A Generic Framework for Describing Study Plans for Networked Universities using Meta-Data

This paper presents a generic framework that can be used to describe study plans using meta-data. The context of this research and associated technologies and standards is presented. The approach adopted here has been developed within the mENU project that aims to provide a model for a European Networked University. The methodology for the design of the generic Framework is discussed and the main design requirements are presented. The approach adopted was based on a set of templates containing meta-data required for the description of programs of study and consisting of generic building elements annotated appropriately. The process followed to develop the templates is presented together with a set of evaluation criteria to test the suitability of the approach. The templates structure is presented and example templates are shown. A first evaluation of the approach has shown that the proposed framework can provide a flexible and competent means for the generic description of study plans for the purposes of a networked university.

A framework for e-learning: a blended solution?: current developments in technology-assisted education

This paper describes a Framework for e-Learning and presents the findings of a study investigating whether the use of Blended Learning can fulfill or at least accommodate some of the human requirements presently neglected by current e-Learning systems. This study evaluates the in-house system: Teachmat, and discusses how the use of Blended Learning has become increasingly prevalent as a result of its enhancement and expansion, its relationship to the human and pedagogical issues, and both the positive and negative implications of this reality. [From the Authors]

Developing a framework for e-learning revisited

In this paper we revisit a study on e-Learning and suggestions for developing a framework for e-Learning. The original study in 2005 looked at e-Learning, specifically e-Tutoring and the issues that surround it. However, re-examining these findings led to the realization that whilst most courses were not fully "e" many were in essence using Blended Learning to varying degrees. It is concluded that the encroachment of a Blended Learning approach has been an indirect consequence of the extension and enhancement of in-house course management technologies now employed. The pros and cons of the situation are identified and discussed. In addition, we summarize the positions of participants of the workshop on Developing a Framework for e-Learning.

Deriving explanations from partial temporal information

The representation and manipulation of natural human understanding of temporal phenomena is a fundamental field of study in Computer Science, which aims both to emulate human thinking, and to use the methods of human intelligence to underpin engineering solutions. In particular, in the domain of Artificial Intelligence, temporal knowledge may be uncertain and incomplete due to the unavailability of complete and absolute temporal information. This paper introduces an inferential framework for deriving logical explanations from partial temporal information. Based on a graphical representation which allows expression of both absolute and relative temporal knowledge in incomplete forms, the system can deliver a verdict to the question if a given set of statements is temporally consistent or not, and provide understandable logical explanation of analysis by simplified contradiction and rule based reasoning.

A framework for state-based time-series analysis and prediction

Time-series analysis and prediction play an important role in state-based systems that involve dealing with varying situations in terms of states of the world evolving with time. Generally speaking, the world in the discourse persists in a given state until something occurs to it into another state. This paper introduces a framework for prediction and analysis based on time-series of states. It takes a time theory that addresses both points and intervals as primitive time elements as the temporal basis. A state of the world under consideration is defined as a set of time-varying propositions with Boolean truth-values that are dependent on time, including properties, facts, actions, events and processes, etc. A time-series of states is then formalized as a list of states that are temporally ordered one after another. The framework supports explicit expression of both absolute and relative temporal knowledge. A formal schema for expressing general time-series of states to be incomplete in various ways, while the concept of complete time-series of states is also formally defined. As applications of the formalism in time-series analysis and prediction, we present two illustrating examples.

Socialising young literacy learners into a discourse of failure: Dominant discourses in literacy teaching and assessment and their impact on the progression of young literacy learners into employment

This paper argues that contemporary literacy programmes are a mismatch for the expectations of both the government and employers as well as the goals of learners. It submits that the dominant discourses in literacy provision have led to the emergence of a learning culture which not only fails the learners but is also incapable of meeting the aspirations of both the government and employers. To support this argument, the paper reports a small scale research project that analyses the perceptions of learners, teachers and employers who were involved in a work placement scheme for young literacy learners in a college of further education. Data for the study were collected through focus group and face to face interviews and analysed using the framework of discourse analysis provided by Gill (2000) with findings codified and analysed thematically. The study found that teachers were aware that their learners were not adequately prepared for the world of work because of the demands of the dominant discourses of quality and performance measurement which were most obviously manifested in their assessment, teaching methods and the attitudes of learners. It found that employers perceive young learners as inadequate in terms of the workplace expectations. Learners in the study revealed that their workplace culture and expectations were totally different from the culture to which they had been socialised in their studies. The study concludes that unless the dominance of these discourses is ameliorated, young literacy learners will continue to be socialised into a discourse of failure.