ICALT 2009 presentation

1. Opening Learner Profiles
across
Heterogeneous Applications
Triomphe Ramandalahy, Philippe Vidal, Julien Broisin
Université Paul Sabatier
Toulouse, France

2. Context
๏ Personalization of Web-based Learning Environments
๏ There is a need for collecting data about learning tools
and resources, users and activities
๏ We focus on ACTORS, and specially LEARNERS
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3. Issues to solve
๏ Learner profile: set of information related to a user or a
set of users
๏ Various information describing learners from various
points of view
๏ Information is distributed across heterogeneous
systems and applications
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4. Issues to solve
๏ Learner profile: set of information related to a user or a
set of users
๏ Various information describing learners from various
points of view
๏ Information is distributed across heterogeneous
systems and applications
๏ How to gather the whole information characterizing a
learner? How to share and reuse it?
➡Uniformely represent information to collect
➡Federate the various sources of information
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5. Outline
๏ Existing approaches
๏ Our proposal
๏ A model dedicated to learner profile
๏ A service oriented architecture
๏ Conclusions and future works
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6. Standardized approaches
๏ IEEE Personal And Private Information (PAPI - 2002)
‣ Personal information, competences, relations,
portfolio, security, ...
๏ IMS Learner Information Package (LIP - 2005)
‣ Additional information such as history, preferences,
affiliations or activities
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7. Specific approaches
๏ Reuse of External Profiles (REPro) [Eyssautier 08]
‣ Date of birth, living place, school year, first year (or
not) in this curriculum
๏ cosyQTY [Lazarinis 07]
‣ Personal information, objectives, knowledge, usage
of the sytem
๏ ...and many more
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8. Some lacks
๏ Low abstraction level
๏ No query language (or specific)
๏ No mechanism to exchange learner profiles between
heterogeneous applications
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9. Some lacks
๏ Low abstraction level
๏ No query language (or specific)
๏ No mechanism to exchange learner profiles between
heterogeneous applications
๏ Nearly impossible to define additional information
required for a specific learning application
๏ Very hard to share and reuse learner profiles
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10. Outline
๏ Existing approaches
๏ Our proposal
๏ A model dedicated to learner profile
๏ A service oriented architecture
๏ Conclusions and future works
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11. A model-driven approach...
๏ A UML-based modeling of learner profiles
‣ High abstraction level (extensibility)
‣ A core profile composed of several sub-profiles
๏ A system dedicated to the storage of learner profiles
๏ A service to modify/extend the learner profile
๏ A service to facilitate access to the dedicated storage
system
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12. ...based on an existing
standard
๏ Reuse of the “de facto” Web-Based Enterprise
Management (WBEM) standard elaborated by the
Distributed Management Task Force (DMTF)
๏ Natively dedicated to system, network and application
management
๏ The main advantages
‣ A Common Information Model (CIM)
‣ Some query languages (CQL and WQL)
‣ Some protocols to ensure communication between
heterogeneous applications and systems
‣ Several open source implementations
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13. Outline
๏ Existing approaches
๏ Our proposal
๏ A model dedicated to learner profile
๏ A service oriented architecture
๏ Conclusions and future works
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14. The global learner profile
๏ Based on the existing CIM User model
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15. A Technology Enhanced
Learning (TEL) core profil
๏ To represent any
TEL actor
(learner, teacher,
tutor, ...)
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16. A core profil for learners
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17. The cognitive sub-profile
๏ Integrates IMS LIP
categories
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18. The preference sub-profil
๏ Integrates interests,
preferences and
relationships
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19. The identification sub-
profile
๏ CIM User
๏ Additional information
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20. The metacognitive sub-
profile
๏ Various information
specified by
psychologists
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21. Outline
๏ Existing approaches
๏ Our proposal
๏ A model dedicated to learner profile
๏ A service oriented architecture
๏ Conclusions and future works
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22. The 3/3 architecture
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23. The 3/3 architecture
LEARNING ENVIRONMENT
LEARNING
SYSTEM 1
LEARNING
SYSTEM 2
LEARNING
SYSTEM N
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24. The 3/3 architecture
LEARNING ENVIRONMENT TRACKING ENVIRONMENT
LEARNING WBEM
TRACKING MANAGER
SYSTEM 1 framework
LEARNING
SYSTEM 2
LEARNING
TRACKING
SYSTEM N
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25. The 3/3 architecture
LEARNING ENVIRONMENT INTERMEDIATE TRACKING ENVIRONMENT
LAYER
AGENT
LEARNING WBEM
TRACKING MANAGER
SYSTEM 1 LEARNER framework
PROFILE
SERVICE
AGENT
LEARNING
SYSTEM 2
MODEL
PROFILE
AGENT
LEARNING SERVICE TRACKING
SYSTEM N
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26. Collecting the whole profile
from various applications
INTERMEDIATE
LEARNING ENVIRONMENT TRACKING ENVIRONMENT
LAYER
LEARNING AGENT WBEM
TRACKING MANAGER
SYSTEM 1 LEARNER framework
PROFILE
SERVICE
AGENT
LEARNING
SYSTEM 2
MODEL
PROFILE
AGENT
VIS. SERVICE
TOOL TRACKING
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27. The profil visualization tool
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28. Outline
๏ Existing approaches
๏ Our proposal
๏ A model dedicated to learner profile
๏ A service oriented architecture
๏ Conclusions and future works
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29. Conclusions
๏ Standardized approach: WBEM is natively integrated
within Microsoft and Linux operating systems
๏ The learner model
‣ High abstraction level (extensible)
‣ Integrates existing profils (IMS LIP, IEEE PAPI)
‣ Integrates metacognitive properties
๏ The management services
‣ Facilitate access to the tracking repository
‣ Make it easy to take into account additional
information
‣ Promote sharing and reusing of learner profiles
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30. Future works
๏ Experimentation with students of the Institute of
Technology in computer science (should have been
done this year but...)
๏ Automated extraction of users data enclosed within
the WBEM component of Microsoft Windows XP and
Vista
๏ Providing an intelligent helping system
‣ Detection of difficulty
‣ Analyse (data mining)
‣ Triggering contextual help
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31. Questions?
http://www.irit.fr/~Julien.Broisin
broisin@irit.fr
Thanks!
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