Remote and mobile experimentation: pushing the boundaries of an ubiquitous learning place

Concepts like E-learning and M-learning are changing the traditional learning place. No longer restricted to well-defined physical places, education on Automation and other Engineering areas is entering the so-called ubiquitous learning place, where even the more practical knowledge (acquired at lab classes) is now moving into, due to emergent concepts such as Remote Experimentation or Mobile Experimentation. While Remote Experimentation is traditionally regarded as the remote access to real-world experiments through a simple web browser running on a PC connected to the Internet, Mobile Experimentation may be seen as the access to those same (or others) experiments, through mobile devices, used in M-learning contexts. These two distinct client types (PCs versus mobile devices) pose specific requirements for the remote lab infrastructure, namely the ability to tune the experiment interface according to the characteristics (e.g. display size) of the accessing device. This paper addresses those requirements, namely by proposing a new architecture for the remote lab infrastructure able to accommodate both Remote and Mobile Experimentation scenarios.

Collaborative learning in a qeb-accessible workbench

Web-based course management and delivery is regarded by many institutions as a key factor in an increasingly competitive education and training world, but the systems currently available are largely unsatisfactory in terms of supporting collaborative work and access to practical science facilities. These limitations are less important in areas where “pen-and-paper” courseware is the mainstream, but become unacceptably restrictive when student assignments require real-time teamwork and access to laboratory equipment. This paper presents a web-accessible workbench for electronics design and test, which was developed in the scope of an European IST project entitled PEARL, with the aim of supporting two main features: full web access and collaborative learning facilities.

Interoperability in pedagogical e-learning services

The ultimate goal of this research plan is to improve the learning experience of students through the combination of pedagogical eLearning services. Service oriented architectures are already being used in eLearning but in this work the focus is on services of pedagogical value, rather then on generic services adapted from other business systems. This approach to the architecture of eLearning platforms raises challenges addressed by this work, namely: conceptual modeling of the pedagogical eLearning services domain; interoperability and coordination of pedagogical eLearning service; conversion of existing eLearning systems to pedagogical services; adaptation of eLearning services to individual learners. An improved eLearning platform will incorporate learning tools adequate to the domains it covers and will focus on the individual learner that uses it. With this approach we expect to raise the pedagogical value of eLearning platforms.

From e-learning systems to specialised e-learning services

Learning systems are evolving from component based and centralized architectures towards service oriented and decentralized architectures. The standardization of e-learning content and interoperability is a powerful force in this evolution. In this chapter we put in perspective the evolution of e-learning systems and standards, and argue that specialized services will play an important role in future learning systems, especially in those targeted for competitive learning.

E-learning frameworks: a survey

In recent years the concept of eLearning Framework emerged associated with several initiatives promoted by educational organizations. These initiatives share a common goal: to create flexible learning environments by integrating heterogeneous systems already available in many educational institutions. The paper provides an introductory survey on eLearning Frameworks. It gathers information on these initiatives categorizes them and compares their features regarding a set of predefined criteria such as: architecture, business model, primary user groups, technical implementations, adopted standards, maturity and future development.

Visual programming of XSLT from examples

Vishnu is a tool for XSLT visual programming in Eclipse - a popular and extensible integrated development environment. Rather than writing the XSLT transformations, the programmer loads or edits two document instances, a source document and its corresponding target document, and pairs texts between then by drawing lines over the documents. This form of XSLT programming is intended for simple transformations between related document types, such as HTML formatting or conversion among similar formats. Complex XSLT programs involving, for instance, recursive templates or second order transformations are out of the scope of Vishnu. We present the architecture of Vishnu composed by a graphical editor and a programming engine. The editor is an Eclipse plug-in where the programmer loads and edits document examples and pairs their content using graphical primitives. The programming engine receives the data collected by the editor and produces an XSLT program. The design of the engine and the process of creation of an XSLT program from examples are also detailed. It starts with the generation of an initial transformation that maps source document to the target document. This transformation is fed to a rewrite process where each step produces a refined version of the transformation. Finally, the transformation is simplified before being presented to the programmer for further editing.

ESEIG Mobile: an m-learning approach in a superior school

In recent years, mobile learning has emerged as an educational approach to decrease the limitation of learning location and adapt the teaching-learning process to all type of students. However, the large number and variety of Web-enabled devices poses challenges for Web content creators who want to automatic get the delivery context and adapt the content to mobile devices. In this paper we study several approaches to adapt the learning content to mobile phones. We present an architecture for deliver uniform m-Learning content to students in a higher School. The system development is organized in two phases: firstly enabling the educational content to mobile devices and then adapting it to all the heterogeneous mobile platforms. With this approach, Web authors will not need to create specialized pages for each kind of device, since the content is automatically transformed to adapt to any mobile device capabilities from WAP to XHTML MP-compliant devices.

Towards e-learning 2.0: case study of an e-learning environment

In these days the learning experience is no longer confined within the four walls of a classroom. Computers and primarily the internet have broadened this horizon by creating a way of delivering education that is known as e-learning. In the meantime, the internet, or more precisely, the Web is heading towards a new paradigm where the user is no longer just a consumer of information and becomes an active part in the communication. This two-way channel where the user takes the role of the producer of content triggered the appearance of new types of services such as Social Networks, Blogs and Wikis. To seize this second generation of communities and services, educational vendors are willing to develop e-learning systems focused on the new and emergent users needs. This paper describes the analysis and specification of an e-learning environment at our School (ESEIG) towards this new Web generation, called PEACE – Project for ESEIG Academic Environment. This new model relies on the integration of several services controlled by teachers and students such as social networks, repositories libraries, e-portfolios and e-conference sytems, intelligent tutors, recommendation systems, automatic evaluators, virtual classrooms and 3D avatars.

Integration of e-portfolios in learning management systems

The LMS plays a decisive role in most eLearning environments. Although they integrate many useful tools for managing eLearning activities, they must also be effectively integrated with other specialized systems typically found in an educational environment such as Repositories of Learning Objects or ePortfolio Systems. Both types of systems evolved separately but in recent years the trend is to combine them, allowing the LMS to benefit from using the ePortfolio assessment features. This paper details the most common strategies for integrating an ePortfolio system into an LMS: the data, the API and the tool integration strategies. It presents a comparative study of strategies based on the technical skills, degree of coupling, security features, batch integration, development effort, status and standardization. This study is validated through the integration of two of the most representative systems on each category - respectively Mahara and Moodle.

Interoperability on e-learning 2.0: the PEACE case study

The confluence of education with the evolution of technology boosted the paradigm shift of the face-to-face learning to distance learning. In this scenario e-Learning plays an essential role as a facilitator of the teaching/learning process. However new demands associated with the new Web paradigm require that existent e-Learning environments characterized mostly by monolithic systems begin interacting with new specialized services. In this decentralized scenario the definition of a strategy of interoperability is the cornerstone to ensure the standardization communication among systems. This paper presents a definition of an interoperability strategy for an e-Learning environment at our School (ESEIG) called PEACE – Project for ESEIG Academic Content Environment. This new interoperability model relies on the application of several coordination and integration standards on several services, controlled by teachers and students, and included in the PEACE environment such as social networks, repositories, libraries, e-portfolios, intelligent tutors, recommendation systems and virtual classrooms.

Using device detection techniques in M-learning scenarios

Recent studies of mobile Web trends show the continued explosion of mobile-friend content. However, the wide number and heterogeneity of mobile devices poses several challenges for Web programmers, who want automatic delivery of context and adaptation of the content to mobile devices. Hence, the device detection phase assumes an important role in this process. In this chapter, the authors compare the most used approaches for mobile device detection. Based on this study, they present an architecture for detecting and delivering uniform m-Learning content to students in a Higher School. The authors focus mainly on the XML device capabilities repository and on the REST API Web Service for dealing with device data. In the former, the authors detail the respective capabilities schema and present a new caching approach. In the latter, they present an extension of the current API for dealing with it. Finally, the authors validate their approach by presenting the overall data and statistics collected through the Google Analytics service, in order to better understand the adherence to the mobile Web interface, its evolution over time, and the main weaknesses.

A survey on e-learning content standardization

eLearning has been evolved in a gradual and consistent way. Along with this evolution several specialized and disparate systems appeared to fulfill the needs of teachers and students such as repositories of learning objects, intelligent tutors, or automatic evaluators. This heterogeneity poses issues that are necessary to address in order to promote interoperability among systems. Based on this fact, the standardization of content takes a leading role in the eLearning realm. This article presents a survey on current eLearning content standards. It gathers information on the most emergent standards and categorizes them according three distinct facets: metadata, content packaging and educational design.