Transcript Document

European Workshop “Emerging Technologies in Education”
June 20-21, 2003, Linz, Austria
Cross-media Technologies
in Education
Ioannis Kaptsis, Eleftherios Metaxoudis
[email protected], [email protected]
International Cooperations Dept.
Agenda
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Emerging Educational Models and their objectives
Cross-Media Publishing in Learning Environment
Cross-Media Publishing Issues
Learning Content Flow Process & Components
Cross-media content presentation & delivery
(CONTESSA) presentation
 Interactive educational platform (MENTOR)
presentation
 Conclusions
Models of distance Education-A Conceptual Framework
Characteristics of Delivery Technologies
Models of Distance Education and
Associated Delivery Technologies
Advanced
Interactive
Flexibility
Institutional
Variable
Costs
Approaching
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Place
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Delivery
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st
1 Generation The Correspondence Model
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Print
nd
2
Generation The Multi-media Model
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Print
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Audiotape
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Videotape
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Computer-based learning
(e.g. CML/CAL)
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Interactive video (disk and tape)
rd
3 Generation The Telelearning Model
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Audio teleconferencing
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Videoconferencing
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Audio graphic Communication
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Broadcast TV/Radio and Audio
teleconferencing
4th Generation The Flexible Learning Model
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Interactive multimedia (IMM)
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Internet-based access to WWW
resources
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Computer mediated communication
th
5 Generation The Intelligent Flexible Learning Model
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Interactive multimedia (IMM)
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Internet-based access to WWW
resources
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Computer mediated communication,
using automated response systems.
Yes
Yes
Yes
Next Generation Learning Model Objectives
• Integrated learning services based specifically on reusable
learning objects
• Development of reusable learning components
• Emphasize on personalised learning in collaborative
enviroments
• Development of a suite of modular building blocks and tools
on the basis of an underlying open infastructure
supporting a wide range of flexible learning activities
• Development of enviroment that facilitate interaction,
including social interaction, between learners and teachers
• Encompass all functionalities needed to develop, manage and
deliver courses.
Design Requirements for Learning Content
 Learning materials must be easily transferable to different
target formats, including online presentations and printable
text-oriented documents.
 Learning material must be easily reused in a different context:
 Independent from authoring tools and presentation
applications
Should match the specific requirements of the target
device (media independent)
 Multimedia content must be adaptable to trainees’ needs and
tool complexity.
 Material should be shared with other authors.
 Present granularity that allows integration into any type of
grouping, sequence and navigation system.
Cross Media Publishing in Learning Environment
 Web-based learning material is unlikely to completely replace print
versions
 Electronic material has to be considered as an additional
publication channel to be served
 Web is used as learning environment
 Educational material needs to be tailored in HTML format
 New Web-enabled devices e.g smart phones DTV sets, emerge as
learning material delivery platforms
 Strong demand for cross-media publishing tools
 Multiple publishing formats and variety of end-user devices require
technology and supplier independent solutions
 XML-based tools provide the necessary technology platform
The XML-based Learning Material Markup Language
(LMML) provides the appropriate markups
for the structuring of learning content
Cross-Media Functionalities
 e-Content management systems enable cross-media publishing from a single
document source
 Through the cross-media production system (or generically) the content
management system it is provided an integrated document management activity,
workflow and content editing enviroment
 The cross-media publishing process has been automated through the use of
standard markup languages replacing intensive proprietary production
‘courseware’ systems
 XML tagged ‘courseware’ documents are structured with consistent and
comprehensive parameters making them able to be treated discretely from layout
and presentation
 The cross-media production system uses XSLT to simplify and fully automate the
task of publishing educational content in multiple formats
 The rendering engine is capable of automatically converting XML content into
Post Script and PDF for print delivery, and into HTML for web delivery on
demand
Cross-Media Publishing tools make ‘courseware’ available
to students in a variety of delivery modes
(print, on-line) from a single document source
Cross-Media Issues
However…
 Deploying learning content through multiple channels in traditional
terms entails the introduction of separate workflows for each
channel.
 Multiple workflows results into time-consuming re-authoring of
the educational content and duplication of the content creation
process
 In terms of cost, increased complexity calls for separate tools and
more coordination in order to avoid content inconsistencies.
 Common XML editors are rather complex development
environments and available tools still lack user-friendly interfaces
that will enable the creation of educational content by the average
user.
An integrated cross-media solution that will allow content
creators to use the existing authoring tools is required
COPE- Based Learning Content Flow Process
AUTHORING
T
R
A
N
S
XML
Learning
XML
Content
Management
System
(LCMS)
XML
PPT
WORD
PDF
L
A
T
I
O
N
Native
Format
P
R
E
S
E
N
T
A
T
I
O
N
Print
format
cXML
HTML
SVG
WML
DTV -API
D
E
L
I
V
E
R
Y
Basic Architectural Components
 Authoring: Represents the traditional content creation
environment that occasionally may include the “XMLtranslation” process.
 LCMS: Provides the environment where developers can
reuse, manage and store learning content to a central object
repository. In addition, LCMS separates content from its
presentation format.
 Content Presentation: Transforms content presentation style
sheet based on end-user device capabilities and learner’s
profile data.
 Request Broker: Facilitates the transfer of data between and
among internal and external applications.
 Content Delivery Networks: Manage the distribution of
educational content and redirects rich media files (e.g. Flash
animations) to local caches for time-efficient delivery.
Cross-media content presentation
& delivery
CONtent Transformation Engine
Supporting UniverSal Access (CONTESSA)
http://contessa.intranet.gr
The CONTESSA approach
CONTESSA in the Content Delivery Cycle
CONTESSA architecture
CONTESSA features
 CONTESSA offers an expandable & layered architecture that supports
emerging types of access devices by incorporating additional transcoding
modules.
 Separates content collection from service definition and hides database
complexities by using data exchange mechanisms based on the XML
standard
 Provides an advanced service definition toolkit that:
 Allows dynamic definition of service parameters taking into account the target
device
 Generates layout description in XSLT format
 Emphasizes on iTV applications by developing a middleware component to
enhance interactive multimedia content rendering on any type of java-based
set-top-boxes.
 Offers easy-to-use GUIs that facilitate the creation of personalized services.
 Provides an interface to electronic transaction systems (e-commerce, ebanking, etc.) from multiple channels.
Interactive educational platform
Multimedia Enhanced Training
Offered in Real time (MENTOR)
MENTOR basic description
 Mentor is an integrated training solution that enables any organization
and corporation to continuously educate their personnel by providing
fully interactive training sessions to widely dispersed user groups and
communities.
 It provides the tools and mechanisms that enable the text-based or
voice-based communication between the trainer and the trainee in real
time.
 The transmission of multimedia-rich training content is based on the
proven advanced transmission techniques of the Internet over Satellite
(IoS) platform where advanced data transfer mechanisms ensure proper
and reliable distribution of training material to all users.
 Functionalities are given through friendly user
interfaces, hiding the complexities of network
communication, synchronization of activities and
material presentation.
MENTOR architecture
Satellite
PSTN
Uplink LAN Server
MENTOR Teacher Application
Stand-alone Downlink
w/MENTOR Student Application
Return Channel
(Leased Line,VSAT,etc.)
Downlink LAN Server
Video
Video Encoder
LAN Workstations
w/MENTOR Student Application
MENTOR features
 The instructor has total control over shared application usage and system
resources and also has the ability to define user group’s rights, regulating their
profiles respectively.
 Offers manageable tools of asynchronous collaboration (e-mail, discussion
forums) and multiple tools for synchronous content presentation (shared
whiteboard, shared browser, public/private chat, e.t.c.) in all users.
 Includes additional tools for remote application sharing in the
desktop of a moderator’s terminal (VNC) as well as the ability
to support the display of PowerPoint slides.
 The platform provides applications that enable the creation
and review of teaching material, like drawings and charts,
text files and HTML content, located either locally or on the
Internet.
 The application includes the tool for generating statistical
reports able to observe the performance of the trainees and the
efficiency of the sessions, making the application to be a
reliable tool for supporting the decision-making process.
MENTOR Case Study – A.I.T.
 Promotion of scientific research and broadening of education in the fields
of Information Technology and Telecommunications (Information
Society)
 Enrichment of the Intracom Group human resources with technology,
research and development oriented engineers
 Collaboration with Carnegie-Mellon University in Pittsburgh,
Pennsylvania
 First enrolment class: September 2002
www.ait.gr
Summarizing...
 Learning models are evolving
 Emerging learning models entail the use of reusable learning objects
and emphasize on personalized learning and social interactions
between learners and teachers
 Learning tools evolve towards modular architectures
 Next generation education tools will be based on modular building
blocks that will allow authors to create educational content once using
their existing authoring tools and publish it on multiple channels
 XML related tools and standards are maturing
 XML-based based languages (LMML) and tools represent the
appropriate technology framework for the structuring and design of
educational content
 LCMS are becoming and integral part of the educational content
workflow
 Future LCMS will take greater advantage of technologies such as XSLs
to facilitate the integration of LCMS with other knowledge and
information management tools within organizations
Future …
Key technologies that are expected to influence
the distance-learning environment
 Chat, Instant Messaging and Discussion Groups
 e-Learning Portals
 IP Telephony (VoIP) / SoftPhones
 Content-on-Demand (VoD / AoD)
 Content Delivery Networks (CDNs)