A Tailorable Collaborative Learning System That Combines OGSA Grid Services and IMS-LD Scripting

Bote‐Lorenzo, Miguel L.; Vaquero-González, Luis M.; Vega-Gorgojo, Guillermo; Dimitriadis, Yannis; Asensio-Pérez, Juan I.; Gómez‐Sánchez, Eduardo; Hernández‐Leo, Davinia

doi:10.1007/978-3-540-30112-7_26

Cited by 19 publications

(21 citation statements)

References 13 publications

(18 reference statements)

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“…Other initiatives that attempt to solve the integration problem in IMS LD have been described in the literature (e.g. [2,3,18]). However, a comprehensive review of the state of the art or the discussion bout the appropriateness of these solutions in the presented scenario is beyond the scope of this chapter.…”

Section: Course Flow Management Technologiesmentioning

confidence: 99%

System Orchestration Support for a Collaborative Blended Learning Flow

de-la-Fuente-Valentín

Pérez‐Sanagustín

Santos

et al. 2012

Intelligent Adaptation and Personalization Techniques in Computer-Supported Collaborative Learning

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Abstract. Portable and interactive technologies are changing the nature of collaborative learning practices and open up new possibilities for Computer Supported Collaborative Learning (CSCL). Now, activities occurring in and beyond the classroom can be combined and integrated leading to a new type of complex collaborative blended learning scenarios. However, to organize and structure these scenarios is challenging and represent a workload for practitioners, which hinder the adoption of these technology-enhanced practices. As an approach to alleviate this workload, this paper proposes a proof of concept of a technological solution to overcome the limitations detected in an analysis of an actual collaborative blended learning experiment carried out in a previous study. The solution consists on a Unit of Learning suitable to be instantiated with IMS Learning Design and complemented by a Generic Service Integration system. This chapter also discusses to which extent the proposed solution covers the limitations detected in the previous study and how useful could be for reducing the orchestration effort in future experiences.

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Section: Course Flow Management Technologiesmentioning

confidence: 99%

System Orchestration Support for a Collaborative Blended Learning Flow

de-la-Fuente-Valentín

Pérez‐Sanagustín

Santos

et al. 2012

Intelligent Adaptation and Personalization Techniques in Computer-Supported Collaborative Learning

Self Cite

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“…We differ from other course generation approaches in various ways: (i) providing pervasive use of educational standards in current LMS , (ii) supporting authors in describing roles, activities, basic information structure, communication among different roles and users ; and all these under different pedagogical approaches (Burgos et al, 2006), which cover group work and collaborative learning (Bote-Lorenzo et al, 2004), (iii) constructing generalised plans from users' interactions rather than supporting authors in introducing corrective adaptations in form of auxiliary specification files (Zarraonandia, Fernández and Dodero, 2006), and (iv) including higher pedagogical descriptions than other course generation approaches that consider providing the output in a similar structure to IMS-CP (Ulrich, 2005).…”

Section: Authoring Dynamic Assistance Approachmentioning

confidence: 99%

“…and a set of conditions, initial requirements and restrictions in IMS-LD level B . Level B allows modelling alternative learning itineraries, dynamic feedback, run-time tracking and collaborative learning (Bote-Lorenzo et al, 2004). In this way, simple information about the course structure, pedagogy and restrictions together with the user model can feed the planning engine to generate the personalized IMS-LD course suited to each learner (Santos and Boticario, 2007a).…”

Section: Authoring Dynamic Assistance Approachmentioning

confidence: 99%

Developing adaptive learning management systems - An open IMS-based user modelling approach

Boticario¹,

Santos

2007

JIME

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Adaptive LMShave not yet reached the eLearning marketplace due to methodological, technological and management open issues. At aDeNu group, we have been working on two key challenges for the last five years in related research projects. Firstly, develop the general framework and a running architecture to support the adaptive life cycle (i.e., design, publication, use and monitoring), which focuses on a user-centred experience. Secondly, construct the required models based on standards to support adaptive learning scenarios which combine IMS-based design solutions and intelligent analysis of users' interactions. In this paper we describe the design rationale of the developed architecture, the user modelling approach and the main experimentation results at aLFanet project. Furthermore, we introduce our current research works on key open issues i) automatic generation of IMS-LD designs (ADAPTAPlan) and ii) how to extend those models to cope with accessibility and functional diversity issues to provide services for "all", which take into account pedagogical and psychological issues (EU4ALL).

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“…In this sense, the Open Grid Services Architecture (OGSA) [14] is the emerging architecture for the construction of grids following the service oriented computing paradigm. CSCL can embrace OGSA to exploit both resource availability in a grid and flexibility of services, as it occurs for example in the CSCL system Gridcole [4]. Within this context, CSCL solutions are envisioned to be created by the discovery and later integration of learning services that satisfy educator requirements for every particular collaborative learning scenario.…”

Section: Introductionmentioning

confidence: 99%

“…The resulting knowledge base can be exploited by a search facility in order to perform the service discovery. A preliminary version of this facility has been integrated in Gridcole [4], a grid-based CSCL system, and its operation is illustrated in this paper with an example.…”

Section: Introductionmentioning

confidence: 99%