This document proposes a functional architecture and service architecture for building standard-driven, distributed, and interoperable e-learning systems. The functional architecture defines the components that make up an e-learning system and the objects exchanged between them. The service architecture uses web services to implement interoperability between different learning content management systems and learning management systems. It defines how different e-learning systems can exchange messages through web service interactions. The architectures are designed to be compatible with existing e-learning standards and allow components from different vendors to work together effectively.
Although of the semantic web technologies utilization in the learning development field is a new research area, some authors have already proposed their idea of how an effective that operate. Specifically, from analysis of the literature in the field, we have identified three different types of existing applications that actually employ these technologies to support learning. These applications aim at: Enhancing the learning objects reusability by linking them to an ontological description of the domain, or, more generally, describe relevant dimension of the learning process in an ontology, then; providing a comprehensive authoring system to retrieve and organize web material into a learning course, and constructing advanced strategies to present annotated resources to the user, in the form of browsing facilities, narrative generation and final rendering of a course. On difference with the approaches cited above, here we propose an approach that is modeled on narrative studies and on their transposition in the digital world. In the rest of the paper, we present the theoretical basis that inspires this approach, and show some examples that are guiding our implementation and testing of these ideas within e-learning. By emerging the idea of the ontologies are recognized as the most important component in achieving semantic interoperability of e-learning resources. The benefits of their use have already been recognized in the learning technology community. In order to better define different aspects of ontology applications in e-learning, researchers have given several classifications of ontologies. We refer to a general one given in that differentiates between three dimensions ontologies can describe: content, context, and structure. Most of the present research has been dedicated to the first group of ontologies. A well-known example of such an ontology is based on the ACM Computer Classification System (ACM CCS) and defined by Resource Description Framework Schema (RDFS). Itâs used in the MOODLE to classify learning objects with a goal to improve searching. The chapter will cover the terms of the semantic web and e-learning systems design and management in e-learning (MOODLE) and some of studies depend on e-learning and semantic web, thus the tools will be used in this paper, and lastly we shall discuss the expected contribution. The special attention will be putted on the above topics.
FUNCTIONAL SEMANTICS AWARE BROKER BASED ARCHITECTURE FOR E-LEARNING WEB SERVICESIJITE
Â
E-learning enables the learner to gain diverse knowledge anytime, anywhere and on any device. Learning
resources (objects) and resource providers play a very important role in e-learning applications/systems.
The increasing demand for interoperability in existing heterogeneous e-learning systems to support
accessibility and reusability is the most challenging research issue. Web services and SOA enables
interoperability between heterogeneous applications over the Web. To adopt Web services technology
towards the reusability and aggregation of e-learning services, the conceptual Web services architecture
and its building blocks need to be augmented. In this paper, a well formed functional semantics approach
is proposed to describe e-learning Web services providing variety of learning objects/resources. The
paper presents an extendible functional knowledge to map the learnerâs or providerâs versions of service
descriptions into a standard form called Abstract Description. The authors propose a broker based elearning Web service architecture which facilitates effective e-learning service publishing and discovery
mechanisms. The paper explores a scheme to extend the WSDL 2.0 document in order to incorporate
functional semantics of e-learning Web services and their operations. The paper presents an e-learning
service knowledge called Learning Operation Tree (LOT) for the quick e-learning service discovery. The
experimentation shows that, the proposed broker based architecture for e-learning Web services
facilitates effective discovery with moderate performance in terms of recall and response.
EA-MDA MODEL TO RESOLVE IS CHARACTERISTIC PROBLEMS IN EDUCATIONAL INSTITUTIONSijseajournal
Â
Higher education institutions require a proper standard and model that can be implemented to enhance
alignment between business strategy and existing information technologies. Developing the required model
is a complex task. A combination of the EA, MDA and SOA concepts can be one of the solutions to
overcome the complexity of building a specific information technology architecture for higher education
institutions. EA allows for a comprehensive understanding of the institutionâs main business process while
defining the information system that will assist in optimizing the business process. EA essentially focuses on
strategy and integration. MDA relies on models as its main element and places focuses on efficiency and
quality. SOA on the other hand uses services as its principal element and focuses on flexibility and reuse.
This paper seeks to formulate an information technology architecture that can provide clear guidelines on
inputs and outputs for EA development activities within a given higher education institution. This proposed
model specifically emphasises on WIS development in order to ensure that WIS in higher education
institutions has a coherent planning, implementation and control process in place consistent with the
enterpriseâs business strategy. The model will then be applied to support WIS development and
implementation at University of Lampung (Unila) as the case study.
Learner Model's Utilization in the e-Learning Environments
Vija VAGALE and Laila NIEDRITE
Faculty of Computing, University of Latvia, Raina boulv. 19, Riga, Latvia
Abstract. In the field of personalized systems big role is granted to the adaptive elearning environments. The task of these systems is very important and complicated. With their participation the learner gains exactly the knowledge he
needs most, and the system adapts to user needs, expectations and his individual features. In this kind of systems information about learner is saved in the learner model also known as the user model and student model. For the system to be able to perceive and analyze user activities correctly, is necessary to define what kind of information about the learner has to be saved. The article gives an overview about already existing learner models, their utilization methods and also it offers their comparison according to various criteria.
The world is witnessing the electronic revolution in many fields of life such as health, education, government and commerce. E-learning is considered one of the hot topics in the e-revolution as it brings with it rapid change and greater opportunities to increase learning ability in colleges and schools. The fields of Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) are full of open source and commercial products, however LCMS systems in general inherit the drawbacks of information system such as weakness in user expected information retrieval and semantic modelling and searching of contents & courses. In this paper, we propose a new prototype of LCMS that uses the Semantic Web technologies and Ontology Reasoner with logical rules, as an inference engine to satisfy the constraints and criteria specified by a user, and retrieves relevant content from the domain ontology in an organized fashion. This enables construction of a user-specific course, by semantic querying for topics of interest. We present the development of an Ontology-oriented Inference-based Learning Content Management System OILCMS, its architecture, conception and strengths.
Although of the semantic web technologies utilization in the learning development field is a new research area, some authors have already proposed their idea of how an effective that operate. Specifically, from analysis of the literature in the field, we have identified three different types of existing applications that actually employ these technologies to support learning. These applications aim at: Enhancing the learning objects reusability by linking them to an ontological description of the domain, or, more generally, describe relevant dimension of the learning process in an ontology, then; providing a comprehensive authoring system to retrieve and organize web material into a learning course, and constructing advanced strategies to present annotated resources to the user, in the form of browsing facilities, narrative generation and final rendering of a course. On difference with the approaches cited above, here we propose an approach that is modeled on narrative studies and on their transposition in the digital world. In the rest of the paper, we present the theoretical basis that inspires this approach, and show some examples that are guiding our implementation and testing of these ideas within e-learning. By emerging the idea of the ontologies are recognized as the most important component in achieving semantic interoperability of e-learning resources. The benefits of their use have already been recognized in the learning technology community. In order to better define different aspects of ontology applications in e-learning, researchers have given several classifications of ontologies. We refer to a general one given in that differentiates between three dimensions ontologies can describe: content, context, and structure. Most of the present research has been dedicated to the first group of ontologies. A well-known example of such an ontology is based on the ACM Computer Classification System (ACM CCS) and defined by Resource Description Framework Schema (RDFS). Itâs used in the MOODLE to classify learning objects with a goal to improve searching. The chapter will cover the terms of the semantic web and e-learning systems design and management in e-learning (MOODLE) and some of studies depend on e-learning and semantic web, thus the tools will be used in this paper, and lastly we shall discuss the expected contribution. The special attention will be putted on the above topics.
FUNCTIONAL SEMANTICS AWARE BROKER BASED ARCHITECTURE FOR E-LEARNING WEB SERVICESIJITE
Â
E-learning enables the learner to gain diverse knowledge anytime, anywhere and on any device. Learning
resources (objects) and resource providers play a very important role in e-learning applications/systems.
The increasing demand for interoperability in existing heterogeneous e-learning systems to support
accessibility and reusability is the most challenging research issue. Web services and SOA enables
interoperability between heterogeneous applications over the Web. To adopt Web services technology
towards the reusability and aggregation of e-learning services, the conceptual Web services architecture
and its building blocks need to be augmented. In this paper, a well formed functional semantics approach
is proposed to describe e-learning Web services providing variety of learning objects/resources. The
paper presents an extendible functional knowledge to map the learnerâs or providerâs versions of service
descriptions into a standard form called Abstract Description. The authors propose a broker based elearning Web service architecture which facilitates effective e-learning service publishing and discovery
mechanisms. The paper explores a scheme to extend the WSDL 2.0 document in order to incorporate
functional semantics of e-learning Web services and their operations. The paper presents an e-learning
service knowledge called Learning Operation Tree (LOT) for the quick e-learning service discovery. The
experimentation shows that, the proposed broker based architecture for e-learning Web services
facilitates effective discovery with moderate performance in terms of recall and response.
EA-MDA MODEL TO RESOLVE IS CHARACTERISTIC PROBLEMS IN EDUCATIONAL INSTITUTIONSijseajournal
Â
Higher education institutions require a proper standard and model that can be implemented to enhance
alignment between business strategy and existing information technologies. Developing the required model
is a complex task. A combination of the EA, MDA and SOA concepts can be one of the solutions to
overcome the complexity of building a specific information technology architecture for higher education
institutions. EA allows for a comprehensive understanding of the institutionâs main business process while
defining the information system that will assist in optimizing the business process. EA essentially focuses on
strategy and integration. MDA relies on models as its main element and places focuses on efficiency and
quality. SOA on the other hand uses services as its principal element and focuses on flexibility and reuse.
This paper seeks to formulate an information technology architecture that can provide clear guidelines on
inputs and outputs for EA development activities within a given higher education institution. This proposed
model specifically emphasises on WIS development in order to ensure that WIS in higher education
institutions has a coherent planning, implementation and control process in place consistent with the
enterpriseâs business strategy. The model will then be applied to support WIS development and
implementation at University of Lampung (Unila) as the case study.
Learner Model's Utilization in the e-Learning Environments
Vija VAGALE and Laila NIEDRITE
Faculty of Computing, University of Latvia, Raina boulv. 19, Riga, Latvia
Abstract. In the field of personalized systems big role is granted to the adaptive elearning environments. The task of these systems is very important and complicated. With their participation the learner gains exactly the knowledge he
needs most, and the system adapts to user needs, expectations and his individual features. In this kind of systems information about learner is saved in the learner model also known as the user model and student model. For the system to be able to perceive and analyze user activities correctly, is necessary to define what kind of information about the learner has to be saved. The article gives an overview about already existing learner models, their utilization methods and also it offers their comparison according to various criteria.
The world is witnessing the electronic revolution in many fields of life such as health, education, government and commerce. E-learning is considered one of the hot topics in the e-revolution as it brings with it rapid change and greater opportunities to increase learning ability in colleges and schools. The fields of Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) are full of open source and commercial products, however LCMS systems in general inherit the drawbacks of information system such as weakness in user expected information retrieval and semantic modelling and searching of contents & courses. In this paper, we propose a new prototype of LCMS that uses the Semantic Web technologies and Ontology Reasoner with logical rules, as an inference engine to satisfy the constraints and criteria specified by a user, and retrieves relevant content from the domain ontology in an organized fashion. This enables construction of a user-specific course, by semantic querying for topics of interest. We present the development of an Ontology-oriented Inference-based Learning Content Management System OILCMS, its architecture, conception and strengths.
ADAPTIVE LEARNING MANAGEMENT SYSTEM USING SEMANTIC WEB TECHNOLOGIESijsc
Â
Ontologies and semantic web services are the basics of next generation semantic web. This upcoming
technologies are useful in many fields such as bioinformatics, business collaboration, Data integration and
etc. E-learning is also the field in which semantic web technologies can be used to provide dynamism in
learning methodologies. E-learning includes set of tasks which may be instructional design, content
development, authoring, delivery, assessment, feedback and etc. that can be sequenced and composed as
workflow. Web based Learning Management Systems should concentrate on how to satisfy the e-learners
requirements. In this paper we have suggested the theoretical framework ALMS-Adaptive Learning
management System which focuses on three aspects 1) Extracting the knowledge from the use's interaction,
behaviour and actions and translate them into semantics which are represented as Ontologies 2) Find the
Learner style from the knowledge base and 3)deriving and composing the workflow depending upon the
learner style. The intelligent agents are used in each module of the framework to perform reasoning and
finally the personalized workflow for the e-learner has been recommended.
The Web Information System of the National Institute for Astrophysics: differ...inscit2006
Â
Caterina Boccato and Serena Pastore
National Institute for Astrophysics, Astronomical Observatory of Padova, Vicolo Osservatorio 5, 35122, Padova, ITALY
Collaborative Learning of Organisational KnolwedgeWaqas Tariq
Â
This paper presents recent research into methods used in Australian Indigenous Knowledge sharing and looks at how these can support the creation of suitable collaborative envi- ronments for timely organisational learning. The protocols and practices as used today and in the past by Indigenous communities are presented and discussed in relation to their relevance to a personalised system of knowledge sharing in modern organisational cultures. This research focuses on user models, knowledge acquisition and integration of data for constructivist learning in a networked repository of or- ganisational knowledge. The data collected in the repository is searched to provide collections of up-to-date and relevant material for training in a work environment. The aim is to improve knowledge collection and sharing in a team envi- ronment. This knowledge can then be collated into a story or workflow that represents the present knowledge in the organisation.
Intelligent learning management system startersIJERD Editor
Â
learning management system (lms) is increasingly gaining popularity in the academic community as
a means of delivering e-learning contents. Simply placing lecture notes and videos among other contents on
lmss do not particularly train the best. This situation could be improved with intelligent tutoring systems (itss)
integration into preferred lms to make it more adaptive and effective, through enhanced student participation
and learning. This work aims, therefore, to create a starter model and a model java its integrated preferred lms.
The its integrated lms starter model was proposed through augmentation and a fluid iterative cycle of
awareness, suggestion, development, evaluation and conclusion. Known open/inexpensive, tried and tested
popular lmss were evaluated at cms matrix site, and complemented. Java its integrated moodle (preferred),
employing certain architectural framework of its integrated lms, was created following the spiral model of
software development
A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)paperpublications3
Â
Abstract: This paper presents an evaluation of open source e-learning platforms with the aim of finding the most suitable platform for extending to an adaptive one. The extended platform will be utilized in an operational teaching environment. Therefore, the overall functionality of the platform is as important as the adaptation capabilities, and the evaluation treats both issues in this paper .in this paper we will explain the proper and best learning platform for Users . In this we will compare one of the best learning platforms (Moodle and Blackbox) both are all of them best virtual learning platform. We will compare both virtual system its functionality and using best tool. This paper is focused on the Moodle Architecture and comparative study of Moodle, thus we discusses comparisons it between different virtual learning platform at last conclusion we will describe which learning platform is best for users.Keywords: E-learning, Blackboard, Moodle, tools, function, methodology.
Title: A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)
Author: Kanak Sachan, Dr. Rajiv Singh
ISSN 2350-1022
International Journal of Recent Research in Mathematics Computer Science and Information Technology
Paper Publications
AN ADAPTIVE REUSABLE LEARNING OBJECT FOR E-LEARNING USING COGNITIVE ARCHITECTUREacijjournal
Â
Nowadays, a huge amount of ambiguous e-learning materials are available in World Wide Web
irrespective of various objectives. These digital educational resources can be reused and shared from
centralized online repository and it will avoid the redundant learning material. The main goal is to design
consistent adaptable e-learning course material for web-based education system with emphasis on the
quality of learning. This can be done by organizing learning object in a prescribed manner and it can be
reused in feature. Such reusable learning objects are enhanced further to become adaptive reusable
learning objects that are virtually cognitive and responsive towards the specific needs of the user/customer.
This paper proposes the cognitive architecture to offer an adaptive reusable objects (RLO) based on
individual profile of e-learner besides their cognitive behaviour while learning.
Load balancing clustering on moodle LMS to overcome performance issue of e-le...TELKOMNIKA JOURNAL
Â
In dealing with the rapid growth of digitalization, the e-learning system has become a mandatory component of any Higher Education (HE) to serve academic processes requests. Along with the increasing number of users, the need for service availability and capabilities of eLearning are increasing day by day. The organization should always look for strategies to keep the eLearning always able to meet these demands. This report presents the implementation of Load Balancing Clustering (LBC) mechanism applied to Moodle LMS in an HE Institution to deal with the poor performance issues. By utilizing existing tools such as HAProxy and keepalived, the implemented LBC configuration delivers a qualified e-learning system performance. Both qualitative and quantitative parameters convince better performance than before. In four months of the operation there is no user complaint received. Meanwhile, in the current semester has been running for two months, the up-time is 99.8 % of 52.685 minutes operational time.
Didactic architectures and organization models: a process of mutual adaptationeLearning Papers
Â
Authors: Eleonora PantÃ˛, Laura Gonella.
This article aims to establish a parallel between the organizational models and the didactic architectures used by businesses to manage internal training. The objective is to understand whether so-called "eLearning 2.0" (eLearning based on the tools and approaches typical of web 2.0) can be useful in different frameworks and organisations. In this context, the paper looks at whether it is possible to identify a mutual process of adaptation among the organizational and training models we term didactic architectures.
AN OVERVIEW OF EXISTING FRAMEWORKS FOR INTEGRATING FRAGMENTED INFORMATION SYS...ijistjournal
Â
Literatures show that there are several structured integration frameworks which emerged with the aim of facilitating pplication integration. But weakness and strength of these frameworks are not known. This
paper aimed at reviewing these frameworks with the focus on identifying their weakness and strength. Toaccomplish this, recommended comparison factors were identified and used to compare these frameworks.Findings shows that most of these structure frameworks are custom based on their motives. They focus onintegrating applications from different sectors within an organization for the purpose of eliminating communication inefficiencies. There is no framework which guides pplicationâs integrators on goals of integrations, outcomes of integration, outputs of integration and skills which will be required for
types of applications expected to be integrated. The study recommended further study on integration
framework especial on designing unstructured framework which will support and guide applicationâs
integrators with consideration on consumerâs surrounding environment.
A New Software Architecture for LMS with SCORM SupportNicolas Casel
Â
Casel, N., El Alami, M., Garot, D., Zampunieris, D. (2007). A new software architecture for learning managements systems with SCORM support, IADIS - International Conference on e-Learning, Lisbon, Portugal.
A Soa Based E-Learning System for Teaching Fundamental Informations of Comput...ijbuiiir1
Â
The Service-Oriented Architecture (SOA) is used by system development method, and it allows system integration to become more flexible. Teaching resources of e-learning are reusable, which is why this research employs the concept of SOA and characteristics of web services to implement an e-learning prototype system that can go across platforms. This research has developed the software components of SOA and web service in .NET development platform. The .NET application is integrated in JAVA application even it can be integrated into the same system, and truly achieve the integration of heterogeneous ELearning System. This system will be simple, has open standards, has a wide range of integration, is highly efficient, and provides highly flexible integrated services.
A REGISTRY BASED DISCOVERY MECHANISM FOR E-LEARNING WEB SERVICEScscpconf
Â
E-learning is currently taking the shape of a Web Service in various applications i.e. learners
can search for suitable content, book it, pay for it and consume it. This paper shows how the
search aspects for e-learning content can technically be combined with the recent
standardization efforts that aim at content exchangeability and efficient reuse. A repository for
learning object publication and search is proposed that essentially adapts the UDDI framework
used in commercial Web Services to the e-learning context. To adopt Web Services technology
towards the reusability and aggregation of e-learning services, the conceptual Web Services
architecture and its building blocks need to be augmented. The objective of this research is to
design broker based registry architecture for e- Web services which facilitates effective elearning
content/service discovery for the consumption or composition. The implementation
followed by experimentation showed that, the proposed e-learning discovery architecture
facilitates effective discovery with moderate performance in terms of overall response.
ADAPTIVE LEARNING MANAGEMENT SYSTEM USING SEMANTIC WEB TECHNOLOGIESijsc
Â
Ontologies and semantic web services are the basics of next generation semantic web. This upcoming
technologies are useful in many fields such as bioinformatics, business collaboration, Data integration and
etc. E-learning is also the field in which semantic web technologies can be used to provide dynamism in
learning methodologies. E-learning includes set of tasks which may be instructional design, content
development, authoring, delivery, assessment, feedback and etc. that can be sequenced and composed as
workflow. Web based Learning Management Systems should concentrate on how to satisfy the e-learners
requirements. In this paper we have suggested the theoretical framework ALMS-Adaptive Learning
management System which focuses on three aspects 1) Extracting the knowledge from the use's interaction,
behaviour and actions and translate them into semantics which are represented as Ontologies 2) Find the
Learner style from the knowledge base and 3)deriving and composing the workflow depending upon the
learner style. The intelligent agents are used in each module of the framework to perform reasoning and
finally the personalized workflow for the e-learner has been recommended.
The Web Information System of the National Institute for Astrophysics: differ...inscit2006
Â
Caterina Boccato and Serena Pastore
National Institute for Astrophysics, Astronomical Observatory of Padova, Vicolo Osservatorio 5, 35122, Padova, ITALY
Collaborative Learning of Organisational KnolwedgeWaqas Tariq
Â
This paper presents recent research into methods used in Australian Indigenous Knowledge sharing and looks at how these can support the creation of suitable collaborative envi- ronments for timely organisational learning. The protocols and practices as used today and in the past by Indigenous communities are presented and discussed in relation to their relevance to a personalised system of knowledge sharing in modern organisational cultures. This research focuses on user models, knowledge acquisition and integration of data for constructivist learning in a networked repository of or- ganisational knowledge. The data collected in the repository is searched to provide collections of up-to-date and relevant material for training in a work environment. The aim is to improve knowledge collection and sharing in a team envi- ronment. This knowledge can then be collated into a story or workflow that represents the present knowledge in the organisation.
Intelligent learning management system startersIJERD Editor
Â
learning management system (lms) is increasingly gaining popularity in the academic community as
a means of delivering e-learning contents. Simply placing lecture notes and videos among other contents on
lmss do not particularly train the best. This situation could be improved with intelligent tutoring systems (itss)
integration into preferred lms to make it more adaptive and effective, through enhanced student participation
and learning. This work aims, therefore, to create a starter model and a model java its integrated preferred lms.
The its integrated lms starter model was proposed through augmentation and a fluid iterative cycle of
awareness, suggestion, development, evaluation and conclusion. Known open/inexpensive, tried and tested
popular lmss were evaluated at cms matrix site, and complemented. Java its integrated moodle (preferred),
employing certain architectural framework of its integrated lms, was created following the spiral model of
software development
A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)paperpublications3
Â
Abstract: This paper presents an evaluation of open source e-learning platforms with the aim of finding the most suitable platform for extending to an adaptive one. The extended platform will be utilized in an operational teaching environment. Therefore, the overall functionality of the platform is as important as the adaptation capabilities, and the evaluation treats both issues in this paper .in this paper we will explain the proper and best learning platform for Users . In this we will compare one of the best learning platforms (Moodle and Blackbox) both are all of them best virtual learning platform. We will compare both virtual system its functionality and using best tool. This paper is focused on the Moodle Architecture and comparative study of Moodle, thus we discusses comparisons it between different virtual learning platform at last conclusion we will describe which learning platform is best for users.Keywords: E-learning, Blackboard, Moodle, tools, function, methodology.
Title: A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)
Author: Kanak Sachan, Dr. Rajiv Singh
ISSN 2350-1022
International Journal of Recent Research in Mathematics Computer Science and Information Technology
Paper Publications
AN ADAPTIVE REUSABLE LEARNING OBJECT FOR E-LEARNING USING COGNITIVE ARCHITECTUREacijjournal
Â
Nowadays, a huge amount of ambiguous e-learning materials are available in World Wide Web
irrespective of various objectives. These digital educational resources can be reused and shared from
centralized online repository and it will avoid the redundant learning material. The main goal is to design
consistent adaptable e-learning course material for web-based education system with emphasis on the
quality of learning. This can be done by organizing learning object in a prescribed manner and it can be
reused in feature. Such reusable learning objects are enhanced further to become adaptive reusable
learning objects that are virtually cognitive and responsive towards the specific needs of the user/customer.
This paper proposes the cognitive architecture to offer an adaptive reusable objects (RLO) based on
individual profile of e-learner besides their cognitive behaviour while learning.
Load balancing clustering on moodle LMS to overcome performance issue of e-le...TELKOMNIKA JOURNAL
Â
In dealing with the rapid growth of digitalization, the e-learning system has become a mandatory component of any Higher Education (HE) to serve academic processes requests. Along with the increasing number of users, the need for service availability and capabilities of eLearning are increasing day by day. The organization should always look for strategies to keep the eLearning always able to meet these demands. This report presents the implementation of Load Balancing Clustering (LBC) mechanism applied to Moodle LMS in an HE Institution to deal with the poor performance issues. By utilizing existing tools such as HAProxy and keepalived, the implemented LBC configuration delivers a qualified e-learning system performance. Both qualitative and quantitative parameters convince better performance than before. In four months of the operation there is no user complaint received. Meanwhile, in the current semester has been running for two months, the up-time is 99.8 % of 52.685 minutes operational time.
Didactic architectures and organization models: a process of mutual adaptationeLearning Papers
Â
Authors: Eleonora PantÃ˛, Laura Gonella.
This article aims to establish a parallel between the organizational models and the didactic architectures used by businesses to manage internal training. The objective is to understand whether so-called "eLearning 2.0" (eLearning based on the tools and approaches typical of web 2.0) can be useful in different frameworks and organisations. In this context, the paper looks at whether it is possible to identify a mutual process of adaptation among the organizational and training models we term didactic architectures.
AN OVERVIEW OF EXISTING FRAMEWORKS FOR INTEGRATING FRAGMENTED INFORMATION SYS...ijistjournal
Â
Literatures show that there are several structured integration frameworks which emerged with the aim of facilitating pplication integration. But weakness and strength of these frameworks are not known. This
paper aimed at reviewing these frameworks with the focus on identifying their weakness and strength. Toaccomplish this, recommended comparison factors were identified and used to compare these frameworks.Findings shows that most of these structure frameworks are custom based on their motives. They focus onintegrating applications from different sectors within an organization for the purpose of eliminating communication inefficiencies. There is no framework which guides pplicationâs integrators on goals of integrations, outcomes of integration, outputs of integration and skills which will be required for
types of applications expected to be integrated. The study recommended further study on integration
framework especial on designing unstructured framework which will support and guide applicationâs
integrators with consideration on consumerâs surrounding environment.
A New Software Architecture for LMS with SCORM SupportNicolas Casel
Â
Casel, N., El Alami, M., Garot, D., Zampunieris, D. (2007). A new software architecture for learning managements systems with SCORM support, IADIS - International Conference on e-Learning, Lisbon, Portugal.
A Soa Based E-Learning System for Teaching Fundamental Informations of Comput...ijbuiiir1
Â
The Service-Oriented Architecture (SOA) is used by system development method, and it allows system integration to become more flexible. Teaching resources of e-learning are reusable, which is why this research employs the concept of SOA and characteristics of web services to implement an e-learning prototype system that can go across platforms. This research has developed the software components of SOA and web service in .NET development platform. The .NET application is integrated in JAVA application even it can be integrated into the same system, and truly achieve the integration of heterogeneous ELearning System. This system will be simple, has open standards, has a wide range of integration, is highly efficient, and provides highly flexible integrated services.
A REGISTRY BASED DISCOVERY MECHANISM FOR E-LEARNING WEB SERVICEScscpconf
Â
E-learning is currently taking the shape of a Web Service in various applications i.e. learners
can search for suitable content, book it, pay for it and consume it. This paper shows how the
search aspects for e-learning content can technically be combined with the recent
standardization efforts that aim at content exchangeability and efficient reuse. A repository for
learning object publication and search is proposed that essentially adapts the UDDI framework
used in commercial Web Services to the e-learning context. To adopt Web Services technology
towards the reusability and aggregation of e-learning services, the conceptual Web Services
architecture and its building blocks need to be augmented. The objective of this research is to
design broker based registry architecture for e- Web services which facilitates effective elearning
content/service discovery for the consumption or composition. The implementation
followed by experimentation showed that, the proposed e-learning discovery architecture
facilitates effective discovery with moderate performance in terms of overall response.
Ontology-Oriented Inference-Based Learning Content Management System  dannyijwest
Â
The world is witnessing the electronic revolution in many fields of life such as health, education,
government and commerce. E-learning is considered one of the hot topics in the e-revolution as it brings
with it rapid change and greater opportunities to increase learning ability in colleges and schools. The
fields of Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) are
full of open source and commercial products, however LCMS systems in general inherit the drawbacks of
information system such as weakness in user expected information retrieval and semantic modelling and
searching of contents & courses. In this paper, we propose a new prototype of LCMS that uses the
Semantic Web technologies and Ontology Reasoner with logical rules, as an inference engine to satisfy the
constraints and criteria specified by a user, and retrieves relevant content from the domain ontology in an
organized fashion. This enables construction of a user-specific course, by semantic querying for topics of
interest. We present the development of an Ontology-oriented Inference-based Learning Content
Management System OILCMS, its architecture, conception and strengths.
Ontology-Oriented Inference-Based Learning Content Management System dannyijwest
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The world is witnessing the electronic revolution in many fields of life such as health, education,
government and commerce. E-learning is considered one of the hot topics in the e-revolution as it brings
with it rapid change and greater opportunities to increase learning ability in colleges and schools. The
fields of Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) are
full of open source and commercial products, however LCMS systems in general inherit the drawbacks of
information system such as weakness in user expected information retrieval and semantic modelling and
searching of contents & courses. In this paper, we propose a new prototype of LCMS that uses the
Semantic Web technologies and Ontology Reasoner with logical rules, as an inference engine to satisfy the
constraints and criteria specified by a user, and retrieves relevant content from the domain ontology in an
organized fashion. This enables construction of a user-specific course, by semantic querying for topics of
interest. We present the development of an Ontology-oriented Inference-based Learning Content
Management System OILCMS, its architecture, conception and strengths.
A novel method for generating an elearning ontologyIJDKP
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The Semantic Web provides a common framework that allows data to be shared and reused across
applications, enterprises, and community boundaries. The existing web applications need to express
semantics that can be extracted from users' navigation and content, in order to fulfill users' needs. Elearning
has specific requirements that can be satisfied through the extraction of semantics from learning
management systems (LMS) that use relational databases (RDB) as backend. In this paper, we propose
transformation rules for building owl ontology from the RDB of the open source LMS Moodle. It allows
transforming all possible cases in RDBs into ontological constructs. The proposed rules are enriched by
analyzing stored data to detect disjointness and totalness constraints in hierarchies, and calculating the
participation level of tables in n-ary relations. In addition, our technique is generic; hence it can be applied
to any RDB.
Ontology-based Semantic Approach for Learning Object RecommendationIDES Editor
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The main focus of this paper is to apply an ontologybased
approach for semantic learning object recommendation
towards personalized e-learning systems. Ontologies for
learner model, learning objects and semantic mapping rules
are proposed. The recommender can be able to provide
individually learning object by taking the learner preferences
and styles, which used to adjust or fine-tune in learning object
recommending process. In the proposed framework, we
demonstrated how the ontologies can be used to enable
machines to interpret and process learning resources in
recommendation system. The recommendation consists of four
steps: semantic mapping between learner and learning
objects, preference score calculation, learning object ranking
and recommending the learning object. As a result, a
personalized and most suitable learning object is
recommended to the learner.
SOA for Dynamically Integrated Virtual Learning Environment Systems with Clou...Editor IJCATR
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SOA is structural approach for creating services to be reused and shared, so it provides agility and cost saving in software
development by dividing the application into multiple software components to be reused in other systems. Cloud computing is truly scalable
and provide virtualized resources which users can subscribe. Using a cloud and SOA in virtual learning systems provide a great chance for
learners to enhance gained learning outcomes. The adoption of cloud services also assists in reducing the cost of software, hardware, human
resources and infrastructure. This paper will use SOA and cloud computing to transfer virtual learning systems in the cloud to be more
integrated and interoperable through showing a conceptual model of distributed virtual learning system and using cloud computing combined
with services oriented architecture, to contribute in interoperability and integration of e-learning systems in general
The e-learning contained many educational resources are generally used in learning systems like Moodle, Itâs free open source software packages designed and flexible platform to create Learning Objects (LOs) and usersâ accounts. The author demonstrates how to use semantic web technologies to improve online learning environments and bridge the gap between learners and LOs. The ontological construction presented here helps formalize LOs context as a complex interplay of different learning-related elements and shows how we can use semantic annotation to interrelate diverse between learner and LOs. On top of this construction, the author implemented several feedback channels for educators to improve the delivery of future Web-based learning. The particular aim of this paper was to provide a solution based in the Moodle Platform. The main idea behind the approach presented here is that ontology which can not only be useful as a learning instrument but it can also be employed to assess studentsâ skills. For it, each student is prompted to express his/her beliefs by building own discipline-related ontology through an application displayed in the interface of Moodle. This paper presents the ontology for an e-Learning System, which arranges metadata, and defines the relationships of metadata, which are about learning objects; belong to academic courses and user profiles. This ontology has been incorporated as a critical part of the proposed architecture. By this ontology, effective retrieval of learning content, customizing Learning Management System (LMS) is expected. Metadata used in this paper are based on current metadata standards. This ontology specified in human and machine-readable formats. In implementing it, several APIs were defined to manage the ontology. They were introduced into a typical LMS such as Moodle. Proposed ontology maps user preferences with learning content to satisfy learner requirements. These learning objects are presented to the learner based on ontological relationships. Hence it increases the usability and customizes the LMS. In conclusion, ontologies have a range of potential benefits and applications in further and higher education, including the sharing of information across e-learning systems, providing frameworks for learning object reuse, and enabling information between learner and system parts.
SCORM - Content Aggregation Model: The Breakdown pt.1Thinking Cap
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In our previous presentation, SCORM, a Beginners Guide we outlined the basics of SCORM in simple terms.
This presentation is part 1 of 3 and we will walk you through the basics of the first specification book, known as CAM or Content Aggregation Model.
Arduino Ch3 : Tilt Sensing Servo Motor Controller Ratzman III
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Sensors allow us to operate industrial and consumer products that use physical stimuli such as touch, sound, and motion. In this chapter, we will build a device to detect the orientation of an object using a tilt control switch to control the servo motor.
This presentation was provided by Steph Pollock of The American Psychological Associationâs Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Jurnal an implementable architecture of an e-learning system
1. -001-
AN IMPLEMENTABLE ARCHITECTURE OF AN E-LEARNING SYSTEM
Xiaofei Liu, Abdulmotaleb El Saddik and Nicolas D. Georganas
Distributed and Collaborative Virtual Environments Research Lab
School of Information Technology and Engineering
University of Ottawa
Ottawa, Ontario, Canada
{xiaofei, abed, georganas}@discover.uottawa.ca
Abstract
This paper analyses current standards and proposals
for e-learning system architecture. Its main objective is to
contribute an original proposal for a functional
architecture and service architecture for building
standard-driven distributed and interoperable learning
systems. The functional architecture defines components
that make up an e-learning system and the objects that
must be moved among these components.
We implement the service model with Web Services
technology to provide a standard means of communication
among different Learning management systems and
different content authoring tools. This paper focuses on
how to integrate Web Services on the e-learning
application domain. We use J2EE as our technical
infrastructure to build our components and integrate with
Web service.
Keywords: e-learning system architecture; Web Services;
J2EE
1. INTRODUCTION
E-Learning has grown organically without a clear
picture of the components of a typical e-learning system or
how they interrelate. The need for such architecture is
critical for defining competitive arenas and for standards
development.
Up to this date, proposals are available for the
standardization of information models, such as learning
object metadata, learner profile and content packaging.
Those standards provide the needed data structure for
improving interoperability and reusability among e-
learning content and system components. There are also
standards about a conceptual component model of e-
learning architecture like LSTC of IEEE [7]. But there is a
lack of an implementable architecture to define how to
combine the information model with the component
CCECE 2003 â CCGEI 2003, Montreal, May/mai 2003
0-7803-7781-8/03/$17.00 Š 2003 IEEE
model and how to define an appropriate interface between
each component and subsystem to achieve
interoperability.
The main objective of this paper is to contribute to this
standardization process with an original proposal for a
functional architecture to build standard-driven distributed
and interoperable learning systems. The functional
architecture defines components that make up an e-
learning system and the objects that must be moved
among these components. There are some proposals about
functional model, such as SCORM [9], which define a
general functional model of a learning management
system, and Sun Microsystems also present a functional
model [6]. Compared with those functional models, our
proposal divides the learning system into a content
management system and a learning management to make
the functional responsibility more clear and try to cover all
the e-learning function components. We also define the
learning objects exchanged between each component,
which is related to current existed learning standards.
Nowadays there are many e-learning products existing
in the market which are implemented using different
platforms that are not compatible with each others. For
example, distributed object systems such as Microsoft's
COM family and the OMG CORBA standard did not
interoperate. Each presented numerous security and
administration challenges when deployed over the
internet, and neither quite met the scalability expectations
created by the Web. Web Services provide a standard
means of communication among different software
applications, running on a variety of platforms and/or
frameworks. The excitement over Web Services is based
largely on the potential for a combination of XML, the
Web, the SOAP and WSDL specifications, and to-be-
defined protocol stacks to address many of the problems
these technologies have encountered. Web Services are
designed as a standard reference architecture in order to
promote interoperability and extensibility among these
applications, as well as to allow them to be combined in
order to perform more complex operations [10]. This
paper focuses on how to integrate Web service on the e-
learning application domain.
2. -002-
At the end we use J2EE as our technical infrastructure
to build our components and integrate with Web Services.
There are some researches that focus on e-learning
architecture. [4] proposes a framework for designing and
developing agent-based online learning systems, which
integrates software agents and learning objects
technologies. [3] addresses the interoperability problem
consequence of the proliferation of online learning
systems and selects CORBA as the technological
supporting infrastructure. [2] presents an open functional
architecture based on an analysis of the processes
involved in managing and delivering educational content
and shows how agent technology can be used to solve the
problem of planning collaborative learning and presenting
didactically optimal content. [1] presents a layered
component model to support Web-based collaborative
applications. The contribution of this paper is defining a
clear functional model of an e-learning system which has
a close relationship with current exist standards and uses
the newly emerging technology of Web Services to solve
the problem of interoperability between different learning
systems.
The organization of this paper is as follows. In chapter
2, we introduce the current e-learning interoperability
standards and specifications. We propose a functional
architecture of a standard-driven distributed and
interoperable learning system in chapter 3. In chapter 4,
we describe how Web Services are used in a learning
environment according to the functional model we
proposed and how to integrate Web Services into a J2EE
platform.
2. STANDARDS IN E-LEARNING
In general, the purpose of e-learning interoperability
standards is to provide standardized data structures and
communications protocols for e-learning objects and
cross-system workflows. When these standards are
incorporated into vendor products, users of e-learning can
purchase content and system components from multiple
vendors, based on their quality and appropriateness, with
confidence that they will work together effectively [5].
Learning standards and specifications can be organized
into five categories as follows:
Metadata: Learning content and catalogs must be labeled
in a consistent way to support the indexing, storage,
discovery (search), and retrieval of learning objects by
multiple tools across multiple repositories. Data used for
this purpose are referred to as learning object metadata.
Several initiatives are creating metadata standards: The
Learning Object Metadata, or LOM of IEEE Learning
Technology Standards [7], and the Dublin Core Metadata.
Many other organizations have adopted and adapted LOM.
Content Packaging: Content packaging specifications
and standards allow courses to be transported from one
learning system to another. The initiatives dealing with
content packaging include: The IMS Content Packaging
specification [8], the IMS Simple Sequencing
specification [8], the ADL Sharable Content Object
Reference Model (SCORM) [9].
Learner Profile: Learner profile information can include
personal data, learning plans, learning history,
accessibility requirements, certifications and degrees,
assessments of knowledge and the status of participation
in current learning. The most important effort to
standardize learner profile information is the IMS Learner
Information Package (LIP) specification [8].
Learner Registration: Learner registration information
allows learning delivery and administration components to
know what offerings should be made available to a learner,
and provides information about learning participants to the
delivery environment. There are two initiatives currently
dealing with these requirements in e-learning: The IMS
Enterprise Specification [8], and the Schools
Interoperability Framework which supports the exchange of
this type of data in the K-9 environment.
Content Communication: When content is launched, there
is the need to communicate learner data and previous
activity information to the content. Work going on is the
ADLâs Sharable Content Object Reference Model
(SCORM) project based on the CMI specification of the
Aviation Industry CBT Committee. [9]
3. THE FUNCTIONAL MODEL
To understand how different systems might work
together, it is useful to have a simple functional model of
an e-learning application environment. The functional
model can provide a visual representation of the
components that make up an e-learning environment and
the objects that must be moved among these components.
SCORM defines a highly generalized model of a âLearning
Management Systemâ (LMS) as a suite of Services that
manage the delivery and tracking of learning content to a
learner. But it does not specify functionality within the
LMS. The functional model we propose is strongly
influenced by the SCORM functional model. We
supplement some functions to make it cover most of the
functions an e-learning environment should have, for the
reason that SCORM only focuses on the function of
delivery and tracking of learning content in LMS. We also
divide the LMS which SCORM defined into LCMS
(Learning content management system) and LMS
(Learning management system) to make each systemâs
functionality more focused and clear. In the functional
model, we also define which standards information should
be interchanged among each component. The standards
information focuses on the SCORM content model but is
not limited to it. Figure 1 below shows the functional model.
3. -003-
Course Authoring
Tools
User Profile
Manager
Course
Manager
Collaborative
Environment
Assess/Evalution
Engine
Learner
Registration
Manager
LMS
Teacher
Learner
Profile
repository
Remote
Service
Remote
LMS
Learner Events
Learner Events
IMS LIP
IMS Enterprise
IMS LIP
IMS Enterprise
IMS Enterprise
User
User
User
Learning Content
Authoring Tools
Learning Content
Assemble Tools
Learning Content
Manager
Delivery
Environment Tracking Engine
ApI
Adapter
LCMS
Content
Experts
Content
Experts
Content
repository
Remote
Service
Remote
LCMS
SCORM SCOs
ASSETs
Aggregations
SCORM SCOs
ASSETs
SCORM
Aggregations
SCORM SCOs
ASSETs CMI API
Learner
Events
SCORM SCOs
ASSETs
Aggregations
Learner
Events
Fig. 1. Functional model of e-learning system
An LCMS is a multi-user environment where learning
developers can create, store, reuse, manage, and deliver
digital learning content from a central object repository.
Whereas an LMS manages the processes surrounding
learning, an LCMS manages the process of creating and
delivering learning content, just as the names indicate.
LCMS allow users to create and reuse small units of
digital instructional content. The use of standardized
learning metadata structures plus standardized learning
object import and export formats also allows learning
objects to be created and shared by multiple tools and
learning repositories. To support this interoperability
across systems, LCMS is designed to conform to standard
specifications for content metadata, content packaging,
and content communication. Figure 1 shows the
components in LCMS and the standard objects
interchange between those components.
LMS needs the interchange of user profile and user
registration information with other systems, the location of
the course from LCMS and gets the learner action from
LCMS. The components and standard information needed
are shown in figure 1.
The key to integrate successfully between LMS and
LCMS is an open, interoperable approach. In this paper,
we introduce an architecture that uses Web Services
technology to implement the interoperability between the
LMS and LCMS and also between different learning
systems.
4. The service architecture
From the features of Web Services, we know that Web
Services are perfectly feasible for implementing the
interoperability of e-learning systems for three main
reasons:
âĸ The information exchanged between e-learning
systems like LOM, IMS content packaging, all
have standard XML binding.
âĸ Web Services architecture is platform and
language independent. It can promote
interoperability and extensibility among these
various applications, platforms and frameworks
that have existed in the real e-learning market.
âĸ Web Services provide a unified programming
model for the development and usage of private
Intranet as well as public Internet Services. As a
result, the choice of network technology can be
made entirely transparent to the developer and
consumer of the service.
Figure 2 shows how Web Services can be used in an e-
learning environment.
Learning
Service
Requester
Content
Service
Requester/
Provider
LCMS
Learning
Service
Provider
Learner
Service
Requester/
Provider
LMS
User
Service
Requester/
Provider
Remote
LMS
Content
Service
Requester
Remote
Authoring
tools
Content
Service
Requester/
Provider
Remote
LCMS
Learner
Service
Discovery
Agencies
Find/
Publish
Find
Find/
Publish
Find/
Publish
Find/
Publish
Publish
Interact
Interact
Interact
Interact
Content
Service
Requester
Content
Service
Discovery
Agencies
Interact
Find
Fig. 2. Service architecture of e-learning system
This architecture defines how different e-learning
systems exchange messages through the interaction of
Web service agents in each system. Service Provider is the
platform that hosts access to the service. It has also been
referred to as a service execution environment or a service
container. Its role in the client-server message exchange
patterns is that of a server. Service Requestor is the
application that is looking for and invoking or initiating an
interaction with a service. Discovery Agency is a
searchable set of service descriptions where service
providers publish their service descriptions. The service
discovery agency can be centralized or distributed.
Standard compliant learning information presented by
XML that is wrapped with the SOAP specification is
exchanged between the requester and provider. The
provider publishes a WSDL file that contains a description
of the message and endpoint information to allow the
requester to generate the SOAP message and send it to the
correct destination.
4. -004-
5. IMPLEMENTATION
Nowadays both the J2EE and .Net platform support the
implementation of Web Services. One advantage of using
J2EE as a base for our system is that we have a much
wider choice of vendors for our pre-built software
(application servers mostly), including numerous open
source projects. J2EE is an industry standard. The most
important reason for us selecting J2EE is that our other
systems are all java based. No architectural change is
needed when we implement Web Services on J2EE and
existing J2EE components can be easily exposed as Web
Services. Many benefits of J2EE are preserved for Web
Services such as Portability, Scalability, and Reliability.
Web
container
JSP
Servlet
Content
Assemble Edit
Content
Management
Delivery Control
Learning
Requester
Tracking Control
Content
Management
Control
Content Service
Provider
Content Edit
Content
Delivery
EJB/Data Access Beans
SCORM Content
Model
Beans
SCORM Content
Model
Beans
SCORM Content
Model
Beans SCORM RTE
Data Model
Beans
SCORM RTE
Data Model
Beans
SCORM RTE
Data Model
Beans
Content Service
requester
Learner
Remote
Tools
Remote
LCMS
LCMS
LMS
Databases
Web Service Technologies
(SOAP,UDDI,WSDL,edXML)
Web Service Technologies
(SOAP,UDDI,WSDL,edXML)Web Service Technologies
(SOAP,UDDI,WSDL,edXML)
SQL/JDBC SQL/JDBC
HTTP
HTTP
HTTP HTTP
content
Experts
content
Experts
Fig. 3. System architectures of LCMS Using J2EE
platform and Web Services
Briefly, Figure 3 is a system architecture view of LCMS.
It shows how to use Web Services in J2EE architecture.
The component in the functional model is decomposed
into several components distributed into different layer.
The components with similar function in the same layers
are combined into one to provide service to upper layer.
The J2EE programming model promotes a model that
anticipates growth, encourages component-oriented code
reusability, and leverages the strengths of inter-tier
communication. It is the tier integration that lies at the
heart of the J2EE programming model.
6. CONCLUSION AND FUTURE WORK
In this paper, we analyzed the current state of the e-
learning standards. Then we proposed a functional model
of an e-learning environment. We also defined the
different learning objects exchanged between each
components and cross-system workflows which are
compatible with current existing standards.
E-learning standards provide the interoperability between
learning systems and tools from different vendors from an
information viewpoint. But to provide interoperability
between systems on different platforms implemented by
different technologies, there must have architecture
support. Web Services provide a standard means of
communication among different software applications,
running on a variety of platforms and/or frameworks. In
the second part of this paper we defined how to use Web
Services technology to implement the interoperability
between LCMSs and LMSs. At the end, we gave multi-
tiered component-oriented system architecture of LCMS
to illustrate how to integrate Web Services into a J2EE
platform. We also defined the business tier of the LCMS
system, which is compatible with SCORM standards.
There are many challenges for implementing such an e-
learning system because Web Services and e-learning
standards are all new emerged technology and are
undergoing changes and developments. The security of
Services, the encryption of messages, and the common
taxonomies to describe Services and service access points
in e-learning systems environments are all in need of
consideration.
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