October 2006 Volume 9 Number 4

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In a first part, we present the instantiation of the standard RM-ODP on the reengineering process of a TEL system. Then, we provide two use cases of the model we have proposed. The first one highlights a reverse engineering task where both an instructional designer and a software engineer are involved. The second one shows how, during the reengineering of a TEL system, the communication between an instructional designer and an analyst specialized in the interpretation of users logs could be supported. A General Framework for the Reengineering of a TEL System Reference Model of Open Distributed Processing Presentation RM-ODP is defined by its authors as a generic framework aimed to support the modeling process of a complex and distributed system. For this purpose, it stresses the need for the designers to refine within their own domain, a set of generic concepts, such as object composition/decomposition, object state and behavior, viewpoints… These concepts are declined following three modeling phases introduced by the model: the system specification, where designers classify and make up the different objects of the system; the system modeling which defines, for different levels of abstraction, the models of interaction between objects; the system structuring, where the different structures which should be implemented in the system are defined. The aim assumed by RM-ODP is to help a community of designers to adopt a consensus (e.g. a standard) regarding the designing process of their system. With this in mind, RM-ODP is structured into three complementary documents. The first one, the “Overview” (ISO/IEC 10746-1, 1998) defines the model’s application spectrum. The second one, “Foundations” (ISO/IEC 10746-2, 1996), defines the set of generic concepts related to the specification, modeling and structuring phases. The last one, “Architecture” (ISO/IEC 10746-3, 1996) is dedicated to the definition of five viewpoints on the design of a system architecture, as well as the definition of the different languages associated with these viewpoints. These are: The enterprise viewpoint: A viewpoint on the system and its environment that focuses on the purpose, scope and policies for the system, represented with concepts such as community, actor, role, activity and tool. The information viewpoint: A viewpoint on the system and its environment that focuses on the semantics of the information and information processing performed. The computational viewpoint, which is concerned with the functional decomposition of the system into a set of objects that interact at interfaces – enabling system distribution. The engineering viewpoint: A viewpoint on the system and its environment that focuses on the mechanisms and functions required to support distributed interaction between objects in the system. The technology viewpoint: A viewpoint on the system and its environment that focuses on the choice of technology in that system. Specifying an architecture in the RM-ODP framework allows designers to focus their attention with these five viewpoints (see Figure 1). They are the main proposals of RM-ODP which allow the mastering of a complex system specification.. Metamodel : Foundation information viewpoint Enterprise viewpoint engineering viewpoint technology viewpoint computational viewpoint Figure 1. The five viewpoints of RM-ODP Specification and Modeling acts Structuring acts 229
TEL Standards, Specifications and Projects: Part of the Instantiation of RM-ODP Recent works and projects on TEL engineering, conducted by several standardization committees, consortiums and scientific and industrial communities, want to define formalisms, engineering methods and/or platforms which focus on a specific aspect of a TEL system, whilst remaining neutral from a pedagogical point of view. These approaches are close to the concept of viewpoint as defined by the RM-ODP standard, which allows the specification of different aspects of a system within a same framework. The information viewpoint. The LOM (Learning Object Metadata) standard of the IEEE (Institute of Electrical and Electronics Engineers) (IEEE 1484.12.1, 2002) is a meta-descriptor for a learning object which allows indexation in a distributed databank for reuse. The EMLs (Educational Modeling Languages) (Rawlings et al., 2002), and especially the informational models proposed by the IMS Consortium, like Learning Design (IMS- LD/IM, 2003), are languages which allow the definition of an instructional scenario by the association between informational concepts such as roles or activities. The related constraints are defined by informational models in several technical documents. These two main proposals could be considered as the instantiation of the information viewpoint of RM-ODP on the TEL engineering: they allow a coherent description of both the learning objects and the scenarios of a TEL system. The proposed formalisms bring designers to use a formal syntax for their descriptions. The computational viewpoint. One of the three documents provided by IMS for its Learning Design Specification, named "Best Practice Implementation Guide" (IMS-LD/BP, 2003), describes the functional decomposition of a TEL system through the specification of links, interfaces and interactions between objects. Earlier, the LTSA (Learning Technology Systems Architecture) proposal (IEEE- P1484.1/D9, 2001) of IEEE aimed to define an architectural model to highlight the functional components and the different flows existing in a learning process. These two proposals could be considered as the instantiation of the computational viewpoint of RM-ODP on the TEL engineering. The engineering viewpoint. SCORM (Sharable Content Object Reference Model) (ADL, 2004) proposed by ADL (Advanced Distributed Learning) and "Abstract Framework" (IMS-AF/WP, 2003) provided by IMS, could be considered as the instantiation of the engineering viewpoint of RM-ODP on the TEL engineering. These two proposals synthesize the specification of the technical framework of a TEL system. Freeware community projects such as OpenUSS (2005) or industrial specifications such as E-Learning Framework (SUN, 2003) are relevant of the consensus adopted in the IMS document. These proposals stress the need for the designers to know and take into account the characteristics of the interfaces and behaviors of the different components of a TEL system. The technology viewpoint. We don't aim to elaborate here on the necessity for the TEL community to adopt software approaches as Model Driven Architecture proposed by OMG (2001), but we think that the different TEL projects which are relevant to this approach, like OpenUSS (Grob et al., 2004), FreeStyle Learning (Brocke, 2001), or Future Learning Environment (Leinonen et al., 2002) are good examples of the instantiation of the technology viewpoint of RM-ODP in a TEL project. This short panorama of the TEL community results allows us to focus on the shortcomings of these works. The initial and main objective of these projects, especially the standards proposals, is to enhance the interoperability between TEL systems and the reusability of their productions. As a consequence, all of these propositions lead to the instrumentation the specification task, neglecting the iterative dimension of the development of an educational system. The instantiation of RM-ODP on TEL engineering highlights the weakness of the enterprise viewpoint in our TEL community. In particular, we want to underpin a meta reflection on the life cycle of a TEL system, on languages used in each viewpoint, and on interrelations existing between all actors of the iterative process of a TEL development. This is the reason we propose below an enterprise viewpoint for the reengineering of a TEL system. The Enterprise viewpoint for reengineering of a TEL System The quality approach of RM-ODP concerns the organization of the actors, the documents and the phases of the system life cycle. Quality could be defined here by the quantity of observed uses which have been taken into account in a reengineering purpose, but also by the research of qualitative missing indicators (ISO/IEC 10746-1, 1998, Chapter 9.1). The enterprise viewpoint of RM-ODP allows the explicitation of the organizational dimensions related to such an iterative process in a unique framework. 230
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October 2006 Volume 9 Number 4
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Guidelines for authors Submissions
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How Does Educational Technology Ben
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Adaptivity is one of the most impor
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3. Ease of editing and updating: wh
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Accessible and personalized Learnin
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From this definition, we figured ou
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Verifying contents Figure 3. The pa
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Figure 7. The ISA on line interface
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Adaptive Technology Resource Centre
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World Wide Web Consortium (1999a).
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guiding and supporting environment
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As an example, to improve the acces
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option). Although this finding migh
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of eLearning content and enhance th
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Hodgings, W. & Duval, E. (2002). IE
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the entire course of study. This sy
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information useful for the contextu
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Nr of student 25 20 15 10 5 0 a - w
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Vincenzo, a second year student, ne
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Evaluation Recently embodied conver
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The interaction may be performed on
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Poggi, I., Pelachaud, C., & de Rosi
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Lanzilotti, R., Ardito, C., & Costa
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quality in use, which is measured b
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process of designing high quality c
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eLSE methodology Designers and eval
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Execution phase Execution phase act
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on the inspection process and, cons
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Piccinini, N., & Scollo, G. (2006).
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Answers and reinforcement A.1: Use
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potential project ideas (from pure
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For each column in Table 2, the sum
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educational goals and the various r
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A new computerized Records Manageme
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eflected in artifacts and other str
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any distributed community include b
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message in order to obtain a respon
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Figure 3. Social network after intr
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increased face-to-face collaboratio
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References Bogenrieder, I. (2002).
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Donoghue, S. L. (2006). Institution
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contemplate part-time, rather than
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espective institutions. The primary
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greater flexibility in course selec
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Cost-benefit One distinct benefit o
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Resources The development of online
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courses where it is has little pote
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A fellowship programme, such as the
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Moore, M.G. (1998). Introduction. I
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Software reuse has two dimensions,
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Courseware development process mode
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Didactics analysis This phase consi
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Process didactics design We focus o
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The repository is organized into co
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the analysis and the design phase o
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Figure 12. Weaving content and dida
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complete user-specific (author, ins
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References ADL (Advanced Distribute
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Bender, D. M., & Vredevoogd, J. D.
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(see Figure 2). The incorporation o
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Figure 4: Example of Summary Image
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The competitive nature of design cl
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Dias, L. B. (1999, November). Integ
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materials built into the system. Th
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This theory of multimedia learning
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E-Tutor (with video). Two weeks aft
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empirically tested in TML environme
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Rieber, L. P., (1990). Animation in
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Appendix B The following 44 items r
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Appendix C A Sample of Exam Questio
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Appendix D Perceived Usefulness Que
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Kirkpatrick, and Peck (2001) have a
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2001). The system thus aims to assi
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a strong agreement between the two
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of the dynasty. 3. Information on
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Comparing works designed using the
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Tselios, N., Stoica, A., Maragoudak
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strategies during their interaction
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P(B|D) is the probability of a netw
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Online help adaptation using Bayesi
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AUSM that will return the most prob
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direct experimentation with a new s
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Figure 7. An example of use of the
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Cooper, J. & Herskovits, E. (1992).
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Goldberg, A. K., & Riemer, F. J. (2
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In addition to convenience, propone
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members increased flexibility. They
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Oppenheimer, T. (1997, July). The c
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The basis of reform in science educ
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technology and are not confident in
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Page 185 and 186: A hierarchy of Systems Identifying
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Page 189 and 190: Nonis, A. S., & O’Bannon, B. (200
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Page 247 and 248: Karagiannidis, C. (2006). Book revi
Page 249 and 250: Glenn, L. (2006). Book review: Visu
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