E albert, D., & Hockemeyer, C. (2000). State of the art in adaptive learning techniques. Easel consortium, D03 Requirements Specification, version 0 (pp. 23-38). Asel ist project 10051 icon

E albert, D., & Hockemeyer, C. (2000). State of the art in adaptive learning techniques. Easel consortium, D03 Requirements Specification, version 0 (pp. 23-38). Asel ist project 10051


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EASEL Requirements Specification EASEL D3

E
Albert, D., & Hockemeyer, C. (2000). State of the art in adaptive learning techniques. EASEL Consortium, D03 Requirements Specification, version 1.0 (pp. 23-38).
ASEL - IST Project 10051


Educator Access to Services in the Electronic Landscape

Work Package 2





D03 - Requirements Specification


DOCUMENT DETAILS

Reference

IST-1999-10051/FDE/WP02/D3/P/v0.5

Other references

/var/www/pars_docs/tw_refs/362/361609/361609.doc

Author(s)

Kevin Riley, Thomais Pavlidou (FD), Vincent Wade, Owen Conlan (TCD), John Akeroyd, Paul Sandford (SBU), Dietrich Albert, Cord Hockemeyer, (UoG), Paul Lefrere, (OU), Jan Grant (ILRT), Luigi Romano (UoN), Giorgio Da Bormida, Roberto Trabucchi, Fabrizio Cardinali (GIUNTI Labs),

Visibility

Internal

Ownership

Consortium

Version

1.2

Date

14.11.2000

Status

Draft

^ DOCUMENT RELEASE


Accepted by

Ricky Kay, Fretwell-Downing Education

Acceptance date

16.11.2000


^ DOCUMENT HISTORY

Version

Date

Status

Description

Distribution

0.1

03.11.2000

Draft

Outline document and Toc generated

Consortium

0.2

09.11.2000

Revision

Some FDE bits added incl. CJ input. ARC

FDE

1.0

15.11.2000

Final

Formatting changes

Commission

















































Abstract:

This Deliverable reviews the status of IEEE, IMS, OASIS, Dublin Core and other international standards for metadata, interoperability, adaptive learning, Question & Test interfaces and related initiatives in the area of online education. It introduces the EASEL architecture and business model. Relevant viewpoints are presented particularly regarding Learning Object Models and associated metadata issues. Usage scenarios are used in helping capturing the most appropriate requirements. The resulting requirements are tabulated to facilitate the design of the Course Constructor Kit, RDF Search Gateway, Basic Semantic Register and Metadata Repository towards a test assembly that meets educator needs.




Keywords:

Requirements; online education; architecture; standards; viewpoints; use cases; interoperability, learning environment; adaptive learning, adaptivity, resource discovery; metadata; QTI, LOM, LTSC, IEEE, OASIS, RDF, IMS, Dublin Core




Published by ^ Fretwell-Downing Education, Brincliffe House, 861 Ecclesall Road, Sheffield, S11 7AE, UK

Fretwell-Downing Education. This document is protected by copyright. Distribution or duplication in any form or processing of the document or any part of it by electronic systems may be done only with the explicit permission of Fretwell-Downing Education.



CONTENTS





Executive Summary 5

1. Introduction 6

1.1. Overview 6

1.2. Objectives 7

2. State of the Art 10

2.1. State Of The Art In Distributed Querying 10

2.2. State Of the Art in Metadata Repositories 15

2.3. State of the Art in Adaptive Learning Techniques 23

2.4. State Of The Art In Modelling Learners 38

^ 3. Status of Candidate Standards 42

3.1. Overview 42

3.2. The Relevant Fora 42

3.3. Timelines 49

3.4. Impact of Standards on Project Areas 50

4. EASEL Architecture 52

4.1. Course Constructor Kit 52

4.2. Distributed Querying 52

4.3. Search Gateway Architecture 55

^ 5. EASEL Requirements and Usage Scenarios 57

5.1. Requirements in Distributed Querying 57

5.2. Requirements in Data Models 62

5.3. Requirements in Metadata Repositories 66

5.4. Requirements in LE Content Interworking And Packaging 70

5.5. Requirements in the Course Constructor Kit 79

5.6. Other Content Issues And Pedagogical Content 83

6. Conclusions 114

7. References 116

8. GLOSSARY OF TERMS and ACRONYMS 122


^

TABLE OF FIGURES





Figure 1: Memory structures in the ACT* model 24

Figure 2: Content and performance in Component Display Theory 26

Figure 3: Knowledge space and learning path 31

Figure 4: EASEL Architecture 54

Figure 5: Basic architecture of the Search Gateway 55

Figure 6: Metadata repositories. 66

Figure 7: The Internal structure of a metadata Repository 67

Figure 8: Publishing the data 68

Figure 9: Data transfer between learning content and LE utilising the LE JavaScript API or the client side DLL. 78

Figure 10: Course Construction Kit 79

^ Figure 11: Re-use of “passive” segmented material for different pedagogical scenarios. 83

Figure 12: Granularity of pedagogical documents and related issues. 84







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