Officers and Programme Committee Members. Object-Oriented Analysis, Structured Analysis, and Jack... more Officers and Programme Committee Members. Object-Oriented Analysis, Structured Analysis, and Jackson System Development (R.J. Wieringa). Object-Oriented Systems Analysis: The Abstract Question (A.G. Sutcliffe). Integrating Information System Perspectives with Objects (G.J. Ramackers, A. Verrijn-Stuart). Object-Oriented Design of Information Systems: The Design Process (J. Iivari). Object Modelling and System Dynamics in the Conceptualization Stages of Information Systems Development (L.J.B. Essink, W.J. Erhart). F-ORM Method: A F-ORM Methodology for Reusing Specifications (V. De Antonellis, B. Pernici, P. Samarati). Reusable Object-Oriented Specifications for Decision Support Systems (K. Becker, F. Bodart). A Schema Management and Prototyping Interface for an Object-Oriented Database Environment (M.M.A. Morsi, S.B. Navathe, H.J. Kim). CIAO: Representing Graphical and Application Structural Relationships in Object-Oriented User Interfaces (P. Papageorgiou). A Logic-Based Approach for Supporting Queries in Object-Oriented Data Bases (F. Staes, L. Tarantino, B. Verdonk). In-the-Large Object-Oriented Design of Information Systems (C. Sernadas, P. Resende, P. Gouveia, A. Sernadas). Reconciling Functional Decomposition, Conceptual Modelling, Modular Design and Object Orientation for Application Development (G. Maksay, Y. Pigneur). Specifying Operational Characteristics of Information Systems in Object-Oriented Design (N. Prakash). An Object-Oriented Information Systems Model Based on Ontology (K. Takagaki, Y. Wand). Co-operative Objects for the Conceptual Modelling of Organizational Information Systems (C. Sibertin-Blanc). Business Rules Modelling: Conceptual Modelling and Object-Oriented Specifications (P. Loucopoulos, B. Theodoulidis, D. Pantazis). Six Spaces for Global Information Systems Design (T. Estier, G. Falquet, J. Guyot, M. Leonard). Modelling the World with Semantic Objects (J. Brunet). Architectural Issues in Multimedia Presentation Systems - Harmony (S. Shimojo, T. Matsuura, K. Fujikawa, S. Nishio, H. Miyahara). An Object-Oriented Data Model for Hypermedia Databases (V. Wuwongse, S. Singkorapoom). The Active Office Object Model: Its Conceptual Basis and its Implementation (J. Ang, G. Lu, M. Ader).
... Andrew Charlesworth University of Bristol Nicky Ferguson Clax Ltd. David Massart Frans Van As... more ... Andrew Charlesworth University of Bristol Nicky Ferguson Clax Ltd. David Massart Frans Van Assche European Schoolnet Jon Mason Allyn Radford InterCog Pty Ltd Neil Smith Rob Tice Knowledge Integration Ltd. Mike Collett Schemeta Seb Schmoller schmoller.net ...
Welcome to this special issue on "learning objects in context"! The papers in this issu... more Welcome to this special issue on "learning objects in context"! The papers in this issue have their origins in a workshop we organized in March 2005, with the support of the ProLearn network of excellence on professional learning[1] and the iClass project[2]. The papers in this issue focus specifically on the context in which learning objects are deployed: this theme is quite varied and picks up on the message that “if content is king, then context is queen.” Overall, the main aim is to exploit data available about user context to: - generate metadata automatically, either during the authoring process, from the author’s context, when information about the intended use is more easily available; or while the learner is working with the learning object, in order to capture his feedback, which can then be used later to help guide decisions on the appropriateness of the same object for other learners; - personalize the selection of relevant learning objects, by selecting object...
The Web puts a huge number of learning resources within reach of anyone with Internet access. How... more The Web puts a huge number of learning resources within reach of anyone with Internet access. However, many valuable resources are difficult to find due to the lack of interoperability among learning repositories. In order to achieve interoperability, implementers require a common query framework. This paper discusses a set of methods referred to as Simple Query Interface (SQI) as a universal interoperability layer for educational networks. The methods proposed can be used by a source for configuring and submitting queries to a target system and retrieving results from it. The SQI interface can be implemented in a synchronous or an asynchronous manner and is independent of query languages and metadata schemas. In this paper SQI’s universal applicability has been evaluated by more than a dozen implementations demonstrated in three different case studies. SQI has been finalized as a standard in the CEN/ISSS Learning Technologies Workshop. Latest developments of SQI can be followed at ...
While many innovations in Technology Enhanced Learning (TEL) have emerged over the last two decad... more While many innovations in Technology Enhanced Learning (TEL) have emerged over the last two decades, the uptake of these innovations has not always been very successful, particularly in schools. The transition from proof of concept to integration into learning activities has been recognized as a bottleneck for quite some time. This major problem, which is affecting many TEL stakeholders, is the focus of the 4-year iTEC project that is developing a comprehensive approach involving 15 ministries of education and is organizing a large scale validator with more than a thousand classrooms. This chapter reports on how the information provision on events of interest in learning as well as on persons that can contribute to learning activities, supports novel scenarios and is key for the introduction of open education in the K12 education.
While much progress has been made in improving semantic interoperability in order to discover, ev... more While much progress has been made in improving semantic interoperability in order to discover, evaluate, and use learning resources, teachers in primary and secondary schools have constantly and consistently pointed to the requirement of being able to do this in terms of their national/regional curriculum. More in particular, given that a resource is properly metadata tagged using one national/regional curriculum, can the resource be discovered and can the metadata be shown to another teacher in terms of her own national curriculum, such that it eventually can be used in order to meet the goals of the teacher's national/regional curriculum? For solving this problem four approaches could be considered: 1. resources are metadata tagged according to all (an estimated 50 national/regional) curricula in Europe alone. This is very expensive in initial tagging and maintenance. 2. a mapping is provided between the different curricula such that if a resource is metadata tagged according ...
Officers and Programme Committee Members. Object-Oriented Analysis, Structured Analysis, and Jack... more Officers and Programme Committee Members. Object-Oriented Analysis, Structured Analysis, and Jackson System Development (R.J. Wieringa). Object-Oriented Systems Analysis: The Abstract Question (A.G. Sutcliffe). Integrating Information System Perspectives with Objects (G.J. Ramackers, A. Verrijn-Stuart). Object-Oriented Design of Information Systems: The Design Process (J. Iivari). Object Modelling and System Dynamics in the Conceptualization Stages of Information Systems Development (L.J.B. Essink, W.J. Erhart). F-ORM Method: A F-ORM Methodology for Reusing Specifications (V. De Antonellis, B. Pernici, P. Samarati). Reusable Object-Oriented Specifications for Decision Support Systems (K. Becker, F. Bodart). A Schema Management and Prototyping Interface for an Object-Oriented Database Environment (M.M.A. Morsi, S.B. Navathe, H.J. Kim). CIAO: Representing Graphical and Application Structural Relationships in Object-Oriented User Interfaces (P. Papageorgiou). A Logic-Based Approach for Supporting Queries in Object-Oriented Data Bases (F. Staes, L. Tarantino, B. Verdonk). In-the-Large Object-Oriented Design of Information Systems (C. Sernadas, P. Resende, P. Gouveia, A. Sernadas). Reconciling Functional Decomposition, Conceptual Modelling, Modular Design and Object Orientation for Application Development (G. Maksay, Y. Pigneur). Specifying Operational Characteristics of Information Systems in Object-Oriented Design (N. Prakash). An Object-Oriented Information Systems Model Based on Ontology (K. Takagaki, Y. Wand). Co-operative Objects for the Conceptual Modelling of Organizational Information Systems (C. Sibertin-Blanc). Business Rules Modelling: Conceptual Modelling and Object-Oriented Specifications (P. Loucopoulos, B. Theodoulidis, D. Pantazis). Six Spaces for Global Information Systems Design (T. Estier, G. Falquet, J. Guyot, M. Leonard). Modelling the World with Semantic Objects (J. Brunet). Architectural Issues in Multimedia Presentation Systems - Harmony (S. Shimojo, T. Matsuura, K. Fujikawa, S. Nishio, H. Miyahara). An Object-Oriented Data Model for Hypermedia Databases (V. Wuwongse, S. Singkorapoom). The Active Office Object Model: Its Conceptual Basis and its Implementation (J. Ang, G. Lu, M. Ader).
... Andrew Charlesworth University of Bristol Nicky Ferguson Clax Ltd. David Massart Frans Van As... more ... Andrew Charlesworth University of Bristol Nicky Ferguson Clax Ltd. David Massart Frans Van Assche European Schoolnet Jon Mason Allyn Radford InterCog Pty Ltd Neil Smith Rob Tice Knowledge Integration Ltd. Mike Collett Schemeta Seb Schmoller schmoller.net ...
Welcome to this special issue on "learning objects in context"! The papers in this issu... more Welcome to this special issue on "learning objects in context"! The papers in this issue have their origins in a workshop we organized in March 2005, with the support of the ProLearn network of excellence on professional learning[1] and the iClass project[2]. The papers in this issue focus specifically on the context in which learning objects are deployed: this theme is quite varied and picks up on the message that “if content is king, then context is queen.” Overall, the main aim is to exploit data available about user context to: - generate metadata automatically, either during the authoring process, from the author’s context, when information about the intended use is more easily available; or while the learner is working with the learning object, in order to capture his feedback, which can then be used later to help guide decisions on the appropriateness of the same object for other learners; - personalize the selection of relevant learning objects, by selecting object...
The Web puts a huge number of learning resources within reach of anyone with Internet access. How... more The Web puts a huge number of learning resources within reach of anyone with Internet access. However, many valuable resources are difficult to find due to the lack of interoperability among learning repositories. In order to achieve interoperability, implementers require a common query framework. This paper discusses a set of methods referred to as Simple Query Interface (SQI) as a universal interoperability layer for educational networks. The methods proposed can be used by a source for configuring and submitting queries to a target system and retrieving results from it. The SQI interface can be implemented in a synchronous or an asynchronous manner and is independent of query languages and metadata schemas. In this paper SQI’s universal applicability has been evaluated by more than a dozen implementations demonstrated in three different case studies. SQI has been finalized as a standard in the CEN/ISSS Learning Technologies Workshop. Latest developments of SQI can be followed at ...
While many innovations in Technology Enhanced Learning (TEL) have emerged over the last two decad... more While many innovations in Technology Enhanced Learning (TEL) have emerged over the last two decades, the uptake of these innovations has not always been very successful, particularly in schools. The transition from proof of concept to integration into learning activities has been recognized as a bottleneck for quite some time. This major problem, which is affecting many TEL stakeholders, is the focus of the 4-year iTEC project that is developing a comprehensive approach involving 15 ministries of education and is organizing a large scale validator with more than a thousand classrooms. This chapter reports on how the information provision on events of interest in learning as well as on persons that can contribute to learning activities, supports novel scenarios and is key for the introduction of open education in the K12 education.
While much progress has been made in improving semantic interoperability in order to discover, ev... more While much progress has been made in improving semantic interoperability in order to discover, evaluate, and use learning resources, teachers in primary and secondary schools have constantly and consistently pointed to the requirement of being able to do this in terms of their national/regional curriculum. More in particular, given that a resource is properly metadata tagged using one national/regional curriculum, can the resource be discovered and can the metadata be shown to another teacher in terms of her own national curriculum, such that it eventually can be used in order to meet the goals of the teacher's national/regional curriculum? For solving this problem four approaches could be considered: 1. resources are metadata tagged according to all (an estimated 50 national/regional) curricula in Europe alone. This is very expensive in initial tagging and maintenance. 2. a mapping is provided between the different curricula such that if a resource is metadata tagged according ...
While many innovations in Technology Enhanced Learning (TEL) have emerged over the last two decad... more While many innovations in Technology Enhanced Learning (TEL) have emerged over the last two decades, the uptake of these innovations has not always been very successful, particularly in schools. The transition from proof of concept to integration into learning activities has been recognized as a bottleneck for quite some time. This major problem, which is affecting many TEL stakeholders, is the focus of the 4-year iTEC project that is developing a comprehensive approach involving 15 ministries of education and is organizing a large scale validator with more than a thousand classrooms. This chapter reports on how the information provision on events of interest in learning as well as on persons that can contribute to learning activities, supports novel scenarios and is key for the introduction of open education in the K12 education.
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Papers by Frans Van Assche