Packaging Content for Aggregated and Federated Repositories through APTrust

Presentation at Open Repositories 2014, Helsinki, Finland, June 9-13, 2014

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.

Integration of e-learning systems with repositories of learning objects

This paper describes a communication model to integrate repositories of programming problems with other e-Learning software components. The motivation for this work comes from the EduJudge project that aims to connect an existing repository of programming problems to learning management systems. When trying to use the existing repositories of learning objects we realized that they are mainly specialized search engines and lack features for integration with other e-Learning systems. With this model we intend to clarify the main features of a programming problem repository, in order to enable the design and development of software components that use it. The two main points of this model are the definition of programming problems as learning objects and the definition of the core functions exposed by the repository. In both cases, this model follows the existing specifications of the IMS standard and proposes extensions to deal with the special requirements of automatic evaluation and grading of programming exercises. In the definition of programming problems as learning objects we introduced a new schema for meta-data. This schema is used to represent meta-data related to automatic evaluation that cannot be conveniently represented using the standard: the type of automatic evaluation; the requirements of the evaluation engine; or the roles of different assets - tests cases, program solutions, etc. In the definition of the core functions we used two different web services flavours - SOAP and REST - and described each function as an operation for each type of interface. We describe also the data types of the arguments of each operation. These data types consist mainly on learning objects and their identifications, but include also usage reports and queries using XQuery.

Extending the learning object definition to represent programming problems

The present generation of eLearning platforms values the interchange of learning objects standards. Nevertheless, for specialized domains these standards are insufficient to fully describe all the assets, especially when they are used as input for other eLearning services. To address this issue we extended an existing learning objects standard to the particular requirements of a specialized domain, namely the automatic evaluation of programming problems. The focus of this paper is the definition of programming problems as learning objects. We introduce a new schema to represent metadata related to automatic evaluation that cannot be conveniently represented using existing standards, such as: the type of automatic evaluation; the requirements of the evaluation engine; or the roles of different assets - tests cases, program solutions, etc. This new schema is being used in an interoperable repository of learning objects, called crimsonHex.

Defining programming problems as learning objects

Standards for learning objects focus primarily on content presentation. They were already extended to support automatic evaluation but it is limited to exercises with a predefined set of answers. The existing standards lack the metadata required by specialized evaluators to handle types of exercises with an indefinite set of solutions. To address this issue we extended existing learning object standards to the particular requirements of a specialized domain. We present a definition of programming problems as learning objects that is compatible both with Learning Management Systems and with systems performing automatic evaluation of programs. The proposed definition includes metadata that cannot be conveniently represented using existing standards, such as: the type of automatic evaluation; the requirements of the valuation engine; and the roles of different assets - tests cases, program solutions, etc. We present also the EduJudge project and its main services as a case study on the use of the proposed definition of programming problems as learning objects.

PExIL: Programming Exercises Interoperability Language

Several standards appeared in recent years to formalize the metadata of learning objects, but they are still insufficient to fully describe a specialized domain. In particular, the programming exercise domain requires interdependent resources (e.g. test cases, solution programs, exercise description) usually processed by different services in the programming exercise life-cycle. Moreover, the manual creation of these resources is time-consuming and error-prone leading to what is an obstacle to the fast development of programming exercises of good quality. This paper focuses on the definition of an XML dialect called PExIL (Programming Exercises Interoperability Language). The aim of PExIL is to consolidate all the data required in the programming exercise life-cycle, from when it is created to when it is graded, covering also the resolution, the evaluation and the feedback. We introduce the XML Schema used to formalize the relevant data of the programming exercise life-cycle. The validation of this approach is made through the evaluation of the usefulness and expressiveness of the PExIL definition. In the former we present the tools that consume the PExIL definition to automatically generate the specialized resources. In the latter we use the PExIL definition to capture all the constraints of a set of programming exercises stored in a learning objects repository.

Integración de plantillas para la creación de soluciones de aprendizaje siguiendo los estándares IMS LD e IMS CP en LdShake

Des de fa alguns anys les tecnologies educatives han anat evolucionant y revolucionant el món pedagògic. En aquest sentit, son molts els grups de treball que participen en la investigació i producció de nous estàndards educatius. Alguns d’aquests estàndards son IMS Learning Designi IMS Content Packaging. L’adopció d’aquests estàndards per part de la comunitat educativa depèn en gran mesura de l’accessibilitat a les eines de producció per part dels membres d’aquesta comunitat. En aquest projecte es fa patent la necessitat d’una aplicació que permeti la generació d’unitats d’aprenentatge de forma assistida mitjançant plantilles.D’altre banda, ELGG és un sistema gestor de continguts open-source que permet crear xarxes socials de forma senzilla i amb la possibilitat d’afegir nous mòduls per augmentar així la seva funcionalitat. Per aquest motiu, aquest projecte es basa en la plataforma col·laborativa de recolzament als professors LdShake, utilitzada per la Universitat Pompeu Fabra (UPF), quetreballa sobre el Framework de ELGG.Sobre aquests dos conceptes descansa la idea general del projecte – a saber, el disseny iposterior desenvolupament d’un sistema de generació d’unitats d’aprenentatge basat enplantilles seguint els estàndards IMS LD i IMS CP sobre LdShake.Per tant, en aquest projecte ens hem centrat en el desenvolupament i avaluació preliminar d’un mòdul integrat en LdShake, centrat en el subconjunt necessari de característiques bàsiques dels estàndards de la IMS Global Consortium, que ens permet la generació d’unitats d’aprenentatge, així com la seva distribució i reproducció en sistemes de gestió d’aprenentatge o LMS, gràcies al’ús de plantilles que son en si mateixes una solució coneguda, provada i exitosa.

Verkko-oppimateriaalien uudelleenkäytettävyys ja siirrettävyys oppimisalustalta toiselle

Työssä tarkastellaan oppimisalustoilla käytettäviä testikysymyksiä ja oppisisältöjä uudelleen-käytettävyyden ja siirrettävyyden näkökulmasta. Tavoitteena on selvittää, minkälaisia välineitä määrämuotoisten sisältöjen tuottamista varten on olemassa, ja miten niillä luodut materiaalit ovat siirrettävissä työvälineestä toiseen ja oppimisalustoille. Tutkittavana ovat sisällön paketointiin tarkoitetutSCORM- ja IMS Content Packaging -spesifikaatiot sekä kysymysten esittämiseen tarkoitettu IMS Question and Test Interoperability -spesifikaatio. Pääpaino työssäon selvittää, miten oppisisällöt ovat siirrettävissä WebCT- ja Moodle-alustojenvälillä. Tähän liittyen on luotu ohjeistus, miten yksittäiset tiedostot, kysymykset ja Sisältökokonaisuus-työkalulla koostetut sisällöt siirretään WebCT:ltä Moodleen.

Teoría de modelado del e-learning y aplicación a un sistema de pistas adaptativo en tutoría inteligente utilizando técnicas de web semántica.

Se trata de habilitar las mejores prácticas de enseñanza a través de las tecnologías de la información para posibilitar un aprendizaje más efectivo para los alumnos, así como proporcionar un sencillo y flexible acceso a todas las potencialidades para los profesores, al mismo tiempo que se maximiza la eficiencia y adecuación de su implementación usando las tecnologías de la información. Se define una teoría de modelado del e-learning, que por un lado aporte una visión global de modelado del e-learning; y por otro, modele de forma completa desde diferentes puntos de vista aspectos para los que se detectan carencias Otro objetivo es crear un nuevo sistema de pistas adaptativo en tutoría inteligente utilizando técnicas de Web semántica, donde se apliquen varios de los diferentes aspectos de la teoría. En esta tesis se proporciona una teoría de modelado del e-learning, que incluye una visión global sobre qué modelar y cómo hacerlo, las interrelaciones entre diferentes conceptos y elementos, una visión ideal sobre el e-learning, una propuesta de proceso de desarrollo en ciclo de vida, y un plan general de evaluación de los diferentes aspectos involucrados. Además, como parte de esta teoría, se han analizado las relaciones entre las funcionalidades de sistemas de gestión del aprendizaje y los estándares de e-learning actuales, se ha definido un nuevo modelo que extiende UML y otro basado en la especificación IMS-CP (Content Packaging) para el modelado de cursos completos en sistemas de gestión del aprendizaje, se ha contribuido en varias herramientas de autor que pueden verse como modelados en lenguaje natural de diferentes aspectos del e-learning de forma que sean sencillos de utilizar por profesores sin grandes conocimientos tecnológicos, y se ha creado una nueva teoría de reglas de adaptación personalizadas que son atómicas, reusables, intercambiables, e interoperables. Se ha definido una nueva especificación de pistas para el aprendizaje basado en problemas, que recopila funcionalidades de otros sistemas del estado del arte, pero también incluye nuevas funcionalidades basadas en ideas propias, dando una justificación pedagógica de cada aspecto. Se ha establecido un mapeo a XML, y otra representación a UML. Así mismo, se ha diseñado una herramienta de autor que permite a profesores sin grandes conocimientos tecnológicos crear los ejercicios con pistas de acuerdo con la especificación. Para poner en práctica este modelo de pistas, se ha implementado un módulo reproductor de pistas programado en python como una extesión al tutor inteligente XTutor. Este reproductor permite desplegar ejercicios con pistas que cubren los casos de la nueva especificación definida y que quedan disponibles vía Web para su uso por parte de los alumnos. También se ha diseñado una herramienta de competición innovadora para aprovechar la motivación junto con el aprendizaje basado en problemas.

A csomagoláson található információtartalom újragondolása sokdimenziós skálázással az élelmiszeripar példáján (Rethinking of information content on food packaging using multidimensional scaling)

A csomagolás részét képezi a jelölés – vagy más néven címke, label –, aminek elsődleges funkciója a termék tulajdonságairól való tájékoztatás, amellett, hogy a vállalat és a fogyasztó egyik legfontosabb találkozási pontja. Kiemelt szerepe van a marketing és a vállalati menedzsment eszköztárában, hiszen a fogyasztói döntéshozatal meghatározó forrása. A szerző írásában a jelölések definícióját, fajtáit és csoportosítását tárja az olvasó elé, majd ismerteti jelentőségét, fontosságát és szerepét az élelmiszer-ipari termékek segítségével. Ezután egy 630 fős megkérdezés eredményeképp a sokdimenziós skálázás (MDS) módszerével a jelölések új értelmezését mutatja be: a jelöléseket három dimenzió mentén lehet elhelyezni (előzetes tudás, érdek, megbízhatóság), valamint ezenkívül a jelölések öt homogén csoportot alkotnak (klasszikus, diétás, funkcionális, tudatos, előállítási). A téma jelentőségét az egészség és a környezet iránti növekvő érdeklődés, valamint a változó jogszabályi környezet is alátámasztja. / === / Signs, labels, claims are to inform consumers of product attributes, and are part of the packaging. Labeling is one of the most important marketing and management tool, while purchase decision is made at the point of purchase. The aim of this paper is to present the basic definitions and elements of information content on food packaging. The author developed a new approach to examine labeling using multidimensional scaling as a result of a pilot study. Labels are to distinguish through three dimensions: precognition, interest and reliability. Beyond that labels can be sorted to five homogeneous clusters based on classic, dietary, functional, conscious and production attributes. The relevancy of labeling is supported by growing interest of health and environmental issues and changing law environment.

A survey of e-learning content aggregation standards

As e-learning gradually evolved many specialized and disparate systems appeared to fulfil the needs of teachers and students, such as repositories of learning objects, authoring tools, intelligent tutors and automatic evaluators. This heterogeneity raises interoperability issues giving the standardization of content an important role in e-learning. This article presents a survey on current e-learning content aggregation standards focusing on their internal organization and packaging. This study is part of an effort to choose the most suitable specifications and standards for an e-learning framework called Ensemble defined as a conceptual tool to organize a network of e-learning systems and services for domains with complex evaluation.

Active packaging containing nisin and high pressure processing as post-processing listericidal treatments for convenience fermented sausages

Listeria monocytogenes was inoculated on the surface of sliced fermented sausages with no added sodium salt. The pathogen was progressively inactivated during the product shelf life (90 days). Antimicrobial packaging of fermented sausages with PVOH films containing nisin induced a more pronounced reduction of L. monocytogenes counts during refrigerated storage. HPP alone (600 MPa, 5 min, 12 °C) had no antimicrobial effect against L. monocytogenes at the studied conditions. Combination of HPP with antimicrobial packaging did not produce any extra protection against L. monocytogenes compared to antimicrobial packaging alone. The lack of effect of HPP on L. monocytogenes was attributed to a protective effect exerted by the low water activity of the product and its lactate content. These results reflect that antimicrobial packaging with the inclusion of nisin as a natural antimicrobial could be considered as an effective method to reduce the levels of L. monocytogenes in sliced fermented sausages with no added sodium salt

Modified atmosphere packaging extending the storage life of 'douradão' peach

'Douradão' peach is a perishable product and when cold stored is subject to chilling injury. The objective of the experiment was to evaluate the effect of modified atmosphere packaging (MAP) and cold storage on quality and storage life of these peaches. Fruits were packed in polypropylene (PP) trays and placed inside low density polyethylene (LDPE) bags (30, 50, 60, 75 μm thickness) with active modified atmosphere (10 kPa CO2 + 1.5kPa O2, balance N2). The control was made with peaches held in nonwrapped PP trays. Fruits were kept at 1 ± 1 °C and 90 ± 5% relative humidity (RH) for 28 days and CO2 and O2 within packages was monitored every two days. After 14, 21 and 28 days, samples were withdrawn from MAP and kept in air at 25 ± 1 °C and 90 ± 5% RH for ripening. On the day of removal from the cold storage and after 4 days, peaches were evaluated for weight loss, decay incidence, flesh firmness, woolliness incidence, soluble solids content (SSC), titratable acidity (TA) and juice content. The results showed that MAP had influence on reducing weight loss and prevented postharvest decay. MAP of 1-2 kPa O2 and 3-6 kPa CO2 at 1 °C (from 50 and 60 μm LDPE films) were effective for keeping good quality of 'Douradão' peaches during 28 days of storage, the ripe fruits showed reduced incidence of woolliness, adequate juiciness and flesh firmness. Packages of 30 and 75 μm LDPE films were ineffective for reducing woolliness during cold storage. MAP fruits showed lower SSC and no relevant effect on TA. Control fruits did not present marketable conditions after 14 days of cold storage.

Conservation of Campomanesia adamantium (CAMB.) O. berg seeds in different packaging and at varied temperatures

This article aims at evaluating the effects of different packaging and varied storage temperatures on the germination potential of seeds of Campomanesia adamantium Camb. O. Berg. The seeds were packaged in glass, aluminum foil and plastic containers, or maintained inside intact fruits at 5, 10 and 15 ºC during 0, 7, 14 and 21 days. After these periods the seeds were sown in Germitest® germination paper and maintained in incubation chambers at 25 ºC under constant white light for 42 days. Seed moisture contents were evaluated both before and after storage, as well as germination percentages, germination speed index, root and aerial portion of seedlings lengths, and total dry weights. All possible combinations of packing materials, temperatures and storage times were tested, with four repetitions of 25 seeds for each treatment. C. adamantium seeds showed initial water contents of 31.5%. Glass and aluminum packaging were efficient at maintaining the water content of the seeds, and provided greater germination speed index than the other packaging materials. Germination percentages, seedlings lengths and dry weights did not vary among the different temperatures tested. C. adamantium seeds can be stored for up to 21 days at temperatures between 5 and 15 ºC without altering their physiological quality. In terms of cost-benefit efficiencies, these seeds can be stored without significant damage for 21 days while still inside the fruits at temperatures of 5, 10 or 15 ºC.