Ltsa Slides

Learning Technology Systems Architecture -- Overview
LTSA 4.00
Frank Farance Farance/Edutool
1998-05-21 frank@farance.com, +1 212 486 4700 Slides and Document: http://www.edutool.com/ltsa
1998-05-21
LTSA 4.00 Overview, Frank Farance
Overview
Review of goals Abstraction-Implementation Layers Review of each layer Demonstration of perspectives What does conformance mean? Open issues
1998-05-21
Review of goals
Identify common components Identify critical interfaces Widespread applicability:
platform-neutral content-neutral pedagogically-neutral
1998-05-21
Architecture Definition And Purpose

LTSA 4.0 specification: http://www.edutool.com/ltsa [Excerpt:] In general, the purpose of developing systems architectures is to discover high-level frameworks for understanding certain kinds of systems, their subsystems, and their interactions with related systems. ...
1998-05-21
Architecture Definition And Purpose (contd)

[Excerpt contd:] An architecture isn't a blue print for designing a single system, but a framework for designing a range of systems over time, and for the analysis and comparison of these systems.
1998-05-21
Architecture Definition And Purpose (contd)

[Excerpt contd:] By revealing the shared components of different systems at the right level of generality, an architecture promotes the design and implementation of components and subsystems that are reusable, costeffective, and adaptable.
1998-05-21
Abstraction-Implementation Layers
The Groupings -- abstractions vs. implementations The Priorities -- ordering The Notations -- text, system, bus The LTSA Layers -- five layers
1998-05-21
Abstraction-Implementation Layers: The Groupings

Organize engineering details into several groupings from high-level (coarse granularity) to low-level (fine granularity) Groupings are called layers Layers above are called abstractions Layers below are called implementations
1998-05-21
Information Inclusion
Organize raw details as: good, borderline, and bad examples
Raw Details
Bad
Good
Borderline
1998-05-21
Information Exclusion
Essential vs. Non-Essential Details: Depends on Context
#1: Minimal Details, Only Data Flow
Web Content Browser Server Browser User Request (Pull)
#2: More Details, Control Flow

Web Content Server
Web Content Browser Server Initiated (Push) Server Browser
Web Content Server
CGI
HTML
#3: (Again) More Details, Control Flow

1998-05-21
#4: More Details, Related Subsystems

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Architecture Abstraction Hierarchy Reference Model (Belz, Suthers, Wheeler)

Application Model
Abstract System Model
LTSA Layer 1; IEEE 1484.1
No category: IEEE 1484.3, 1484.9
- Interaction Model
- Conceptual Model Abstract Implementation Model
LTSA Layer 2; IEEE 1484.1; AICC LTSA Layer 3; IEEE 1484.1; IMS LTSA Layer 4; IEEE 1484.1; IMS; AICC LTSA Layer 5; IEEE 1484.1, 1484.2, 1484.4, 1484.6, 1484.7, 1484.10, 1484.11, 1484.12, 1484.13; IMS; AICC, ARIADNE
11
Resource Model
1998-05-21
Abstraction-Implementation Layers: The Priorities

High-level design issues have most pervasive effect on design: first priority Low-level design issues are localized: consider these issues later Example: building a house
High-level (higher design priority): layout and number of rooms Low-level (leave till later): choosing wallpaper
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Iterative Abstraction
Design Priorities: Colors (high), Shapes (medium), Raw Details
Abstraction of Shapes: Colored Polygons (Red, Green, Blue)
Abstraction of Raw Details: Shapes (Arrow, Box, Star)
Raw Details
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Iterative Implementation
Design Priorities: Colors (high), Shapes (medium), Raw Details
Implementation of Colored Polygons with Constraints: Eight or fewer sides
Implementation of Shapes with Constraints: Red, Green, Blue
Implementation of Colored Shapes: Constraints: Arrows Connected to Polygons
1998-05-21
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Abstraction-Implementation Layers: The Notations

High-level: systems (Yourdon) diagrams
Process (oval), store (box), flow (arrow) Static connections (flows) identify functional decomposition
Low-level: bus diagrams

Bus (bar), connector (line), system (box) Dynamic, point-to-point connections for on-demand, arbitrary component communication
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Systems Notation:
Processes, Stores, Flows
Two-Way Data Flow
Data Process
One-Way Control Flow
Data Process
One-Way Data Flow
Control Process
Two-Way Control Flow
Data Store
1998-05-21 LTSA 4.00 Overview, Frank Farance
Control Store
16
Bus Notation
Common naming Common control flow (initiating transactions) Non-homogeneous data flow (different transactions) Dynamic, on-demand connections
1998-05-21
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Bus Notation:
General Concepts
P
- Common naming - Common control flow
Each member of bus has unique name and shares namespace
- Non-homogeneous data flow - Dynamic, on-demand connections
S
1998-05-21 LTSA 4.00 Overview, Frank Farance 18
Bus Notation:
General Concepts
P
Each member uses same protocol to request or respond to transactions
S
Bus Notation:
General Concepts
P
- Common naming
FTP over TCP/IP bus
Q
HTTP over TCP/IP bus Common control protocol, but different data protocols Example: PQ uses FTP, but PR uses HTTP
1998-05-21
- Common control flow - Non-homogeneous data flow - Dynamic, on-demand connections
S
LTSA 4.00 Overview, Frank Farance 20
Bus Notation:
General Concepts
P

Q
No permanent connections among members of bus; each transaction is a connection Examples: 1. Q sends to P 2. P broadcasts to all 3. R sends to Q
1998-05-21
S
Systems vs. Bus Notation

Systems notation useful for:
Small number of components Dedicated functions for each component Useful for LTSA layers 1, 3, and 4
Bus notation useful for:

Large number of components Dynamic, on-demand connections between components Useful for LTSA layer 5
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Abstraction-Implementation Layers: The LTSA Layers

LTSA from high-level to low-level:
Layer 1: Learner and environment interactions Layer 2: Human-centered features Layer 3: System components Layer 4: Stakeholder perspectives Layer 5: Operational components
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Layer 1: Learner And Environment Interactions

Learner interacts with environment as part of a learning experience
Internet/Web Mentor Books Television Lab Teacher Parent Coach Collaboration* School
Computers Other Students* Learner Multimedia Newspaper

* See later slide: collaboration is internal to Learner
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Employer Library Other Employees*

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Layer 1: Learner and Environment: How Environment Effects Learner

Primary Focus: the effect of environment on the learner, not the effect of learner on the environment Learner can have important effects on environment (research, teaching teachers, etc.), but is not primary technical focus of learning technology
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Layer 1: Learner and Environment: Collaboration: Internal to Learner

LTSA learner (abstraction) can represent one or more students (humans). Collaboration among students is internal to learner Thus, from an information technology perspective, all learner interaction is from the environment to the learner, i.e., inbound information
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Layer 1: Learner and Environment Learning Interactions: Input to Learner

Primary Focus: technology issues, i.e., the flow of information, not pedagogy
Learner
Student Learning Interactions
Environment
Student
Collaboration Student
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Layer 2: Human-Centered Features Limitations => Effect on Design

Humans receive the learning experience (human learning), not computers (machine learning) Human communication: fundamental limitations has pervasive effect on design
Environment
Learning Interactions
Learner
Learner is not a computer. Human learners have limitations -- complicates receiving information from learning interactions.
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Layer 2: Human-Centered Features

Why humans arent computers
Humans arent reliable receivers of information:
Humans mishear or dont hear at all Retransmission is necessary
Humans arent predictable receivers of information:

Humans hear different than desired Different strategies are necessary
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Why humans arent computers (contd)
Humans learn differently (and over time):
Humans differently from each other Same human may learn differently over time Need intelligent customization, configuration Need rich knowledge library for diverse humans
Negotiate learner styles:

Learner alone or system coach alone cannot determine best learning style
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Constructing LTSA System Components
#1: Start with human sensory input: multimedia delivery to learner (similar to entertainment) #2: Add feedback loop for human unreliability #3: Add records database for varying teachers, infer intelligently about student capability #4: Add rich knowledge library, search, and lookup for diversity of humans #5: Add negotiated learning styles
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Step #1: Transferring Information

Multimedia Learner
Delivery
Transfer information to Learner Sensory input/interactions for humans Delivery of Multimedia: same as entertainment
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Step #2: Feedback/Coaching Loop

Multimedia Learner Behavior
Delivery
Evaluation
System Coach
Feedback necessary, humans are unreliable receivers, e.g., they dont hear what you tell them Current state of feedback loop: Behavior, Evaluation, Assessment
Step #2: Feedback/Coaching Loop (contd)

Delivery
Evaluation
System Coach
System Coach: determines corrective actions Locator Index: Loop recovers from errors, focuses on target
e.g., next lesson (Learning Content) towards objective directs Delivery of Multimedia to Learner
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Step #3: Records Database

Delivery
Evaluation Performance (current) Performance (history) Records Database Performance (new)
System Coach
Performance information
helps infer corrective action over long periods of time nomadic students: allows student migration (handoff) to different teachers (e.g, grade promotion) and different institutions
Records Database: Learners history, objectives

Step #4: Knowledge Library

Multimedia Learning Content Learner Behavior
Delivery
Learning Content Content Index (metadata) Knowledge Library Query Index
System Coach
Humans are unpredictable and diverse Knowledge libraries necessary to match human diversity System Coach:
directs different learning styles and strategies based on Learners history, objectives, and Assessment supported via queries to Knowledge Library for appropriate Learning Content
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Step #5: Advice from the Learner

Delivery
Learning Style
System Coach
Humans are self-aware: can give advice on learner styles Learning Styles:
interaction between Learner and system to negotiate different learning styles negotiation might actually be assertion: Learner may assert (e.g., experimentation), or system coach may assert (e.g., primary school might dictate learning style)
1998-05-21
Review: System Generated Solely By Human-Centered Features

Delivery
Learning Style
System Coach
#1: Transferring Information #2: Feedback loop: unreliable Learners #3: Records Database: history supports intelligent inferences, history allows Learner migration #4: Knowledge Library: varying/diverse student capabilities #5: Learning Style: negotiate between Learner/system

Delivery
Learning Style
System Coach
#1: Transferring Information #2: Feedback loop: unreliable Learners #3: Records Database: history supports intelligent inferences, history allows Learner migration #4: Knowledge Library: varying student capabilities #5: Learning Style: negotiate between Learner/system

Delivery
Learning Style
System Coach

Delivery
Learning Style
System Coach

Delivery
Learning Style
System Coach
Layer 3: System Components

Delivery
Learning Style
System Coach
Processes: Learner, Evaluation, System Coach, Delivery Stores: Records Database, Knowledge Library Flows: Behavior, Assessment, Performance (past, present, future), Indexes
(query, content, and locator), Learning Content, Multimedia, Learning Style
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Learner (process, human)

Delivery
Learning Style
System Coach
Abstraction of student Can represent more than one student Learner:

Receives Multimedia Emits Behavior Negotiates Learning Style
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Learning Styles (data flow)

Delivery
Learning Style
System Coach
Learners preference as input to system System Coach can negotiate and/or restrict Learners preferences Surrogates: e.g., parentlearner, teacher system Other possible surrogates: e.g., parentsystem, student system, mentorlearner
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Behavior (data flow)

Delivery
Learning Style
System Coach
Observable Behavior of the Learner, coded, and sent to the Evaluation process
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Evaluation (process)
Delivery
Learning Style
System Coach
Evaluation:
Receives Behavior Receives Learning Content (context of Learners Behavior) Stores Performance info based on Evaluation of Behavior Produces Assessment given to System Coach
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Performance Information Stored By Evaluation (data flow)

Delivery
Learning Style
System Coach
Evaluation of Behavior: can emit Performance info Stored in Records Database
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Records Database (data store)

Delivery
Learning Style
System Coach
Stores Performance information as Learner history Retrieves and stores Learner history records for System Coach
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Performance Information Received By System Coach (data flow)

Delivery
Learning Style
System Coach
System Coach gets Learner history by retrieving Performance information from Learners Records Database Can select strategies based on history
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Performance Information Stored By System Coach (data flow)

Delivery
Learning Style
System Coach
System Coach can store Performance information, too:

bookmarks (incomplete sessions) certifications (milestones, completion of module) objectives (outlines for future sessions)
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Assessment Information (data flow)

Delivery
Learning Style
System Coach
Evaluation process can emit Assessments: where there student is at System Coach can use Assessment information, along with other information, to select appropriate learning experience
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System Coach (process)

Delivery
Evaluation
Learning Style
1
Performance (current) Performance (history) Records Database Performance (new)
System Coach
Sends, receives, and negotiates Learning Style with Learner
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Delivery
Evaluation 2 Performance (current) Performance 3 (history) Records Database Performance (new)
Learning Style
System Coach
Receives current Assessment information and Performance information (history and objectives) for future learning experiences
2 3
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Delivery
Learning Content Content Index (metadata) Knowledge Library Query Index 4
Learning Style
System Coach
Query Indexes sent to search for appropriate material Content Indexes (metadata) returned as found Learning Content Extracts the Locator Indexes (e.g., URLs) from the returned Content Indexes (metadata)
Queries to the Knowledge Library:
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Multimedia Learning Content 5 Learning Content Content Index (metadata) Knowledge Library Query Index Learner Behavior
Delivery
Learning Style
System Coach
Locator Indexes (similar to web URLs) are sent to Delivery process to identify (not transfer) Learning Content Note: Delivery is responsible for retrieving and Knowledge Library is responsible for transferring Learning Content
5
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Query Indexes (data flow)

Delivery
Learning Style
System Coach
Query Index specifies what to search for in Knowledge Library System Coach sends Query Indexes to search the Knowledge Library for appropriate Learning Content, based on Assessment info and Performance info from Records Database
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Knowledge Library (data store)

Delivery
Learning Style
System Coach
Database searched via Query Index Returns Content Indexes (metadata) of Learning Content that matches the Query Index Emits Learning Content based on Locator Index from Delivery process
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Content Index -- Metadata (data flow)

Delivery
Learning Style
System Coach
Search of Knowledge Library returns Content Indexes (metadata) for Learning Content that matches Query Index Content Indexes (metadata) are similar to card catalog entries in a library Locator Indexes (e.g., URLs) can be extracted from Content Indexes (metadata)
Locator Index (data flow)

Delivery
Learning Style
System Coach
System Coach extracts Locator Index from the Content Index for appropriate learning experience Locator Index is similar to call number in a library, and similar to URL of the World Wide Web
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Learning Content Received By Delivery (data flow)

Delivery
Learning Style
System Coach
Delivery Process sends a Locator Index to the Knowledge Library pointing to Learning Content Knowledge Library returns Learning Content to Delivery process
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Delivery (process)
Delivery
Learning Style
System Coach
Receives Locator Index (e.g., URLs) that identify learning experiences desired by the System Coach Transforms Learning Content to Multimedia Sends Learning Content to Evaluation to give context of Learners Behavior Sends interactive Multimedia to the Learner
Learning Content Sent By Delivery (data flow)

Delivery
Learning Style
System Coach
Delivery process sends Learning Content to Evaluation to give context of Learners Behavior
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Multimedia (data flow)

Delivery
Learning Style
System Coach
Delivery process generates Multimedia learning experience based on Learning Content
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Functional vs. Actual Learning Technology Systems

LTSA components identify functional boundaries and critical interfaces Actual systems integrate several components into individual products Functionality exists in actual systems but may be embedded within larger system (several components combined) or single component spread across several systems
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Actual Implementation Example #1: Web-Based Learning

Delivery
Learning Style
System Coach
Abstraction Implementation
Human Human Interface (e.g., X Windows Win95) Presentation Tool (browser)
Student Records (database) Courseware Database (web servers)
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Actual Implementation Example #1: Web-Based Learning

Delivery
Learning Style
System Coach
Human Human Interface (e.g., X Windows Win95) Presentation Tool (browser)
Student Records (database) Courseware Database (web servers)
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Actual Implementation Example #2: Flight Simulator, Flight Instructor

Delivery
Learning Style
System Coach
Flight Simulator
Flight Instructor
Pilots Logbook
Pilot
Actual Implementation Example #3: Non-Electronic, Traditional Classroom

Delivery
Learning Style
System Coach
Student
Student Uses Library
Teacher
Teacher Points Student To Books (A Locator Index)
Grades
School Library
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Report Cards, Transcript

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Retrieves Teaching Materials LTSA 4.00 Overview, Frank Farance
Actual Implementation Example #4: Home Study Course

Delivery
Learning Style
System Coach
School
Home Study Course
Student
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Layer 4: Stakeholder Perspectives

Each stakeholder has a view, but not complete picture Show each stakeholder perspective within LTSA Stakeholder perspectives used to validate views and subsets of LTSA components Its in there! (if not, let us know!)
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Layer 4: Stakeholder Perspectives (contd)

Stakeholder perspectives analyzed by:
Primary design issues: LTSA components that greatly affect design and implementation for stake holder (shown as red/bold) Secondary design issues: LTSA components that affect design and implementation of stake-holder, but not critical (shown as blue/dash ---) Other LTSA components: insignificant design issue or not applicable (no highlight/green fill)
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Layer 4: Stakeholder Perspectives (contd)

Stakeholders, typically, have different and/or incompatible priorities Differing priorities: obstacles to consensus Non-technical (political, business) issues just as important as technical issues Cataloging stakeholder perspectives is critical for building consensus
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Abstraction-Implementation:
System Components ==> Stakeholder/Design Perspectives
Learner
Multimedia Learning Content
Behavior
Delivery
Learning Style
System Coach
Abstraction Implementation Various Stakeholder/Design Perspectives

Learner, Assessment, Institution, Metadata, Intelligent Tutor, Mentoring, Collaboration, Ontology, Task, etc.
Isolated LTSA Stakeholders

Isolated LTSA subsets -- little interaction with neighboring LTSA components Little overlap with other isolated stakeholders Relatively simple integration Can make use of isolated component standards Best stakeholder examples: Records, Metadata, Multimedia
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Learner-Centered
Delivery
Learning Style
System Coach
Primary: learner keeps his/her records, learner has influence on negotiated learning style Secondary: assessment and performance info
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Assessment-Centered
Delivery
Learning Style
System Coach
Primary: educational standards, behavior, evaluation, assessment records, records database reporting Secondary: learning style, learner, system control (adaptive administration)
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Records, Certifications
Delivery
Learning Style
System Coach
Primary: records database, performance info Secondary: evaluation, assessment info, system coach
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Task Model, School-To-Work

Delivery
Learning Style
System Coach
Primary: records database Secondary: performance info
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Institution-Centered
Delivery
Learning Style
System Coach
Primary: system control, administration, records, reporting, negotiating (many times: asserting) learning style Secondary: learner collaboration, teachers, evaluation (grading), delivery infrastructure (including multimedia and behavior observation correlated by learning content)
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Content-Centered
Delivery
Learning Style
System Coach
Primary: delivery, multimedia, invocation via locator index (e.g., URLs), learning content format Secondary: assessment, content search (query index, content index), knowledge library, learners user interface
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Metadata
Delivery
Learning Style
System Coach
Primary: query index (search), content index (metadata), locator index (e.g., URLs), and associating locator indexes with content indexes Secondary: knowledge organization, learning content (presentation)
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Ontologies, Expert Systems

Delivery
Learning Style
System Coach
Primary: knowledge design and knowledge representation in knowledge library, learning content (presentation) Secondary: query index (search), content index (metadata), and locator index (e.g., URLs)
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Learning Objects
Delivery
Learning Style
System Coach
Primary: knowledge library, query index (search), content index (metadata), learning content (presentation) Secondary: evaluation, performance info and database, assessment info, system coach, locator index (e.g., URLs)
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Multimedia
Delivery
Learning Style
System Coach
Primary: delivery, multimedia, query index (search), content index (metadata), locator index (e.g., URLs), hardware limitations Secondary: system coach, knowledge library, learning content format, behavior
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Collaboration, Asynchronous Learning

Delivery
Learning Style
System Coach
Primary: communication among students with same roles (collective learner), communication modes (multimedia), delivery tools, and differing time zones Secondary: system control by coordinator/moderator, learning style negotiated among participants and coordinator/moderator
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Multiple Role, Team Learning

Delivery
Learning Style
System Coach
Primary: communication among students, but different roles (collective learner), communication modes (multimedia), delivery tools, and differing time zones Secondary: system control by coordinator/moderator, learning style negotiated among participants and coordinator/moderator
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Overlapping LTSA Stakeholders

Concerns many, most, or all LTSA components Overlaps with other stakeholders Differing, conflicting designs priorities Relatively complex integration Potential non-technical, political, or business obstacles to consensus and interoperability Best stakeholder examples: Experimentation, Intelligent Tutoring Tools, Distance Learning
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Mentoring, Coaching
Delivery
Learning Style
System Coach
Primary: learner and mentor/coach jointly perform evaluation and jointly choose direction Secondary: tools and delivery support mentoring, coaching, experimentation, recordkeeping
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Interactive Environment
Delivery
Learning Style
System Coach
Primary: learner directs style, learner is observed, delivery is responsive to evaluation Secondary: assessment info, system coach, locator index (e.g., URLs)
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Simulation
Delivery
Learning Style
System Coach
Primary: delivery, multimedia, learning content to correlate multimedia and behavior, assessment info, system coach, locator index Secondary: behavior, performance info, records database
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Learning Tool-To-Tool Communication

Delivery
Learning Style
System Coach
Primary: system coach, evaluation, assessment info, query index (search), content index (metadata), locator index (e.g., URLs), delivery, invocation Secondary: multimedia, learning style, performance info, records database, knowledge library, learning content
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Sequencing, Pre-Requisites, Co-Requisites

Delivery
Learning Style
System Coach
Primary: system coach, evaluation, assessment info, query index (search), content index (metadata), locator index (e.g., URLs), delivery, invocation Secondary: multimedia, learning style, performance info, records database, knowledge library, learning content
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Experimentation, Discovery
Delivery
Learning Style
System Coach
Primary: learner chooses direction, acquires knowledge during experimentation, learner, system coach, query index (search), content index (metadata) Secondary: learner does self evaluation, tools and delivery support experimentation, behavior, assessment info, locator index (e.g., URLs), delivery, multimedia
Intelligent Tutoring Tools

Delivery
Learning Style
System Coach
Primary: learner chooses direction, acquires knowledge during use of tutoring tool, knowledge library may be implicit (not explicitly defined) in tutor Secondary: tutor does evaluation, tools and delivery support experimentation
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Distance Learning, Distributed Learning

Delivery
Learning Style
System Coach
Primary: distributed and nomadic communication of all flows (behavior, performance, multimedia, etc.) Secondary: processes and stores components NOTE: Take note of primary design issues (red/bold)
How does this slide differ from all others? Answer: All flows are primary, everything else is secondary
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Parallel LTSA Stakeholders

Integration of multiple sessions, each with differing learning experiences and interactions Synchronization of multiple sessions: starting, stopping, coaching, learner interfacing Integration, collaboration, and synchronization of feedback and coaching strategies Best stakeholder example: Student Teacher
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Parallel Sessions for Same Learner
Primary: multiple, simultaneous learning experiences; multiple flows of behavior, learning style, multimedia Secondary: multiple evaluation, system coach, and delivery processes Example: flight simulator -- simultaneous training of flying skills, navigation skills, communication skills, cockpit resource management
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Student Teacher
Student
Teacher
Primary: student teacher as a teacher Secondary: student teacher as a student
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Multi-Tiered Process Improvement

Student
Teacher
Principal
Student is evaluated by teacher, teacher coaches student Teacher is evaluated by principal, principal coaches teacher Principal is evaluated by school board, school board coaches principal Teacher is also evaluated by performance of his/her students Principal is also evaluated by performance of his/her students
1998-05-21
Standards and Specification Development Organizations

IEEE, ANSI, ISO: Accredited Standards IEEE (LTSC) 1484
Specs
ANSI
ISO
Specs From Consortia ADL
AICC
IMS
ARIADNE
Liaising
Requirements
1998-05-21
Requirements
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IEEE 1484 As A Stakeholder (IEEE 1484 Roadmap)

IEEE 1484 working groups (WGs) and study groups (SGs) each involve certain areas of LTSA Some LTSA components should not be standardized, e.g., evaluation methods, delivery systems Some LTSA components should be standardized outside 1484, e.g., multimedia, education standards, cultural adaptation More info: http://www.manta.ieee.org/p1484
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IEEE 1484.1: Architecture and Reference Model WG

Delivery
Learning Style
System Coach
Primary: all components Secondary: none
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IEEE 1484.2: Learner Model WG

Delivery
Learning Style
System Coach
Primary: learner, negotiated learning style, evaluation, performance info, assessment info, system coach Secondary: behavior
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IEEE 1484.3: Glossary WG

Delivery
Learning Style
System Coach
Primary: none Secondary: all components
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IEEE 1484.4: Task Model WG

Delivery
Learning Style
System Coach
Primary: records database Secondary: performance info
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IEEE 1484.6: Course Sequencing WG

Delivery
Learning Style
System Coach
Primary: system coach, performance info, assessment info, query index (search), content index (metadata), locator index (e.g., URLs), invocation of learning content Secondary: learning style, records database, knowledge library, delivery, learning content
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IEEE 1484.7: Tool/Agent Communication WG

Delivery
Learning Style
System Coach
Primary: system coach, behavior, evaluation, assessment info, performance info, records database, query index (search), content index (metadata), locator index (e.g., URLs) Secondary: query index (search), content index (metadata), knowledge library, delivery
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IEEE 1484.9: Task Ontology WG

Delivery
Learning Style
System Coach
Primary: knowledge library, learning content (presentation) Secondary: query index (search), content index (metadata), locator index (e.g., URLs)
1998-05-21
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IEEE 1484.10: CBT Data Interchange WG

Delivery
Learning Style
System Coach
Primary: system coach, performance info, assessment info, query index (search), content index (metadata), locator index (e.g., URLs), invocation of learning content Secondary: learning style, behavior, records database, knowledge library, learning content, delivery
1998-05-21
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IEEE 1484.11: Computer Managed Instruction WG

Delivery
Learning Style
System Coach
Primary: performance info, assessment info, query index (search), content index (metadata), locator index (e.g., URLs), invocation of learning content Secondary: behavior, records database, system coach, knowledge library, learning content, delivery
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IEEE 1484.12: Learning Objects Metadata WG

Delivery
Learning Style
System Coach
Primary: query index (search), content index (metadata), locator index (e.g., URLs) Secondary: system coach, knowledge library, learning content, delivery
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IEEE 1484.13: Student Identifiers SG

Delivery
Learning Style
System Coach
Primary: performance info, records database Secondary: learner, system coach
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Other Specification Development Organizations As Stakeholders

Educoms Instructional Management Systems (IMS) Project http://www.imsproject.org Aviation Industry CBT Committee http://www.aicc.org DoD Advanced Distributed Learning http://www.adlnet.com European Union ARIADNE Project
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Educoms Instructional Management Systems (IMS) Project

Main areas of development:
Metadata: learning technology metadata Content objects: learning content, course structure Management systems: collaboration, reporting Profiles: student records External services: interface to institution
More info: http://www.imsproject.org
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IMS Metadata
Delivery
Learning Style
System Coach
Primary: content index (metadata) and associating locator indexes with content indexes Secondary: query index (search), locator index (e.g., URLs), knowledge organization in knowledge library
1998-05-21
116
IMS Content Objects

Delivery
Learning Style
System Coach
Primary: knowledge library, content index (metadata), learning content (presentation) Secondary: evaluation, performance info, assessment info, system coach, locator index (e.g., URLs), delivery
1998-05-21
117
IMS Management System

Delivery
Learning Style
System Coach
Primary: learner, system coach, performance info, locator index (e.g., URLs) Secondary: negotiated learning style, records database, content index (metadata), knowledge library, delivery
1998-05-21
118
IMS Profiles
Delivery
Learning Style
System Coach
Primary: records database, performance info Secondary: evaluation, assessment info, system coach
1998-05-21
119
IMS External Services

Delivery
Learning Style
System Coach
Primary: records database, student registration, institution back office Secondary: performance info
1998-05-21
120
Aviation Industry CBT Committee (AICC)

Develops guidelines and recommendations for CBT in aviation applications Subject areas: Courseware Delivery Stations, Digital Audio, Operating Windowing System, CBT Peripheral Devices, Computer Managed Instruction (CMI), Courseware Interchange, Digital Video, Icon Standards More info: http://www.aicc.org
1998-05-21
121
AICC AGR003: Digital Audio

Delivery
Learning Style
System Coach
Primary: multimedia Secondary: delivery
1998-05-21
122
AICC AGR005: CBT Peripheral Devices

Delivery
Learning Style
System Coach
Primary: behavior, delivery, multimedia Secondary: learner
1998-05-21
123
AICC AGR006: Computer Managed Instruction

Delivery
Learning Style
System Coach
Primary: performance info, assessment info, query index (search), content index (metadata), locator index (e.g., URLs), invocation of learning content Secondary: behavior, records database, system coach, knowledge library, learning content, delivery
1998-05-21
124
AICC AGR007: Courseware Interchange

Delivery
Learning Style
System Coach
Primary: system coach, performance info, assessment info, query index (search), content index (metadata), locator index (e.g., URLs), invocation of learning content Secondary: learning style, behavior, records database, knowledge library, learning content, delivery
1998-05-21
125
AICC AGR008: Digital Video

Delivery
Learning Style
System Coach
Primary: multimedia Secondary: delivery
1998-05-21
126
AICC AGR009: Icon Standards

Delivery
Learning Style
System Coach
Primary: learner, learning content Secondary: delivery, multimedia
1998-05-21
127
AICC CRS002: Glossary of Terms Related to CBT

Delivery
Learning Style
System Coach
Primary: none Secondary: all components
1998-05-21
128
DoD Advanced Distributed Learning (ADL)

Research and development areas:
Promote widespread collaboration. Exploit Internet technologies. Develop next generation learning technologies. Create reusable content, and lower costs, with object-based tools.
Supplies requirements to IMS More info: http://www.adlnet.org
1998-05-21
129
ADL Collaboration
Delivery
Learning Style
System Coach
Primary: all components, ADL addresses collaboration of learning technologies and learning technology requirements Secondary: none
1998-05-21
130
European Union - ARIADNE

Collaborative browsing Learning technology metadata Working with IMS More info: http://tina.lancs.ac.uk/computing/ research/cseg/projects/ariadne/
1998-05-21
131
ARIADNE Metadata
Delivery
Learning Style
System Coach
Primary: content index (metadata) and associating locator indexes with content indexes Secondary: query index (search), locator index (e.g., URLs), knowledge organization in knowledge library
1998-05-21
132
Layer 5: Operational Components

Common components that build the system Operational components may serve several functions Several system components may be implemented via the same operational components, e.g., performance info and learning content both coded as XML (an operational component)
1998-05-21
133
Layer 5: Operational Components (contd)

Operational components are identified by:
Systems, e.g., clients and servers Connectors (interface protocols), e.g., HTTP, PPP Busses (namespaces), e.g., URLs, telephone numbers
Components (systems) on a bus can talk to each other via interface protocols
1998-05-21
134
Abstraction-Implementation:
Stakeholder/Design Perspective => Operational Components
Various Stakeholder/Design Perspectives

Learner, Assessment, Intelligent Tutor, Distance Learning, Mentoring, Collaboration, Ontology, Task, etc.
Protocols Data Storage
1998-05-21
Human Interface Processes Interchange Control Flow
135
Information Busses:
Example: Internet Client-Server Bus, Client Perspective
Client
- Client connects to many servers - On-demand connections

Server
Server
- Several servers may have same purpose, but varied resources; like libraries: same interface, but varied collections of books
Server
Information Busses:
Example: Internet Client-Server Bus, Server Perspective
Server
- Server handles requests from multiple clients - On-demand connections

Client
- Clients may appear homogenous, but have different identities
Client
Client
Information Busses:
Example: Combining/bridging two busses
Web Server 1 User
Web Browser: sits on two busses: both window manager application & web application
GUI App 1 Web Client
Window Manager Application Bus

Examples: X Windows, Win95
World Wide Web Bus of Browsers and Web Servers

Web Server 2
GUI App 2
GUI App 3
Web Server 3
138
Information Busses:
Example: Combining/bridging three busses
World Wide Web Bus of Browsers and Web Servers Web Browser: GUI<->Web
GUI App 1 Web Client Chat Server GUI App 2 Chat Client 1 Chat Client 2
139
User
Web Server 1 Web Server 2
Chat Bus of Sessions
Window Manager Application Bus
Chat Session: GUI<->Chat

Information Busses: Commonly Used Busses/Protocols

Layer 5 is: collection of common bus protocols, no specific requirements Examples:
Transport, Network, Data Link: TCP, UDP, IP, Ethernet, telephone Application, Presentation, Session: X11, HTTP, IRC, SMTP, NNTP, FTP, TELNET Data, Control, Security: HTML, XML, RDF, RPC, CORBA, DCOM, HLA, Kerberos, HTTPS, SSL, HLA
1998-05-21
140
Summary of Five LTSA AbstractionImplementation Layers

Layer 1 Layer 2 Layer 3 Layer 4 Layer 5
1998-05-21 Protocol & Interface Busses System Components Learner Environment Interactions
Learner
Environment
Interactions
Five Human-Centered Features

M
D LC KL CI QI L B A P E P RD
LC
LI LS SC
40+ Stakeholder Perspectives
141
LTSA Layer Summary (contd)

Layer 1:
Learning experience: learners interacting with the environment A learner (abstract) may represent several students (humans) From information technology perspective, flow is one-way: environment ==> learner Collaboration is within the learner abstraction
1998-05-21
142

Layer 2:
Because the learner abstraction is implemented with humans (human learner), rather implemented with computers (machine learning), the nature of humans has pervasive effect on system design Fundamental limits of human communication
1998-05-21
143

Layer 2 (contd):
Humans arent reliable receivers of information: retransmission Humans arent predictable receivers of information: different strategies Humans learn differently (and over time): customizable, configurable
1998-05-21
144

Layer 3:
System notation: process, store, flow Human-centered feedback loop: learner, behavior, evaluation, assessment, system coach, delivery, multimedia More intelligence from learning content: need records database and performance records Learner has different teachers during his/her lifetime: records database facilitates hand-off
1998-05-21
145

Layer 3 (contd):
Humans each learn differently (and learn differently over time): rich knowledge library required; query indexes and content indexes (metadata) make best use of knowledge library Learners and their surrogates (e.g, parent, mentor) negotiate learning styles with system coaches and their surrogates (e.g., institution, teacher, courseware developer)
1998-05-21
146

Layer 4:
Stakeholders each have own, incomplete perspectives All stakeholders perspectives are incorporated in LTSA system components diagram IEEE 1484: working groups specifying critical interfaces; some technical standards outside of 1484; education standards are necessary but outside scope of 1484 and technical standards
1998-05-21
147

Layer 5:
Bus notation: bus, connector, system Operational components: actual implementation One operational component (e.g., HTTP) might be used by several system components (e.g., records database, knowledge library) One system component (e.g., delivery) might use several operational components (e.g., HTTP, HTML, MPEG)
1998-05-21
148

Layer 5 (contd):
Bus may be used for several purposes Systems on bus share common namespace, e.g., URLs, process IDs, object IDs Systems may be connected, simultaneously, to several busses
1998-05-21
149

Layer 5 (contd):
Systems dynamically connect, on-demand to other systems (e.g., clients to servers) System connectivity is not pre-arranged Connections (protocols) may serve several purposes (e.g., XML used for performance records and learning content; MIDI used for behavior and multimedia)
1998-05-21
150
LTSA Conformance
LTSA conforming products/services
provide the critical interfaces (functionality) that conform to one or more components of LTSA: Learner (Collaboration), Behavior, Evaluation, Performance, Records Database, System Coach, Query Index (search), Content Index (metadata), Locator Index (e.g., URLs), Knowledge Library, Delivery, Multimedia identify the protocols that describe the bus interface identify the interface point
1998-05-21
151
LTSA Conformance
LTSA conforming products/services Measuring conformance: the system under test is called the implementation under test A system that conforms to the LTSA specification is called a conforming implementation A conforming implementation shall conform to all five layers.
1998-05-21
152
LTSA Layer 1 Conformance

Validating Learner-Environment interactions The implementation under test shall identify the boundaries of the Environment, the flows of Interactions, and the Learner. The implementation under test shall identify the Learner's relationship to human students. Examples of Learner/Student relationship:
Is the Learner represented by more than one Student? Is there collaboration among the Students?
1998-05-21
153

Validating human-centered features The implementation under test shall identify the methods for addressing the human-centered features:
unreliable learners unpredictable and diverse learners nomadic learners influence on learning style
1998-05-21
154

Validating decomposition into LTSA system components The implementation under test shall identify the available LTSA system components: Learner, Learning Style, Behavior, Evaluation, Performance, Records Database, Assessment, System Coach, Query Index, Content Index, Locator Index, Knowledge Library, Learning Content, Delivery, Multimedia.
1998-05-21
155

Identifying which LTSA subset (stakeholder) is applicable -- stakeholders can be any subset, not limited to the examples in the LTSA specification Mapping conceptual to actual system components The implementation under test shall identify the subset of applicable LTSA system components. The implementation under test shall identify the boundaries and mapping of LTSA system components.
1998-05-21
156

Identifying the information busses -- bus protocols and topology not limited to examples in LTSA specification The implementation under test shall identify the information busses in use, their namespace, control protocols, and mapping to LTSA system components.
1998-05-21
157
Open Issues
Verifying stakeholders perspectives Identifying and refining operating components: protocols, interfaces Public review in IEEE 1484.1 and other fora
1998-05-21
158
Summary
Yourdon (systems notation): tried and true Bus notation used for larger number of component Five abstraction-implementation layers:
Learner and environment interactions Human-centered features System components Stakeholder perspectives Operational components
1998-05-21
159
Summary (contd)
Wide range of implementations supported All stakeholders perspectives identified Reflects commercial systems
1998-05-21
160

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Learning Technology Systems Architecture -- Overview

LTSA 4.00 Overview, Frank Farance

LTSA 4.00 Overview, Frank Farance

LTSA 4.00 Overview, Frank Farance

Architecture Definition And Purpose

LTSA 4.00 Overview, Frank Farance

Architecture Definition And Purpose (contd)

LTSA 4.00 Overview, Frank Farance

Architecture Definition And Purpose (contd)

LTSA 4.00 Overview, Frank Farance

LTSA 4.00 Overview, Frank Farance

Abstraction-Implementation Layers: The Groupings

LTSA 4.00 Overview, Frank Farance

LTSA 4.00 Overview, Frank Farance

#2: More Details, Control Flow

Web Content Browser Server Initiated (Push) Server Browser

Web Content Server

#3: (Again) More Details, Control Flow

#4: More Details, Related Subsystems

LTSA 4.00 Overview, Frank Farance

Architecture Abstraction Hierarchy Reference Model (Belz, Suthers, Wheeler)

No category: IEEE 1484.3, 1484.9

LTSA 4.00 Overview, Frank Farance

Abstraction-Implementation Layers: The Priorities

LTSA 4.00 Overview, Frank Farance

Abstraction of Raw Details: Shapes (Arrow, Box, Star)

LTSA 4.00 Overview, Frank Farance

Implementation of Shapes with Constraints: Red, Green, Blue

Implementation of Colored Shapes: Constraints: Arrows Connected to Polygons

LTSA 4.00 Overview, Frank Farance

Abstraction-Implementation Layers: The Notations

Low-level: bus diagrams

LTSA 4.00 Overview, Frank Farance

One-Way Control Flow

One-Way Data Flow

Two-Way Control Flow

LTSA 4.00 Overview, Frank Farance

- Common naming - Common control flow

Each member of bus has unique name and shares namespace

- Non-homogeneous data flow - Dynamic, on-demand connections

- Common naming - Common control flow

Each member uses same protocol to request or respond to transactions

- Non-homogeneous data flow - Dynamic, on-demand connections

- Common control flow - Non-homogeneous data flow - Dynamic, on-demand connections

- Common naming - Common control flow

- Non-homogeneous data flow - Dynamic, on-demand connections

Systems vs. Bus Notation

Bus notation useful for:

LTSA 4.00 Overview, Frank Farance

Abstraction-Implementation Layers: The LTSA Layers

LTSA 4.00 Overview, Frank Farance

Layer 1: Learner And Environment Interactions

Computers Other Students* Learner Multimedia Newspaper

Employer Library Other Employees*

LTSA 4.00 Overview, Frank Farance

Layer 1: Learner and Environment: How Environment Effects Learner

LTSA 4.00 Overview, Frank Farance

Layer 1: Learner and Environment: Collaboration: Internal to Learner

LTSA 4.00 Overview, Frank Farance

Layer 1: Learner and Environment Learning Interactions: Input to Learner

LTSA 4.00 Overview, Frank Farance

Layer 2: Human-Centered Features Limitations => Effect on Design

LTSA 4.00 Overview, Frank Farance