Integrating organizational,social, and individual perspectives in Web 2.0-based workplace e-learning

E-learning is emerging as a popular approach of education in the workplace by virtue of its flexibility to access, just-in-time delivery, and cost-effectiveness. To improve social interaction and knowledge sharing in e-learning, Web 2.0 is increasingly utilized and integrated with e-learning applications. However, existing social learning systems fail to align learning with organizational goals and individual needs in a systemic way. The dominance of technology-oriented approaches makes e-learning applications less goal-effective and poor in quality and design. To solve the problem, we address the requirement of integrating organizational, social, and individual perspectives in the development of Web 2.0 e-learning systems. To fulfill the requirement, a key performance indicator (KPI)-oriented approach is presented in this study. By integrating a KPI model with Web 2.0 technologies, our approach is able to: 1) set up organizational goals and link the goals with expertise required for individuals; 2) build a knowledge network by linking learning resources to a set of competences to be developed and a group of people who learn and contribute to the knowledge network through knowledge creation, sharing, and peer evaluation; and 3) improve social networking and knowledge sharing by identifying each individual’s work context, expertise, learning need, performance, and contribution. The mechanism of the approach is explored and elaborated with conceptual frameworks and implementation technologies. A prototype system for Web 2.0 e-learning has been developed to demonstrate the effectiveness of the approach.     

一种基于J2EE架构的网络教育系统集成框架及应用

随着网络教育逐步得到人们认可,各种满足不同教学需求的教学软件、工具以及网络教育平台不断出现．针对网络教育系统集成所面,临的异构性、互操作性、可扩展性等问题,提出了一种松耦合、易集成的网络教育系统集成框架IFESJ．该集成框架将各种网络教育应用系统的通用服务剥离出来,分别从界面、业务和数据3方面将它们有机地集成起来,支持全过程的网络教学活动．实际应用和性能测试结果均表明：IFESJ集成框架设计合理,基于该集成框架的网络教育系统的性能能够满足正常使用的并发性要求．     

Extending web-based educational systems with personalised support through User Centred Designed recommendations along the e-learning life cycle

In this paper we address an open key issue during the development of web-based educational systems. In particular, we provide an educational-oriented approach for building personalised e-learning environments that focuses on putting the learners' needs in the centre of the development process. Our approach proposes user centred design methodologies involving interdisciplinary teams of software developers and domain experts. It is illustrated in an adaptive e-learning system, where a MOOC (Massive Open Online Course) was taken by nearly 400 learners. In particular, we report where user centred design methods can be applied along the e-learning life cycle to designing and evaluating personalisation support through recommendations in learning management systems.     

Accelerating embedded image processing for real time: a case study

Many image processing applications need real-time performance, while having restrictions of size, weight and power consumption. Common solutions, including hardware/software co-designs, are based on Field Programmable Gate Arrays (FPGAs). Their main drawback is long development time. In this work, a co-design methodology for processor-centric embedded systems with hardware acceleration using FPGAs is proposed. The goal of this methodology is to achieve real-time embedded solutions, using hardware acceleration, but achieving development time similar to that of software projects. Well established methodologies, techniques and languages from the software domain—such as Object-Oriented Paradigm design, Unified Modelling Language, and multithreading programming—are applied; and semiautomatic C-to-HDL translation tools and methods are used and compared. The methodology is applied to achieve an embedded implementation of a global vision algorithm for the localization of multiple robots in an e-learning robotic laboratory. The algorithm is specifically developed to work reliably 24/7 and to detect the robot’s positions and headings even in the presence of partial occlusions and varying lighting conditions expectable in a normal classroom. The co-designed implementation of this algorithm processes 1,600 × 1,200 pixel images at a rate of 32 fps with an estimated energy consumption of 17 mJ per frame. It achieves a 16× acceleration and 92 % energy saving, which compares favorably with the most optimized embedded software solutions. This case study shows the usefulness of the proposed methodology for embedded real-time image processing applications.     

Utilizing vector space models for user modeling within e-learning environments

User modeling has been found to enhance the effectiveness and/or usability of software systems through the representation of certain properties of a particular user. This paper presents the research and the results of the development of a user modeling system for the implementation of student models within e-learning environments, utilizing vector space models. The central challenge has been to exploit the possibilities of IUI research on user models without compromising the performance of the overall system. The research described in this paper has aimed to augment the user interface of an existing e-learning environment with relevant aspects from the domain of intelligent user interfaces, through developing a student modeling component.     

Towards a semantic infrastructure for context-aware e-learning

Architectural supports, e.g., user context processing and learning content management are essential for facilitating the development and proliferation of context-aware e-learning services. In this paper, we propose a context-aware e-learning infrastructure called Semantic Learning Space. It leverages the Semantic Web technologies to support semantic knowledge representation, systematic context management, interoperable content integration, expressive knowledge query, and adaptive content recommendation. The functionality encapsulated in the infrastructure handles the common, time-consuming and low-level details in learning context processing and content management. The architectural design and enabling technologies are described in detail. Finally, the prototype implementation and preliminary experimental results are presented.     

Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty

This study identifies the critical success factors that influence the acceptance of e-learning systems in developing countries. E-learning is a popular mode of delivering educational materials in higher education by universities throughout the world. This study identifies multiple factors that influence the success of e-learning systems from the literature and compares the relative importance among two stakeholder groups in developing countries, ICT experts and faculty. This study collected 76 usable responses using the Delphi method and Analytic Hierarchy Process (AHP) approach. The results reveal 6 dimensions and 20 critical success factors for e-learning systems in developing countries. Findings illustrate the importance of curriculum design for learning performance. Technology awareness, motivation, and changing learners’ behavior are prerequisites for successful e-learning implementations. Several recommendations are provided to aid the implementation of e-learning systems for developing countries which have relevance for researchers and practitioners. Limitations as well as possible research directions are also discussed.     

Targeted processing for real-time embedded mechatronic systems

This paper describes the architecture and design framework for a multiprocessor system on chip (SoC) solution that is being developed for adaptive, high-performance, embedded real-time control applications. Most of the design-to-implementation stages are automated by software tools avoiding most of the error-prone programming tasks and hardware-related issues. Therefore, the work presented here minimises the interdisciplinary design efforts typical to mechatronic systems design, allowing control engineers to focus mainly on the control laws development. The performance achieved by the proposed architecture allows for a straightforward addressing of implementation requirements for a variety of embedded applications, including micro-electromechanical systems.     

Specifying distributed multi-agent systems in chemical reaction metaphor

This paper presents an application of Chemical Reaction Metaphor (CRM) in distributed multi-agent systems (MAS). The suitability of using CRM to model multi-agent systems is justified by CRM's capacity in specifying dynamic features of multi-agent systems. A case study in an agent-based e-learning system (course material updating) demonstrates how the CRM based language, Gamma, can be used to specify the architectures of multi-agent systems. The effectiveness of specifying multi-agent systems in CRM from the view point of software engineering is further justified by introducing a transformational method for implementing the specified multi-agent systems. A computation model with a tree-structured architecture is proposed to base the design of the specified multi-agent system during the implementation phase. A module language based on the computation model is introduced as an intermediate language to facilitate the translation of the specification of multi-agent systems. The multicast networking technology pragmatizes the implementation of communications and synchronization among distributed agents. The paper also discusses the feasibility of implementing an automatic translation from the Gamma specification to a program in the module language. This work is supported by University of Houston-Downtown Organized Research Committee.     

A proposal toward the development of accessible e-learning content by human involvement

Most of the existing efforts for supporting the design, preparation, and deployment of accessible e-learning applications propose guidelines that primarily address technical accessibility issues. Little, if any, consideration is given to the real actors involved in the learning experience, such as didactical experts and disabled learners. Moreover, implementing artifacts addressed to the e-learning world requires a wide range of particular skills which are related not only to technical but also to didactical, pedagogical, usability, and accessibility aspects of the produced material. This paper argues that the know-how of a number of stakeholders should be blended into a joint design activity, and that it should be possible to determine the role of each participant in the successive phases of the development lifecycle of e-learning applications. The paper sketches the methodological guidelines of a design framework based on involving the users with disabilities, as well as pedagogical experts, in the development process. The novelty of this proposal mainly stems from being built up around the core of strategies and choices specifically bound to accessibility requirements. Characteristic elements of learner-centered design are then further integrated into processes and methodologies which are typical of participatory and contextual design approaches. Following such guidelines, it will be possible to gain a deeper understanding of the requirements and of the operational context of people needing accessible material, either as learners or educators. The underlying objective is to increase the potential to realize learning systems that better meet different user needs and that provide a more satisfying learning experience. Moreover, when people get involved in the development process, they gain a sense of ownership of the system and are therefore more likely to accept and “promote” it.     

Student’s perceptions towards using e-learning via Facebook

Research on utilising social networks for teaching and learning is relatively scarce in the context of information systems. There is far more emphasis on studying the usage of social networks towards fulfilling individuals’ basic social needs. This study uses the unified theory of acceptance and use of technology (UTAUT2) to analyse students’ intention to use and use of e-learning via Facebook. It incorporates playfulness into the UTAUT2 model and categorises the determinants of intention to use e-learning via Facebook into three categories, namely, hedonic values, utilitarian values, and communication values. The data were collected in a two-stage survey from 170 undergraduate students, and the model was tested using structural equation modelling. We found that hedonic motivation, perceived playfulness, and performance expectancy were strong determinants of students’ intention to use e-learning, while habit and facilitating conditions all positively affected students’ use of e-learning via Facebook. The results of this study report new knowledge that academic institutions can utilise to create appropriate e-learning environments for teaching and learning. A number of theoretical and managerial implications for universities’ implementation technologies were also identified.     

ADK: An Agent Development Kit Based on a Formal Design Model for Multi-Agent Systems

The advent of multi-agent systems has brought us opportunities for the development of complex software that will serve as the infrastructure for advanced distributed applications. During the past decade, there have been many agent architectures proposed for implementing agent-based systems, and also a few efforts to formally specify agent behaviors. However, research on narrowing the gap between agent formal models and agent implementation is rare. In this paper, we propose a model-based approach to designing and implementing intelligent agents for multi-agent systems (MAS). Instead of using formal methods for the purpose of specifying agent behavior, we bring formal methods into the design phase of the agent development life cycle. Specifically, we use the formalism called agent-oriented G-net model, which is based on the G-net formalism (a type of high-level Petri net), to serve as the high-level design for intelligent agents. Based on the high-level design, we further derived the agent architecture and the detailed design for agent implementation. To demonstrate the feasibility of our approach, we developed the toolkit called ADK (Agent Development Kit) that supports rapid development of intelligent agents for multi-agent systems and we discuss the role of inheritance in agent-oriented development. As a potential solution for automated software development, we summarize the procedure to generate a model-based design of application-specific agents. Finally, to illustrate an application built on ADK, we present an air-ticket trading example.     

Guidelines for the development of e-learning systems by means of proactive questions

The current development approaches for e-learning systems fail to explain in a clear and consistent way the pedagogical principles that support them. Moreover, decisions with regard to the structuration of each component proposed by these approaches are mainly taken by the designer/developer. As a result, the ensuing e-learning systems reflect “common sense” rather than a theoretically informed and systematic design.The present paper proposes a global architecture model for any e-learning system whose blocks are extracted from the analysis of the main approaches that currently guide the development of these kinds of systems. We use Kipling’s famous questions to define and structure the blocks of the proposed model, and we base the answers to these questions on two disciplines that are closed to e-learning: presential education (i.e., its pedagogical theories) and knowledge management.     

Steps, techniques, and technologies for the development of intelligent applications based on Semantic Web Services: A case study in e-learning systems

Semantic Web Services domain has gained special attention in academia and industry. It has been adopted as a promise to enable automation of all aspects of Web Services provision and uses, such as service creation, selection, discovery, composition, and invocation. However, the development of intelligent systems based on Semantic Web Services (SWS) is still a complex and time-consuming task, mainly with respect to the choice and integration of technologies. In this paper, we discuss some empirical issues associated with the development process for such systems and propose a systematic way for building intelligent applications based on SWS by providing the development process with steps, techniques and technologies. In addition, one experiment concerning the implementation of a real e-learning system using the proposed approach is described. The evaluation results from this experiment showed that our approach has been effective and relevant in terms of improvements in the development process of intelligent applications based on SWS.     

Guidelines for the development of e-learning systems by means of proactive questions

The current development approaches for e-learning systems fail to explain in a clear and consistent way the pedagogical principles that support them. Moreover, decisions with regard to the structuration of each component proposed by these approaches are mainly taken by the designer/developer. As a result, the ensuing e-learning systems reflect “common sense” rather than a theoretically informed and systematic design.The present paper proposes a global architecture model for any e-learning system whose blocks are extracted from the analysis of the main approaches that currently guide the development of these kinds of systems. We use Kipling’s famous questions to define and structure the blocks of the proposed model, and we base the answers to these questions on two disciplines that are closed to e-learning: presential education (i.e., its pedagogical theories) and knowledge management.     

Software agents and agency: A personal information management perspective

This paper considers the concept of agency and the applications of software agents within the field of Personal Information Management (PIM). PIM addresses the complex activities undertaken by individuals when organising their personal information. In the context of Personal Information Management, effective software agents may allow users to obtain information relevant to their tasks, and present it in a form that is directly targeted to the needs of the user.This paper concentrates on the notion of agency and its direct application to PIM tasks. A user-driven approach to the design of agent-based systems is presented. We argue that agent systems will only be successful if both usersand their tasks act as the bases for the design of such systems. An example task domain (searching the World-Wide Web) is introduced and a taxonomy of Web agents for the domain is discussed. Technical issues raised during the preliminary implementation of Web agents are also introduced.     

A study on e-learning take-up intention from an innovation adoption perspective: A case in China

This research aims to examine, from an innovation adoption perspective, Chinese students’ intention of taking up e-learning degrees. A survey of Chinese students was conducted to reveal their perceptions concerning innovation attributes relevant to e-learning and their intentions of taking e-learning programmes provided by UK universities. Given the rapid development in e-learning and its potential impact on how learning takes place, this research argues that e-learning take-up represents adoption of an innovation in educational services, rather than just an IT technology. It therefore examined e-learning adoption using Rogers’s relational model of perceived innovation attributes. Rogers’s model was adapted to the e-learning context. A questionnaire survey was developed to collect data from a sample of Chinese students (n = 215). Prior to final analysis the dimensionality and validity of the implementation of Rogers relational model was assessed. Findings suggested that only perceived compatibility and trialability have significant influence on e-learning adoption intention.     

Improving the development of instructional software: Three building-block solutions to interrelate design and production

Currently, there is a focus on authentic tasks as the driving force for learning in integrated e-learning systems. This sets new criteria for instructional software, which should become much more flexible and allow for domain modeling and pedagogical modeling. A theoretical analysis and a survey (n = 37) amongst experienced developers show that current development methods are insufficient to develop such instructional software. New development methods such as “lean production” promise to satisfy the new criteria as they emphasize mass-customization by rigorously applying a pull-principle throughout the whole development process. However, a potential bottleneck is the lack of design languages to transfer the design outcomes to the production phase. Three building-block solutions are proposed to overcome this transition problem: (1) a 3D-model to support designers in stratifying, elaborating, and formalizing design documents, (2) instructional software templates to support designers in producing software themselves, and (3) an integrative approach to support designers in reusing learning objects.     

A comprehensive adaptive system for e-learning of foreign languages

The article presents a proposal, design and implementation of a new approach to adaptive e-learning systems. First, a proposal of a model is presented. This model aims at introducing adaptivity to current e-learning systems, which are rigid and limited in offering a truly personalised learning to individual students. Many of current e-learning systems enable personalised learning. However, in this paper, there is a new, innovative approach proposed for an adaptive personalised e-learning system. The primary area of our research is English as a second language (ESL). Adaptivity in our view is considered as an ability of the system to adapt to student's knowledge and characteristics. This pedagogical perspective requires introduction of such processes that enable to work the pedagogical aspects of teaching/learning. The required processes are of informatics nature. The proposed model was subsequently designed into a real application. Finally, the application was implemented and verified on a real data set. The results are also provided.