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Index of terms usedAccess: access of a resource by a user at a certain timestamp for use. Use can consist inreading, viewing, listening depending on the nature of the resource, through a specificprogram on the user’s machine.Access facility: mean for resource discovery by a user. Examples include indexes, searchengines, web links.Actor: human person concerned with the use of a repository. Can be a user, an administratoror a content provider.Administrator: person in charge of maintaining a repository, which includes providing accessfacilities to the users.Content provider: person who is the author of a resource.Expert: user who has expert knowledge in (1) a domain or topic, and (2) the resources relatedto this domain/topic in a repository.Link (if not qualified): virtual relation between the resources of two consecutive accesses in apathway. The resource of the first access is the origin and the resource of the secondaccess is the destination.Navigation: activity of accessing resources performed by a user.Pathway: chronologically ordered sequence of accesses from the same user.Repository: set of resources that can be accessed. For example: a database, a web site.Resource: piece of data or content that can be accessed as a whole by a user.Traversal: action of accessing the destination resource of a link after its origin resource.User: person who navigates one or several repositories for satisfying an interest in a topic.MSc EMOOSE Thesis – http://www.emn.fr/EMOOSE 55
Appendix A: Addendum onIndustrial IssuesLearning objects1. The promises of e-learningTraditional educational material, typically books, is expensive for users like school pupils orstudents. It is all the worse as users have to pay for material that they generally do not fullyuse. On the other side, it is a profitable industry for publishers and sellers. For example, theAmerican National Association of College Stores estimated the combined American andCanadian college store sales to be $8.959 billion for the 1998-99 academic year [81].This situation facilitates the development of online teaching and learning as an alternative. Inaddition to obviously removing location constraints, online courses holds many promisesamong which a cost that is lower than that of traditional material.A study published in February 2002 by Apex Learning called “Online Courses and OtherTypes of Online Learning for High School Students” [82] reveals that cost effectiveness isone of the top reasons for the adoption of online courses.Not surprisingly, this study also shows that e-learning becomes more and more widespread.40 percent of U.S. high schools are currently using online courses or are planning to startusing them during the 2001-2002 school year. In addition, “another 17 percent are interestedin offering online courses in the future”. At the level of public school districts, 32 percent willadopt and use an online learning platform for the first time in 2002. Therefore ApexLearning’s CEO Keith Oelrich concludes that "in just a few years, online courses are quicklybecoming an integral part of the high school experience".In addition, online learning is much more developed in higher education. The Institute forHigher Education Policy estimated in 1999 that 85 percent of American four-year collegeswould offer courses online by 2002 [83].However, Downes indicates in [2] that developing courses from scratch leads to a costvarying from $4,000 to $100,000 (Canadian dollars). When delivered to a small number ofstudents, it may result in course fees that are comparable with fees for traditional courses.This is because the possibilities of online material are not fully exploited.2. The necessary emergence of learning objectsA strength of online material is that is can be shared. Sharing material between universitiesshould allow for sharing the costs and getting a big number of students involved, thereforereducing the fees. However, Downes points out that, although the cost saving should beMSc EMOOSE Thesis – http://www.emn.fr/EMOOSE 56
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Vrije Universiteit Brussel - Belgiu
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ContentsAbstract 1Acknowledgements
Page 6 and 7: (4) Table UP_SUP (matches User Prof
Page 9 and 10: content providers’ interpretation
Page 11 and 12: - Active profiling consists in aski
Page 13 and 14: 2 Agents2.1 Overview2.1.1 Definitio
Page 15 and 16: (1) each agent has incomplete infor
Page 17 and 18: MASs need an organization for speci
Page 19 and 20: However, the usefulness of personal
Page 21 and 22: they often provide implementation o
Page 23 and 24: 2.5 Design2.5.1 The DIMA designIn [
Page 25 and 26: 3 MetadataDuring the earlier invest
Page 27 and 28: This requires some agreement and st
Page 29 and 30: 4 PerspectivesRecommender systems m
Page 31 and 32: way Lego blocks should be assembled
Page 33 and 34: usiness intelligence is generated.
Page 35 and 36: important than memory space optimiz
Page 37 and 38: The graph is then formatted to be v
Page 39 and 40: Chapter 4: Implementation1 Implemen
Page 41 and 42: (1) A Name Server (NS) maps every a
Page 43 and 44: the agent terminates, the thread is
Page 45 and 46: 4 Application level4.1 OverviewThe
Page 47 and 48: 4.3 User Agent MakerThis agent has
Page 49 and 50: Thus the profile, node and link cla
Page 51 and 52: BIProviderR : Provide_Business_Inte
Page 53 and 54: to enable users to explicitly speci
Page 55: ConclusionA “minimalist” approa
Page 59 and 60: Appendix B: SQL Tables Design1 Tabl
Page 61 and 62: Appendix C: Conference PaperA paper
Page 63 and 64: very large repositories of learning
Page 65 and 66: popularity of the link (the bigger
Page 67 and 68: Appendix D: Source Code1 Agent infr
Page 69 and 70: public static bool ProcessIsMainHos
Page 71 and 72: string path = MakePath(".", Middlew
Page 73 and 74: System.Messaging.MessageQueue queue
Page 75 and 76: public static NameServer GetNS(){if
Page 77 and 78: }}}table[agentId] = address;}}/// /
Page 79 and 80: ****** NON-STATIC PART ******// Tab
Page 82 and 83: }}}return (AgentId) first;using Sys
Page 85 and 86: {}return Subject.GetHashCode() + Na
Page 87 and 88: name in order to allow for the retr
Page 89 and 90: }// Start agent's main Thread.Threa
Page 91 and 92: }DirectoryFacilitator.GetDF().Unreg
Page 93 and 94: {/// /// Allows for specific conver
Page 95 and 96: }Monitor.Exit(aLock);public overrid
Page 97 and 98: Allows for synchronized Message exc
Page 99 and 100: esource./// /// public string GetMa
Page 101 and 102: }}private void RunTerminationExamin
Page 103 and 104: }private Message RequestUACreation(
Page 105 and 106: }msgQueue.AddFilters(new MessageCat
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Message received: interrupt preterm
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19. Class Architecture.DBManagerAg
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}}connection.Close();/// /// For sa
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using System.Collections;namespace
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namespace Architecture.Profiles{usi
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private UP(DataRow row) : this(newU
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}DataRow[] rows = Row.GetChildRows(
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}adapter.Update(Data);//***********
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internal static readonly string LAS
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}}Row[OCCURRENCES] = Occurrences +
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}get{}return Data.Rows.Find(_name);
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private static SqlDataAdapter adapt
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}foreach (ILink link in links){if (
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}}}private DataRow Row{get{return D
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18. N. Good, et al. Combining colla
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49. D. Derbyshire, et al., Agent-Ba
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83. Council for Higher Education Ac
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