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• EML (Education Modelling language), whichwent through three complete cycles ofspecification development, implementationand prototype software, trilling with users,evaluation of results, and redesign of thespecification and prototype software (Koperand Tattersall 2005);• LTSA (Learning Technology SystemArchitecture) (IEEE/LTSA 2003; Corbiereand Choquer 2004) of IEEE describes acomputational view on learning processes byidentifying sub-processes and data flows;• SCORM (Sharable Content Object ReferenceModel) (Koper and Tattersall 2005) of ADL(Advanced Distributed Learning) describesthe technical behaviour and the componentinterface of the software framework (Corbiereand Choquer 2004);• UML (Koper and Tattersall 2005) of OMG(Object Management Group) is the languageused by the actors in software developmentprocess. It describes the design componentsoftware artifacts (re-use design patterns,current technical framework, blueprints)(Corbiere and Choquer 2004).ADDITIONAL REQUIREMENTS FORCONTINUOUS EDUCATION COURSEDEVELOPMENTAll five viewpoints and corresponding to themmodelling/specification techniques, given in theprevious section, have to support the followingcourseware development requirements (Khaldoun et.al. 2000):• Reusability. It means that the main focus ofthe approach is not only to support reusabilityon the level of automatic multimedia elements(animation, simulation, audio, text, etc.) butalso on a semantics level, i.e., the level oflearning units.• Support for face-to-face and distance learning.It should be possible to use the developmentlearning content in both face-to-face anddistance education. This requires the ability toconstruct different views on the learningmaterials.• Ability to support various target groups. Itshould be possible to use the developmentlearning modules for various target groups.• Adaptability to student. The learning materialshould satisfy different characteristics of thestudents such as a student’s profile, learningmethod and background. To meet theserequirements, it should be possible toconstruct different views on the learningmaterial so that students can switch betweenthese.• Allowing learners to work in several groupsso that each group could do different things atthe same time to support more complex typesof collaboration, as in project-based learning(Koper and Tattersall 2005).• Adaptability to authors. Different authors havedifferent needs. They use different didacticaland pedagogical methods suitable for theirtarget group. It should be possible for authorsto derive their own view on the developmentmaterials and apply their own didactic to it.• Cooperation support. Cooperativedevelopment of learning content reduces theenormous efforts and costs for participation.• Open standards such as IMS (EDUCAUSE2006 and Khaldoun et. al. 2000) and XML(W3C 2006 and Khaldoun et. al. 2000) areimportant so that the development contentscan be easily shared and exchanged betweencontent development and content managementsystems.• Automation. It should be possible to automateas many steps of the development process aspossible.THEORY IN PRACTICEIt is a continuing professional education coursedevelopment challenge to take into consideration allissues discussed in previous sections. This challenge isgoing to be taken in the European Structural Found(ESF) project “Continuing education programme tostrengthen capacity of SME by developing ICTinfrastructure and knowledge management”Nr.: VPD1/ESF/PIAA/05/APK/3.2.4.2./0037/0007financed by European Union.To achieve the project goals, the main activities aretargeted to the development of new continuingprofessional education course for entrepreneurs to givethem new skills for implementation of innovations intheir organizations. The main emphasis in the coursewill be on such skills as information andcommunication technologies and knowledgemanagement in small and medium companies (SMEs).Needs assessment for course are performed incooperation with project “Development of knowledgemanagement conception for Latvian SMEs” financedby Latvian Ministry of Science and Education.In order to take into consideration all relevant issuesof continuing professional education coursedevelopment, a set of modelling/specificationtechniques has to be applied. In this paper, we illustratehow EKD methodology (Bubenko et. al. 2001), whichdescribes an enterprise model, can be applied incontext of continuing education course development.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200622
The EKD is one of the Enterprise modellingmethods that was developed a few years ago and isbeing used by business consultancy companies withincreasing frequency. This method has been subject ofresearch in a number of multinational Europeanprojects (including 5th framework programme). It hasproved its productivity both in the business and thepublic sector by providing a framework forarticulating, modelling, and reasoning about pertinentknowledge and ill-structured even “wicked” problemsituations, typically occurring in organisations andsociety. The EKD aims at setting organisation vision,mission, and goals, providing guidance in restructuringand changing different processes (Bubenko andKirikova 1999).A simplified EKD model for continuingprofessional education is presented in Figure 2.Figure 2. Continuing professional education course development for SME (part of the simplified EKD model).It shows course development goals (G), processes(P) and rules (R). The advantage of the model is inpossibility to show all relevant relationships betweenthose issues of curse development at different levels ofabstraction and detail (bottom up arrows show, whichlower abstraction level concepts support particularupper abstraction level concepts; different levels ofdetail are not shown in Figure 2). Another advantage ofEKD technique is a possibility to reflect in particularsub-models requirements imposed by different coursedevelopment aspects as well as to reflect constraintsimposed by other than EKD modelling/specificationtechniques. Discussion about representationpeculiarities of those requirements and constraints isbeyond of the scope of this paper.CONCLUSIONSDevelopment of continuing education courses is acomplicated endeavour that requires analysis andAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200623
Page 1 and 2: ISBN 9984-633-03-9Annual Proceeding
Page 3 and 4: “Development of Creative Human -
Page 5 and 6: TABLE OF CONTENTSINTELLIGENT SYSTEM
Page 7 and 8: INTELLIGENT SYSTEM FOR LEARNERS’
Page 9 and 10: LEARNER 1GROUP OF HUMAN AGENTSLEARN
Page 11 and 12: QuantityQuantityFigure 6. Distribut
Page 13 and 14: LEARNERStructure of theconcept mapL
Page 15 and 16: WEB-BASED INTELLIGENT TUTORING SYST
Page 17 and 18: materials to be presented and which
Page 19 and 20: INFORMATION TECHNOLOGIES AND E-LEAR
Page 21 and 22: correspondence with the course aim
Page 23 and 24: projects and through IT. Hence, it
Page 25 and 26: APPLICATION OF MODELING METHODS IN
Page 27: can support configuration managemen
Page 31 and 32: CHANGES TO TRAINING AND PERSPECTIVE
Page 33 and 34: or an end, yet none of these attitu
Page 35 and 36: make decisions. It cannot be volunt
Page 37 and 38: logs), data and video conferencing
Page 39 and 40: Ability to follow user’s multi-ta
Page 41 and 42: CONCLUSIONSEDUSA method gives us a
Page 43 and 44: in successful SD. Given this situat
Page 45 and 46: SPATIAL INFORMATIONFor the visualis
Page 47 and 48: MOBILE TECHNOLOGIES USE IN SERVICES
Page 49 and 50: learning environment (Learning Mana
Page 51 and 52: ago only some curricula on Logistic
Page 53 and 54: The Web-based version can be access
Page 55 and 56: Web-portal, which incorporates diff
Page 57 and 58: DO INTELLIGENT OBJECTS AUTOMATICALL
Page 59 and 60: Table 1. Examples for introducing R
Page 61 and 62: workable influencing of the process
Page 63 and 64: are handed over to the objects and
Page 65 and 66: • Basic processes, such as wareho
Page 67 and 68: THE ECR E-COACH: A VIRTUAL COACHING
Page 69 and 70: participating in the workshops and
Page 71 and 72: • Assessment modules enable indiv
Page 73 and 74: with pictures and illustrated graph
Page 75 and 76: ECR Question Banknumber category su
Page 77 and 78: educational programme that follows
Page 79 and 80:
DEVELOPMENT OF WEB BASED GRAVITY MO
Page 81 and 82:
These results of a model require a
Page 83 and 84:
CONCLUSIONSThe main goal of work ha
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dimension and included within any o
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• Resources sharing by providing
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Pursuant to the guidelines of elect
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tariffs of regulated services have
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INFORMATION TECHNOLOGY FOR MOTIVATI
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difficult to predict when and for w
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Listeners' workon the WebListenersS
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PERSPECTIVES OF WEB PAGE AND E-MAIL
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INCREASE IN THE NUMBER OF INTERNETU
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tourism accommodations (home pages
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interactive relationships with clie
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• The data obtained by the resear
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Central Statistical Bureau of Latvi
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departures for 1995 are taken from
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120100maximumworldminimum806040200-
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140120maximumworldminimum1008060402
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would be a promising extension. Cur
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AN OVERVIEW OF THE AGENT − BASED
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Suitability for social system simul
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6. MASONDescription:MASON is a fast
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Suitability for social system simul
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could be bad particularly when over
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(for 10 repeat &| CCar[]->runfor);P
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• Streaming audio• Collaboratio
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NECESSITY OF NEW LAYERED APPROACH T
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Up to now, there has only been limi
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aaaaa6= −aa2,1 = − a0,3226= −
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∂ u∂x∂ u∂y2 2+ b = 02 2wher
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a6,3= −2030a4,5−130a4,3- - - -
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0,10,20,30,4( )Mag x y y Ge wx2, =
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Example 1. To understand better the
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Therefore, further the following co
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SOLUTION OF THE THREE-DIMENSIONALEQ
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Mag1, m , m , m1 2 3= mm1 m2m32 2 2
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MagMag0, m , m , m1 2 31, m , m , m
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CONCLUSIONSThe basic content of thi
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