Opening Learner Profiles
         across
Heterogeneous Applications
  Triomphe Ramandalahy, Philippe Vidal, Julien Broisin
...
Context
๏ Personalization of Web-based Learning Environments
๏ There is a need for collecting data about learning tools
  ...
Issues to solve
๏ Learner profile: set of information related to a user or a
  set of users
๏ Various information describin...
Issues to solve
๏ Learner profile: set of information related to a user or a
   set of users
๏ Various information describi...
Outline
๏ Existing approaches
๏ Our proposal
๏ A model dedicated to learner profile
๏ A service oriented architecture
๏ Con...
Standardized approaches
๏ IEEE Personal And Private Information (PAPI - 2002)
   ‣ Personal information, competences, rela...
Specific approaches
๏ Reuse of External Profiles (REPro) [Eyssautier 08]
   ‣ Date of birth, living place, school year, first...
Some lacks
๏ Low abstraction level
๏ No query language (or specific)
๏ No mechanism to exchange learner profiles between
   ...
Some lacks
๏ Low abstraction level
๏ No query language (or specific)
๏ No mechanism to exchange learner profiles between
   ...
Outline
๏ Existing approaches
๏ Our proposal
๏ A model dedicated to learner profile
๏ A service oriented architecture
๏ Con...
A model-driven approach...
๏ A UML-based modeling of learner profiles
‣ High abstraction level (extensibility)
‣ A core pro...
...based on an existing
                      standard
๏ Reuse of the “de facto” Web-Based Enterprise
  Management (WBEM) ...
Outline
๏ Existing approaches
๏ Our proposal
๏ A model dedicated to learner profile
๏ A service oriented architecture
๏ Con...
The global learner profile
๏ Based on the existing CIM User model




ICALT 2009, July 16, 2009, Riga, Latvia   12
A Technology Enhanced
    Learning (TEL) core profil



๏ To represent any
   TEL actor
   (learner, teacher,
   tutor, ......
A core profil for learners




ICALT 2009, July 16, 2009, Riga, Latvia   14
The cognitive sub-profile
                                          ๏ Integrates IMS LIP
                                  ...
The preference sub-profil




๏ Integrates interests,
      preferences and
      relationships

ICALT 2009, July 16, 2009,...
The identification sub-
                    profile




๏ CIM User
๏ Additional information
ICALT 2009, July 16, 2009, Riga,...
The metacognitive sub-
                 profile
                                          ๏ Various information
           ...
Outline
๏ Existing approaches
๏ Our proposal
๏ A model dedicated to learner profile
๏ A service oriented architecture
๏ Con...
The 3/3 architecture




ICALT 2009, July 16, 2009, Riga, Latvia   20
The 3/3 architecture
            LEARNING ENVIRONMENT


                              LEARNING
                           ...
The 3/3 architecture
            LEARNING ENVIRONMENT          TRACKING ENVIRONMENT


                              LEARNI...
The 3/3 architecture
            LEARNING ENVIRONMENT                  INTERMEDIATE   TRACKING ENVIRONMENT
               ...
Collecting the whole profile
 from various applications
                                                  INTERMEDIATE
    ...
The profil visualization tool




ICALT 2009, July 16, 2009, Riga, Latvia   22
Outline
๏ Existing approaches
๏ Our proposal
๏ A model dedicated to learner profile
๏ A service oriented architecture
๏ Con...
Conclusions
๏ Standardized approach: WBEM is natively integrated
  within Microsoft and Linux operating systems
๏ The lear...
Future works
๏ Experimentation with students of the Institute of
  Technology in computer science (should have been
  done...
Questions?


                           http://www.irit.fr/~Julien.Broisin
                                   broisin@irit...
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Opening learner profiles

  1. 1. Opening Learner Profiles across Heterogeneous Applications Triomphe Ramandalahy, Philippe Vidal, Julien Broisin Université Paul Sabatier Toulouse, France
  2. 2. Context ๏ Personalization of Web-based Learning Environments ๏ There is a need for collecting data about learning tools and resources, users and activities ๏ We focus on ACTORS, and specially LEARNERS ICALT 2009, July 16, 2009, Riga, Latvia 2
  3. 3. Issues to solve ๏ Learner profile: set of information related to a user or a set of users ๏ Various information describing learners from various points of view ๏ Information is distributed across heterogeneous systems and applications ICALT 2009, July 16, 2009, Riga, Latvia 3
  4. 4. Issues to solve ๏ Learner profile: set of information related to a user or a set of users ๏ Various information describing learners from various points of view ๏ Information is distributed across heterogeneous systems and applications ๏ How to gather the whole information characterizing a learner? How to share and reuse it? ➡Uniformely represent information to collect ➡Federate the various sources of information ICALT 2009, July 16, 2009, Riga, Latvia 3
  5. 5. Outline ๏ Existing approaches ๏ Our proposal ๏ A model dedicated to learner profile ๏ A service oriented architecture ๏ Conclusions and future works ICALT 2009, July 16, 2009, Riga, Latvia 4
  6. 6. Standardized approaches ๏ IEEE Personal And Private Information (PAPI - 2002) ‣ Personal information, competences, relations, portfolio, security, ... ๏ IMS Learner Information Package (LIP - 2005) ‣ Additional information such as history, preferences, affiliations or activities ICALT 2009, July 16, 2009, Riga, Latvia 5
  7. 7. Specific approaches ๏ Reuse of External Profiles (REPro) [Eyssautier 08] ‣ Date of birth, living place, school year, first year (or not) in this curriculum ๏ cosyQTY [Lazarinis 07] ‣ Personal information, objectives, knowledge, usage of the sytem ๏ ...and many more ICALT 2009, July 16, 2009, Riga, Latvia 6
  8. 8. Some lacks ๏ Low abstraction level ๏ No query language (or specific) ๏ No mechanism to exchange learner profiles between heterogeneous applications ICALT 2009, July 16, 2009, Riga, Latvia 7
  9. 9. Some lacks ๏ Low abstraction level ๏ No query language (or specific) ๏ No mechanism to exchange learner profiles between heterogeneous applications ๏ Nearly impossible to define additional information required for a specific learning application ๏ Very hard to share and reuse learner profiles ICALT 2009, July 16, 2009, Riga, Latvia 7
  10. 10. Outline ๏ Existing approaches ๏ Our proposal ๏ A model dedicated to learner profile ๏ A service oriented architecture ๏ Conclusions and future works ICALT 2009, July 16, 2009, Riga, Latvia 8
  11. 11. A model-driven approach... ๏ A UML-based modeling of learner profiles ‣ High abstraction level (extensibility) ‣ A core profile composed of several sub-profiles ๏ A system dedicated to the storage of learner profiles ๏ A service to modify/extend the learner profile ๏ A service to facilitate access to the dedicated storage system ICALT 2009, July 16, 2009, Riga, Latvia 9
  12. 12. ...based on an existing standard ๏ Reuse of the “de facto” Web-Based Enterprise Management (WBEM) standard elaborated by the Distributed Management Task Force (DMTF) ๏ Natively dedicated to system, network and application management ๏ The main advantages ‣ A Common Information Model (CIM) ‣ Some query languages (CQL and WQL) ‣ Some protocols to ensure communication between heterogeneous applications and systems ‣ Several open source implementations ICALT 2009, July 16, 2009, Riga, Latvia 10
  13. 13. Outline ๏ Existing approaches ๏ Our proposal ๏ A model dedicated to learner profile ๏ A service oriented architecture ๏ Conclusions and future works ICALT 2009, July 16, 2009, Riga, Latvia 11
  14. 14. The global learner profile ๏ Based on the existing CIM User model ICALT 2009, July 16, 2009, Riga, Latvia 12
  15. 15. A Technology Enhanced Learning (TEL) core profil ๏ To represent any TEL actor (learner, teacher, tutor, ...) ICALT 2009, July 16, 2009, Riga, Latvia 13
  16. 16. A core profil for learners ICALT 2009, July 16, 2009, Riga, Latvia 14
  17. 17. The cognitive sub-profile ๏ Integrates IMS LIP categories ICALT 2009, July 16, 2009, Riga, Latvia 15
  18. 18. The preference sub-profil ๏ Integrates interests, preferences and relationships ICALT 2009, July 16, 2009, Riga, Latvia 16
  19. 19. The identification sub- profile ๏ CIM User ๏ Additional information ICALT 2009, July 16, 2009, Riga, Latvia 17
  20. 20. The metacognitive sub- profile ๏ Various information specified by psychologists ICALT 2009, July 16, 2009, Riga, Latvia 18
  21. 21. Outline ๏ Existing approaches ๏ Our proposal ๏ A model dedicated to learner profile ๏ A service oriented architecture ๏ Conclusions and future works ICALT 2009, July 16, 2009, Riga, Latvia 19
  22. 22. The 3/3 architecture ICALT 2009, July 16, 2009, Riga, Latvia 20
  23. 23. The 3/3 architecture LEARNING ENVIRONMENT LEARNING SYSTEM 1 LEARNING SYSTEM 2 LEARNING SYSTEM N ICALT 2009, July 16, 2009, Riga, Latvia 20
  24. 24. The 3/3 architecture LEARNING ENVIRONMENT TRACKING ENVIRONMENT LEARNING WBEM TRACKING MANAGER SYSTEM 1 framework LEARNING SYSTEM 2 LEARNING TRACKING SYSTEM N ICALT 2009, July 16, 2009, Riga, Latvia 20
  25. 25. The 3/3 architecture LEARNING ENVIRONMENT INTERMEDIATE TRACKING ENVIRONMENT LAYER AGENT LEARNING WBEM TRACKING MANAGER SYSTEM 1 LEARNER framework PROFILE SERVICE AGENT LEARNING SYSTEM 2 MODEL PROFILE AGENT LEARNING SERVICE TRACKING SYSTEM N ICALT 2009, July 16, 2009, Riga, Latvia 20
  26. 26. Collecting the whole profile from various applications INTERMEDIATE LEARNING ENVIRONMENT TRACKING ENVIRONMENT LAYER LEARNING AGENT WBEM TRACKING MANAGER SYSTEM 1 LEARNER framework PROFILE SERVICE AGENT LEARNING SYSTEM 2 MODEL PROFILE AGENT VIS. SERVICE TOOL TRACKING ICALT 2009, July 16, 2009, Riga, Latvia 21
  27. 27. The profil visualization tool ICALT 2009, July 16, 2009, Riga, Latvia 22
  28. 28. Outline ๏ Existing approaches ๏ Our proposal ๏ A model dedicated to learner profile ๏ A service oriented architecture ๏ Conclusions and future works ICALT 2009, July 16, 2009, Riga, Latvia 23
  29. 29. Conclusions ๏ Standardized approach: WBEM is natively integrated within Microsoft and Linux operating systems ๏ The learner model ‣ High abstraction level (extensible) ‣ Integrates existing profils (IMS LIP, IEEE PAPI) ‣ Integrates metacognitive properties ๏ The management services ‣ Facilitate access to the tracking repository ‣ Make it easy to take into account additional information ‣ Promote sharing and reusing of learner profiles ICALT 2009, July 16, 2009, Riga, Latvia 24
  30. 30. Future works ๏ Experimentation with students of the Institute of Technology in computer science (should have been done this year but...) ๏ Automated extraction of users data enclosed within the WBEM component of Microsoft Windows XP and Vista ๏ Providing an intelligent helping system ‣ Detection of difficulty ‣ Analyse (data mining) ‣ Triggering contextual help ICALT 2009, July 16, 2009, Riga, Latvia 25
  31. 31. Questions? http://www.irit.fr/~Julien.Broisin broisin@irit.fr Thanks! ICALT 2009, July 16, 2009, Riga, Latvia 26

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