October 2006 Volume 9 Number 4

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invariant schema defines the existing links between these different objects, as it is shown in the Figure 6, with the help of the UML graphic language for a class diagram (OMG/UML, 2003). imsld:environment imsld:learning-object imscp:resource 2 Figure 6: Invariant Schema The dynamic schema does not exist at this state of the design. Thus, the software engineering process needs to identify and model new information objects, in order to establish the dynamic schema. One needs here to characterize the behavior of these different objects. Step 4: Instantiation of the computational viewpoint. To characterize the dynamic schema, the software engineering process needs more information on the specification provided by designers. The pattern "Capturing model details" proposed by Demeyer et al. (2002), supports such a reverse engineering approach. From the computational viewpoint, the software engineering process wants to define a functional decomposition of the system. As an example, the SCORM object proposed by the designers to support the activity "Going into the Matter" (the HTML document "author_text1.html", see figure 5) is an "asset", which is indivisible. This type of object is only provided to the learner, without any expected feedback. But a "SCO" SCORM object is linked to it (see figure 5). This type of object contains a structure of internal objects which describes its functioning. The RM-ODP framework proposes a typology of the interfaces (ISO/IEC 10746-3, 1996, Chapter 7.1) supporting the interactions between these objects, in order to model them better: a Signal Interface, in which all the interactions are signals; an Operation Interface, in which all the interactions are operations; a Stream Interface, in which all the interactions are flows. The focus of attention of the software engineering process on the signal interface leads it to adopt the event programming paradigm as deployed by the SUN Java technology Swing (2005), for the implementation of the SCORM object. W3C XHTML 1.0 XHTML 1.0 Extend Track FSL Swing HTMLDocument 1 JTextComponent +getUI() +getText() Figure 7: The enterprise artifact produced by the reverse engineering 1 FLGTextStudyElementsContentPanel JTextPane JScrollPane 1 1 JEditorPane 1 1 1 1 JViewPort +getExtendSize() FLGHTMLObserver 1 1 * adlcp:scormtype imscp:file * * 1 JScrollBar +getVerticalScrollBar() +getViewPort() 1 235
Step 5: Instantiation of the technology viewpoint. From the computational viewpoint, the software engineering process needs to identify the different states and behaviors of the objects specified by designers. From a technology viewpoint, it means that the software engineering process needs to develop and integrate software captors into these objects, in order to track the behaviors of the technology objects corresponding to the information objects. In our example, it needs to identify what events (signals) could be exchanged and, for each of these events, identify the emitter and the receptor. One of the design patterns widely adopted by the software engineering community for this kind of problem is the MVC paradigm (Model/View/Control) described by Buschmann et al. (1996). It is implemented in the Java library "swing/JFC". Each object proposed by the designers and relevant to this paradigm could be a traceable object. Conclusion. The reverse engineering of a TEL system described by this use case is initiated by the design process but concerns mainly the software engineering process which, guided by the RM-ODP framework, aims to define the dynamic schema of the TEL system from its information specification. The result of the reverse engineering process is the artifact shown by figure 7. From the enterprise viewpoint, this artifact increases the quality of the specification provided by designers: even if it wasn't specified, by asking to themselves questions suggested by RM-ODP, the software engineers have enhanced the Learning Object in order to track its use. This result could be shared with designers, and generate new kinds of instructional scenarios by taking into account these tracking possibilities. The Use Case of a Reengineering of a TEL System With Chikofsky’s definition in mind (see before), one can say that reengineering a system is relevant to a model driven approach, in an iterative development process. The main reengineering acts on a TEL system are the modifications made by the designers on the informational model of the educational system, especially by taken into account the uses observed during a learning session. We will present here a reengineering use case where the analysis process provides information to the design process which is useful to understand better the real sequence of learning objects that each learner performed. With these data, both the informational and the software engineering viewpoints are modified. Figure 8 describes the four steps of the use case, one for each participating role: software engineering process role, learning process role, analysis process role, design process role. : software engineering process : produce a prototype : learning process : execute a prototype : produce an observable : design process : interpret an information Figure 8: UML Collaboration Diagram of the Reengineering Use Case Step 1: the role of the software engineering process. Each reengineering of a system implies its reverse engineering. In this use case, by applying the reverse engineering pattern (Demeyer et al., 2002), the software engineering process has developed and integrated captors to the TEL system. This allows the reverse engineering by producing information on the effects of the decisions made from the engineering viewpoint. Following the RM-ODP guidelines, the engineering objects are grouped in clusters to reduce the complexity of their manipulation. Figure 9 is an excerpt of the FreeStyle Learning deployment script on the learners’ computers. One could see that, even, from an informational viewpoint, there are several objects with a same type (e.g. 3 exercises, 2 slide shows, 2 MCQ), the engineering objects are only the corresponding components (e.g. 1 exercise component, 1 slide show component, 1 MCQ components). Step 2: the role of the learning process. From the computational viewpoint, these engineering objects are SCORM components (SCO) provided to each client computer. They are observed and tracked by the LMS (Learning Management System) following the SCORM technical specification. The transition/state UML diagram of figure 10 shows the global interaction between the LMS and each SCO. : analysis process : analyze an observable : produce an information 236
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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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participants that learning as a gro
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A hierarchy of Systems Identifying
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the change agents to recognize the
Page 189 and 190: Nonis, A. S., & O’Bannon, B. (200
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Page 193 and 194: Focus group interviews with our stu
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Page 197 and 198: second phase of valuing, commitment
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Page 203 and 204: Website Design The MTP website (www
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Page 207 and 208: quality that are the focus of the M
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Page 211 and 212: or underserved populations. For exa
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Page 215 and 216: professional-level tools and resour
Page 217 and 218: Third, with the exception of the Om
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Page 221 and 222: The AccessForAll strategy complemen
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Page 227 and 228: international standard. The ISO pro
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Page 231 and 232: DC Metadata Terms: http://dublincor
Page 233 and 234: Choquet, C., & Corbière, A. (2006)
Page 235 and 236: TEL Standards, Specifications and P
Page 237 and 238: The Resources Management Process ma
Page 239: Step 1: Instantiation of the enterp
Page 243 and 244: correlation of the different viewpo
Page 245 and 246: Hummel, H., Manderveld, J., Tatters
Page 247 and 248: Karagiannidis, C. (2006). Book revi
Page 249 and 250: Glenn, L. (2006). Book review: Visu
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October 2006 Volume 9 Number 4

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