Maes, Guttman &
Moukas, 1999).
The most popular recommender systems that are used and produced these days are the
collaborative filtering type. The method is such that they aggregate information about the
users and after locating the similarities between users, specific recommendation is given
to them. This type of recommender systems can either be item-based or user-based. Such
a system can be seen in Ringo that makes use of the user's music preferences which is
calculated by taking count of albums and artists rated by the user (Shardanand & Maes,
1995).
Another well known recommender system is the content-based type, which are based
on machine learning research. They have the ability to parse the content and classify it in
order to make the best recommendation. "These systems use supervised machine learning
to induce a classifier that can discriminate between items interesting to the user and those
uninteresting."
302 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
These two kinds of recommender systems have some differences to one another.
One of the advantages of collaborative filtering is that it is suitable for suggesting any
kind of resource, e.g. photos, text, videos and music (Herlocker J.L et al. 2000). The
algorithm is only based on the historical data and preferences of the target user.
In this article an algorithm is suggested that acts like a collaborative filtering
recommender system to provide recommendations to the learners. It aggregates the
learners' interests specifically tags and concept maps, and finally by locating a similarity
between the resources, provides recommendations.
Concept Maps: Concept mapping (Novak & Gowin 1984) has been widely used by
individuals from elementary school students to scientists to externalize knowledge,
conduct knowledge construction (David B. Leake et al. 2003), share knowledge, and
compare knowledge to advance human learning and understanding (David Leake et al.
2004). In concept mapping, subjects construct a two dimensional, visually-based
representation of concepts and their relationships (David B. Leake et al. 2003) . The
flexibility in constructing concept maps is commonly regarded as an advantage of
concept mapping for use in many fields (Valerio .et al 2008). “The map reflects what the
person knows, and for experts, the map is used to represent the idiosyncrasies of each
expert” (Valerio .et al 2008). The study being done by Tarouco, Geller, and Medina’s
(2006) addressed that using concept maps increase the organized communication among
participants (Simone C. O. et al. 2008).
Collaborative Tagging:" Tagging is a way to organize content through labeling." By
this means we can relate meanings to different resources such as texts, URLs, photos and
music. "Tags are keywords that can be associated with content as a simple form of
metadata”. There is no restriction in associating tags to content. We can use any word and
phrase that we desire. In contrary in systems like the library we have to define specific
keywords as a string on the resource. (On Kee Lee. S; Hon Wai Chun. A, 2007). The
phrase Collaborative tagging is the process of sharing items and recourses so that
everyone can take advantage of them. Users can organize their own knowledge such that
all participants can view and benefit from the labeling.
It appears that using tags as discussed above is easy and flexible, but as it is obvious
the non limitation of using any phrase to explain contents can be ambiguous and cause
redundancy problems. Tags used in this way lack semantic meanings and can be
complicating and miss understood. For example the phrase "apple" can refer to the fruit,
and also can point to Apple Macintosh computers. In this case extracting the right
meaning from these phrases can be hard to accomplish.
3 System Architecture
The system architecture that we have proposed in this article can be seen in figure 1. The
recommendation process is composed of seven stages:
1. Users study resources
2. Users tag resources
3. Users create concept maps
4. The system finds similar tags for recommendation
The 4th International Conference on Virtual Learning ICVL 2009 303
[1]
Where u and v are the users and the matrix A is the matrix explained in the previous
section. In order to find k nearest neighbor (KNN), cosine similarities between a target
user and each user with tag frequencies of corresponding user in user-tag matrix, A is
calculated. KNN includes users who have higher similarity score than the other users and
means a set of users who prefer more similar tags with a target user. In the next stage we
find the interest of user u to a particular tag:
Find similar concept maps: To find the similarity between two concept maps a
comparison should be made. To deal with the concept map comparison problem one
method is to assume each concept map as a graph and aim to achieve the best solution
that depicts the similarity between two different graphs. For this, a semantic comparator
is used to calculate the correspondences among the concepts and relations, represented as
attributes of both graphs. “Thus, a solution to the graph matching problem represents an
association between the concepts maps compared” (De Souza et al. 2008). The difficulty
is the method to find the similarities of two graphs." To do this, concept maps CM1 and
CM2 are represented as graphs G1 and G2 and their attributes (concepts and relations) are
extracted and compared by a semantic comparator to construct the node and edge
similarity matrices". More details of the algorithm can be found in: (De Souza et al.
2008). CmapTools (v.4x) has a Compare-to-Cmap feature in the Tools menu that allows
people to do the comparisons (Clariana et al. 2006). An alternate approach for comparing
multiple concept maps is a software tool called Pathfinder Knowledge Network
Organizing Tool (KNOT; Schvaneveldt, 1990) that has analyses capability including
simultaneous comparisons between multiple concept maps (Clariana et al. 2006 ) .
With these definitions one of the above techniques can be used to compare two
concept maps in our algorithms. We suggest using the CMap tool as it is well known and
its efficiency has been proven.
Matching process: In this part the words in the concept map and the phrases related
to the tags for every user is compared with each other. This is done to know what should
be recommended to the users. If tags are used in the concept maps, but are not in
relationship with each other, then it is useful to suggest a concept map in which these tags
are related. Otherwise, a concept map composed of more tags or a different concept map
is proposed.
The algorithm for this part can be separated into three different filters. We can assume
this recommender system as a collaborative filter recommender system. We briefly
explain about each filter and then suggest our proposed algorithm.
Filter 1: In the first filter, we extract the tags and concept maps of user u as input and
then the tags that couldn't be related in the concept map are filtered out. As output we find
the concept maps of other users who have implemented these tags.
Filter 2: In the second filter, we have those concept maps which contain the unknown
tags for user u. We filter out the most similar concept maps to the user u's concept map
with the algorithm discussed in 3.2.5
The 4th International Conference on Virtual Learning ICVL 2009 305
Filter 3: In the last filter, we have the most similar concept maps as input. We relate
these concept maps with their constructors. Finally we can filter out tags most similar to
the user's tags according to 3.2.4. So as the final output we have concept maps, tags and
users who are most similar to one another.
An example of the utility of these three filters can be seen in figure 2.
User u’s tags and concept map in topic english
Similar tags
In the following section we discuss the algorithm which utilizes three mentioned
above filters to achieve the best recommendation for users.
Give final recommendations to users: As mentioned in the last line of algorithm 1
we recommend similar concept maps, tags and similar users to the user.
In figure 3 we have placed a snapshot of our work. It's a system that depicts our
proposed algorithm. As it can be seen in the concept map link, an illustration of the user's
concept map is presented. The tags related to the concept map are also provided below
the map. Our algorithm is launched and the most similar concept maps are recommended.
This recommendation makes use of the user's tags for a more efficient recommendation
as discussed in section 3.1. In our belief these recommendations (both concept maps and
tags) can guide the learner for a better knowledge in a specific topic.
306 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Recommenda
tion
REFERENCES
Ae-Ttie Ji, Cheol Yeon , Heung-Nam Kim ,Geun-Sik Jo (2007) ,Collaborative Tagging in Recommender
Systems, Springer Berlin / Heidelberg, AI: Advances in Artificial Intelligence, 0302-9743 (Print) 1611-
3349 (Online) Volume 4830/2007
Balabanovic, M., and Shoham, Y. (1997) Content-based, collaborative recommendation. Communications of
the ACM. 40(3):67-72,
Robin Burke (2000), Knowledge-based recommender systems, In Encyclopedia of Library and Information
Systems, Vol. 69
Roy Clariana, Ravinder Koul, and Kristen Albright (2006), Using Pathfinder Knot Analytic Tools For
Comparing And Combining Concept Maps
David B. Leake, Ana Maguitman, Thomas Reichherzer,( 2003) Topic Extraction and Extension to Support
Concept Mapping, page 325- 329, FLAIRS
David Leake, Ana Maguitman, Thomas Reichherzer , Alberto Cañas, Marco Carvalho, Marco Arguedas, Tom
Eskridge,( 2004) “Googling” From A Concept Map: Towards Automatic Concept-Map-Based Query
Formation, Proc. Of The First Int. Conference On Concept Mapping, Pamplona, Spain
F. S. L. De Souza, M. C. S. Boeres, D. Cury, C. S. De Menezes, G. Carlesso,( 2008) An Approach To
Comparison Of Concept Maps Represented By Graphs, Proc. of the Third Int. Conference on Concept
Mapping, Tallinn, Estonia & Helsinki, Finland
Herlocker, J.L, Konstan, J.A., Riedl, J. (2000): Explaining Collaborative Filtering Recommendations.In:
Procs of ACM Conf. on Computer Supported Cooperative Work, pp. 241–250
Sigma On Kee Lee, Andy Hon Wai Chun,(2007), Automatic Tag Recommendation for the Web 2.0
Blogosphere Using Collaborative Tagging and Hybrid ANN Semantic Structures , Proceedings of the 6th
Conference on WSEAS International Conference on Applied Computer Science - Volume 6 , Volume 6,
Osmar R. Za¨ıane, (2002) Building a Recommender Agent for e-Learning Systems, Proceedings of the
International Conference on Computers in Education, December, IEEE Computer Society
Resnick, P.; Iacovou, N.; Suchak, M,; Bergstorm, P.; and Riedl, J.( 1994) GroupLens: An Open Arch for
Collaborative Filtering of Netnews, In Proc. ACM Conf. on Computer Supported Cooperative Work, 175-18.
Matt Riordan, Tom Marcais, ”Moodle An electronic classroom”
Shardanand, U., and Maes, P.( 1995) Social Information Filtering: Algorithms for Automating “Word of
Mouth”, In Proc. ACM CHI’95 Conf., 210-217.
Simone C. O. Conceição, Carrie Ann Desnoyers, Maria Julia Baldor,( 2008) Individual Construction Of
Knowledge In An Online Community Through Concept Maps, Proc. Of The Third Int. Conference On
Concept Mapping, Tallinn, Estonia & Helsinki, Finland
Alejandro Valerio, David B. Leake,, Alberto J. Cañas(2008), Automatic Classification Of Concept Maps
Based On A Topological Taxonomy And Its Application To Studying Features Of Human-Built Maps,
Proc. Of The Third Int. Conference On Concept Mapping, Tallinn, Estonia & Helsinki, Finland
Ranking Concept Maps and Tags to Differentiate the Subject
Experts in a Collaborative E-Learning Environment
Abstract
Members of a collaborative learning environment need to refer to the subject
experts. Therefore, it is necessary to identify the subject experts and to introduce
them to the other members. To achieve this goal, one approach is to make use of
concept map evaluation by means of ranking methods. Another approach is to utilize
tagging methods for finding subject experts in a collaborative learning environment.
In this article a new approach for estimating the knowledge level of the members in
a virtual environment is introduced, which is based on the concept mapping and
tagging. In construction of the concept maps, concepts could be linked to any type of
related resources. The labels associated to these links could be assumed as tags for
those resources. Therefore, tagging methods could be used as a measure for ranking
the quality of the resources and the expertise of members. In the proposed method,
four parameters are considered for ranking the subject experts: concept map
ranking, tag ranking, tag and resource relevancy, and the relation between the
number of tags and the number of concepts. This paper presents the required
algorithms which examine these parameters to determine the subject experts. These
algorithms and the evaluation method will be discussed in detail.
Keywords: Elearning, Concept map, tag, ranking method, collaborating environment
1 Introduction
It can be not easy to get a satisfactory answer to a problem by using search engines.
Instead, one may prefer to find and ask someone who has related expertise; online
communities and collaborative learning environments have emerged as one of the most
important places for people to seek advice or help (Jun Zhang, Mark S. Ackerman &
Lada Adamic, 2007). Thus a common issue in collaborative learning environments is
finding experts. Some works have been done on ranking the knowledge of people with
the help of concept maps, or utilizing tagging methods to identify subject experts in a
collaborative learning environment.
Concept map is a graphical representation of a human’s understandings of a domain of
knowledge. Concept maps represent this understanding by using a two-dimensional
network in which nodes correspond to concepts and links demonstrate concept
relationships. In a concept map, concepts are the labels used to refer to objects and
linking phrases (the text on the links) are usually verbs (Alejandro Valerio et al, 2008).
The 4th International Conference on Virtual Learning ICVL 2009 309
2 Related works
Tag Ranking Methods: “Studies in psychology have shown that experts involve in the
ability to select the most relevant information to achieve a goal” (P. J. Feltovich et al.,
2006). In the context of collaborative tagging, users assign tags to resources to facilitate
retrieval of resources. “Therefore, it is believed that an expert should be someone who not
only has a large collection of documents annotated with a particular tag, but tends to add
high quality documents to their collections. In other words, there is a relationship
between the expertise of a user and the quality of a document.” In tag ranking methods,
usually spammers are omitted to find users that have used high quality tags and rank
documents. Koutrika et al. (2007) are the first to discuss methods of tackling spamming
activities in collaborative tagging. There are also proposals for detecting spammers in
tagging systems based on machine learning approaches (A. Madkour et al., 2008; R.
Krestel & L. Chen, 2008). In (Michael G. Noll et al., 2009) the proposed algorithm
named SPEAR in addition to demoting spammers in the ranked list of users instead of
detecting their presence; it finds experts. They believe that different types of methods,
including detection, demotion, and also prevention is complementary in tackling
spammers (P. Heymann et al., 2007).
Concept Maps Ranking Methods: “Despite the variety of concept maps that arise
from the differences among map builders, some maps can be considered “better” than
others, based on a variety of criteria. One concept map could show a “deeper
understanding” of a topic than another, perhaps reflecting that the first was constructed by
an expert and the second by a novice” (Alejandro Valerio et al, 2008). Therefore different
methods have been done on evaluating concept maps.
An evaluation may involve making qualitative and/or quantitative remarks (John R.
Mcclure et al., 1999). Topological features and semantic features are two features that
assess the quality of a concept map (Alejandro Valerio et al, 2008).
310 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
3 System Architecture
Tag Ranking: In this part, two parameters for tag ranking are applied. The first
parameter is the similarity of tags to the keywords. For obtaining this similarity, tag set T
for a map is used to compare with keyword set K with the help of WordNet. The result
will give a grade to the tags and is shown in the algorithm1.
It is remarkable to note that the most popular tags are considered too. These tags are
attached to a resource by many users. So these words are added to the keyword set K.
312 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
The second factor for ranking tags is leveraging. Tags are classified to specific,
general and not related tags. This classification and grade for each class is determined by
an expert in that subject. The result grade is used to rank tags of concept maps. Here is
the algorithm for this part:
Parameter is considered as a weight for for every concept map. It shows how
general or specific the concepts are, and this is an important factor for recognizing
The 4th International Conference on Virtual Learning ICVL 2009 313
knowledge of people in a particular subject. Hence total rank for the tags is calculated as
below:
• : number of tags in concept map i
• : for every concept map ci, is summation of * for
each tag in set , divided by number of tags in a concept map.
[1]
Note: grades for and in each if can be determined by comparing with what
experts usually use.
Experts Knowledge Ranking: In part three of section 3.2 concept maps are ranked
and each map is assigned to a class shown in table 1. Each group of maps in every level
of table 1 will be classified again with regard to the rank of tags. Another parameter
should be considered here: the ratio of number of tags in the whole map. As stated before,
the simplest way to assess the expertise of a user is by the number of times he has used a
tag. Thus, this parameter shows how much a person is expertise in one subject and how
many resources one has used for different aspects of his knowledge. The quality of tags is
considered in the tag rankings. The proportion of tags to the whole map is shown in
formula (2):
• m= number of tags
• n= number of nodes (concepts) in the concept map
[2]
With the help of from formula (2) and due to the previous grades of concept maps
and tags for each member, experts in this learning environment could be introduced. So
members from the top level with the greatest tag grades and greatest will be
introduced as subject experts.
The 4th International Conference on Virtual Learning ICVL 2009 315
RESOURCES
A. Madkour, T. Hefni, A. Hefny, and K. S. Refaat (2008), Using semantic features to detect spamming in
social bookmarking systems. Proc. of ECML PKDD Discovery Challenge Workshop, Belgium
Alejandro Valerio, David B. Leake,, Alberto J. Cañas (2008), Automatic Classification Of Concept Maps
Based On A Topological Taxonomy And Its Application To Studying Features Of Human-Built Maps.
Proc. of The Third Int. Conference On Concept Mapping, Tallinn, Estonia & Helsinki, Finland
G. Koutrika, F. A. E_endi, Z. Gy ongyi, P. Heymann, and H. Garcia-Molina (2007), Combating spam in
tagging systems. Proc. of Int'l Workshop on Adversarial information retrieval on the web, pages 57-64
John R. Mcclure, Brian Sonak, Hoi K. Suen (1999), Concept Map Assessment Of Classroom Learning:
Reliability, Validity, And Logistical Practicality. Journal Of Research In Science Teaching, Vol. 36, No.
4, 475–492
Jun Zhang, Mark S. Ackerman, Lada Adamic (2007), Expertise Networks in Online Communities: Structure
and Algorithms. WWW 2007, Banff, Alberta, Canada
M. G. Noll, C. Meinel (2008), Exploring social annotations for web document classi_cation. Proc. of ACM
Symposium on Applied Computing, pages 2315-2320, Fortaleza, Brazil
Michael G. Noll, Ching-man Au Yeung, Nicholas Gibbins, Christoph Meinel, Nigel Shadbolt (2009), Telling
Experts from Spammers:Expertise Ranking in Folksonomies. Proc. of the 32nd international ACM SIGIR
conference on Research and development in information retrieval
P. Heymann, G. Koutrika, and H. Garcia-Molina (2007), Fighting spam on social web sites: A survey of
approaches and future challenges. IEEE Internet Computing, 11(6):36 -45
P. J. Feltovich, M. J. Prietula, K. A. Ericsson (2006), Studies of expertise from psychological perspectives.
The Cambridge Handbook of Expertise and Expert Performance, pages 41-68. Cambridge University
Press, USA
R. Krestel, L. Chen (2008), Using co-occurrence of tags and resources to identify spammers. In Proceedings
of ECML PKDD Discovery Challenge Workshop, collocated with ECML/PKDD
R. Wetzker, C. Zimmermann, C. Bauckhage (2008), Analyzing social bookmarking systems: A del.icio.us
cookbook. Proc. of Mining Social Data Workshop, collocated with ECAI, pages 26-30
Steffen Schaal (2008), Concept Mapping In Science Education Assessment: An Approach To Computer-
Supported Achievement Tests In An Interdisciplinary Hypermedia Learning Environment. Proc. of The
Third Int. Conference On Concept Mapping, Tallinn, Estonia & Helsinki, Finland
Validation of Messages in Discussion Groups Using the Learner
Model: An Approach to Enhance Trustworthiness
Abstract
Discussion groups are collaborative tools in the context of e-learning. They can be
used for several purposes, including a simple question/answer mechanism or
achieving higher phases of critical thinking and knowledge construction. Evidently,
in these cases the common attribute is the quality of the opinions expressed in the
messages. Thus, there should be a mechanism to assess the quality and validity of
the messages being transmitted among the participants.. Related works in this
domain have so far focused on network analysis using quantitative methods to
identify experts as the source of valid messages. However, since these methods
calculate the expertise level of a user based on the number of messages being sent
or received, an expert user with low number of transmitted messages would not be
identified as an expert. In this paper, we introduce a novel approach which is
qualitative and uses a learner model for scoring and validating the messages. In the
proposed model, every message is mapped to the defined fragments and according
to the learner knowledge in the corresponding fragment. A score is then assigned to
each message that could be used to establish a trust mechanism in discussion
groups.
Keywords: Discussion groups, Learner model, Collaborative learning, Trust
1. Introduction
Collaborative learning is an umbrella term for a variety of approaches in education that
involve joint intellectual effort by students or students and teachers (Smith and
MacGregor, 1992). In the context of Learning Management Systems, collaborative
learning refers to a collection of tools which learners can use to assist, or be assisted by
others. One of these tools is discussion groups that can be used for several purposes, such
as a simple question/answer mechanism or achieving higher phases of critical thinking
and knowledge construction. Discussion groups offer important advantages in the field of
e-learning such as facilitating self-directed learning due to their time and place-
independent nature (Harasion 1990; Murphy and Colman, 2004), and the learning that
occurs in a distributed environment (Tennet and Hyland, 2004). However, there are some
challenges in use of discussion groups; one common challenge is related to the message
trustworthiness (Kim and Wah, 2007). In order to establish trust in massages, there
should be a way to assess the quality and validity of the messages being transmitted
between the participants. Related works in this domain have so far, focused on network
The 4th International Conference on Virtual Learning ICVL 2009 317
analysis using quantitative methods to find experts as the source of valid messages. In
this paper, we introduce a novel approach which is qualitative and uses a learner model to
score and validate messages.
A learner model presents the knowledge about the learner, either explicitly or
implicitly encoded, that is used by the system to improve interaction and adoption (Kass
and Finin, 1998). Each learner model has five popular and useful features: the learner
knowledge, interests, goals, background, and individual traits (Brusilovsky and Millan,
2007). Since knowledge is the most important feature in a learner model (Brusilovsky,
1996), in this paper, a learner model is constructed based on the learner knowledge using
an overlay model approach. The overlay model is the most popular form of a structural
knowledge model. “The purpose of the overlay model is to represent an individual user's
knowledge as a subset of the domain model, which reflects the expert-level knowledge of
the subject” (Brusilovsky and Millan, 2007).
This paper is organized as follows. Related works will be reviewed in section 2. In
section 3, we will describe our approach to message validation. Conclusion and future
work will be discussed in section 4.
2. Related works
Message verification is a significant challenge in discussion groups. Previous research on
this topic can be placed into two main categories. The first category consists of expertise
finder systems that have been surveyed in a series of studies (e.g., Streeter and
Lochbaum, 1988; Krulwich and Burkey, 1996; Ackerman and McDonald, 1996; Yenta
and Foner, 1997), and most recent commercial systems from Tacit and Microsoft. Most
of these systems employ modern information retrieval techniques to identify expertise. A
term vector is usually used to express each person’s expertise in a discussion group which
is applied later for matching expertise queries using standard IR techniques. Since the
result is usually a list of related people with no ranking order, it is difficult to distinguish
the relative level of expertise for each person. Such a list only shows that a person knows
about a topic, but does not show how much is known.
The second category includes works such as Campbell et al (2003) and Dom et al
(2003) that try to improve expertise finder systems (in category one), and reduce their
problems. In these studies graph-based ranking algorithms in addition to content analysis
are used to rank users’ expertise levels. The results of these studies show that a graph-
based algorithm effectively extracts more information than is found in content alone.
Zhang, Ackerman and Adamic (2007) extend this work for grater networks. In general,
the limitation of the works in this category is assessing the expertise level of a user based
on a calculation of the number of messages being sent or received. Thus, a expert user
with low number of transmitted messages would not be identified as an expert. In the next
section, we discuss our proposed novel approach which estimates the validity of the
messages being posted in discussion groups.
3. Message Validation
Discussion groups are such places where participants can express their ideas; yet, there is
no way to determine how valid and trustworthy the expressed statements are. In this
318 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
As shown in figure 1, some tags are assigned to more than one fragment. This is
because, the fragment concepts may overlap with each other For example, “Fragment 1”
and “Fragment 2” may indicate the learner’s knowledge in the fields of “Perl
Programming Language” and “Python Programming Language” respectively. Therefore,
these fragments are indicating two distinct subjects; however, they are both programming
language and have this attribute in common. So, they are both tagged with “Tag 1” which
could be “Programming”.
3.4 Example
In this example we assume that the message has been posted to a programming discussion
group. After calculating the S value for all the words in the posted message, “perl”,
“loop” and “condition” are three words that occur most frequently and their S values are
1.5, 2.7 and 3.3 respectively. The normalization process is as follow:
1.5
Normalized _ MRT1 = = 0.2
1.5 + 2.7 + 3.3
2.7
Normalized _ MRT2 = = 0.36
1.5 + 2.7 + 3.3
3.3
Normalized _ MRT1 = = 0.44
1.5 + 2.7 + 3.3
There are 3 fragments that include at least one tag from the MRT set. So, only these
three rows will be counted for scoring the message. Also, the sum of tag values for
fragment 2 is less than the predefined threshold (e.g., 50% here). Consequently, this
fragment of knowledge will be eliminated from the calculation. The score calculated for
this message will be as follows:
∑∑ Tag ij × Knowledge _ Level _ of _ Fragment i
Message _ Score =
i j
Maxk × num
0.56 × 8 + 0.8 × 7
= ≈ 0. 5
10 × 2
Hence, the more the calculated value is, the more trustworthy and valid the message is.
REFERENCES
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230.
Using Genetic Algorithms to Increase the Quality of University
Research Management
Florentina Alina Chircu
Abstract
In the context of global change and institutional diversification, the research
disciplines are developing and demands for research results are changing and
growing. Institutions or departments with high performance in the research activity
are populated by individuals with a high career motivation and which are willing to
assume research and to cooperate with others. In these circumstances, inter-human
relationships have an important role in the success of research projects that require
teamwork. In this paper, the authoress presents an implementation of genetic
algorithm, aiming to increase the quality of university research management. With
this application, she intends to identify the most suitable combination for a research
team consisting of members from an university department. The result has to be
composed of people which can work well together, putting emphasis on achieving a
more productive team.
Keywords: Research management, Artificial intelligence, Genetic algorithms.
1 Introduction
In the perspective of changes that have occurred in the university management field, one
can notice the pronounced development of the research discipline. At the same time, the
demands for research application and results are growing and changing. To fulfil these
requirements, a method to optimally use all the resources (financial, human and physical)
has to be found [2].
Higher education institutes are trying to encourage the research field and the
development of researchers’ teams. Nevertheless, it is to be noticed that the success of
such teams depends primarily on each individual part, beyond the other secondary factors
that influence it. Departments with notable results and high performance in the research
activity can be described as teams composed of individuals with a high career motivation
and which are willing to assume research and to cooperate with others [2]. In these
circumstances, inter-human relationships have an important role in the success of
research projects that require teamwork
In this paper, the authoress presents an implementation of genetic algorithm which
aims to increase the quality of university research management. With this application, she
intends to identify the most suitable combination for a research team consisting of
members from a university department. The result has to be composed of people which
can work well together, putting emphasis on achieving a more productive team.
The 4th International Conference on Virtual Learning ICVL 2009 323
2 Genetic Algorithm
Genetic Algorithms are part of evolutionary algorithms, representing an area of artificial
intelligence that has known a great development. They represent an evolutionary search
technique used with the purpose of identifying an approximate solution for optimization
and search problems. These algorithms make use of techniques inspired by evolutionary
biology, such as inheritance, mutation, selection and crossover (also called
recombination) [1].
Genetic Algorithms are implemented as computer simulations. They are represented
as a population of abstract representation (called chromosomes) of candidate solutions
(called individuals) to an optimization problem evolves toward better solutions [1].
Solution evolves to the right answer following the rules built on evolutionary
concepts:
• Survival of the strongest individuals;
• Adaptation to environment;
• Species evolution.
The components of a genetic algorithm are:
• A method to represent solutions as chromosomes;
• A method to generate initial populations of potential solutions;
• Fitness evaluation function;
• Runtime parameters (population size, crossover possibility, mutation
probability and evolution interval).
This algorithm starts with a complete or partial randomly generated population and the
evolution is performed over several generations. The main feature of these algorithms is
that they attach to each individual a fitness function. This function represents the
individuals’ performance based on several criteria.
For each generation, a genetic algorithm calculates the fitness function value and
represents the quality of each solution. Based on this evaluation, the best individuals are
selected from the current population and recombined to form the new generation.
The new population is obtained from the old population by tracking 3 important
stages:
• Selecting the best parents;
• Obtaining new individuals from parents combination (crossover
operation);
• Mutation appearance.
Crossover operation is represented by the disposal of two chromosomes, the results
being combined to form other chromosomes which will be included in the new
population. In this way one can achieve the propagation of the best genetic material and
determine an increased performance of the candidate solution population. The mutation is
represented by a chromosome modification applied to one or more genes.
The genetic algorithm finishes when either the maximum number of generation or the
maximum number of generation members has been reached. At this moment there are
selected the best individuals with the highest fitness function, which represents the
solution offered by the algorithm.
324 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
The performance of each individual is assessed as the objective function value. The
fitness function has the initial value of 50 points. For each member it is to be verified if
the team colleagues are in his list of friends. If a friend is found then 15 points are added
to the fitness function, otherwise it is decreased by 1 point.
The implementation of the fitness function in C++ Builder is:
int fitness(individual ind)
{
int i,j,f;
f=50; //initial fitness function value
for(j=0;j<8;j++)
//search for friends
The 4th International Conference on Virtual Learning ICVL 2009 325
{for(i=1;i<=fr[j].nr;i++)
if(fr[j].friends[i]==ind.g[j])
{f=f+15;}//a friend has been found
else
{f=f-1;}}//not a friend
return f;}
Genetic operators used in this application are: roulette selection, one-point crossover,
rotation mutation.
Roulette selection consists in choosing future parents by simulating the launching of a
roulette needle on the field of objective values for current population individuals.
One-point crossover is an operator used to combine the genetic material of two parent
individuals, in order to obtain new individuals.
Rotation mutation is an operator that performs minor modifications on the individual
by randomly selecting a block of genes, with random length, and reversing genes’ order.
Genetic algorithms parameters are:
• Initial population size (with values between 5 and 50);
• Maximum population size;
• Maximum generation number;
• Crossover probability (with values between 0.1 and 1.0);
• Mutation probability (with values between 0.01 and 0.2).
The parameters’ values may be set-up by using the application interface. After
pressing the “Generate” button, the application will show the results offered by the
Genetic Algorithm in the right side of the window. Thereby, the value of the maximum
fitness function and the optimal assignment with the maximum fitness function will be
displayed. All the intermediary results will be stored in a data output text file named
“testout.txt”
The solutions shown in the text box represent the team proposed by the application,
based on the fitness function value, as seen in Figure 1.
4 Experimental Results
To test the application presented in this paper the authoress proposes a list of favourite
colleagues. This list is represented as an input text file for the application and it is
presented in Table 1.
Table 2 represented 3 sets of input data for the genetic algorithm. The genetic
algorithm parameters are different for each test to guarantee the covering of a great
diversity of cases.
Table 1. List of favourite colleagues.
List of friends
Member no. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Member no. 2 1 3 7 10 13 20
Member no. 3 12
Member no. 4 1 19 17 15
Member no. 5 1 8 9 7 10 11 15 17 19 20
Member no. 6 1 11 20
Member no. 7 125
Member no. 8 15
Member no. 9 1 5 10 11 13 14 15 17 18 19 20
Member no. 10 1 2 5 9 13 16
Member no. 11 1569
Member no. 12 1 20
Member no. 13 1 9 10 16
Member no. 14 19
Member no. 15 1 4 5 9 19
Member no. 16 1 9 12 17 18 20
Member no. 17 1 4 5 9 16 20
Member no. 18 1 9 18
Member no. 19 1 4 8 14 20
Member no. 20 1 2 5 6 9 12 16 17 19
After the execution of 5 tests for each set of input values, the final results are
synthesized in Table 3.
Best performances mean is calculated as the average of highest values of the fitness
function obtained in the 15 sets of results. Worst performances mean at last generation
mean is calculated as the average of lowest values of the fitness function.
The 4th International Conference on Virtual Learning ICVL 2009 327
After all tests, it has been established that the highest value achieved by the fitness
function is 131 and only one solution has managed to reach this value. So the best team,
based on relationships among teammates, is composed of persons corresponding to
numbers:
12 7 10 2 15 11 20 1
5 Conclusions
In the perspective of increasing demands regarding research application, a method to
optimally use all the resources (financial, human and physical) has to be found. The
success of a research project depends primarily on each individual part of the research
team. In this context inter-human relationships have an important role in the success of
research projects that require teamwork.
In this paper, the authoress presents an implementation of genetic algorithm in this
area. The application receives as input data a list of favourite colleagues and aims to
identify the most suitable combination for a research team consisting of members from a
university department.
The genetic algorithm parameters’ values may be set-up by using the application
interface. The value of the maximum fitness function and the optimal assignment with the
maximum fitness function will be displayed and all the intermediary results will be stored
in a data output text file.
After several test, the authoress has identified the solution with the highest fitness
function. The selected research team is composed of people who work well together
putting emphasis on achieving a more productive team.
REFERENCES
Oprea, M., Nicoara, S., “Artificial intelligence”, Petroleum–Gas University of Ploiesti, 2005.
***, University Research Management,
http://www.oecd.org/document/37/0,3343,en_2649_35961291_35536165_1_1_1_1,00.html, accessed on
1.07.2009.
Section
INTEL® EDUCATION
Innovation in Education and Research
Abstract
We present a model for teaching and learning with technology to improve the
comprehension of key concepts and to support the development of 21st century skills
will be outlined including: Curriculum learning content to support the knowledge
acquisition of key curriculum objectives; Advanced open-ended learning and
teaching toolkits to explore and deepen the students’ understanding of key concepts;
Project and activity based learning for knowledge deepening and knowledge
creation; Open ended learning to support innovation, problem solving, decision
making, teamwork and collaborative learning; Communities of practice enabling
teachers share best practice and communicate with students and classes in private
and secure environments. This paper is based on our experience developing Intel
skoool™.com learning and teaching technology programme which has developed
education content and tools in 30 countries and 12 languages and dialects.
1 Introduction
Flexible, cost effective and well planned ICT design is required to meet the pedagogical
needs of learners and to enable teachers and administrative staff in education institutions
work effectively.
Instruction objects such as multimedia lessons can be used for knowledge acquisition,
toolkits and scaffolded experiments for knowledge deepening and open-ended projects
and research activities for knowledge creation and the synthesis of uncertain information.
Knowledge
Deepening
Standardised
Standardised
Instruction ‘Personal
Instruction&&
Testing Progression’
Testing
Knowledge
Acquisition
Cloud computing:
Increased connectivity and significantly improved bandwidth including the wide spread
of 100mbps and greater connection speeds in the developed world and the wider spread
of DSL, WIMAX Wireless in developing markets and the advent of 4G mobile networks
with connection speeds of between 10 and 40 mbps. This growing ease of connectivity
together with the trend towards‘Cloud Computing’ represents the next mega-trend.
The 4th International Conference on Virtual Learning ICVL 2009 333
“We will move from the Digital Immigrant phase through the Digital Native phase to
the Online Native phase” Young users today are very comfortable to live in the Internet
Cloud with increasingly more of their data and applications there and increasing levels of
online security and privacy.
“With technology I can assign much higher level tasks to my students.” Deputy Head
Teacher of St. Thomas More School in London ranking in the top quartile in UK schools
ranking. Sept. 2008.
Vision
Personalised Learning - shaping teaching around the different ways children learn.
The emphasis on personalised learning is a key principle underlying recent
educational initiatives. Personalised learning is about tailoring education to ensure that
every pupil reaches their full potential, one of the aims of the Five-Year Strategy for
Children and Learners,1United Kingdom Department for Education and Skills (DfES)
July 2004. It is not individualised learning, where children work alone, nor is it pupils
being left to their own devices. It means a strategic and structure approach to shaping
1
DfES : http://www.dfes.gov.uk/
334 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
teaching around the different ways children learn. Many schools and teachers have
tailored their curriculum and teaching methods to meet their pupils’ needs for years with
various initiatives. What is new is the drive to make these practices universal.
A strategic approach to ICT both in the classroom and linking the classroom and home
is a key facilitator and enabler of personalised learning. The DfES publication Harnessing
Technology: transforming learning and children's services 2 reflects the ever changing
and effective use of ICT across the whole education system and highlights the need for a
more strategic approach to the future development of ICT in education, skills and
children's services. The strategy addresses priorities in workforce development,
organisational change, personalisation of learning, content, access and the procurement of
services and identifies six priorities which will apply to 14-19 year olds and lifelong
learning as well as schools and children's services:
• an integrated online information service for all citizens
• integrated online personal support for children and learners
• a collaborative approach to personalised learning activities
• a good quality ICT training and support package for practitioners
• a leadership and development package for organisational capability in ICT.
ICT today has the flexibility to enable this variation in usage happen in a seamless
manner.
Each learning style uses ICT hardware and software in different and multifaceted
ways. The key message is that the ICT designs need to take account of these differences.
Teachers and Learners can select from a range of multimedia and digital applications to
match their preferred learning style and strategy and to experiment and investigate
different approaches. Advantage can be taken of the opportunity current and future
VLE/LMS and other ICT systems can provide, to support personalised learning paths.
Thus there is a benefit in enabling learners to reflect on how they learn. Encouraging
metacognition (being aware of one’s own thought and learning processes) is therefore
perhaps the most important advantage that can be claimed for applying learning styles
theory to learning and teaching.
The following table shows some examples of ICT applications supporting varying
learning styles.
Visual– learning by seeing
IT Application Examples of Usage Models
Digital photography and video
Modern ICT supports visual enhances learning and provide rich
learning with high quality graphics, presentation.
animations, simulations and Teachers can present concepts and
visualisations. Abstract concepts ideas using rich visual media,
are brought to life and effectively capturing the learners attention
explained. Interactive whiteboards bring this
visualisation alive for the whole
classroom.
4 21st Century Skills and Key Competencies for the Knowledge Economy
There is a growing and widely accepted understanding that a different set of skills need to
be developed by our students in our school systems. In the United States and also in
UNESCO strategies these are referred to as the 21st Century Skills. The European Union
in the Lisbon framework outlines eight domains of Key Competences for Lifelong
Learning.
These 21st Century Skills are critically important to support the challenges of the
modern work-place and the dynamic and rapidly changing knowledge society. Highly
structured and disciplined schooling systems do not necessarily prepare students well for
the dynamics and challenges of the 21st century workplace and society. More self-
motivated, individualized, group and collaborative learning processes, supported by ICT
will contribute significantly to the preparation of a more agile modern workforce.
21st Century Skills identify: The EU eight domain of key competence are:
The higher order activities and projects and the collaboration, team-work and
reference skills developed in these processes will support the development of 21st
Century Skills.
Monk Kidd’s acclaimed novel about race and prejudice in the southern United States. In
the Blog the teacher asked the students several questions which drove them to propose
different interpretations of sections of the book. Other teachers and people with a
background in literature joined the Blog discussion. Finally a mystery contributor joined
the Blog discussion and added some different perspectives to the discussion. The mystery
contributor was unveiled as the author of the book creating enormous motivation among
the students while creating an interest and much deeper understanding of literature.
Fig. 5 Daily and weekly usage patterns of skoool.co.uk content in the London
Grid for Learning May 2009
340 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
REFERENCES
DfES : http://www.dfes.gov.uk/
Moreno, R and Mayr, R E (1999): Cgnitive principles of multimedia learning: the role of modality and
contiguity” in Journal Educational Psychology, 91, 358–368
Gregorc, A F (1984): Style as a symptom: a phenomenological perspective , in Theory into Practice, 23(1),
51–55
Studies and Report (2004): Studies of notebook computer deployment in Henrico County Virginia,
Minneapolis, Minnesota, Michigan and Maine, and in the Freedom to Learn Evaluation Report, January
2004
UE (2004): Implementation of “Education and Training 2010” work programme,
Key Competences for LifelongLearning, European Commission,
http://ec.europa.eu/education/policies/2010/doc/basicframe.pdf
Effective eLearning
Olimpius Istrate
Abstract
A variety of studies have evaluated the eLearning and concluded that it can help
produce positive outcomes. Which are the common elements of the various
successful eLearning programmes? What should somebody take into consideration
when designing such a programme? Today it is well known that eLearning is
effective if it is supported by holistic approaches that include appropriate policies,
infrastructure, professional development, and curricula. The present paper is trying
to point out some basic elements concerning the design and implementation of an
effective eLearning programme.
Keywords: eLearning, research, evidence-based effects
1 eLearning overview
Technology integration to support education has been underway for many years. Some of
the common ways of integrating technology into education include:
• Teacher PC programs provide encouragement and financial assistance for teachers
to acquire PCs and integrate ICT into their teaching practices. When most
effective, these programs include professional development and policy
modifications, as well as updated digital content and curriculum resources to help
teachers use technology to enhance teaching and learning.
• PC labs are frequently used to offer technology access when resources are severely
constrained. While PC labs provide some exposure to technology, they limit
teachers’ ability to incorporate technology into the curriculum, and often are used
only to teach computer literacy.
• Classroom eLearning brings PCs into the classroom, typically via systems
stationed at the back of the classroom or computers on wheels (COWs) that are
shared by different classrooms. Students have a dedicated device for part of the
school day, with the focus on using PCs to enhance learning across the curriculum
and not simply to develop technology skills.
• One-to-one (1:1) eLearning provides each teacher and student with a dedicated
laptop for use at school and, in many cases, at home. Laptops serve as personal
teaching and learning tools that are used throughout the day for many educational
tasks and subjects. In a 1:1 environment, students get the maximum value from
access to PCs, Internet connectivity, and their integration into the education
environment.
342 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
size, additional instructional time, and cross-age tutoring) and found that
technology can be one of the most efficient ways to boost outcomes. (Mann et al,
USA)
• In a study comparing COWs and 1:1 eLearning environments for fifth, sixth, and
seventh graders at a small-town school district in the American Midwest,
researchers found that students in the 1:1 environment gained significant
advantages on writing performance, including ideas/content, organization, style,
and conventions. In addition, math, science, and social studies achievement scores
were higher on average for students in the 1:1 environment compared to those
using COWs. (Ross et al, USA)
2 Student learning
Studies show that eLearning can help increase student engagement, motivation, and
attendance—key requisites for learning.
Effective eLearning can also improve performance on core subjects and foster the
development of 21st century skills, whether in mature or emerging countries.
• The US state of Maine created 1:1 eLearning environments in schools reaching
over 42,000 middle school students and 5,000 teachers. More than 80 percent of
teachers surveyed said that students were more engaged and more actively
involved in their learning and produced higher quality work. Principals and
teachers reported “considerable anecdotal evidence” that eLearning increased
student motivation and class participation, and improved behavior. (Silvernail,
USA)
• In a 1:1 eLearning program at 10 primary and secondary schools in Malaysia, 85
percent of teachers, many of whom were initially skeptical, reported that the
program helped them create an innovative and collaborative eLearning
environment within their classrooms. (Malaysia Ministry of Education and Intel
Malaysia, Malaysia)
• At a large rural high school, attendance rose from 91 percent to 98 percent after the
1:1 eLearning program began. (Mitchell Institute, USA)
• A meta-analysis of 42 peer-reviewed papers published between 1996 and 2003
found a positive significant correlation of .448 with cognitive outcomes, indicating
that average students who used technology would be at the 66th percentile while
average students without technology would be at the 50th percentile. The authors
observed that “the overall effects of technology on student outcomes may be
greater than previously thought.” (Waxman et al, Global)
• In South Africa, a three-year randomized controlled study of the large-scale
Khanya project showed math scores were significantly higher for students who
participated in a technology program. Khanya is an award-winning project to
provide a technology-rich environment and professional development activities to
students and teachers throughout the Western Cape region. (Wagner et al, South
Africa)
344 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
creating a lesson plan from scratch using digital resources saved an average of 26
minutes compared to those who did not. (Becta 2007, UK) When 400 teachers
were surveyed on how they used time saved on lesson planning and other tasks, 31
percent said they performed additional preparation, planning and other core tasks,
while 47 percent performed new tasks or performed existing tasks to a higher
standard. (PricewaterhouseCoopers, UK)
• A review of 17 recent European studies reported that teachers’ roles can be more
rewarding in an effective eLearning environment. Teachers who perceive a highly
positive impact from ICT tend to use technology in project-oriented, collaborative,
and experimental ways. Teachers function as advisors, dialogue partners and
facilitators for specific subject domains. (Balanskat et al, Europe)
• In evaluating the Notebooks for Teachers and Principals Program implemented by
the Victoria Department of Education and Training, researchers found that teachers
felt more valued as professionals as a result of having their own laptops. They also
felt that parents viewed them more respectfully, and that they were recognized as
important by the government. Some 70 percent of teachers said the program had
increased their professional competence in areas such as teaching practices and
assessing and reporting student learning. (Gough et al, Australia)
• Teachers are skilled and comfortable using digital resources to enhance teaching
and learning.
To achieve this integration and skill, governments and educators must invest in
professional development and curriculum resources as well as in PCs and networks.
These two areas of investment reinforce each other and increase the return on either type
of investment: professional development and curriculum resources help teachers actually
use technology to transform teaching and learning, and adequate technology access
enables teachers to apply what they learn in professional development activities.
The Organization for Economic Co-operation and Development (OECD) states that to
reap educational benefits from ICT, countries and educational systems must reach a
threshold of investments in ICT and in the skills and educational organization to use them
(OECD, Global). Backing this up, a survey of 11 international eLearning deployments
found that teachers are more likely to integrate technology into their pedagogy when they
have technology in the classroom. The average implementation rate for teachers who had
lab access only was 71.7 percent, increasing to 87.2 percent when teachers had one PC in
their classrooms and reaching 94.8 percent when teachers had access to two to six
classroom computers. (Martin, et al, Global)
A second global survey highlights the importance of effective teacher professional
development and support. It found that teachers who are most likely to use technology
effectively to improve education are those who have completed professional development
programs, work in a school with ample support, and have technology in the classroom
rather than in a PC lab. (Light and Martin, Global)
7 Economic Development
So far, we’ve discussed research showing how eLearning improves educational
achievement. Now we turn to studies that examine how improved achievement can affect
a nation’s economic prospects. For many countries, economic development is the driving
reason behind eLearning investments.
Recent examples indicate that eLearning investments can improve economic
development in two ways: by direct job creation as governments procure the PCs,
networks, software, and services to support the eLearning deployment; and indirectly, by
developing a better educated workforce.
A World Bank study further underscores these findings: it reports that raising test
scores on the OECD Program for International Student Assessment (PISA) test by 47
points (the equivalent of one country-level standard deviation) will drive approximately a
1 percent increase in gross domestic product (GDP). The World Bank report also
references US research suggesting that an increase of one standard deviation in math
performance at the end of high school translates to 12 percent higher annual earnings.
(Hanushek and Wossmann, Global)
REFERENCES
*** Intel (2009) Positive benefits of eLearningWhite Paper.Intel World Ahead Program: Education.
Becta (2008) Harnessing Technology Review 2008: The Role of Technology and Its Impact on Education,
Summary Report. November 2008.
Chinien, Chris (2003) The Use of ICTs in Technical and Vocational Education and Training. UNESCO
Institute for Information Technologies in Education.
Făt, Silvia & Adrian Labar (2009) Eficienta utilizarii noilor tehnologii in educatie. EduTIC 2009 (Efficiency
of ICT Use in Education. EduTIC 2009). Bucharest: Centre for Innovation in Education.
Hanushek, Eric A. and Wossmann, Ludger. (2007) Education Quality and Economic Growth. World Bank.
Martin, Wendy, Katherine McMillan Culp, Andrew Gersick, and Hannah Nudell (2003) Intel Teach to the
Future: Lessons learned from the evaluation of a large-scale technology-interpretation professional
development program. Education Development Center’s Center for Children and Technology.
Organization for Economic Co-operation and Development (2009) Education Today: The OECD Perspective.
OECD.
Toma, Steliana et al. (2009) Teaching in the Knowledge Society: The Impact of the Intel Teach Program in
Romania. Bucharest: Agata Publishing House.
Vlada, Marin (2009) Utilizarea Tehnologiilor eLearning: cele mai importante 10 initiative si proiecte din
Romania (Using eLearning Technologies: the Most Important 10 Initiatives and Projects in Romania). In:
Elearning.Romania. Bucharest: TEHNE- Centre for Innovation in Education. Available online:
http://www.elearning.ro
The evolution of Learning Object repository:
Towards the Learning Object Management System
and dynamic use of metadata
Abstract
In this paper we illustrate how a dynamic vision of the metadata concept can
dramatically improve the management of Learning Objects. Specifically, the ideas
elaborated in this paper are contributing to the improvement- in terms of
effectiveness and usability of Learning Objects - of FreeLOms, a Learning Object
Management System we have developed in the framework of the EU-funded SLOOP
Project, Sharing Learning Objects in an Open perspective.
1 Introduction
The debate about the pedagogical effectiveness and adoption of Learning Object metadata
models is a long-lasting one. Actually, the difficulties experienced by teachers in the use
and management of metadata models risk to compromise the potentials offered by these
models. The e-learning environments and tools that have been developed so far rarely
take into consideration some important factors such as: the life-cycle of the resources to
be described, the intrinsic differences existing between the typologies of information
(descriptive, management, structural, and so on) related with the resources, and how each
kind of metadata should be associated to the resources.
Several studies (Cardinaels, 2007) highlight that a dynamic view of the concept of
metadata would foster innovative ways of using and managing educational resources. In
this context, not only does the definition of the OpenLO model (Fulantelli et al, 2007)
strengthen the vision of dynamic metadata, but it also requires a further step towards the
definition of a comprehensive methodology to define the management of dynamic
information and, at the same time, to develop the appropriate technological tools.
Starting from an analysis of the state of the art about learning object metadata, we
analyse the recent research on the concept of dynamic metadata. Then, we present the
results of the research work forming part of the activities of the EU-funded project
SLOOP: Sharing Learning Objects in an Open Perspective (Masseroni and Ravotto,
2005), aimed at encouraging the definition, development and management of Open
350 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
resource from the analysis of context of use or user profile. Some authors insist on
subjective nature of metadata (Duval et al, 2002) and propose indeed an active role of
users in the implementation of metadata. (Brooks and Mccalla, 2006) propose a so-called
“ecological approach” in which it is by analysis of the user profile that is possible to
derive information useful for the categorization of the resource. The central role of users
is emphasized also in those works that analyze the mechanisms of collaborative filtering
and recommendation for the retrieval and the evaluation of educational resources.
The central role of users is emphasized also in those works that analyze the
mechanisms of collaborative filtering and recommendation for the retrieval and the
evaluation of educational resources. These works exploit social relationships between
users trying to first locate people who might “…share a great deal of interests with the
searching person”(Freyne et al, 2004).
already in the direction of encouraging the creation of networks of services. In our vision,
a LOMS is both a rich Internet application and, at the same time, a set of services
accessible through the web from different applications. The goal is to make it easy to use
the services provided by a LOMS, and not to impose specific software, but rather to
propose a philosophy that makes the creation, management and reuse of digital
educational resources efficient and effective.
For these reasons, the platform FreeLOms, in addition to providing an online
collaborative environment with the features typical of a LOR, offers a series of services
to facilitate the management of their life cycle of the learning resources. For example
FreeLOms allows end users to access the repository as though they were accessing a
shared drive in different ways through mechanisms like WebDAV, CIFS, alcohols or
SharePoint protocols. FreeLOms also makes use of mechanisms of sequencing that allow
you to analyze content in different formats and extract the parties and relations in order to
allow a navigation of the content through different views.
REFERENCES
ADL (2001), Sharable Content Object Reference Model (SCORM), Version 1.2,
http://www.adlnet.org/Scorm/docs/SCORM_2.pdf
Brase J., Nilsson M., and Palmer M. (2003): The LOM RDF binding - principles and implementation. In
Proceedings of 3rd Annual Ariadne Conference, Leuven, Belgium.
Broisin, J., Vidal, P., Meire, M., Duval, E. (2005): Bridging the Gap between Learning Management Systems
and Learning Object Repositories: Exploiting Learning Context Information, In Proceedings Advanced
Industrial Conference on Telecommunications/Service Assurance with Partial and Intermittent Resources
Conference/E-Learning on Telecommunications Workshop, 478-483.
The 4th International Conference on Virtual Learning ICVL 2009 355
Brooks, C. and McCalla, G. (2006) Towards flexible learning object metadata, International Journal of
Continuing Engineering and Lifelong Learning 16, 1/2, 50-63.
CAMs (2007), Conceptual Base Scheme, http://ariadne.cs.kuleuven.ac.be/empirical
/attention/CAM%20schema_Document_v1.5.pdf.
Cardinaels, K. (2007): A Dynamic Learning Object Life Cycle and its Implications for Automatic Metadata
Generation. PhD thesis: Katholieke Universiteit Leuven, Faculteit Ingenieurswetenschappen,
Departement Computerwetenschappen, Leuven.
Cardinaels, K., Duval, E., Olivié, H. J.(2006): A Formal Model of Learning Object Metadata. In Proceeding
of Innovative Approaches for Learning and Knowledge Sharing, First European Conference on
Technology Enhanced Learning (EC-TEL 2006), Crete, Greece, 74-87.
Cardinaels, K., Meire, M. and Duval, E. (2005): Automating Metadata Generation: the Simple Indexing
Interface, In Proceedings of ACM 1-59593-046-9/05/0005 International World Wide Web Conference
Committee (WWW 2005), Chiba, Japan.
Collis, B. and Strijker, A. (2004) Technology and Human Issues in Reusing Learning Objects, Journal of
Interactive Media in Education, 4. Special Issue on the Educational Semantic Web. ISSN:1365-893X
[www-jime.open.ac.uk/2004/4]
Dahl, D. and Vossen, G. (2007): Learning Object Metadata Generation in the Web 2.0 Era. In Proceedings of
IADIS International Conference e-Learning 2007, Lisbon Portugal.
Duval, E. and Hodgins, W. (2006): Standardized Uniqueness: Oxymoron or Vision of the Future?, Computer,
vol. 39, no. 3, 96-98.
Duval, E., Hodgins, W. (2003): A LOM Research Agenda. In Alternate Paper Tracks Proceedings of the 12th
International World Wide Web Conference.
Duval, E., Hodgins, W., Sutton, S., Weibel, S. L. (2002) Metadata principles and practicalities. D-Lib
Magazine 8, 4. URL http://www.dlib.org/dlib/april02/ weibel/04weibel.html
Forte, E., Haenni, F., Warkentyne, K., Duval, E., Cardinaels, K., Vervaet, E., Hendrikx, K., Forte, M. W., and
Simillion, F. (1999). Semantic and pedagogic interoperability mechanisms in the ARIADNE educational
repository. SIGMOD Rec. 28, 1 (Mar. 1999), 20-25.
Freyne, J., Smyth, B. (2004): An Experiment in Social Search. In Proceeding of 3rd International Conference
on Adaptive Hypermedia and Adaptive Web-Based Systems, 95–103, Lecture Notes in Computer Science
3137,Springer.
Fulantelli, G., Gentile, M., Taibi, D. and Allegra, M. (2007): The Open Learning Object model for the
effective reuse of digital educational resources. In Proceedings of the Openlearn 2007: Researching open
content in education, Milton Keynes, UK.
Gentile, M., Taibi, D., Allegra, M. and Fulantelli, G. (2006) A collaborative “open Learning Objects”
managements system. WSEAS Transactions on Advances in Engineering Education 6, 3, ISSN:1790-
1979, 586-592.
Greenberg, J. (2004) Metadata Extraction and Harvesting: A Comparison of Two Automatic Metadata
Generation Applications, Journal of Internet Cataloguing: The International Quarterly of Digital
Organization, Classification, and Access, 6(4), 58-82.
Han, P., Kortemeyer, G., Krämer, B. J., von Prümmer, C. (2008) Exposure and support of latent social
networks among learning object repository users. Journal of the Universal Computer Science 14,10,
1717-1738.
Hatala, M. and Forth, S. (2003) A comprehensive system for computer-aided metadata generation. In
Proceedings of 12th International Conference of The World Wide Web Consortium (WWW2003),
Budapest.
IEEE 2002, IEEE Learning Technology Standards Committee : IEEE Standard for Learning Object Metadata
1484.12.1.
ISO 15836:2003, (2003) Information and documentation the dublin core metadata element set, ISO Standard
15836:2003.
Lehmann, L., Hildebrandt, T., Rensing, C. and Steinmetz, R. (2008) Capture, Management, and Utilization of
Lifecycle Information for Learning Resources, IEEE Transactions on Learning Technologies 1, 1, 75-87.
Masseroni, M. and Ravotto, P. (2005): SLOOP: un progetto europeo per un archivio condiviso di Free
Learning Object. In Proceedings of the EXPO eLearning Conference, Ferrara.
Motelet, O. and Baloian, N. A. (2005): Taking Advantage of LOM Semantics for Supporting Lesson
Authoring. In Proceedings of OTM Workshops 2005, 1159-1168.
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Motelet, O. and Baloian, N. A. (2006): Hybrid System for Generating Learning Object Metadata. In
Proceedings of the Sixth IEEE international Conference on Advanced Learning Technologies. ICALT.
IEEE Computer Society, Washington, DC, 563-567.
Ochoa, X., Ternier, S., Parra, G. and Duval, E. (2006) A context-aware service oriented framework for
finding, recommending and inserting learning objects, Innovative Approaches for Learning and
Knowledge Sharing, Springer, 697-702.
Sampson, D. (2004): The Evolution of Educational Metadata: From Standards to Application Profiles, In
Proceedings of Fourth IEEE International Conference on Advanced Learning Technologies (ICALT'04),
1072-1073.
Strijker, A. (2004): Reuse of Learning Objects in Context, Human and Technical Aspects. PhD thesis:
University Twente, The Netherlands.
Van Assche, F. and Vuorikari, R. (2006): A Framework for Quality of Learning Resources. In U. Ehlers and
J. Pawlowski (Eds): Handbook on Quality and Standardisation in E-Learning. Springer.
Wiley, D.A. (2000): Connecting learning objects to instructional design theory: A definition, a metaphor, and
a taxonomy. The instructional use of learning objects, D. A. Wiley Editor.
E-portfolio and semantic web to support informal learning
in social network environment
Abstract
The informal learning opportunities created by the Web 2.0 applications and the
increasingly use of social networks, allow users to interact and collaborate in new
ways. Students use new learning environments which are structurally different from
traditional e-learning environments, in which the boundaries between the learning
contexts and social spheres disappear. In these informal unstructured learning
contexts, the definition of the students’ competences plays a central role. The use of
software environment to model learner profiles using semantic technologies appears
more and more important. In this paper we propose to extend the FOAF ontology,
used to describe people and their personal relationship, with an ontology related to
student portfolio used to model competencies. In particular, we integrate FOAF with
the IMS Learning Portfolio model in order to support the creation of new Web 2.0
learning environment based on social networks and competencies. This type of
environment is useful to manage the evolution of student educational experiences in
the informal learning activities carried on in social network.
Keywords: semantic web, e-portfolio, social networks, informal learning
In (Lave and Wenger, 1991) the authors argue that learning is related to the activities,
the environmental and cultural contexts in which it is developed and therefore social
interaction is a critical factor. From this point of view learning can be described as a
process: students are involved in a community of practice that represents knowledge and
behavior in which students play a more active role in the cultural sphere. The concept of
situated learning comes from Vygotsky’s social development theory, which affirms that
social interaction has a fundamental role in the knowledge development process
(Vygotsky, 1978). This theory argues that situated learning is generally unintentional and
for this reason learning is more efficient if the student is a member of a community of
practice he has chosen to join rather than being assigned to a group by external actors
such as teachers.
The social aspect in learning activities is extremely important and leads to a further
consideration. For example, (Tinto, 1997) claims that participation in a collaborative
learning group allows students to develop a supporting network, that helps students to
maintain relations with a wider social community.
A peer-to-peer community promotes participation in learning activities. Moreover, the
communities of learners provide students with the opportunity to satisfy simultaneously
both social and academic requirements. These unstructured learning contexts give rise to
the need to measure and asses the acquired knowledge; the traditional competence based
certification systems are not designed for this type of environment and for this reason are
less suitable in this kind of educational context.
The semantic web provides a technological substrate which can overcome the limits of
current web technologies, setting the base for creating ontological systems in order to
model competences in informal educational contexts that are being developed in web 2.0
environments. In this paper we consider the problems connected to the description of
competences in informal learning environments within social networks mediated by
technologies. In particular, we propose the integration of the FOAF (Friend Of A Friend)
ontology, which is used to model people and their personal contacts, with semantic
ontology related to student e-portfolios used to model their competences. The use of
ontologies and the surrounding semantic web technologies allow us to create
relationships between the students’ ongoing educational experiences and the evolution of
their social network. For this to happen, we integrate FOAF ontology with the IMS
Learning Portfolio model in order to support the creation of a new Web 2.0 learning
environment based on social networks and competences.
6 Conclusions
Collaborative group activities are frequently used by teachers in the educational
curriculum. In these activities it is necessary to create well balanced groups with the aim
of maximizing the attainment of the learning objectives.
To ensure the success of a learning activity, teachers must consider the constraints that
can affect the entire group or an individual performance, such as previous experiences by
students in similar educational contexts, cultural background or interests. The greater the
number of constraints to consider, the more complex becomes the management of the
learning experience.
Semantic web technologies offer the substrate needed to overcome the problems of
social network with large groups of students. The versatility of these technologies means
that they can be successfully applied for describing social networks and competences in
learning experiences.
An interesting approach for creating an ontological system based on semantic web
technologies that makes it possible to define a social network considering the
competences of participants, the quality of the group and its robustness, is based on the
use of an ontology as a result of an extension of the FOAF vocabulary, to create a
semantic data base including specific references to educational paths.
The 4th International Conference on Virtual Learning ICVL 2009 363
REFERENCES
Backstrom, L., Huttenlocher, D., Kleinberg, J. and Lan, X. (2006): Group formation in large social networks:
membership, growth, and evolution. In Proceedings of the 12th ACM SIGKDD international conference
on Knowledge discovery and data mining, New York, NY, USA, 44-54.
Breslin, J.G. (2008): Social Semantic Information Spaces. In S.R. Kruk and B. McDaniel (Eds): Semantic
Digital Libraries. Springer.
Castells, M. (1996): The Information Age, Economy, Society and Culture Volume I: The Rise of Network
Society. Blackwell, Oxford.
IEEE P1484.2.1/D8, (2001): Draft Standard for Learning Technology — Public and Private Information
(PAPI) for Learners (PAPI Learner) — Core Features Sponsored by the Learning Technology Standards
Committee of the IEEE Computer Society.
IMS ePortfolio Practice and Implementation Guide (2005), IMS Global Learning Consortium.
Jung, J., Euzenat, J. (2007): Towards Semantic Social Networks. In Proceedings of the 4th European
Semantic Web Conference, Innsbruck, Austria,267-280.
Lave, J. and Wenger, E. (1991): Situated Learning: Legitimate Peripheral Participation, Cambridge
University Press.
Liccardi, I., Ounnas, A., Pau, R., Massey, E., Kinnunen, P., Lewthwaite, S., Midy, M., Sarkar, C., (2007):
The role of social networks in students' learning experiences. SIGCSE Bulletin 39,4, 224-237.
Mason, R., Pegler, C. and Weller, M. (2004): E-portfolios: An assessment tool for online courses. British
Journal of Educational Technology, 35,6, 717-727.
Ounnas, A., Liccardi, I., Davis, H. C., Millard, D. E. and White, S. A. (2006): Towards a Semantic Modeling
of Learners for Social Networks. In Proceedings of the International Workshop on Applications of
Semantic Web Technologies for E-Learning (SW-EL) at the AH2006 Conference, Dublin, Ireland.
Tinto, V. (1997): Classrooms as communities: Exploring the educational character of student persistence.
Journal of Higher Education, 68,6, 599-622.
Vigotsky, L.S. (1978): Mind in Society. Harvard University Press. Cambridge.
Integration of Multimedia in class work and lab activities
Abstract
Physics laboratory has for a long time an important tool of school physics education
process and it must still remain in any physics curriculum at primary, secondary,
high-school and academic level, too. In addition, in last time, the informatics
technologies (IT) known an explosive development and the students at any level, are
fascinated by these. Particularly, the Multimedia (MM) tools have an important
impact for the teaching – learning process of Physic, and they could be successfully
integrated as MM activities in school work, home-work and in distance learning,
respectively.
The Computer Assisted Instruction stimulates the visual hearing memory and
transposes the students in the middle of physical phenomena. The realism of
dynamical pictures, the video joined with the sound and the motion, the possibility to
recreate the physical reality with digital technique make the didactics movies the
most important teaching tools.
In firs parts, of this paper we explained why important is to use simulated
experiment. In succeed step, we propose a scenario of the lesson plan and we are
illustrated how the teacher can perform, by integrated audio – video tools, an
efficient instruction in different stages of unit lesson, using specialized software to
create simulations of physics experiments.
1 Introduction
In the last years, the developing of a new technologies meet unrecorded progress, forcing
us to adapt to these challenges, whose main characteristic is complexity. To cope with
continuous change and uncertainty characteristic of market economies, students need
strategic skills, such as the ability to learn how to learn, skills to solve problems,
assessment skills.
The informative and technologies society needs important changes in educational
programs. Learning physics is difficult for many students and, by using the Technologies
of Information and Communication, introduces Physics in a modern and attractive way.
Computers are used in different ways to teach Physics and can affect drastically the way
of teaching Physics (de Jong, 1999; Iskander, 2002; Esquembre, 2002; Almeida Barretto
et al, 2003).
The 4th International Conference on Virtual Learning ICVL 2009 365
2 Method
2.1 Theoretical Background
Movement on the slope is teaching to ninth grade to the students of 15 years.
The slope is a simple machine, used to raise the certain big mass at another height. It
is found in nature in the form of slopes to be climbed or descended by foot or with
various devices.
366 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
3 Delineate of Lesson
The unit by learn: Simple mechanisms
The form (gradual level): the class-9th grade (the student’s age – 15 years old)
The name of lesson: Inclinated plane
The type of the lesson: teaching/ learning
The didactical tools: video, TV, experimental kit and after, completed with
simulation on the computer (Crocodile Physics)
The didactical intention: learning notions of motion on slope; force vectors,
acceleration of the body at motion on slope, conservation of energy.
Instructions for teacher and the students:
– The teacher will verify the knowledge, which the students must learn.
368 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
– The teacher will make connection with the new lesson. In this moment the teacher
can use the audio – video means or the training films, can tell a joke about babies
in sleighing, or something.
– The teacher starts a practical activity. Activities include mechanical kit and the
students must observe, practice and draw conclusions.
– The teacher must guide the students to draw conclusions, to generalize their
observations.
– The teacher starts a simulation on the computer (Figure 3, Figure 4, Figure 5).
[18] Ff = 5.53N
[19] d ≈ 1,1m
[20] L = Ff ⋅ d ≈ 5,83N
[21] E A ≈ 14,83N
[22] E B = E pB + E cB ≈ 4,5N + 4,5N = 9N
[23] E A = E B + L ⇒ 14,83N = (9 + 5,83)N
is true
[24] E A ≈ 15N
E = E cB + E pB ≈ (7,5 + 7,5 )N = 15N
[25] B
[26] E A = E B is true
The 4th International Conference on Virtual Learning ICVL 2009 369
The teacher writes on the board the equations on the board, the law of motion, draw
the diagrams and the students write it in their notebooks.
The students identify other application for the motion on slope.
4 Discussion
On computer simulation of motion on slope, reveals as follows:
– Forces – vectors and forces modules;
E = f (t )
– Diagrams v = f (t ) ), E c = f (t ) , p (Figure 3, Figure 4, Figure 5);
– Conservation of Total Mechanical Energy (Figure 3, Figure 4).
Advantages:
– To gain time;
– Completing and fixing the knowledge acquired through classical experiment;
– Experimental data more accurate.
Disadvantages:
– Passive participation in front simulation;
Computer simulation of physics experiments is well come as a complement to
classical experiments on laboratory, together leading to a deep learning, for the duration.
5 Conclusions
A good lesson, a successful one is achieved when the teacher and the students work
together. The teacher must choose the appropriate teaching methods, types of activities
and interaction by taking into account the level of his/her students, the materials he/she
has and the goals. Activities can include so experiments and other modern tools, like
audio – video tools, when the students must observe, practice and draw conclusions. They
can watch training films, make use of maps, cards, pictures, real objects and other
teaching tools. Methods used must vary, according to the topic, the students' response or
moment of the lesson where they are used. It is good traditional and modern methods as
370 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
REFERENCES
Books:
Jinga, I., Vlăsceanu, L., (1989), Pattern, Strategy and Performances in Education, Editure Academy.
Malinovschi, V. (2003), Didactics of Physics, E.D.P., R.A. Bucureşti.
Nicola, I. (1994), Pedagogy, E.D.P., Bucureşti.
Pearson International Edition, (2007), Sixth Edition College Physics, WILSON BUFFA LOU, Pearson
Prentice Hall, Upper Saddle River, New Jersey 07458
Popa, M. (2005), Interdisciplinarity Evaluation, Piteşti; Editure Delta Cart EducaŃional.
Tereja, E. (1994), Teaching Physics’ Methods, Iaşi; Editure University „Al. Ioan Cuza”.
UNESCO, (1983), Interdisciplinarité et sciences humaines, UNESCO, (ouvrage collectif), vol. I.
Văideanu, G. (1985), Interdisciplinarity Promotion in the Pre-University Level, Iaşi; Editure University „Al.
Ioan Cuza”.
Journal Articles:
Almeida Barretto, S.F., Piazzalunga, R., Guimaraes Ribeiro, V., Casemiro Dalla, M.B., Leon Filho, R. M.
(2003), Combining interactivity and improved layout while creating educational software for the Web,
Computers & Education, Volume 40, Issue 3, pp. 271-284, April.
de Jong, T. (1999), Learning and Instruction with Computer Simulations, Education & Computing, 6, pp.
217-229.
Esquembre, F. (2002), Computers in Physics Education, Computer Physics Communications,147, pp.13-18.
Institute Pedagogical Sciences, (1970) Interdisciplinary Research in Education.
Iskander, M. F. (2002), Technology-Based Electromagnetic Education, IEEE Transactions on Microwave
Theory and Techniques, V.50, no. 3 pp.1015-1020, March.
Internet Sources:
http://www.yenka.com/
Computer Programs:
Crocodile Physics 605
Using data mining techniques in higher education
Elena Şuşnea1
(1) National Defence University "Carol I", Bucharest, 68-72 Panduri St. Bucharest 5,
ROMANIA
E-mail: esusnea@yahoo.com
Abstract
Data mining (DM) is useful for collecting and interpreting significant data from
huge database. The education field offers several potential data sources for data
mining applications. These applications can help both instructors and students in
improving the learning process.
Keywords: Data Mining, Education, k-Means Algorithm
1 Introduction
Development of educational means has become a priority for most member states and the
rate regarding higher education presents a tendency increased globally.
Also, universities need to develop a special interest in using ICTs in education:”the
application of ICTs to teaching and learning has great potential to increase access, quality
and success” (UNESCO, 2009).
Following this direction, the use of e-learning technologies has grown to be an
alternative solution to improve traditional education. E-learning systems allow collecting
huge quantities of data that can be used both by universities and other institutions. The
educational database can provide personal information regarding the users’ profiles, their
academical grades, and also data regarding interaction among different users.
The KDD process (knowledge discovery in database) can be very useful in the
student-centered educational system due to the fact that the information from educational
database allow improvement of the teaching and learning level, also improvement of the
students’ grades, better understanding of students’ behavior, adjusting the curriculum to
the students’ needs, improvement of the quality of educational management etc. This
information can be presented as rules, graphics, decisional trees and networks.
Within the KDD process, there can be used different means of DM analysis, that allow
getting important information from the database such as: Bayes classifiers, association
rules, tree decision, neural networks, genetic algorithms, support vector machines,
clustering etc.
Next, we are presenting some aspects regarding the existing differences between
models and patterns, and after that a detailed description of k-means method (frequently
used in DM), and an application of this method in the educational field.
2 General aspects regarding discovery of models and patterns within the database
The DM process consists mainly in discovering some ”valid, new, possibly useful and
comprehensible” structures from the dates (Fayyad, U.M., Pitatesky-Sapiro et al, 1996).
372 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
The structures discovered during the DM process can describe the entire (the most of
the) set of data and they are called models. There are also cases when the structures
discovered get some local properties of the data, and in this case the term of ”pattern” is
used.
From the geometrical point of view, we can represent the set of data by using an
n × p matrix, where n is the number of samples (logins) and p is the number of
characteristics (variable or attribute). Thus, for each sample, a number of p
measurements, represented by a p-dimensional vector. The set of data X can be used
under the form X = {x1 , x 2 ,..., x n } .
If the structure discovered in the p-dimensional space is a model, then we can get
information for each point in this space and thus for each sample. In case some values of
the characteristics are missing (the vector is incomplete), these can be determined by
customizing the model. In linear regression, a simple model could have the forma
Z = aY + b , where Y and Z are variable, and a and b are the model parameters
(constants determined during the DM process) known as regression points.
Unlike the models, the pattern structures provide information regarding some areas of
Yi > a
the p-dimensional space. For example, a statement as the following if then
prob(Y j > b) = p1
has certain constraints imposed to the values of the variables Yi and
Yi. From a semantical point of view, the relationship is equivalent to
prob(Y j > b Yi > a ) = p1
. For example, a database research can show that the family
income is a decisive factor for education. Such a research [Kane, J. 1970], that aims to
identify the major risk factors in predicting the students’ grades (passes/failed), shows a
strong positive connection between the family income and other attributes that
characterize the family educational accomplishments: admission, perseverence and
graduation. For example, the students with poor financial status have a much reduced
class attendance as compared to the students whose families provided a medium income.
Thus, we can identify a group of logins (pattern) different from the others (which can be
considered a central cloud in the p-dimensional space).
The distinction between models and patterns is useful in many cases. Although,
sometimes it is not clear whether a certain structure should be considered a model or a
pattern.
By using DM techniques, we can get new valid reports, even comprehensible models
from the databases available in higher education. The discovery o hidden patterns allows
the development of some good decisions and also has the advantage of being student-
centered. In this way, the educational process can be improved according to the
discovered models and patterns.
Next, we are presenting the clustering, that is a DM technique often used when
creating a classifying model, and then we are showing an example on how this techinique
can be used for deviding the educational database in homogenous groups. For example,
by using the clustering we can identify the main elements for creating and producing of
the educational curriculum within an e-learning system.
As far as the automatic learning is concerned, clustering represents an unsupervised
learning method. Unlike the classification, which involves the existence of some
predefined training classes and clusters meant to develop some predictions, clustering has
a descriptive target and learning is done by observational learning, instead of
exemplifying learning.
The main objective of the clustering process consists of deviding the data set so that
the distance among the clusters should be minimal, whereas the inter-cluster distance
should be maximal. In order to verify if two objects are similar or not, we use two types
of measures: similarity measures and dissimilarity (distance) measures. Often, in order to
determine the dissimilarity ratio between certain objects, we use euclidian distance.
The database can be devided through clustering methods either by using partition-
based methods, or hierarchical ones. One of the methods frequently used in data partition
is the k-means data.
The k-means algorithm is the easiest and the most common algorithm based on
squared error criterion. This represents a simple clustering procedure that desires to
minimize J criterion function in an iterative way:
k
J = ∑ ∑ xn − µ j
2
[1] j =1 n∈C j
µj Cj
where, k is the number of clusters, and represents the point average of cluster and
it is given by
1
[2]
µj =
N
∑x
n∈C j
n
This criterion measures how well represented the X data set is by the cluster centers
µ = {µ1 , µ 2 ,..., µ n } . The methods that use such a criterion are called minimum variance
methods (Duda et al., 2001).
The algorithm can be summarised as it follows:
Step 1. defines k, the number of clusters to which the data set should be partitioned
Step 2. initializes the clusters, providing a random set of k logins that will initially be
considered centers
Step 3. finds the closest cluster center for each login. Usually, the ”closiness: of the
cluster center is determined by using the euclidian distance.
374 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Step 4. for each of the k clusters, the average is determined [2] and each sample is
allotted to the appropriate cluster according to the nearest average obtained.
Step 5. repeats step 3 till convergence or finish point.
There are two major stept in the
algorithm, identifying the distance
among all the points and center re-
evaluation. The cost is determined
according to the number of iterations
as it follows:
[3] T = O( nkd I )
where n represents the number of
points, k the number of clusters, and I
the number of iterations.
Case study
Course Management Systems
(CMS), offers a variety of channels
and working spaces in order to
improve information sharing and
communication among a course
participants. This system collects huge
quantities of information which are
Figure 1. Development of cluster centers during very useful for the analysis of the
the iterations (Duda et al.) educational process. Traditional
analysis of the data within the e-learning system is based on ”hypothesis or assumptions”
(Gaudioso, E., Talavera, L., 2006) meaning that the analyst starts with data exploring
according to personal intuition, whereas data mining allows an inductive approach with
automatic discovery of some patterns hidden within the database.
The study has been conducted in 5 institutions of higher education that dispose of the
CMS system, such as Moodle, Ilias or Blackboard. 200 students have been questioned.
By using the k-means algorithm we have realised 3 clusters taking into account the
study year and the answer to the question ”How much do the teaching objectives stated
in the educational plan and analytical program correspond to your aspirations?”.
In Figure 2 we have presented the dissimilarity matrix. Based on the dissimilarity
criterion, we can determine the three clusters (Figure 3 and Figure 4).
It can be noticed that there is a bigger dissimilarity between clusters 1 and 3 and a
bigger similarity between the elements belonging to cluster 1.
The disadvantage of using k-means algorithm is represented by the fact that ”best
number of k clusters is not known, as it is chosen relatively as an initial value of the
algorithm” (Molder, C., 2004).
4 Conclusions
The development of some adequate and efficient teaching strategies is not a simple
operation. It implies a contextual, original and unique combination of the elements of the
entire teaching-training process. Lately, most teachers with an open mind regarding the
teaching methods, have begun to reorganize their classes, tackle new topics, and present
the contents in a dynamic form so that to make the students get better scores.
REFERENCES
Duda, R. O., Hart, P. E., Stork, D. G. (2001) Pattern Classification, second ed.John Wiley & Sons, Inc.
Fayyad, U.M., Pitatesky-Sapiro, G., Smyth, P., Uthurasamy, R., (1996): Advanced in Knowledge Discovery
and Data Mining, AAAI/MIT Press.
Gaudioso, E., Talavera, L., (2006). Data mining to support tutoring in virtual learning communities:
Experiences and challenges, In C. Romero & S. Ventura), Data mining in e-learning, Southampton, UK:
Wit Press.
Kane, J., (1970): College entry by blacks since 1970. The role of college costs, family background and the
returns to education, J. Political Econo., 102: 878-911.
Khan, B.H., Web-based Instruction (WBI): What is it and Why is it? In Web-based Instruction, Engelwood
Cliffs, New Jersey: Educational Technology Publications. http://www.odysseylearn.com/resource/
emod.html
McLachlan, G.J., Krishnan, T. (1996), The EM Algorithm and Extension, Wiley.
Molder C. (2004), Recunoașterea formelor. Metode de clasificare, Editura Academiei Tehnice Militare,
București.
UNESCO, Paris, (5-8 July 2009), 2009 World Conference on Higher Education: The New Dynamics of
Higher Education and Research For Societal Change and Development.
http://sacs.utdallas.edu/sacs_glossary
Classification techniques used in Educational System
Elena Şuşnea
Abstract
Using classification algorithms can lead to discovering relevant knowledge
contained in educational databases. These findings can be used for providing
feedback to learners in the educational process.
In particular, if C = {c1 , c 2 } , then we say that we have a decision tree. Decision trees
have as objective identifying a set of independent variables whose data will be then
splitted by deviding the set of original data in two subsets of dependent variables.
An example of traning data set is shown in Figure 1. and a sample classification tree is
shown in Figure 2.
By using the modules for the decision trees, made available by SPSS, for the above
data we can build a decision tree taking into account at the top level that the root of tree
contains all the recordings from the database. The second level represents the first
partition of the data according to the most important factor suggested by the algorithm.
The following levels repeat the partition procedure from the second level.
The ”age” attribute is a factor applied only to the students enlisted in a military
university.
The 4th International Conference on Virtual Learning ICVL 2009 379
The algorithms used in classification based on decision trees conduct researches such
as top-down, recursive, greedy within the space of all possible decision trees.
The criteria used in deviding the decision trees are the following: entropy, GINI, chi-
square.
Decision tree metods are robust to errors, including both errors in classifying the
training data set and errors in the attribute value that describe this data set.
3 Concluding remarks
The classification can fi used to better understand student’s behavior, to assist instructors,
to improve teaching, to evaluate and improve e-learning systems, to improve curriculums
and many other benefits (Romero, C., Ventura, S., 2008).
The purpose of this paper was to stress the necessity of using DM models within WBI
and then to present some aspects regarding the use of classification trees in the
educational field. Moreover, there are also other data mining techniques that can be used
to discover different patterns for identifying some methods in order to support adaptive
instruction by adjusting the teaching content, the teaching units etc to the student’s
knowledge parameters.
REFERENCES
Fayyad U.M., Pitateskey-Shapiro, P., Smyth and Uthurasamy R. (1996): Advanced in knowledge discovery
and data mining, AAAA/MIT Press.
Grabmeier, J., Lambe, L. (2007): Decision trees for binary classification variables grow equallyy with the
Gini impurity measure and Pearson’s chi-square test, International Journal of Business Intelligence and
Data Mining, 2, 213-226.
Han, J., Kamber, M. (2006): Data mining: Concept and techniques (2nd ed.), Boston, , MA: Elsevier.
Khan, B.H.., Web-based Instruction (WBI): What i sit and Why is it? In Web-based Instruction,
http://www.odysseylearn.com
Romero, C., Ventura, S., (2008): Data mining in course management system: Moodle case study and tutorial,
Computer & Education, Vol. 51, No. 1, pp. 368-384.
http://en.wikipedia.org/wiki/Learning_management_system
Intelligent Agents as Data Mining Techniques Used in Academic
Environment
Irina Tudor1, Liviu Ionita2
Abstract
A knowledge-based society determines organizations to focus their activities on
improving management quality by using knowledge. Huge data stores become
important once the real significance of data is discovered. Data mining techniques
are involved in different knowledge processes, as one can notice in various public
applications of the researchers. Managers can use these techniques in order to
extract patterns, relations, associations from data initially considered of little value.
Nowadays, intelligent agents represent an important opportunity to optimize
knowledge management. Agents and data mining can work together in various
domains such as finance, assurance, medicine, engineering and education. In this
paper the authors considered an example of "data mining agents", outlining their
major involvement in the complex process of knowledge management in academic
environment.
1 Introduction
A society based on knowledge determines managers to develop better methods and
techniques to organize their data, as these become increasingly significant. In a
competitive world, modern organizations focus on locating, storing, transferring and
efficiently using their own information in order to better manage their intellectual capital.
Concepts of knowledge management, decision support, data mining are well-known in
different areas such as business, engineering, communications, transport, medicine,
education etc. Data can be transformed into usable knowledge as part of knowledge
management initiatives using data mining techniques to increase organizations’ assets.
To manage knowledge is not an easy task. Data from various activities fields are
produced and stored daily, processed, transmitted in different locations without taking
into account their meanings. Managers focus their activity mainly on finding methods and
techniques to organize huge data provided by transactions or other activities and to
extract useful patterns, relations, associations from data etc. Data mining task is to
The 4th International Conference on Virtual Learning ICVL 2009 381
translate structured data into knowledge. In recent years, organizations have attempted to
transform raw data into usable knowledge as part of their knowledge management
initiatives.
In different applications, it is necessary to know what to do, when and how to do it, in
order to complete the pre-established tasks for the proposed objectives, by means of self-
decision systems. These systems are known in literature as agents. Intelligent agents act
robustly in a flexible, open environment. The recognized domains of intelligent-agents
applications are education, communication, engineering, business, e-commerce,
assurance, telecommunication etc. Knowledge discovery process can be assisted by
agents in order to increase the quality of knowledge and to simplify the main processes of
identifying patterns from huge data volumes. Intelligent agents and data mining share the
same objectives in order to assist decision making process.
A data mining agent is a software program built for the primary purpose of efficiently
finding information that operates in a data store. This type of agent is able to detect both
major trend changes and new information.
In the current paper we discuss data mining agents that make a significant contribution
to a knowledge management effort in the education field. Authors illustrate how agents
such as DM techniques can be used for building educational knowledge, which would
lead to a better performance in the academic environment.
users to choose the appropriate knowledge for the problem discussed. Even choosing the
correct data mining algorithm involves more time for the system. A solution for this
problem could be an intelligent system based on agents. Data mining and intelligent
agents can make a common front to help people in the decision making process, to
elaborate decisional models and take good decision in real time.
“Data mining is a difficult and laborious activity that requires a great deal of expertise
for obtaining high quality results”. New methods are necessary for intelligent data
analysis to extract relevant information with minimum effort. With the use of the
autonomous intelligent agents several data mining steps are possibly be automated [Rajan
and Saravanan, 2008].
On the other hand, timetable planning can be a significant task for agents. The
constraints are related to the availability, timetabling and preferences of each professor, to
rooms’ availability, number of students, and curricula. In order to solve this problem for
the particular case of university course timetable scheduling, an agent-based approach is a
viable solution. The designed multi-agent system, MAS_UPUCT, has as main purpose
the modelling of the university courses timetable scheduling [Oprea, 2006].
The authors propose a multi-agent system designed to offer advisory support for
candidates in order to enrol them at postgraduate school courses from a certain faculty.
The application works online and an online registration request form is necessary to help
the advisor in accepting or declining candidate registration request. A registration form
contains personal information and education history (e.g. graduated domain) for each
candidate. When the candidate fills the registration form, there must be mentioned the
postgraduate school(s) he/she wants to attend. An advisor agent assigned to the respective
candidate may accept or decline his/her online registration request on the basis of
candidate’s past study domain. In case of acceptance, the candidate can be enrolled,
following the university methodology for postgraduate school examination approved by
the university senate. In case of the request being declined by the advisor, the “candidate”
repeats the process of filling the form manually and submitting the online registration
request after rectifying the previous errors. If the candidate request is rejected, he/she may
contact the board of examiners to obtain a supplementary advisor support.
The multi-agent system contains both mobile agents (Candidate Agent (CAgent),
Advisor Agent (AAgent)) and stationary agents (University Agent (UAgent)).
CAgent is a personalized mobile agent and it is created when a candidate initiates a
registration request. It sends the request to the advisor and back to the candidate, after
having been accepted or declined.
To each candidate there is assigned a personalized Advisor Agent. AAgent is an
intelligent mobile agent that performs two tasks: collects the academic and financial
information and provides advice, once it has an intelligent analysis on the collected data
and the request based on the specified registration rules.
The purpose of University Agent is to provide information on the academic history of
the candidate to AAgent (in case the candidate graduated from the same university as the
one he/she wants to enrol on for postgraduate school), as well as to inform the candidate
about the registration’s confirmation through e-mail. The UAgent task consists in book
keeping the taxes paid by each candidate.
The multi-agent system works as follows (fig.2): first of all, the candidate initiates the
request by selecting postgraduate schools out of the offered list in the registration form.
To initiate the request, a personalized mobile CAgent is invoked that takes the request to
the advisor and waits until acceptance/ rejection is provided. When receiving a request, a
personalized AAgent is activated. After getting information about the candidate, AAgent
returns and performs the critical task of an intelligent advisor
Advisory process works as follows: On the basis of the collected information on the
candidate (the domain of study attended before, his/her final examination marks etc.),
he/she is being evaluated according to pre-established rules. Rules’ checking is performed
by an inference engine of the AAgent. In simple cases, acceptance/rejection is provided
on the basis of basic or inferred rules. Having received the response to the request from
384 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
the AAgent, the proposed multi-agent informs the candidate about the acceptance or
rejection of his/her registration request form. The candidate comes in front of the
examiners board and follows the steps stipulated in the postgraduate school methodology
examination. Finally, the UAgent generates an e-mail confirming tax payment by the
candidate.
For a robust behaviour of the system, there must be a good coordination of the agents.
Communication between agents of the proposed system is realized by means of
interaction strategies in which there are specified the conditions to which agents may pass
when receiving messages that contain certain information.
Among the advantages of
using intelligent agents, one may
mention higher work efficiency,
meaning that the user saves
time, as agents work
autonomously and more
effectively, as they can search
and filter huge amount of
information, which would be
impossible for humans. This
opens new approaches for
researchers in combining data
mining with intelligent agents.
Figure 2. The multi-agent system components This paper proposed a multi-
agent workflow-based system for postgraduate school registration in order to automate
this complex process. The proposed system is characterized by the advantages of
autonomy, mobility and collaboration of different software agents in order to provide
simple and fast registration workflow process for a candidate. Using agents as data
mining techniques to reduce enrolling time in the described process is a new approach
within artificial intelligence field. The proposed system is in the design phase and the
presented theories will be tested by authors in their future research work.
REFERENCES
Gilbert, D. (1997): Intelligent Agents: The Right Information at the Right Time, IBM Corporation, Research
Triangle Park, NC USA.
Han, J., Kamber, M. (2001): Data Mining: Concepts and techniques, Morgan Kaufmann Publishers, 5-7.
Oprea, M. (2006): Multi-Agent System for University Course Timetable Scheduling, The 1st International
Conference on Virtual Learning, ICVL 2006, Bucuresti, 231-238.
Oprean, C., Moisil, I., Candea, C. (2002): eUniv: an e-business solution for a university academic
environment. In Proceedings of 3rd Global Congress on Engineering Education, Glasgow, Scotland,
United Kingdom, 363-366.
Rajan, J., Saravanan, V. (2008): A Framework of an Automated Data Mining System Using Autonomous
Intelligent Agents, International Conference on Computer Science and Information Technology, 700-704.
Seydim, A.Y. (1999): 'Intelligent Agents: A Data Mining Perspective, Dept.of Computer Science and
Engineering, Southern Methodist University, Dallas, TX 75275.
Thuraisingam, B. (2000): Data Mining: Technologies, Techniques, Tools, and Trends, CRC Press, 4- 6.
Knowledge Exchange in an Experimental E-learning System
Iuliana Dobre
Abstract
At present E-learning systems are used widely in various contexts. These contexts
have been transformed with the large support of information and communication
technologies in effective teaching and learning environments. The E-learning
systems not only provides new possibilities to reduce the amount of resources,
especially financial ones, involved by traditional educational systems such
classroom based trainings, but also introduces new forms of knowledge exchange
from trainers to trainees as well as between trainees. In this paper, the author will
describe an experimental e-learning system which can enhance the knowledge
exchange, with application in higher education, computer science discipline.
1 Introduction
E-learning is a word commonly used at present but is also a word which does not have a
common definition. Frequently seems to be used for distance education coverage without
covering as well face-to-face interaction. Of course, e-learning has been defined by
various authors, the definitions provided being dependent on the context in which it is
used. For example, where E-learning is said to be “pedagogy empowered by digital
technology” (Nichols, 2008), the digital technology is referenced as a support for the
learning process. Furthermore, it is often used interchangeably with various other related
terms, such as distance learning, distributed learning, and electronic learning (Oblinger et
al, 2005).
Distance Education and Training Council (DETC) has a specific definition for
distance education which is: “It is the enrolment and study with an educational institution
that provides organized, formal learning opportunities for students. Presented in a
sequential and logical order, the instruction is offered wholly or primarily by distance
study, through virtually any media. It may also incorporate or make use of videotapes,
CD or DVD ROM’s, audio recordings, facsimiles, telephone communications, and the
Internet through e-mail and Web-based delivery systems. When each lesson or segment is
completed, the student makes available to the school the assigned work for correction,
grading, comment, and subject matter guidance by qualified instructors. Corrected
assignments are returned to the student. This exchange fosters a personalized student-
instructor relationship, which is the hallmark of distance education instruction.”
(http://www.detc.org, 2009).
386 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
2 Knowledge At-Glance
As the societies and economies around the world become more global and the use of PC’s
more and more important, there has been a dramatic increase in e-learning necessities. E-
learning is closely linked to and overlapping with, but not equal to knowledge
management. E-learning can be an effective medium for knowledge management
deliverables (Liu et al, 2002). The final goal of E-learning is to gain and share
knowledge. Today, we are requested to deal with significant amounts of data and
information. To transform these data and information in knowledge we need to know how
to extract the value what we need from those. To achieve such performance is necessary
to implement and apply the knowledge management principles.
Rather than being a specific type of knowledge, it deals more with the transmission,
storage and interrogation of knowledge.
Transferring the above four major objectives into specific steps, can be concluded that
the knowledge management objectives should be in more detail as follows:
Build a customer relationship management;
Improve internal and external collaboration;
Implement and share the best practices;
Competitive intelligence;
Enhance the use of projects management;
Enhance the use of Web-based technologies;
To enhance the supply chain management;
To provide E-learning etc.
Activities related to more detailed objectives should include: creating knowledge by
sharing networks that facilitate a corporate knowledge culture, developing leaders’
knowledge, optimizing intellectual capital by producing knowledge management
solutions such as codification strategies and knowledge bases, and estimating revenue and
efficiency gains resulting from knowledge management in terms of return on investment
(IDC, 2009).
process taking place between individuals, between individuals and organizations and
between organizations.
The future development of the overall businesses stays with the higher education
capabilities to transfer good quality and efficient knowledge but also stays within
business organizations capability to understand the role of higher education in their
business development as well as both parties should provide access to their resources.
Such links between higher education and business organizations, in order to be
successfully, should be highly interactive. E-learning systems could be considered today
an efficient solution to achieve the scope, knowledge transfer.
The knowledge transfer is based on information and communication technologies
(ICT). The ICT’s have changed the way the higher education is conducted, with the
increase of ICT for instructional design and delivery, technology-supported learning
models are, eroding the dominance of traditional classroom (physical presence of
educators and learners) mode of higher education. The education environment inherits the
discourse and debate of the traditional classroom, such as, communicate with an
instructor, or carry on a discussion with fellow students, as well as the literary practices
of academia, such as writing a term paper, or presenting / debating a written argument.
Yet, with the move into the online (wired and wireless) environment, all conditions for
learning change. This change is juxtaposing the complexity in the mobile age that as
mediated human communication becomes more and more non-linear, decentralized, and
rooted in multimedia, the distinction between orality and literacy becomes less evident
and less important, resulting in redefining humanity (Lai, 2005).
The system presented in figure 1 is a system where can take place activities and
discrete events which can be unrolled either sequentially, either in parallel, in conformity
with the preparation timing schedule in several phases, which can form the training cycle
of a graduates series, with the repetition of same sequences for each graduating series.
Students generally like to have a sense of belonging (Bender, 2003). Therefore, the author
believes that the responsibility of the educational process must be shared with them!
(Dumitrescu et al, 2009).
The 4th International Conference on Virtual Learning ICVL 2009 391
4 Conclusions
Starting with year 2008 the organizations from Romania started to invest more and more
in E-learning, the percentage being over 10% from their budget, more than double
comparing with year 2007, as per Intuitext company studies (Wall-Street Romania,
2008). These figures shows that also the Romanian organizations have understood the
importance of assets like the intellectual capital and the benefits coming from corporate
knowledge.
Today requirements in higher education teaching involve re-ordering the leap
magnitude in the instructors’ ability to create, acquire, assimilate and share the
knowledge to their students. The available information and communication technologies
re-shape on daily basis the educational environment. In the next decade the knowledge
sharing methods and techniques will be re-invented significantly.
The system presented by the author could be considered just another step in building
an interactive link between higher education and business organizations having like an
ultimate scope, to assist successfully the new globally networked society. Such system
can be used for various disciplines and the author is looking for future developing of the
experimental system based on the tests what will be performed during the current and
next year.
REFERENCES
Books:
Bender, T. (2003): Discussion-Based Online Teaching to Enhance Student Learning. Stylus Publishing LLC,
Virginia.
Liu, S., and Parmelee, M. (2002): From Information to Knowledge. UNC School of Information and Library
Science, North Carolina.
Kalakota, E., and Whinston, A.B. (1996): Frontiers of Electronic Commerce. Reading MA Addison,
Massachusetts.
Turban, E., Lee, J., King, D and Chung, H.M. (2000): Electronic Commerce: a managerial perspective.
Prentice-Hall, London.
Journal Articles:
Ackoff, R.L. (1989) From Data to Wisdom. Journal of Applied Systems Analysis, 16, 20-37.
Blackler, F. (1995) Knowledge, Knowledge Work and Organizations: An Overview and Interpretation.
Organization Studies, 6, 1021-1046.
Dublin, L. (2003) If You Only Look Under the Street Lamps … Or Nine e-Learning Myths. The eLearning
Developers’ Journal, 1-7.
Greenhalgh, T., Robert, G., Macfarlane, F., Bate, P. and Kyriakidou, O. (2004) Diffusion of Innovations in
Service Organizations: Systematic Review and Recommendations. Milbank Quarterly 82, 4, 581-629.
Lissenburgh, S. (1999) Knowledge Links. New Economy 6, 1, 28-32.
Oblinger, D.G. and Hawkins, B.L. (2005) The Myth about E-learning. EDUCAUSE review, 14-15.
Owens, J.D. (2002) E-Quality: a knowledge management (KM) based framework for e-business-learning
(EBL) at higher educational business institutes (HEBI). Manufacturing Engineering Journal 84, 3, 196-
200.
Owens, J.D. and Floyd, D. (2007) E-learning as a Tool for Knowledge Transfer through Traditional and
Independent Study at Two United Kingdom Higher Educational Institutions: a case study. E-Learning 4, 2.
Shaw, M. (2001) Integrating Learning Technologies: The Social-Cultural, Pragmatic and Technology Design
Contexts. Insights into Using Educational Technlogy, 6.
Shum, S.B. (1997) Negotiating the Construction and Reconstruction of Organisational Memories. Journal of
Universal Computer Science 3, 8, 899-928.
392 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Conference Proceedings:
Dumitrescu, S., and Dobre I. (2009): Systems for Training and Evaluation Assisted by Computer (STEAC)
from Tradition to Innovation. In Proceedings of 6th International Symposium on Process Control,
Petroleum-Gas University of Ploiesti, Ploiesti, Bulletin Technical Series, LXI, 3, 147-152.
Lai, O-K. (2005): E-Learning, Knowledge Transfer and Intellectual Communication in the Mobile Age:
Consequences of Information & Communication Technologies (ICT) Mediated Communication. In
Proceedings of The Seeing, Understanding, Learning in the Mobile Age International Conference,
Institute for Philosophical Reasearch of the Hungarian Academy of Sciences and T-Mobile Hungary Co.
Ltd., Budapest, 226-232.
Technical Reports:
Dearing, R. (1997): Higher Education in the Learning Society. Technical Report: National Committee of
Inquiry into Higher Education, Norwich: HMSO.
Newspapers Or Magazines:
Argote, L. et al. (2000): Knowledge Transfer in Organizations: Learning from the Experience of Others.
Organizational Behavior and Human decision Processes, 82(1) May, 1-8.
Davenport, T.H., De Long, D.W. and Beers, M.C. (1998): Successful knowledge management projects. Sloan
Management Review, 39(2), 43-57.
Fan, Y. (1998): The Transfer of Western Management to China: Context, Content and Cosntraints.
Management Learning, 29:2, 201-221.
Internet Sources:
Distance Education And Training Council (2009):
http://www.detc.org/
New IDC Study on Implementing Customer Relationship Management (2009):
http:// www.crm2day.com/content/
Nichols, M. (2008):
http://akoaotearoa.ac.nz/sites/default/files/ng/group-661
Poulfelt, F. and Petersen, N.J. (2007) 6 Principles of Knowledge Sharing:
http://www.providersedge.com/docs/km_articles
Wall-Street, Online Journal (2008):
http://www.wall-street.ro/articol/Companii/42670
E-literature in E-learning
Abstract
E-learning, which differs significantly from traditional classroom education, has
become a widely acceptable and commonly used means for education nowadays (in
any types of educational organizations). This paper will focus on e-literature as it is
used in and for the e-learning process; e-literature is not exclusively used in e-
learning process as it is also used to complement traditional literature (e.g., hard
copy book) in the traditional education process. A great proportion of literature on
e-literature mainly deals with issues about its preparation, content, and
dissemination. However, an often-neglected view is the readiness of e-learning
participants to use e-literature. As such, the current paper seeks to provide an
insight into the issues related to participants’ readiness to use e-literature in e-
learning process. To this end, the main objective of this paper is to specify and
provide and insight into participant’s readiness to use e-literature in e-learning
process. For the purpose of our paper we did a survey among undergraduate
students involved in web-supported e-learning process (sample from Slovenia) and
undergraduate students involved in fully-online e-learning process (sample from
Romania). The paper also lays an important ground work for future research of
participant’s attitudes towards using e-literature in the frame of e-learning.
1 Introduction
Due to the development of information and communication technology (ICT),
contemporary education paradigm has changed significantly (Latchman et al., 1999;
Ponzurick et al, 2000). Yet distance education (DE)—in which participants are not
collocated (i.e., same time/same place)—is not a new concept. Nowadays, a great
proportion of DE is supported through ICT and has come to be known under a common
term: e-learning (Lee et al, 2007; Bates, 1995). For the purpose of the discussion herein,
from now on we use the term e-learning.
The current discussion focuses on several selected issues related to e-literature, which
is used to replace and/or complement traditional literature in e-learning. The term e-
394 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
literature has multiple definitions (Aarseth, 1997; Koskimaa, 2003); it not only refers to
books in PDF format posted on the Internet, but also serves as more than a mechanism of
dissemination of literature over the Internet and World Wide Web by opening publication
to everyone. For the purpose of our work, we adopt the definition of e-literature as
traditional printed literature that has been converted to the e-literature (Koskimaa, 2003).
Indeed, e-literature must be more comprehensive as large-scale social and cultural
changes are emerging thanks to the spread of the digital culture (Aarseth, 1997; Beeghly,
2005). The literature on e-literature focuses primarily on issues related to its preparation
and dissemination (see: Landow, 1993; Aarseth, 1997; Tabbi, 2007).
Based on literature review, for the purpose of our paper, we did not found any
evidence that some discussions explicitly address the use of e-literature in the frame of e-
learning, and what is more participants’ readiness to use e-literature in e-learning.
Therefore, the main purpose of this paper is to highlight participants’ readiness to use e-
literature in e-learning. For the purpose of this discussion, we conducted a survey among
Slovenian and Romanian undergraduate students at university.
This paper provides insight into students’ readiness to use e-literature in web-
supported e-learning (sample from Slovenia) and in fully-online e-learning (sample from
Romania). The paper is organized as follows. First we introduce e-literature in the frame
of e-learning, following by methodology, propositions and some results. The paper
concludes with discussion and implications for future research.
era a great proportion of e-literature consists of different elements (different from those of
traditional literature) (Hayles, 2008, 3-4).
We define e-literature as traditional literature that has been converted to e-literature
(i.e. an electronic format) (Koskimaa, 2003). Such e-literature is often used in education
when traditional literature is converted into e-literature through its packaging and
distribution. Since the preparation of e-literature could be time-consuming, educational
institutions often convert hard copy books into the electronic PDF format.
The most important benefits of e-literature are the search function, the use of
automatic bookmarks, the ability to browse page by page at the touch of a key, scrolling,
the creation of page notes and print excerpts, and the ability to store several books on a
personal computer (Pack, 1994). The most useful of the tools provided by e-literature are
digital libraries (see: Beeghly, 2005). It should also be emphasized that e-literature is
more than a means of disseminating literature over the Internet and World Wide Web
(Aarseth, 1997).
Nevertheless, e-literature also has some significant disadvantages. The main problem
is related to copyright: how can authors control the dissemination and use of unauthorized
copies of their work? How can plagiarism be prevented? Such questions have emerged
with the growth of e-literature. Information has to be freely accessible to anyone with an
Internet-enabled computer. The free access to information is a goal that will be achieved,
but what about the rest? How can we limit the use of the information that is not free to the
authorized user? How can we distinguish free information from information that requires
a fee for use? (Pack, 1994). For the purpose of our discussion we add readiness of
participants to use e-literature, which has been a neglected topic in discussions among
academics and practitioners.
Based on these assumptions and our educational experiences, we can classify literature
used in the e-learning process as (1) traditional print literature and (2) e-literature. The
former consists mainly of hard copy books, peer notices, and lecturer’s notices.
Traditional print literature has had a leading role in traditional classroom education, while
e-literature is widely especially in e-learning process. Based on our experiences, we
contend that a large proportion of hard copy books that are used in colleges and
universities have been converted to the PDF format (see also: Koksimaa, 2003).
Based on these ideas, the literature reviewed, and experiences from education practice,
we can conclude that important differences exist between traditional print literature and e-
literature (Based on: Wang and Liu, 2003): (1) design of literature; (2) capability for
distribution; (3) creation; (4) storage format; and (5) additional functions (e.g., searching).
Regardless where the e-literature is used, an important consideration is the readiness
of students to use e-literature. According to the purpose of our paper, we examined users’
attitudes towards using e-literature in web-supported and fully-online e-learning process.
participant in the study is relatively well prepared for working with modern ICT and
computers and has a sufficient level of skills to work with computers. Skills were
assessed on a 5-point Likert scale; the average value for Slovenian students was 3.66 and
for Romanian 3.46 (for details, see: Nedelko, 2008).
Romanian students have already participated in fully online e-learning, while
Slovenian students are involved in highly developed Web-supported e-learning. Thus,
Slovenian students, besides traditional face-to-face lectures, use a portal for e-learning
through which they submit homework assignments, download lectures, etc. As such, it
can be presumed that Slovenian students also use a reasonable amount of e-literature (i.e.
broad definition - books in PDF format are also considered e-literature). According to
this presumption, we can ensure the comparability of results from the research with
Slovenian and Romanian students in regards to e-literature in e-learning. To test our
hypothesis, we use chi-square tests since our data are categorical (for details, see: Cramer,
1998). We test all hypotheses at alpha level of 0.05. All our hypotheses are in an
alternative form (in statistics, they are commonly addressed with the expression H1). In
this contribution only some results from the SPSS outputs are presented in text, due to the
limited length of a paper.
Proposition 1 stated that significant differences exist in students’ attitudes towards
using e-literature as a complement to traditional print literature (i.e. print hard copy
books) in education process among Slovenian and Romanian students. In that context is
e-literature considered only as a complement to traditional print literature. Findings are
summarized in Figure 1.
Figure 2: Cross tabulation table for replacement of traditional print literature with
e-literature by nationality.
Nationality
Total
Slovenian Romanian
Count 118 92 210
Adequate prepared and Yes % within Nationality 76,1% 60,9% 68,6%
designed e-literature Adjusted Residual 2.9 -2.9
could replace traditional
Count 37 59 96
literature (e.g. hard copy
books, notices) No % within Nationality 23,9% 39,1% 31,4%
Adjusted Residual -2.9 2.9
Count 155 151 306
Total
% within Nationality 100,0% 100,0% 100,0%
REFERENCES
Aarseth, E. (1997): Cybertext: Perspectives on Ergodic Literature. Johns Hopkins University Press,
Baltimore.
Bates, A.W. (1995): Technology, open learning and distance education. Routhledge, London.
Beeghly, D. (2005): It’s about time: Using electronic literature discussion groups with adult learners. Journal
of Adolescent and Adult Literacy 49, 1, 12-21.
Cramer, D. (1998): Fundamental statistics for social research. Routhledge, London.
Eliterature (2008): http:www.eliterature.org [15.04.2008].
400 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Gonc, V. (2007): E-education and Its Role in Higher Education (in Slovene). In Proceedings of the 26th
International Conference on Organizational Science Development, Faculty of organizational sciences,
Portorož, Slovenia, 518-524.
Hayles, N.K. (2002): Writing Machines. The MIT Press, Cambridge, MA and London.
Koskimaa, R. (2003): http://www.brown.edu/Research/ dichtung-digital/2003/4-koskimaa.htm [12.08.2009].
Landow, G.P. (1993): Hypertext. The Convergence of Contemporary Critical Theory and Technology. Johns
Hopkins University Press, Baltimore.
Latchman, H.A., Salzman, C, Gillet, D. and Bouzekri, H. (1999): Information Technology Enhanced
Learning in Distance and Conventional Education. IEEE Transactions on Education 42, 4, 247-254.
Lee, Y., Tseng, S. and Liu, F. (2007): Antecedents of Learner Satisfaction toward E-learning. The Journal of
American Academy of Business 11, 2, 161-168.
McGann, J. (2001): Radiant Textuality: Literature after the World Wide Web. Palgrave, New York.
Nedelko, Z. (2008): E-learning – a case study. In Proceedings of 4th International Scientific Conference
“Elearning and software for education, Carol I National Defense University, Bucharest, Romania, 43-49.
Pack, T. (1994): Electronic books: A new spin on the Great American Novel. Wilton 7, 2, 54-56.
Ponzurick, T.G., Russo France, K. and Logar, C.M. (2000): Delivering Graduate Marketing Education – An
Analysis of Face-to-Face versus Distance Education. Journal of Management Education 22, 3, 180-187.
Tabbi, J. (2007): http://eliterature.org/pad/slw.html [25.05.2008].
Vileno, L. (2007): From paper to electronic, the evolution of pathfinders: a review of the literature’.
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Wang, C. and Liu, Z. (2003): Distance education - basic resource guide. Collection Building 22, 3, 120-130.
Discovering green energy @ portal.moisil.ro
(1) Theoretical High School “Grigore Moisil” 33, Timişoara Bvd, Bucharest, Romania
(2) University of Bucharest, Faculty of Physics
E-mail: mihaela_garabet@yahoo.com
Abstract
We have started from a pedagogical research concerning the opportunity of the
introduction of studying the photo devices like photovoltaic cells, photo resistors,
photodiodes, phototransistors, etc, in the Romanian Curriculum for Physics in high
school. So, we have started a group project, with students from the 10-th grade,
from Grigore Moisil High School, Bucharest, the teachers, the parents of the
students and the local community. At the beginning we intended to familiarize the
students with such devices and their applications in order to perform the theoretical
study. During this stage of the research the students helped by the teachers and
parents made some simple applications like solar house, solar lift, solar power
station for toy car chargers. A new problem appears: the photovoltaic cells have to
be moved under maximum solar illumination for reaching a great efficiency. How?
By recycling some servomotors from the old printers of the school, then innovate a
way of coupling them with the PV cell. The next step is to use some sensors of light
(photo resistors coupled with a data acquisition board and a computer) for decide
when to change the incline of the PV cells and then to develop the software for
analyzing the sensors indications, make the decision and move the servomotor. The
great challenge will be to construct a solar gusher fountain which will be held in the
yard of the school. The aspects from the activities on http://portal.moisil.ro/
playenergy/ Documents/Forms/With%20File%20Size%20Column.aspx
Username: vizitator Password: vizitator.
1 Introduction
Today, the mankind efforts are being made to obtain more and more renewable energy in
order to reduce our dependency on the fossil fuels and the pollution created by them The
world’s population uses 14 TW of power today and we will need ~ 30 TW of power in
2050. But, much of the extra 16 TW must be provided without releasing carbon dioxide
into the atmosphere. An imperative problem is to improve the use of green energy. The
term green energy is used for the energy provided by the environmentally friendly
sources. They are also non-polluting because they have lower carbon emissions. We can
include here the solar energy, the wind energy, hydro energy and geothermal energy.
We will describe a group project which has the goal to meet the students from the 10th
grade with the appropriate uses of the solar energy. Everyday the Sun gives us light
402 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
(visible radiation) and heat (infrared radiation). We are using both form of the Sun
radiation, sometimes converted in other forms of energy. The light could be converted in
electric energy by using photovoltaic cells (PVC). This kind of solar devices is very
present in the human activity.
Moreover, the global policies referring to the world preserving, in December 2009, the
UN will hold the COP15 climate conference in Copenhagen, Denmark. This is the most
significant international gathering on climate change since Kyoto in 1997 - 18.000
visitors are expected in Copenhagen, including governments, corporations, NGOs and
journalists from all over the world (Climate Mystery).
In connection with these arguments, we are considering that the students must be
familiarized with devices that use green energy, in order to use them in their future life.
The pedagogical approach starts from the everyday experience of the student,
continues with the experimental study and ends with the scientific explanation of what’s
happening inside the PV cell. The scenario and the video clips which present the
experimental activities have been made in the Physics Laboratory of the Theoretical High
School “Grigore Moisil” from Bucharest. The testing of these lessons was made with the
students from the 10th grade, same school. We have to mention that these activities were
developed in an extracurricular manner, after school. Practically, the students were
implied in an AeL session of the lesson. They performed all the activities we have
proposed in the lesson (virtual experiments, simulations, video clips, data processing and
evaluation activities). During the virtual experimental study, the students will represent
the voltamperic characteristic of the PV cell and they will calculate the generated power.
This was the starting point of the group project we will describe for this point forward.
That’s why we have considered they have to learn by doing themselves. So, they have
received some PV cells buy from a specialized store. In order to find some opportunities
of using them, the students have to study them first.
One of the most important roles in the human learning is motivation followed by long-
lasting interest and engagement. The students are very enthusiastic when the teacher uses
ICT during the classes, not because of its novelty effect registered ten years ago, but
because of the opportunities ICT is bringing. That’s why have propose a real experiment
using a data acquisition system for registering the current and the potential (Vernier;
National Instruments) of the PVC extracted from a batteries charger, under illumination.
The students have to find the deliverable current of the PVC, the maximum Power Point
and even the efficiency of the cell. The experimental data were processed with Microsoft
Excel and were published on the portal. You can see some aspects during the
experimental study of the cells in the figure 3.
The student’s conclusion was that the PV cell has special volt-ampere characteristic
and weird power dependence vs. voltage (Figure 4).
At this moment we can try to explain what the photovoltaic cell is: simply a diode of
large aria forward bias with a photo voltage. The photo voltage is created from the
dissociation of electron-hole pairs created by incident photons within the built-in field of
the junction (Lasnier et al, 1990). The field assure the separation of the charge carriers
which are released by light. Under illumination, the incident photons interact with the
atoms of the cell and the electron-hole pairs are produced. When the metal contacts of the
cell are connected with a consumer we can obtain a direct current (Messenger and Ventre
2003).
from the old printers of the school, then innovate a way of coupling them with the PV
cell. The next step is to use some sensors of light (photo resistors coupled with a data
acquisition board and a computer) for decide when to change the incline of the PV cells
and then to develop the software for analyzing the sensors indications, make the decision
and move the servomotor. The great challenge will be to construct a solar gusher fountain
which will be held in the yard of the school.
6 Conclusions
We have presented a group project developed in a Romanian high school where we have
tried another kind of learning, based on the principles of constructivism and situated
cognition. We can say that it is efficient and effective and the visible results we have
registered are:
- the students intrinsically motivation and interest for learning;
- the learning objects (McGreal, 2004) as a result of the students’ interaction with the
materials we gave them. The next generations of students will use these learning objects
as learning resources. We are referring to the physical objects like the solar elevator,
which will be use in our lab and also to the digital objects hosted on the portal.
REFERENCES
Garabet, M. and Neacsu, I. (2008): Science e-learning @ portal.moisil.ro. In Proceedings of The 3rd
International Conference on Virtual Learning, Constanta, 423-430.
Lasnier, F. and Ang, TG. (1990): Photovoltaic Engineering Handbook, IOP Publishing Ltd., Bristol.
Messenger, R. A and Ventre J. (2003): Photovoltaic systems engineering, CRC Press, Florida, USA.
McGreal, R. (2004): Online education using learning objects, RoutledgeFalmer, Oxon.
Naidu, S. (2003): e-learning. A Guidebook of Principles, Procedures and Practice, CEMCA.
Internet Sources:
www.theclimatemystery.com
http://www.microsoft.com/uk/education/schools/products/learning-gateway/default.aspx
http://www.ni.com
http://www.vernier.com
Toward A Comprehensive E-Learning Style (CELS)
Abstract
Learners have different learning approaches for learning, known as learning styles.
There are various learning styles used in the traditional education up to now, but
none of them have adequately covered all learning aspects in e-learning
environment. Statistics reveal that considering students’ learning style is a
significant factor that improves learning performance in web-based learning
(e-learning). Meanwhile, classic learning models are short of important
considerations regarding new technological aspects of learning based on
information and media. Therefore, a dedicated learning style for e-learning is
strongly essential. This paper introduces a new learning style model for e-learning.
We would outline a complete set of learning styles’ parameters suitable for e-
learning and explain how these parameters can be acquired in an e-learning
environment. The proposed learning style named as Comprehensive E-Learning
Style (CELS) includes main characteristics of the existing models, and some
important and new parameters have been introduced in this work. We believe that a
dedicated learning style for e-learning environment could serve as an important
factor for better adaptation and personalization in e-learning. In this work, we also
classify the tools and implicit or explicit techniques necessary for measurement of
the related parameters in the learning environment. Finally, this work clarifies the
main domains of applicability of our proposed learning style, and our future works
to verify the CELS model.
1. Introduction
Characteristic and habitual manner of obtaining knowledge, skills, or approaches through
learn or experience is named Learning Style.
Statistics reveal that considering students’ learning style is a significant factor that
improves learning performance in web-based learning or e-learning (Manochehr, 2006).
Meanwhile, classic learning models are short of important considerations regarding new
technological aspects of learning based on information and media. Therefore, a dedicated
learning style for e-learning is strongly essential.
The 4th International Conference on Virtual Learning ICVL 2009 409
At present, several learning style models exist in the literature; Coffield et al. count 71
models (Coffield et al, 2004). Each model suggests different classifications of learning
types. These include the models by Kolb (1984), Honey and Mumford (1982), Felder and
Silverman (1988) and etc (Graf, 2008).
As we have just seen, within the context of today's learning, the issue of the learning
styles identification was tested by important research. However, within the specific
framework of e-learning, research on learning styles is still at the preliminary and
exploratory stage; no learning style model was proposed as yet to inform us about the
way in which learners study in e-learning environment (Bousbia et al, 2008).
In this paper, the learning style theory and its accomplishment in EHS (Educational
Hypermedia Systems) are described in section 2. Afterward, two related works are
illustrated in section 3. Then, in section 4, Comprehensive E-Learning Style (CELS) will
be explained.
2. Learning Style
Learning styles refer to the way learner prefers to advance his/her new information. Each
person learns and processes information in his/her own special ways, though he/she
shares some learning patterns, preferences, and approaches. Knowing learner style also
can help learner to realize that other people may approach the same situation in a different
way from his/her own.
By understanding learning style, learner can develop his/her natural approaches for
learning and develop the capacity to learn in the manner that may require more effort. On
the other hand instructors can understand the differences in learning process being
noticed in the learners and develop a range of educational strategies to engage
individuals' strengths.
The learning styles are not the expression of a rigid typology claiming to classify
individuals in strict categories. In this way, various theories of learning styles were
developed with an increasing frequency during the last decades based on the Curry’s
‘onion’ model (Bousbia, 2008). Curry’s “Onion Model” categorizes learning styles into
four layers: Personality Models, Information Processing Models, Social Interaction
Models and Instructional Preference Models.
directly what he/she expects from the system. For example, the order of links on a page
can be changed by the learner, showing the preferred order to the system (Graf, 2008).
2.2 Adaptation
Nowadays, the main concern in e-learning is improving the learning process and many
research papers indicate that this is possibly done through an adaptive system.
Hanan (2005) states that "There are many attempts to improve the adaptive system by
using different methods and artificial intelligence techniques for extracting user model
and overcoming the difficulties. However, such system lacks the ability in building
student personality by motivation, increasing self-confidence, or reducing shyness.
Therefore, most of the researches focus on the student modeling and how the system can
automatically deal with dissimilar students. In traditional classroom system, a teacher can
monitor and react accordingly based on what he/she sees of his/her students’ action.
However, an e-learning environment requires student to be more independent. As such
the system should be able to adapt to the preferred learning style of each student".
3. Related Works:
The authors of (Popescu et al, 2007) proposed the use of a unified learning style model,
which integrates the most relevant characteristics from several models. They summarized
learning preferences related to: Environment, Reasoning Pacing, Organizing information,
Social aspects, etc. They claim this model integrates the most relevant characteristics
from several models and it includes e-learning specific aspects and is stored as a set of
learning characteristics, not as a stereotyping model.
In the work done by (Hanan, 2005) learning styles suitable for e-learning were
outlined. The authors discussed learning approaches that focused on e-learning
environment. As final point the authors presented the e-learning style model through a
matrix (16*5). The columns of matrix are learning approaches. The rows in table of the
mention matrix represent what is/are the types of the person’s e-learning style. The
weakness of this model is lack of e-learning features like media preferences or desired
interaction with others.
important. The Kolb’s learning style model is considered. The results showed that
students with Assimilator and Converger learning styles do better with the e-learning
method. In addition, students with Accommodator and Diverger learning styles received
better results with traditional learning (Manochehr, 2006).
As for main aim of considering learning style to improving learning progress, this
paper introduces a Comprehensive E-Learning Style named CELS. The CELS category is
based on excitability on e-learning environment.
The core of CELS is Felder-Silverman model with some modifications. It has been
selected because (1) its author has an engineering background and this model has a focus
on that same field, (2) there are some relationships between this model and other models.
For example, the active/reflexive dimension in Felder model corresponds to the “Active
Experimentation”/”Observation and Reflection” in Kolb model and also is relates to the
Extravert/Introvert scale of Myers-Briggs model (Gomes et al, 2007).
Preparing
therefore the detail of Dunn and Dunn Model is ignored. In the CELS two features are
considered: Individual/Team work and Competitive/Collaborative work. When each
learner works on assignment, prefers being alone or in a group? Or he/she prefers to be a
collaborative or competitive person?
External layer: the third layer is focused on learning. The foundation is based on the
Curry’s ‘onion’ model and the Felder-Silverman learning style model. This layer has four
components.
Perceiving: When learner gathers require information necessary for learning, he/she
can employ all his/her input channel (Visual, Auditory, Reading, Kinaesthetic). He/she
can also use conceptual, theories or innovative aspects.
Receiving: Which channel does learner prefer for receiving information? To see the
information or to listen to it?
Processing: Learner will have a natural preference for how to learn and how to prefer
receiving the facts. The CELS considers two features for processing: (active/reflective)
and (sequential/holistic/mind maps).
Solving: what is the learner's preference to solve a problem: Problem Based learning,
Inquiry Based Learning, or Gaming? 7-
The classification of parameters and implicit or explicit techniques necessary for
measurement of the related parameters in the learning environment is shown in Table2.
Table 2. The CELS's Layers Parameters And Their Measurment Approach
Measurement Approach
Layer Factors Parameters
explicit implicit
Noise sensor ---
Light sensor ---
Internal
Preparing: Temperature sensor ---
Layer
Time zone of
Time of day ---
learner
Media Text/image/ voice/
Questioner Using Rate
Preferences video/animation
Tools Mouse/Keyboard/ Light Pen/
--- Using Rate
Middle Preferences Microphone
Layer Online/Offline Online (Chat, Virtual Class, Tel)
--- Using Rate
Interaction Offline (Note, Email)
Individual/ team work Questioner ---
Social aspects
Competitive/ Collaborative Questioner ---
Perceiving Sensing/intuitive Questioner ---
Receiving Visual (text/images)/Verbal Questioner ---
External Processing Active / Reflective Lerner behavior
Questioner
Layer Serial / Holistic/ Mind Maps (Bousbia, 2008)
Problem Based Learning
Learner result in
Solving Inquiry Based Learning Questioner
each approach
Gaming
414 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
The learning style detection mostly is being used for adaptation. Regarding the
adaptation process, there are several approaches described in (Brusilovsky, 2004):
Navigation Level Adaptation, Content Level Adaptation, Presentation Level Adaptation,
Collaboration Level Adaptation.
An appropriate environment should be provided by user. The second and the third
layers Table 3 shows which adaptation method can be done to match the learners with
suitable content based on the learning style. For example in processing learner with serial
way, contents must be navigated step by step. Holistic learners should have a content
overview and then they can forward to see details. This could be done by navigation level
adaptation. The leaning content for an active learner must be more practical, and for a
reflective learner learning content should be more conceptual.
5. Conclusion
Learning style represents an important concept in educational psychology, having
significant effect on the learning process. Most of the educational hypermedia systems
that deal with this issue are based on traditional learning style models. The traditional
learning style models are short of important considerations regarding new technological
aspects of the learning based on multimedia, information and internet. Therefore, a
dedicated learning style for e-learning is strongly essential. This paper suggests
Comprehensive E-Learning Style (CELS), which is a three-layer model and exhibit the
properties such as e-learning aspects, and e-learning environment. The proposed model
The 4th International Conference on Virtual Learning ICVL 2009 415
could measure the parameters related to each layer and adapt the learning process with
the learner preferences.
As future work, we design an architecture based on CELS. We are going to implement
a decision making system based on CELS's output. We will publish the result of
implementation of our architecture.
REFERENCES
Abstract
The growing importance of assessment through technology in virtual learning
environments puts in evidence the role of Social Network Analysis in offering an
interesting toolset for educators. Extracting participation data from the virtual
environment (such as from forum, e-portfolio or other communitarian tools for
information and document sharing), it is possible to construct a social reticle of
interpersonal relationships among e-learners. The analysis of the reticle's features
helps the teacher to understand the evolution of the virtual classroom and the
development of relationships among students in formal settings. Although in formal
settings all activities are recorded in the environment and are represented by social
reticle, informal learning activities, which happens outside the virtual environment,
can be analyzed only in a partial way, in function of the opening degree of the
environment and on the basis of the quantity and quality of elements present and
recorded in the same environment. The reliability of a social reticle in formal virtual
setting is therefore questionable, because the presence of a tutor or a teacher can
significatively influence the nature and the development of the reticle itself, which
can be characterized by relationships that do not match with those that learners can
realistically activate outside the virtual environment. Informal setting instead allows
the forming and the development of a social reticle more representative of the
effective relationships among learners both inside and outside the virtual
environment. An interesting solution can be represented by the continue monitoring
of a hybrid environment, in which the presence of tutor/teacher is limited and the
social reticle is under observation, in order to highlight the stability or instability of
relationships as indicator of community's production self-efficacy.
This paper deals with the results deducted from a study about social networks of e-
learners, both in formal and in informal settings, about parameters that can be
considered significant for informal processes assessment. It puts in evidence the
degree of reliability of formal social reticles in respect to informal ones, suggesting
actions that teachers can do in order to monitor and assure a better performance for
their virtual classrooms..
1 The role of informal dynamics in learning activities and its impact on e-assessment
According to directions indicated by UE about contemporary educational systems,
European schools must open their curricula to informal and non-formal modalities of
The 4th International Conference on Virtual Learning ICVL 2009 417
learning, through the evaluation of something tangible that learners make outside school’s
boundaries. So, it is necessary to implement assessment methods based on the possibility
to take and include informal learning processes and products.
Wenger’s theory (1998), about communities of practice, suggests that formal and
informal learning cannot be separated, as implicit and explicit knowledge: given that
informal learning represents the part of the whole learning activity (which is invisible and
concerning with the reciprocal relationships among learners in a natural, spontaneous
context outside school) the educator must identify some processes through which
informal learning dynamics can be evidenced, and assessed.
Wenger also suggests that informal learning is at the same time a process and a
product which derives from a continuous and dual interaction between to specific
activities, which are participation and reification: participation is considered as mere
reciprocal acknowledgement among learners; reification is considered as tangible product
made by learners (such as a raw or complete product).
If the reification aspect of informal processes regards the subjectivity of educator’s
evaluation, on the basis of several parameters which can respond to various
competencies, the participation responds better to objective measurement that can be
made by the introduction of ICT tools included, for example, in a virtual learning
environment. Extrapolating the existent relationships within the social reticle of learners
from the VLE, it is possible to build a sociometric matrix (Knoke & Yang, 2008) on
which educators can make operations in order to evidence significant parameters about
the evolution and stability of the e-learners’s reticle and can, in some cases, distinguish
the role of each member, so that educators can adopt adequate actions to enhance
participation level and the quality of interactions in the reticle itself.
The extrapolation method is based on a convention we designed properly according to
which all learners who open a new discussion (thread) in the forum are senders towards
all the reticle; then, proceeding from the bottom of the structure of each conversation line
to the top, each post which responds to a previous one with a lower degree of indentation,
represents a new interaction. For each new interaction, according to the its direction, it is
added a unit to the previous correspondent value in the correspondent cell of sociometric
matrix. Part of this method is similar to the approach described by D. Wiley about his D
Crude degree in depth parameter (which is published at
(http://opencontent.org/docs/discussion09.pdf, link verified on 28.07.09; see also Rossi,
Giannandrea, Magnoler, 2007, pp.31-46); our convention is applied to all the threads
present in the forum and not only to a chosen one (as in the case of Wiley’s parameter)
and besides it differs from the treatment of threads’ openers. Our method is included in a
software called “Sociomatrix Finder v.1.5”, of which the author is the owner. The
software is released under Creative Commons License: the software makes automatically
all the operations in the respect of the described method and the matrixes (and
consequently all the reticles) resulting from the elaboration process are considered all
weighed and directed networks according to the known definitions of Social Network
Analysis. Although the e-assessment must be conducted by the integrated viewpoints of
participative and reificative results, it is important to monitor the participative aspects in
informal settings.
418 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
This paper deals with the differences and similarities between learners’ groups which
stand in different contexts: it will explore the evolution of density, of cohesion and
sociometric status and their variance. It deals finally with possible actions educators can
adopt in order to maintain the best social conditions in social reticles.
performing stage: in fact, the following periods show a constant decrement in density,
representative of adjourning stage.
Owing to the relative restricted time (20 days) and the imminence of individual tasks,
the stages of forming, storming and norming were not dealt with the real importance by
learners and this fact would be dangerous for the group’s stability. The informal group
seems to have not a significant density variation: so, it appears as an equal group in which
roles’ distribution is absent and the performing stage is persistent without substantial
socialization needs at the beginning of its life. However, both the groups have a similar
(in relative terms) evolution curve, as shown by Pearson’s coefficient (ρ).
A Group B Group
I 0,14285715 0,043956045
II 0,23809524 0,054945055
III 0,23809524 0,032967035
IV 0,0952381 0
Average 0,178571 0,032967
ρ 0,720082
Table 2 Graph 2
Graph 3
Table 4
In absence of this kind of distribution, there is an equal group. According to the data,
while formal group has a great variance in its sociometric status values, the informal one
has not. The evolution of variances demonstrates that the nature of each group remains
the same for the whole period of observation: in fact the formal group, according to its
nature, feels to make roles since the beginning, with the maximum of role definition in
the second period; then it follows the diminishing functionality of the group and roles’
distribution assume less importance towards the end of the group’s life. In the case of
informal group the role’ distribution is absent from the beginning and all members have
the some importance in the life of group.
422 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
More precisely, both the groups were introduced by a tutor who explained the
individual task, but the tutor, while in the A group took a beginning role of leader
according to the natural evolution of formal group, leaving as soon as possible this role to
members, in the informal group the tutor took a participatory level which is, in practice,
insignificant in mathematical terms taking in count of every single member’s level.
pressure of educator’s presence is very important to grant and informal setting for the
learners’ group: therefore, the evaluation of learning must take in count of processes
which happen outside school’s boundaries and for this reason all the learning processes
must be open to external resources and occasions of scaffolding and interactions possibly
traceable in part by e-learning platform.
3 Conclusion
Through the use of Social Network Analysis toolset is possible to monitor the evolution
of learning process within Virtual Learning Environment, without renouncing to the
complex nature of informal learning. It is also possible to identify solutions and take
adequate actions in order to promote and maintain an enough level of engaging among
learners which can assure, in probabilistic terms, better performances.
4 Acknowledgments
The author thanks Prof. Giuseppe Refrigeri, Full Professor of Didactics in University of
Cassino (Italy) for his disposability in putting him in condition to operate within the
Master Course “La Professionalità del docente e del dirigente” from which illustrated
data were collected. The author also thanks all teachers of Master Course, as members of
the sample, who gave their availability for this study
REFERENCES
Magdalena Pavlova
Abstract
The object of this paper is the offer of suitable software, which be used in education
in the subject of Clothing Technology. The main purpose is making of possibility for
students self-depend work, with which the lecturer will examine their knowledge and
skills. The students’ observations and logical thinking can be developed and
students’ creativity can be stimulated by using of this software. This way offers. The
paper presents a possibility for development of varied as contents and as purposes
problems. This way realizes varied modes for progress and stimulation of the
students studying, knowledge and skills in the process of their education.
1 Introduction
This paper offers different possibilities for using of the graphic tools in CorelDRAW X3
in the process of teaching and students education in the subject of Clothing Technology.
The methods, presented in the article, have the aim to realize different ways by problems
setting in the subject. The students’ knowledge, observations and graphical skills are
improved, their logical thinking is developed and students’ creativity is stimulated by
deciding of the problems.
Table 1.
Exemplary group of previously drawn symbols
15 Linings
For students with suggestive thinking and good creativity the following aim is
suitable: Offering modeling variants of detail, different from the model on figure 1. The
solution is presented on figure 3. In this case six variants of one-piece pocket are
presented.
The 4th International Conference on Virtual Learning ICVL 2009 427
Figure 4 presents sketch of lady’s skirt and axonometric scheme of skirt section with
one-piece waist-band. The aim is development of two new axonometric sections in the
same technology, but with two-piece waist-band with different variants of overlay. The
possible solution is presented on figure 5.
More complicated mode of the problem from figure 4 is presented on figure 6. The
purpose is the project of technology only on base of a scheme and offering of model
variants for two-piece waist-band. Two possible solutions are presented on figure 7.
428 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
Fig. 6. Lady’s skirt sketch Fig. 7. Axonometric scheme of lady’s skirt section
with two-piece waist-band
Figure 10 presents a variant of the work, which requires only repetition of the gained
knowledge and skills, concentration and observation. In this case there is only one right
decision, in difference with the last presented problems. The right solution is shown on
figure 11. This work can be set in the opposite order in dependence on the aim of studying.
The problem, presented on figure 12, requires student must find out made mistakes
and errors in the draft. The problem can be set by two ways. In the first way the students
must mark the made mistakes, but in the second way they must correct them. The two
ways are presented on figure 13 and figure 14.
4 Conclusions
Multi model virtual card-index with inter replaced details can be developed for
optimization and solutions of presented problems. This data base will give possibilities
for student for biggest volume of work. In this way the students’ knowledge can be grown
and skill can be improved. Students’ creativity can be stimulated. Examination tests for
control of stages in education in Clothing Technology can be developed on the base of
presented problems in the paper. Interactive algorithms, useful for virtual education for
students or distant study can be developed on the same base.
REFERENCES
Kazlacheva Zl., (2005) Optimum Use of Drawing Tools in CAD Systems in Automated Apparel Design.
Trakia Journal of Sciences, Vol. 3, 2005, No 7, p. 20-23. 2005.
Pavlova М., Zl. Kazlacheva, (1999): The Use of Software of Stardraw in Students Education in Clothing
Technology. Sofia, “Textile Conference –99”.
http://www.clubic.com/actualite-coreldraw-graphics-suite-x3.html
http://www.corel.com/servlet/Satellite/fr/Content.html
An Approach to the Study of Science for Young Learners
Abstract
In the past years there has been noticed a certain decrease in the number of students
that choose science as their subject of study for a university degree. One of the main
reasons generating this climate is the extent in which this subject is made accessible
to children at an early age. As long as school curricula restrict the pupil's time and
opportunity to study preferred subjects more in-depth, developing a field of interest
is a difficult step. Some schools have taken action in this perspective and got
involved in a number of activities on different topics or have completely
reconfigured their curricula to allow time for the introduction of a set of optional
courses. Moreover, pupils at schools which have not implemented such programmes
have the opportunity to subscribe for a summer course. That is what stimulated us to
organise a summer activity in the form of a computer science and engineering
course, which promised to deliver a unique blend of skills including computer
programming, robotics, numeracy, teamwork, communication and practice of the
English language.This document will explain the structure of a robotics course
designed for young learners. Potential content for the course is revealed and points
on how to deliver the activity are provided.
1. Introduction
The main challenge of the classroom of tomorrow is to develop new types of courses
meant to prepare students who pursue a scientific career. The first issue is that of the
trainers being able to teach courses that can best serve students’ interest in science. How
to develop such a course, how to deploy the right education environment, what can be
done about students’ poor motivation, how to make use of skills like critical thinking,
problem solving, collaboration or self-direction are questions that could be an obstacle for
many. Therefore we thought of sharing our experience in designing a computer science
and robotics course. The following guide offers a detailed picture of the structure of the
course, providing any trainer with a stream of ideas and how to implement them in order
to help students make the most out of this experience.
The 4th International Conference on Virtual Learning ICVL 2009 431
2. Course characteristics
As this course is not based on previous programming experience, it is important to take
some time, on the relevant class, and explain the idea behind an algorithm and its
fundamental control structures. Associations and real-life examples can be given so as to
aid the understanding of the relevant concepts.
The ability to work in a team is an important skill that this course greatly relies on.
Students will form teams of 2-4 members. Whether one team will effectively complete all
the tasks throughout the course or not depends on how well the members will organise
and divide tasks among themselves.
For the length of the course, each team will be provided with a LEGO® Mindstorms®
robotics set, along with building instructions, and a computer which includes special
software that can be used to program the robot. All aspects of the programming part will
be thoroughly explained. It will be a good opportunity for all team members, whether
they have met any of the notions before or not, to get hold of a theoretical basis and
immediately visualise the effects of applying it in practice.
The students are not required to bring any materials from home. If the course is
organised as a summer activity, this fact will greatly help the instructors to easily put an
accent on the entertainment element of the course, while children will not feel like they
are part of the traditional school environment. However, as there is an educational side as
well, one way of combining the two is to offer students personalised notebooks and pens.
They should be encouraged to use them and write down what they consider to be
important.
Another important aspect of organising the course is feedback. This can be used by
instructors to improve the activity and try to meet students' expectations and it should be
requested from them at the end of each day. A quick and easy solution that can be
implemented even from the first day is to place three bowls at the exit. One of them
should be of different colour and will be empty. Each of the other two will contain labels
with a happy face and a sad one, respectively. When the students finish their activity and
prepare to leave they are asked to choose a label from one of the two bowls and place it in
the third one, according to their impression on the course. This way it is easy to see how
well the students get along with the course structure and the instructors will often be able
to tell what went well and what did not. Alternatively, another bowl with a neutral face
can be added. This type of feedback can be easily collected and allows an immediate
analysis of the day.
After the first few days of the course, the students will have a better idea of how it is
working, how much they understand from its content and what is not properly organised.
At this point, more detailed feedback can be collected in the form of a questionnaire or a
small sheet of paper that allows them to express their honest opinion. A good way to get
the most out of the feedback, especially since children are the ones who provide it, is to
ensure a private space where they can write their ideas. In most cases, they will think
about more aspects if they are not distracted by their curious team mates.
3. Course description
The course content is organised in five days, as follows.
432 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
work that was put in for a few difficult missions. The competition is timed, and once a
team is ready, their robot will only have a certain amount of time (usually less than a few
minutes) to run the programs.
The base area acts as a 'pit-stop' while the timer is running, so the robot, after
completing one or more missions, can be programmed to return to the base. One of the
team members can then quickly change to the next program and send the robot in its
attempt to solve the next mission(s).
If the robot is touched outside the base, it should be immediately taken to the base and
the team will be given a penalty, in form of points deduction, warnings, etc. Several
touch-penalties could lead to the round being stopped (timer set to 0).
The teams are allowed to modify their robot (arms, parts, etc.) if they find necessary.
However, they should take into account that, while an additional arm will do the job for
one of the missions, dragging it around the mat for the other missions which do not
require its help can slow the robot down, or even stall it. A solution to this problem is to
group the missions accordingly and take advantage of the robot entering the base for a
program change. A team member can then quickly remove the no-longer needed arm
from the robot.
Nice and clean: complete all tasks with no penalties. (15 points)
- Base II - construction & creativity
Items from the base area used in missions: 4 cuboids (2 blue, 2 green)
Countdown: 50 seconds
Missions:
Special delivery: move the two blue cuboids to Checkpoint 3 (worth 20 points if both
are partially touching the checkpoint area and 25 points if they are completely placed
inside the area). Move the two green cuboids to Checkpoint 4 (worth 30 points if both are
partially touching the checkpoint area and 35 points if they are completely placed inside
the area).
Return to base: have the robot placed back at Base II before the timer ends. (5 points)
Bonuses:
Time Attack: complete all tasks in less than 30 seconds. (10 points)
Nice and clean: complete all tasks with no penalties. (10 points)
- Base III - advanced sensor usage
Countdown: 45 seconds
Mission: reach Checkpoint 5. (40 points)
Bonuses:
Time Attack: complete the mission in less than 30 seconds. (15 points)
Nice and clean: complete the tasks with no penalties. (10 points)
Penalties for all bases:
Displacing any of the standing orange cuboids from their original location results in a
deduction of 15 points per cuboid displaced.
Touching the robot while it is outside the base results in a deduction of 5 points. In
addition it counts as a warning, with the third warning setting the countdown timer to 0
minutes 0 seconds and thus ending the round.
Crossing the dotted red lines with all wheels forces the team members to touch the
robot and bring it back to base.
Displacing the aiding obstacles will result in a deduction of 10 points.
REFERENCES
Books:
Dasgupta, S., Papadimitriou, C. and Vazirani, U. (2006): Algorithms. McGraw-Hill Science/Engineering/
Maths.
Deitel, P. J. and Deitel, H. M. (2007): C++ How to Program, 6th edition. Prentice Hall.
Ferrari, M. and Ferrari, G. (2002): Building Robots with LEGO® MINDSTORMS. Syngress Publishing, Inc.,
Rockland.
Russell, S. and Norvig, P. (2002): Artificial Intelligence: A Modern Approach, 2nd Edition. Prentice Hall.
Sierra, K. and Bates, B. (2005): Head First Java, Second Edition. O'Reilly Media, Inc., Sebastopol.
Willis, J. (1996): A Framework for Task-Based Learning. Harlow, Essex: Longman.
Internet Sources:
LEGO Mindstorms website
http://mindstorms.lego.com
News and Events
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• Christiaan Huygens 2009 - Christiaan Huygens Science Award 2009 goes to Raluca
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caught in time in 1969 when Armstrong walked on the moon
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The 4th International Conference on Virtual Learning ICVL 2009 439
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airplane constructor and early pilot | http://en.wikipedia.org/wiki/Aurel_Vlaicu |
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being remarkable for the time. The first all metal planes only appeared much later.
During that project, he learned that a foreign pilot intended to make the same flight.
• Imagine Cup 2009 - Imagine Cup Student Competition 2009 - First place: Romania,
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440 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
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The 4th International Conference on Virtual Learning ICVL 2009 441
April 4, 2009
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442 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi
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Authors Index