Presentation done at WILE'2011 conference by Josefina Guerrero-García, Juan Manuel González-Calleros, Jaime Muñoz-Arteaga, Miguel Ángel León-Chávez, Carlos Reyes-García

1. Challenges towards Model-Based Development
of ELearning Management Systems
Josefina Guerrero-García, Juan Manuel González-Calleros,
Jaime Muñoz-Arteaga, Miguel Ángel León-Chávez, Carlos Reyes-García
Benemérita Universidad Autónoma de Puebla
Universidad Autónoma de Aguascalientes
Instituto Nacional de Astrofísica, Óptica y Electrónica
jguerrero@cs.buap.mx
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2. Plan
1. Introduction
2. State of the art
3. Challenges towards Model-Based Development
of ELearning Management Systems
4. Conclusions
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3. Introduction
 The design of a learning process
 Links users to domain-specific information
 Collaboration spaces
 Knowledge transfer
 Knowledge generation.
 Efficient and stimulating
 Better and effective learning
 The strategy must consider at least:
 Design of learning content,
 Design of different ways to present content (textual, graphical
or mixed)
 Considering different devices (PDA, mobile phones, laptop)
 Collaboration during learning process.
 Issues related to the context
 Learning Style
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4. 2. State of the Art
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5. State of the Art
Criteria/Work (Jonassen (McDonald (Germán (Gonzalez et
et al.) et al.) et al.) al) [19]
Formal specification Activity Conceptual State Workflow
technique theory framework machine
Environment NonA C-Flow Cated Ecool
Personalization + + - ++
Multiple User -- + -- ++
interface.
Reverse engineering -- + -- ++
Customization + + + ++
Learning objects + ++ ++ ++
Multimedia content + ++ + ++
Traceability of - -- + ++
collaborative learning
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6. 3. Challenges towards Model-Based
Development of ELearning
Management Systems
Formal Methodology
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7. 3.1 Formal Methodology (a)
 We argue that creating learning content is an activity
that would benefit from the application of a
development methodology which is typically
composed of:
1. A set of models defined according to an ontology.
1. A set of descriptions of the concepts and relationships within
a field of knowledge (learning process).
2. A language that expresses these models. M
1. Models are uniformly and univocally expressed according to
a single Specification Language.
2. A genuine User Interface Description Language (UIDL) is
needed based on a trilogy (semantics, syntax, stylistics)
3. A principle-based method manipulating these
models based on guidelines.
1. The goal is not to come up with yet another Software
Development Method but to reuse existing work and
structure it accordingly.
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8. 3.1 Formal Methodology (b)
 Cont.. development methodology composed of:
4. A set of software Tools: A suite of software
engineering tools that supports the designer
and the developer during the development life
cycle according to the method. The set of
software tools required to support the
development of learning content includes:
 Model editors to assist a designer in constructing the
models.
 Design critics provide a designer with quality assessment
facilities.
 Implementation tools translate a specification into a
representation that can be used by a compiler, an
interpreter or an interface builder.
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 Transformation tools provide support to thePuebla 28/11/2011
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edit, store, and exe-cute model transformation rules.

9. 3.1 Formal Methodology (c) - Models
W o rkflo w
-id : S tring
-nam es : S tring
so u rceP ro cess targ etP ro cess
-sourceP rocessId : S tring -targetP rocessId : S tring
1
1..* 1..* 1..*
1 1
P ro cess
-id : S tring 1 p ro cessO p erato r
1..* p ro cessM o d el
-nam e : S tring
-id : S tring
1..* -frequency : Integer
-nam e : S tring
-im portance : Integer 0..*
-category : Integer 1
O rg an izatio n al u n it
0..* Jo b so u rce targ et
-id : S tring
1..*
-nam e : S tring -id : S tring -souuceId : S tring -targetId : S tring
-organizationO bjectives : S tring -nam e : S tring
1..* 1..* 2..*
-organizationR ules : S tring 1..*
T ask 1..* 1..*
-id : S tring 1 1
0..*
-nam e : S tring
T ask R eso u rce 1..* 1..* -category : S tring 1 taskR elatio n sh ip s
1..* taskM o d el
-frequency : Integer -id : S tring
-im portance : Integer -nam e : S tring
-term inationV alue : S tring 0..*
1
-taskT ype : S tring
-taskItem : S tring
-preC ondition : S tring
0..*
1..* tem p o ral
U serS tereo typ e Im m aterial M aterial d eco m p o sitio n
-
-id : S tring
0..1 -stereotypeN am e : S tring
-taskE xperience : S tring
-system E xperience : S tring
-deviceE xsperience : S tring
-taskM otivation : S tring
1..*
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10. 3.1 Formal Methodology (d) -
Language
 Language Engineering Approach
 Semantics – Meta Models, UML Class
diagrams
 Syntax
 Abstract – XML Schema
 Concrete – XML
 Stylistics – Different graphical representations
of the concepts
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11. 3.1 Formal Methodology (e) -
Language
 UsiXML
 Structured accordingly to the Model Driven
paradigm
 UsiXML relies on a transformational
approach
 UsiXML allows the modification of the
developments steps
 UsiXML allows reusing parts of previously
specified
 UsiXML is open
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 Follows a Language Engineering Approach
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12. 3.1 Formal Methodology (f) - Method
• A structured catalog of transformation rules
Task and
Domain Model
Model to
that form a body of design knowledge that
Model can be reused in any method
Abstract UI
Model
Model to
Model
Concrete UI
Model
Code
Generatio
n
Final UI
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13. 3.1 Formal Methodology (f) - Method
Task and Based on
Domain Model Guidelines
A set of Principles area added
Model to
model
to the method
•Guidelines
Abstract UI
Model
Based on
Guidelines
•Task patterns
•Canonical list of task types
Model to
Automatic
model
Evaluation
Refined
Concrete UI Usability Concrete UI
Model Advisor Model
Code
Generatio Code
n Generatio
n
Final UI
Final UI
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14. 3.1 Formal Methodology (f) - Method
Task and Based on
Domain Model Guidelines
Model to
model
Abstract UI Based on
Model Guidelines
Model to
Model
Automatic
Evaluation Canonical list of task types
Refined
Concrete UI Usability Concrete UI
Model Advisor Model
Code
Generatio
n
Final UI
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15. 3.1 Formal Methodology (f) - Method
Task and Based on
Domain Model Guidelines
Model to
model
Abstract UI Based on
Model Guidelines
Model to
Automatic
Model
Evaluation
Concrete UI
Model
Usability
Advisor
Refined
Concrete UI Facet Selection
Model
Code
Generatio
n
3D User
Interface
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16. 3.1 Formal Methodology (f) - Method
Task and Based on
Domain Model Guidelines
Model to
model Element
Select
Input
Abstract UI Based on
Model Guidelines
Model to
Automatic
Model
Evaluation
Slider
Refined
Concrete UI Usability Concrete UI
Model Advisor Model
AIO Selection
Code
Generatio
n
Final UI
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17. 3.1 Formal Methodology (f) - Method
Task and Based on
Domain Model Guidelines
Model to
model
Abstract UI Based on
Model Guidelines
Model to
Automatic
Model
Evaluation
Concrete UI Usability
Refined
Concrete UI
Graphical representation
Model Advisor Model
selection
Code
Generatio
n
Final UI
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18. 3.1 Formal Methodology (f) - Method
Task and Based on
Domain Model Guidelines
Model to
model
Abstract UI Based on
Model Guidelines
Model to
Model
Automatic
Evaluation
Automatic guidelines
evaluation
Refined
Concrete UI Usability Concrete UI
Model Advisor Model
Code
Generatio
n
Final UI
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19. 3.1 Formal Methodology (f) - Method
Task and Based on
Domain Model Guidelines
Model to
model
Abstract UI Based on
Model Guidelines
Model to
Automatic
Model
Evaluation
Refined
Concrete UI Usability Concrete UI
Model Advisor Model
Code
Generatio
n
Final UI
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20. 3. Challenges towards Model-Based
Development of ELearning
Management Systems
2. Framework
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21. 3.2 Framework
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22. 3.2 Framework – MLO Editor
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23. 3.2 Framework – MLO Editor
 We live in a multicultural environment
 Learning must adapt to such differences
 Adding the multicultural characteristic going beyond regions is a
real challenge.
 Support to define different MLO adopting different learning
strategies:
 Constructivist, generative learning, …
 LO model is needed.
 Compatible with standards.
 LOs are conveyed includes: web pages, PDF documents, video
and/or audio content, animations, and virtual reality to mention a
few.
 Reuse social networks to store multimedia content slideshare
(slides), Wikipedia (free encyclopedia), YouTube (videos), Picasa
(photos), among other, to share content, we can avoid storing
multimedia in the LO´s repositories.
 The integration of access to social networks is essential to give
versatility to the CMS.
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24. 3.2 Framework – MLO Editor
 The ultimate goal is to automate this method in a
software tool
 A content management system (CMS) for creating
MLO.
 Integrating multimedia from social networks , such
as:
 slideshare (slides), Wikipedia (free encyclopedia), YouTube
(videos), Picasa (photos), among other, to share content,
 Including guidelines to support the method is
desirable for the systematic creation of MLO.
 Wizard-Based recommendation system
 CMS preserving ergonomics, guidelines, heuristics
24 and usability principle
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25. 3.2 Framework – MLO Editor
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26. 3.2 Framework –Learning Process Design
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27. 3.2 Framework –Learning Process Design
 Online services assisting the learning process
design
 Structuring academic courses
 Relevant and adaptable to the context of students
 Including learning styles recognition
 Integrating those efforts and to connect them to
MLO repository is more than just a technological
problem.
 Content adaptation
 Learning styles identification
 Courses creation
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 Assist teachers
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28. 3.2 Framework –Learning Process Design
 A mechanism to assist teachers for creating a
course
 Reusing material available in the MLO format.
 Integrating pedagogical recommendations to
create a system of guidelines for the creation of
courses
 Identifying multicultural issues in education
 Identifying different forms of education
(classroom, mixed, distance)
 Integrating this information in the specification of
a learning process
 Integrating intelligent management of information
28 in the learning process
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29. 3.2 Framework –Learning Process Design
 Integration of guidelines to use the tool for defining
courses content, assistive interaction is needed
(wizard, intelligent agent) to guide teachers in this
activity.
 The manager must have a content editor for
courses. A learning process can be described as a
workflow model that is composed of tasks, resources
and places where education takes place.
 The workflow model is recursively decomposed into
learning processes which are in turn decomposed into
tasks.
 Support to different learning types and approaches to
learn, this is believed to occur as a progressive series
of tasks
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 So, a workflow model can be used to plan and to

30. 3.2 Framework –Learning Process Design
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31. 3.2 Framework –Learning Process Design
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32. 3.2 Framework –Learning Process Design
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33. 3.2 Framework –Learning Process Design
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34. 3.2 Framework –Learning Process Design
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35. Algunas IU para las tareas
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36. 3.2 Framework –Learning Process
Design
 The editor must be based on ergonomic
guidelines should be taken into account in the
development of this editor, for their good design
will allow for easy use.
 This method should also consider elements such
as academic monitoring, assessments
 Using the method of assessment adaptation
 Practices and exercises, and other traditional
elements considered in a course.
 The systematic creation of courses based on a
method will allow having more quality content.
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37. 3.2 Framework –Learning Management
System
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38. 3.2 Framework –Learning Management
System
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39. 3.2 Framework –Learning Management
System
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40. 3.2 Framework –Learning Management
System
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41. 3.2 Framework –Learning Management
System
 Usar modelos permiten crear
IU sistemáticamente
GrafiXML
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42. Qué es el diseño basado en
modelos?
 Para crear IU sistemáticamente
GrafiXML
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43. 3.2 Framework –Learning Management
System
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44. 4. Conclusions
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45. Conclusions
1. An alternative method for the automatic generation of
Collaborative Multiplatform Scenarios with Interactive
Learning Objects.
Note:This implies: a change in the current paradigm
from eLearning to mLearning (Mobile Learning) to
mpLearning (Multiplatform learning)
2. The overall learning process is seen as a workflow.
3. This approach introduces a flow control that allows tackling
at the same time, the problem of divergence in individual
learning and the definition of the learning process in terms
of collaboration agents and processes.
4. The introduction of a meta-description (in UsiXML) that is
going to aid in the process of generation of multiple Uis.
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46. Future Work
 Social Network Integration
 Sharing content
 Creating the social network
 Considering more advanced UserInterface
Generation support
 Adaptive
 Adaptable
 Migratory
 Graceful degradation
 Virtual Reality
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47. Thank you very much
Josefina Guerrero-García, Juan Manuel González-Calleros,
Jaime Muñoz-Arteaga, Miguel Ángel León-Chávez, Carlos Reyes-
García
Benemérita Universidad Autónoma de Puebla
Universidad Autónoma de Aguascalientes
Instituto Nacional de Astrofísica, Óptica y Electrónica
jguerrero@cs.buap.mx
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