Abstract Infrastructures for the Virtual University

Infrastructures for the Virtual UniversityMaria Manuela Cunha*, António José Tavares*, Luís Ferreira* *Polytechnic Institute of Cávado and AveHigher School of TechnologyUrbanização Quinta da Formiga4750 BarcelosPortugalmcunha@ipca.pt; ajtavares@ipca.pt; lufer@ipca.ptAbstractIndividualised open and distance learning at the university education levels is nowadays a central issue. The dynamically changing social and economic environment we live in claims for new approaches to university education. The advanced information and communication technologies together with several applications offer new perspectives, such as the so-called Virtual University. The paper introduces the basic concepts concerning web-based learning, virtual university, e-learning objects, review the main developments and contributions regarding standardisation and integration in the e-learning domain and discuss some of the main developments addressing the implementation of the Virtual University concept.Keywords: E-Learning. Virtual University. Web-based learning. e-Learning objects. Metadata.1 IntroductionIn the fast changing and strongly competitive business environment we live, a confluence of factors such as (1) the economic globalisation and integration, (2) the impact of technological developments, (3) the growing demand for sustainable development and (4) the emerging work systems are having a strong impact on organisations, on society and on individuals.Advances in Information Technologies (IT) are now one of the major driving forces of change. IT is an essential infrastructure for competitiveness of other economic sectors, and the basis for trade, services delivery, production, transport, education and entertainment [1]. Information technology is transforming organisations into global networked structures, with processes extended through continents, creating markets and systems not just global and distributed, but virtual, in a new perspective of a global, networked and knowledge-based economy.The fast evolution of IT is creating a huge role of opportunities, and simultaneously of challenges to the organizations and to the society. Organisations of every stripe try to respond to the challenges by adapting their strategies and activities, i.e., restructuring to align themselves to the new requirements of the changing economy.Information Technologies are the support for concepts as distributed systems, computer supported cooperative work, telework, electronic commerce, electronic business, electronic procurement, teleoperation, virtual manufacturing, concurrent engineering, some forms of distance education, etc.Web-based distance education seems to be a contribution towards the democratisation of learning access in particular in the domain we are concerned with - the university continuing education and post-graduated education.However, the new approaches to learning are still at an immature stage. Although some of these approaches exist for several years, there is not yet a clear understanding of the way they will evolve and become useful and common practices.In section 2 it is introduced the Virtual University (VU) concept, defined as an integrated set of independent providers of units of learning (teachers) that is integrated to respond to an individual need. Emerging technologies, frameworks and applications that can support the VU model are discussed in section 3 and section 4 identifies the main technologies to implement the concept. Finally, section 5 concludes the paper.2 The Virtual University ConceptIn recent years the definition and application of open and distance learning has been evolving in parallel with the arrival of newer and intelligent technologies [7]. The definition proposed by the Commonwealth of Learning for the concept of virtual education institution [10], consists on an institution involved as provider of learning opportunities to students, using information and communication technology to deliver its programmes and courses and provide tuition support, and is the result of alliances/partnerships to facilitate teaching and learning to occur without itself being involved as a direct provider of instruction.To gain market share in the lifelong learning market, several organisational arrangements are emerging in the virtual university learning, and are the result of partnerships between institutions or businesses and institutions, joint venture initiatives between and among institutions and organisations, consortia arrangements, etc. Examples of emerging models include: for-profit university initiatives [8], consortia and alliances of universities or of high schools [8], the open school, broker-type organisations [9], corporate-university joint venture [4]. Simultaneously, complementary institutions that do not provide instruction directly emerge in the virtual university field. Examples include institutions authorised to provide services as quality assurance, award credentials, learning assessment, learning records etc., and broker-type organisations, designed to broker programmes from individuals and institutional providers.There are still few examples of virtual educational institutions, namely of virtual universities. Besides several valuable examples like the Michigan Virtual University1 and the University of Phoenix2, we still can say that most of the developments towards virtual universities are experimental, and many times still do not address the needs of their potential clients. The market for virtual university learning is being fragmented (as the markets for all sorts of goods and services), with niche learners, each time more demanding, rather than massified clientele, and this market is becoming more and more competitive even in a world-wide scale, with global providers acting through strategic partnerships.3 Emerging Technologies, Frameworks and ApplicationsInternet enabled and enhanced communication, publishing and collaboration for individuals and organisations over a worldwide computer network. At first, due to limits in bandwidth, storage capacity, processor power, etc., initial interactions over the Internet centred mainly on text-based applications and technologies.But Virtual University integration cannot happen overnight, and nobody will get involved in such type of organization without knowing and trusting the other members. Providers search, negotiation, establishment of contracts and integration of the VU, enforcement of contracts, assessment, accreditation, evaluation, etc are complex and risky activities. The implementation of some of these activities rely on certain technologies, techniques and applications such as Internet search engines, Agent technology, electronic negotiation and electronic contractualization applications, specific/ dedicated electronic marketplaces, integration infrastructures, brokerage services, etc. Several supporting infrastructures and applications must exist before we can take advantage of the VU concept, such as: electronic markets of e-learning objects providers, legal platforms, brokerage services, efficient and1 /2 hppt:/// reliable global information systems, electronic contractualisation and electronic negotiation systems, accreditation, trust assurance, and software tools.The potential of media-rich interactive applications and content was possible due to several indispensable infrastructure and standards, such as the XML3 for document structure, the SOAP4 as a specification for computer communication and MPEG5 for video compression and delivery, etc., which provided the underlying infrastructure necessary to package, delivery and present learning contentsin new ways [26]. But a new generation of needs emerged, regarding the specificities of e-learning, which claimed for specific standards, frameworks and approaches.In this section we introduce some basic concepts and review the main developments and contributions regarding standardisation in the e-learning domain and some developments addressing the implementation of the Virtual University concept.3.1 The Concept of e-Learning ObjectsAccording to Wiley [35], an e-Learning Object is a “reusable digital resource to support technology-supported learning”.E-Learning objects allow instructional designers to build small or elementary instructional components that can be reused in different learning contexts and deliverable over the Internet. They represent reusable units of learning content that can be consumed or studied within a single learning session or a predefined period of time, organised in larger units such as classes or courses, if desired.At CEDAR (Centre for Economic Development and Applied Research), an e-Learning object is defined as “a small pieceof text, visual, audio, video, interactive component, etc. thatis tagged, and stored in a database” [28, p. 24].In their current situation, learning technology standards do not support interactive learning objects properly, as widely accepted [12]. Today, it is recognised the need to move towards producing database-driven reusable learning objects, and that they should conform to relevant standards, some of them to-be-developed.3.2 Standardisation and Integrability Efforts in the e-Learning DomainE-Learning standardisation is currently a vital concern, with very active and very important actors involved. It is a continuously evolving process that will last a few years, untila clear and generally accepted set of standards is developed.3 The W3C Extensible Markup Language Standard for document structure.4 The W3C Simple Object Application Protocol specification for computer communication.5 The Motion Picture Experts Group standards.From the perspective of integrability, significant efforts are directed to standardisation at two levels, as suggested by Anido et al [5]:•Specification of data models and information models involved (specification of the format, syntax, semanticsof data concerning learners, course structures, educational contents, etc., to be transferred among platforms).•Specification of architectures, software components and interfaces (for managing the information models, i.e.,for managing learning objects in online environments). Several contributors towards the developing of standards for education-related systems can be enumerated, such as the IMS Global Learning Consortium, Inc.6 (open specifications for interoperable learning technology), the IEEE’s7 Learning Technology Standardisation Committee (LTSC), the National Institute of Standards and Technology (NIST), and the US Department of Defence’s initiative Advanced Distributed Learning (ADL)8.Specifications that have already been released by IMS9 include for example: IMS Digital Repository Interoperability model (IMS, 2003b), Content Packaging [13], Learner Information Packaging [15], Metadata [16] and Question and Test Interoperability [17] [18] and Learning Design [14]. IMS project groups are also in the process of developing specifications for Competency, Accessibility, Learning Design and Digital Repositories.SCORM (Sharable Content Object Reference Model) project, an ADL initiative, is a model for content exchange between different learning management systems. The purpose of SCORM is to achieve accessibility, interoperability, durability and reusability within SCORM compatible content[2].A field that is waiting for developments is the educational metadata one. Metadata (data about data) provides descriptions, properties, information about objects (in our case, learning objects) to characterise them in order to allow its manipulation and management. LOM, the IEEE Learning Object Metadata (IEEE 1484.12.1 – 2002) is a major contribution that specifies the syntax and semantics of e-learning objects metadata.The ability to search repositories is fundamental to provide access and delivery content from distributed repositories. The Open Archive Initiative (OAI) is a technical and organisational metadata framework designed to facilitate 6 A consortium of over 600 public- and private-sector organizations, to develop common guidelines and standards7IEEE – Institute for Electric and Electronic Engineers8 9 Documents available at IMS URL:/specifications discovery of content in distributed repositories, specially directed to peer-reviewed information [24].The growing interest over Web Services is based on the potential for a combination of XML, the Web, SOAP and WSDL10 specification and some to-be-defined protocols. Inheriting the XML portability and the global web spread, dealing better with important “security restrictions“ of network communications (firewalls, etc.), and following accepted WSDL “contracts”, the Web Services technology becomes an important way to get system integrations3.3 Brokerage for Educational SystemsEfficient searching and selection of educational contents is a key feature of distributed web-based educational systems. Traditional technology could be used to search the web for educational contents (search engines and directories); however, this is not enough to support the Virtual University approach.The role of third party intermediaries (brokers), linking different parts of a value chain, has been covered extensively by researchers in economics and business, and the question seems to be whether the future will hold a place for intermediaries, given that new technologies facilitate direct links between market players, such as manufacturers and end-consumers of products, or businesses and their suppliers.In the e-learning environment, brokerage will support the match between offer and demand of e-learning objects. The GESTALT project, for example, proposes a brokerage service for educational resources, named Resource Discovery Service within a pool of registered providers of educational contents (GESTALT, 2003). In Anido et al. [5] it is describeda proposal for a Domain CORBA facility for educational brokerage that defines the software services needed in an intermediation framework for learning objects, using the OMG’s11Interface Definition Language (IDL).3.4 The Agent TechnologyAgent-based approaches have been already applied for enterprise integration, manufacturing production planning, scheduling and process control, material handling for more than one decade, and represent an essential technology to the implementation of electronic brokerage, electronic negotiation, electronic marketplaces, which are basilar contributions to the development of environments supporting the Virtual University model.Agents are autonomous, reactive, pro-active, and sociable entities. They have the capability of learning from their own10Web Services Definition Language11 OMG (Object Management Group) is an open membership, not-for-profit consortium that produces and maintains computer industry specifications for interoperability.activity and play role. The sociable properties of agents bring us the multi-agent system concept. Multi-agent systems (MAS) technology is part of the domainof Distribut1ed Artificial Intelligence, it can establish goals ofa global system of agents, and work along with it proposes.Agents must have the capability of interact with all the processes of a system communication, clarify tension situations, and determine strategies for problem resolutions, through a global interaction. For detailed descriptions of this technologies we suggest [36][37] and for agents applications [20], [21], [22] and [29],among many other highly valuable sources. The MIT MediaLab site provides interesting and valuable information on undergoing research projects at MIT’s Software Agents Research Group [27]. According to Pitt [31], agents and multi-agent systems are an appropriate technology for creating a flexible network of heterogeneous software processes, each aware of the opportunities available to them, capable of autonomous decision-making and co-operating to meet transient needs andconditions. However we argue that the agents should be closely controlled in an environment, whatever it is, managing VU integration. Researches in agent-based supply chain management can be divided into three types: agent-based architecture for coordination, agent-based simulation of supply chains, and dynamic formation of supply chains by agents [3]. Details can be found in and [3] and [11]. The third type above-mentioned refers to how supply chains can be formed dynamically, meeting environmental constraints that may change over time [3]. In these examples, agent systems that represent each company in a supply chain perform negotiations with other agents to form a virtual supply chain, which lasts for a certain period to achieve a common objective and it has been demonstrated that agent technology enables more flexible organisation of supply chains using autonomous, collaborative and intelligent features [3], [34]. We believethis principles and contributions can be used to support the VU model.3.5 Applications Under Development Several applications and projects under development can befound, that address the concept on Virtual University .In Ismail [19] it is proposed an e-Learning System framework, specifying a learning systems architecture for pedagogical development and systems integration, based on the Learning Technologies Systems Architecture (Architecture and Reference Model Working Group) developed by IEEE and other standards organisations. Thisframework allows organisations to envision and craft their e-learning systems while maintaining interoperability with third party applications and content.Several academic institutions, just to mention, the University of Calgary (CAREO system [6]), the Technical University ofBritish Columbia (POOL Project [32]) have developed anddeployed Distributed Learning Objects Repository Networks(DLORN) using peer-to-peer protocols.In Ong & Hawryszkiewycz [30] the authors propose a framework for integrating personalisation and collaboration in a Virtual Learning Environment, in a learner-centric approach, where learners are expected to actively engage inthe learning process to construct their own learning andinstructors play the role of facilitators, guiding the learningprocess.In Lin, Holt, Korba, & Shih [25] it is proposed a framework for designing and developing agent-based online learning systems, integrating software agents and learning objects. Elena [23, 33] is an ambitious European projec to creat Smart Spaces for Learning, supporting learners in their searching for learning resources. 4. Towards the Virtual UniversityTechnical requirements to support the VU can be grouped under two heads: • An information infrastructure : The information infrastructure must provide information exchange, security, access, monitoring, recovery and emergency handling and contingency operations. Technology elements include functional engines (file servers, network servers, distributed database engines, search engines and security mechanisms), distributed information resources built upon these engines (such as catalogues, distributed databases) and services to access these resources (building on the existing techniques as HTML, File Transfer Protocol, messaging, collaboration techniques, etc.). It is also essential a normalised representation language, metadata. • Appropriate support mechanisms and tools for the suprainfrastructure: An information infrastructure de per si is not enough; participants require mechanisms and tools to operate within the infrastructure, namely integrabilitysupport, coordination and performance evaluation,search and negotiation systems, payments, electronic signature and other supporting tools. A shared information infrastructure is valuable only if it cansupport the several dimensions of integrability. Participants (learners and providers) need supporting tools to quantify service levels and to evaluate the performance, assess targets, etc., as well as collaborative and information exchange tools. Table 1 presents the core technologies and tools that correspond to the two classes of technical requirements aboveidentified. The table intends merely to be illustrative, and not to be seen as an exhaustive list.Domains to SupportInformation infrastructure Support mechanisms and tools T e c h n o l o g i e s / T o o l s- Servers- Distributed database systems- e-Marketplaces development platforms - Search engines - Electronic catalogues - Information exchange tools - Communication technologies - Messaging and collaboration techniques - Standards and protocols regarding information exchange, (XML-based to-be developed)- Description language (Dublin Core, etc) - E-learning objects - Metadata- Institutional Repositories- Benchmarking and metrics - Integration tools (translation tools) - Electronic negotiation mechanisms - Electronic contracting - Regulation- Intelligent decision making systems - Distributed database management systems - Portals- Intelligent agent technology - Electronic negotiation tools - Algorithms or protocols - Electronic payment - Digital signature - Certification - Security mechanisms- Workflow technology and collaboration techniques- Messaging and conferencing- Standards for learning objects description - Data translation standards and tools - Communication protocolsTable 1: Technologies and tools to support the Virtual University model5 ConclusionsWe were able to see that most of the enabling technologies and tools necessary to support the Virtual University model,as well as many valuable applications already exist and some are in operation, but most of them dispersedly developed. It ismissing what we designate as an adequate environment,integrating these technologies and able to efficiently respondto this model.References[1] ACTS, "Information Brokerage," Advanced Communications Technologies and Services Programme, European Commission DG XIII, Berlin 1998.[2] ADL, "SCORM Version 1.3 Application Profile Working Draft Version 1.0. Advanced Distributed Learning Initiative (ADL) Technical Team," 2002. [3] H. J. Ahn, H. Lee, and S. J. Park, "A Flexible AgentSystem for Change Adaptation in Supply Chains," Expert Systems with Applications , vol. 25, pp. 603-618,2003. [4] American_Federation_of_Teachers, "Trends in theExpansion of Distance Education," American Federation of Teachers (/higher_ed/ downloadable/VirtualRevolution.pdf), Washington D.C. 2001. [5] L. Anido, J. Rodríguez, M. Caeiro, and J. M. Santos,"High-level Brokerage Servicos for the e-Learning Domain," Computer Standards & Interfaces , vol. 25, pp.303-327, 2003.[6] CAREO, "CAREO: Campus ALberta Repository of Educational Objects," The University of Calgary 2002. [7] Commonwealth_of_Learning, "CoomonwealthEducation Briefing Notes. No. 4 Distance Education andthe Commonwealth of Learning. Commonwealth Consortium for Education," vol. 2004, March, 2003.[8] P. J. Dirr, "The Development of New Organisational Arrangements in Virtual Learning," in The Changing Faces of Virtual Education , G. F. Farrell, Ed. Vancouver: The Commonwealth of Learning, 2001, pp. 95-124.[9] G. F. Farrell, "The Development of Virtual Education: a Global Perspective," G. F. Farrell, Ed. Vancouver: The Commonwealth of Learning, 1999. [10] G. F. Farrell, "The Changing Faces of VirtualEducation," G. F. Farrell, Ed. Vancouver: The Commonwealth of Learning, 2001. [11] M. S. Fox, M. Barbuceanu, and M. Teigen, "Agent-oriented Supply Chain Management," InternationalJournal of Flexible Manufacturing Systems , vol. 12, pp. 165-188, 2000.[12] F. Hanish and W. Straber, "Adaptability andInteroperability in the Field of Highly Interactive Web-based Courseware," Computers & Graphics , vol. 27, pp.647-655, 2003.[13] IMS, "IMS Content Packaging Information Model,"IMS Global Learning Consortium, Inc., Version 1.1.3. - Final Specification, Revision date June 12 2003.[14] IMS, "IMS Learner Design Information Model," IMSGlobal Learning Consortium, Inc., Version 1.0 - FinalSpecification, Revision date January 20 2003.[15] IMS, "IMS Learner Information Packaging," IMSGlobal Learning Consortium, Inc., Version 1.0 - FinalSpecification, Revision date July 25 2003.[16] IMS, "IMS Metadata," IMS Global LearningConsortium, Inc., Version 1.3 - Public DraftSpecification, Revision date May 2003 2004.[17] IMS, "IMS Question and Test Interoperability," IMSGlobal Learning Consortium, Inc., Version 2.0 - PublicDraft Specification, Date revision June 24 2004.[18] IMS, "IMS Resource List Interoperability InformationModel," IMS Global Learning Consortium, Inc.,Version 1.0 - Public Draft Specification, Date revisionMay 24 2004.[19] J. Ismail, "The Design of an e-Learning System: Beyondthe Hype," The Internet and Higher Education , vol. 4,pp. 329-336, 2002.[20] N. R. Jennings, P. Farantin, M. Johnson, P. O'Brien, andM. Wiegand, "Agent-based Business ProcessManagement," International Journal of CooperativeInformation Systems , vol. 5, pp. 105-130, 1996.[21] N. R. Jennings, K. Sycara, and M. Wooldridge, "ARoadmap of Agent Research and Development," inAutonomous Agents and Multi-Agent Systems , vol. 1.The Netherlands: Kluwer Academics, 1998, pp. 275-306.[22] N. R. Jennings and M. Wooldridge, "Applications ofIntelligent Agents," in Agent Technology: Foundations, Applications and Markets , N. Jennings and M. Wooldrodge, Eds.: Springer-Verlag, 1998, pp. 3-28. [23] B. Kieslinger and B. Simon, "Smart Spaces forLearning: A New Tool for Effective Human CapitalDevelopment," in Researching Technology for Tomorrow's Learning , M. Kelleher, A. Haldane, and E.Kruizinga, Eds. Bilthoven: CIBIT, 2004.[24] D. Lagoze and H. Van de Somple, "The Open ARchive Initiative Protocol for Meta-data Harvesting," Documentversion 2002-05-15. available at/OAI/ 2002.[25]F. Lin, P. Holt, L. Korba, and T. K. Shih, "A Framework for Developing Online Learning Systems," in Proceedings of SSGRR 2001, 2001.[26] T. Looms and C. Christensen, "Technologies for theDesign of Learning Objects Repository.," Advanced Distributed Learning (ADL), Alexandria, USA, Report version 1.0, November 26, 2002 2002.[27] MIT_Media_Lab, "Projects," Software Agents Group,Massachusetts Institute of Technology, /, (December2001), 2001.[28] J. A. Muzio, T. Heins, and R. Mundell, "Experiences with Reusable e-Learning Objects: From theory topractice," The Internet and Higher Education , vol. 5, pp.21-34, 2002.[29] E. Oliveira, "Applications of Intelligent Agent-BasedSystems," presented at 4º Simpósio Brasileiro deAutomação Inteligente, SBAI, São Paulo, SP, 1999.[30] S. S. Ong and I. Hawryszkiewycz, "TowardsPersonalised and Collaborative Learning ManagementSystems," in Proceedings of the 3rd IEEE InternationalConference on Advanced Learning Technologies (ICALT'03), IEEE, Ed., 2003. [31] J. Pitt, A. Mamdani, and P. Charlton, "The Open AgentSociety and its Enemies: a position statement andresearch programme," Telematics and Informatics , vol. 18, pp. 67-87, 2001. [32] G. Richards and M. Hatala, "A Peer to Peer Architecturefor Learning Object Repositories," vol. 2004: Technical University of British Columbia, 2001. [33] G. Rivera, B. Simon, J. Quemada, and J. Salvachua,"Improving LOM-Based Interoperability of LearningRepositories," in Proceedings of the OTM 2004 Workshop on Ontologies Semantics and E-learning , 2004. [34] W. Shen, M. Ulieru, D. H. Norrie, and R. Kremer,"Implementing the Internet-Enabled Supply ChainThrough a Collaborative Agent System," presented at Agent's 99 Workshop on Agent-Based Decision Support。