Introduction

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In line with the growing popularity of distance education, we developed a series of distance-learning software systems (Deng, 2002; Shih & Chang, 2001; Shih, 2002; Shih, 2001; Holt, 1995) based on Internet and Web browsers. These systems were used in our university among different departments. On the other hand, 3D graphics and the associated real-time communication technologies were developed and used in video games. Video games get the attention of our younger generation. In addition, VR and computer graphics techniques have been used in education and training (Sala, 2002; Sala, 2003; Garnett, 1999; Zoller, 1990). VR can also help constructivist learning (Winn, 1993). We try to combine VR and communication technologies, with an educational theory, to develop a VR-based situation learning environment, which facilitates and encourages students using online discussions. We integrate our distancelearning systems developed under a generic VR-based communication inter- face.

We aim to develop an integrated distance-learning system that includes several frontier technologies to facilitate the needs of communication, analysis, and retrieval of e-learning-related activities. The project is based on VR and distributed computing, as well as the semantics analysis of French-based communication, which is based on a link grammar and corpus for an ontology construction. Toward the success of a three-year joint project among the participating universities, the group will deliver a runnable system that can be used in synchronized or asynchronized multilingual e-learning. Preliminary results of this joint project can be found at ELResearch.mine.tku.edu.tw.

This project is also incorporated with the National Research Council, Canada. In the past few years, the group has worked on a joint research project entitled “An E-learning Infrastructure for Mobile Virtual University” with the NRC, Canada. It was a three-year project under the international collaborative program of the National Science Council, Taiwan, and the National Research Council, Canada. Preliminary contributions of the project were presented at the Fifth Anniversary Event of NSC–NRC Collaborative Research Program, Monday, June 24–25, 2002. A demonstration of our project and information from the conference are available at: http://www.mine.tku.edu.tw/NSC-NRC5/. In the past few years, we developed a few distance-learning-related tools. Some tools are for synchronized distance learning, while others are for asynchronized Web-based learning. For an overview, please visit our Web site: http://www.mine.tku.edu.tw/acm-mm-02-tutorial/. The distance-learning tools developed include the following:

  • Administration system

  • A Web document development environment

  • Mobile interface agent for persistent look and feel

  • Course-development and student-assessment tools

  • A courseware design tool using decision science

  • Communication and annotation tools

  • Video presentation and recording tool

  • Augmented Video Conferencing Tool

  • A VR-based learning environment

  • A mobile media server

  • An online exam surveillance tool

  • A wireless mobile learning tool

Figure 1 illustrates an overview of our view of how these tools can be integrated with the generic system architecture. In general, the software architecture is divided into three layers—the application, the database, and the server layers. The application layer includes an administration system, which is an ordinary elearning platform, to allow system administrators, instructors, and students to manage student records and curriculum. On the left side below the administration system, asynchronized distance-learning tools will be incorporated. According to a distance-learning standard (i.e., SCORM), content aggregation (course structure) should be separated from the content. Thus, structure authoring tools is separated from content authoring. Another issue not addressed completely in the SCORM 1.2 specification is that sequencing and navigation are not properly defined. Sequencing means a topological order in which an instructor makes an order of presentation with which to deliver his or her instruction. Navigation reflects an individual behavior of a student, w.r.t. an instructional sequence prepared by an instructor. We are investigating sequencing and navigation of the SCORM standard (i.e., SCORM 1.3 released at the end of year 2002) to develop proper tools for the facilitation of content delivery. Assessment is another important issue in distance learning. IMS (i.e., IMS Global Learning Consortium, Inc.: http://www.imsglobal.org/) has developed a specification proposal for assessment. Yet, the current SCORM specification (version 1.3) does not include much assessment information. Thus, it is necessary to look at the criteria of assessment, from the perspectives of the instructor, the student, and the administrator. An exam tool was developed by our team, with its mobility shown on a PDA. The developed system will be revised to follow the SCORM standard in the near future (i.e., version 1.3 and above), and will be integrated into the system.

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Figure 1: An integrated e-learning platform based on SCORM and SOAP

On the right side of the big picture, below the administration system, this joint project will include synchronized distance-learning tools. Yet, a few systems, such as shared whiteboard, augmented videoconference, CSCW notebook, online assessment, and intelligent tutoring tools, were developed. These applications will be integrated one by one with our big picture of a complete distance-education system.

The second layer in the big architecture consists of several database systems. The separation of content aggregations from sharable content objects (SCO) is to follow the reusability methodology of SCORM. But, a content packaging management server should be built to enable reusable lectures to be packed into a package interchange file (PIF). These technologies rely on the SCORM standard. In addition, ontology of courseware and user profiles (include student learning profiles) are stored as a different database. The database layer can be implemented in a heterogeneous database environment through the open database architecture (such as ODBC or JDBC, connected to a SQL database server).

The third layer is a server layer, which also includes a learning management system (LMS, according to SCORM). We follow the SCORM specification in order to deliver a runtime environment with a number of application program interface (API) functions implemented under an API adapter. On the other hand, because SCORM are mainly developed for asynchronized distance learning, we need to follow other standards in the development of synchronized tools. Fortunately, SOAP is an XML-based message protocol developed by the World Wide Web Consortium (W3C) (http://www.w3.org). The SOAP envelope allows us to embed contents for communication through a standard manner. We aim to develop the system on a .net server, even though other open platforms can be considered.

We developed a generic user interface, for the adaptation of various communication tools, presentation tools, and a virtual campus interface, which is constructed using 3D scenes. Incidental learning encourages students to pay attention to Internet-based communication. Through different topologies of interactive sequences, the scaffolding theory can be used by an instructor. Thus, our project not only focuses on the interactive techniques, but also, an underlying monitoring system, which can supervise student behavior and suggests student actions, will be implemented by the instructor. The instructor will use our script-based specification language to construct a dynamic virtual campus. Depending on the interactions of individuals, students will receive a wide diversity of campus guidance. We present the generic user interface in this paper. Behavior detection and understanding, as well as a preliminary design of script language, will be discussed. We further extend the language for the construction of a dynamic state machine. The state machine is automatically deduced from a program written in the script language. Finally, student behavior will be analyzed, with a campus patrol agent implemented under our system, to guard students in case of the occurrence of abnormal behavior. We discuss these techniques in the following sections.



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Designing Distributed Environments with Intelligent Software Agents
Designing Distributed Learning Environments with Intelligent Software Agents
ISBN: 1591405009
EAN: 2147483647
Year: 2003
Pages: 121

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