A Service-Oriented Infrastructure for Collaborative Learning in Virtual Knowledge Spaces

Bopp, Thomas; Hinn, Robert; Hampel, Thorsten

doi:10.1007/978-0-387-34731-8_5

Cited by 6 publications

(4 citation statements)

References 6 publications

(5 reference statements)

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“…The emergence of cooperative internet technologies such as wikis or blogs shows a shift towards stronger cooperative production and communication of knowledge, closing the gap between readers and authors [3]. The incorporation of such participatory mechanisms into CSCL systems in addition raises several new requirements.…”

Section: Reasons For Service Orientationmentioning

confidence: 99%

Wasabi Beans - SOA for collaborative learning and working systems

Schulte

Bopp

Hinn

et al. 2008

2008 2nd IEEE International Conference on Digital Ecosystems and Technologies

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The recent developments in the scope of Web 2.0 highlight the benefits of exchanging users' experiences and turn the focus onto collaborative working. E-Learning ecosystems and CSCW systems should aim to provide as many functionalities as needed from users in order to act as a centralized interface for their collaborative learning and daily work. Since more and more functionalities are made available as webservices, these can be adapted into a collaborative system. In contemporary collaborative systems, however, such an adaption is often a challenge.Service oriented architectures (SOAs) facilitate the adaption and linking of webservices and build an ideal platform for new e-Learning ecosystems and CSCW systems. This paper presents the key aspects of turning the established CSCW system open-sTeam into a service oriented architecture (SOA). Our new flexible Wasabi framework, based on EJB 3 and JBoss, results in the next level of e-Learning ecosystems and CSCW enterprise architectures which is highly adaptable due to the support of webservices.

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Section: Reasons For Service Orientationmentioning

confidence: 99%

Wasabi Beans - SOA for collaborative learning and working systems

Schulte

Bopp

Hinn

et al. 2008

2008 2nd IEEE International Conference on Digital Ecosystems and Technologies

Self Cite

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“…Federico 3DSU sustains personalized learning. The basic idea is the creation of an individual learning environment, adaptable to the specific needs of each student (Bopp, Hinn, Hampel, 2006). Users are left free to choose their own on demand learning evolutionary pathways and to discover educational opportunities and organization of concepts, accordingly to flexible monitoring of students and teachers' guidance actions.…”

Section: Adaptive Design For Educational Hypermedia Environments and mentioning

confidence: 99%

Adaptive Design for Educational Hypermedia Environments and Bio-Educational Adaptive Design for 3D Virtual Learning Environments

Santoianni

Ciasullo

2018

Research on Education and Media

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Adaptive learning environments design has been originally influenced by the adaptive learning environments model, which has been recently re-shaped by the bio-educational adaptive approach. Adaptive and bio-educational models share the common main idea that education should be adaptive. Since the 90’s the adoption of an adaptive educational point of view have been at the base of adaptive educational hypermedia systems, which design joins interest towards learners’ individual differences with adaptive learning environments research. Educational hypermedia systems have been overcome by the technology of 3D Virtual Learning Environments. Some emerging questions are related to the design criteria of adaptive learning environments. Which lessons learned from adaptive hypermedia systems design could be now applied to VLEs’ design? How a virtual learning environment should be designed to be adaptive? This research tries to answer to these questions by describing Federico 3DSU, an educational University 3D Virtual Learning Environment which has been designed with adaptive criteria, according to bio-educational model

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“…In Bopp, Hinn, and Hampel (2006) model, rooms may have links to exit rooms, and may containfurtherroomsinthemselves,ashierarchicalstructuresofvirtualknowledgespaces,which viewscanforeseedifferentinteractionmethods.Thesamevirtualknowledgespacecanindeedexist simultaneously,givingdifferentviewsofthesameroomaccordingtotheusers'pointofview.…”

Section: Synchronous and Asynchronous Spaces In Virtual Communitiesmentioning

confidence: 99%

Digital and Spatial Education Intertwining in The Evolution of Technology Resources for Educational Curriculum Reshaping and Skills Enhancement

Santoianni

Ciasullo

2018

International Journal of Digital Literacy and Digital Competence

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The aim of this research is to deepen how digital education has been intertwined with spatial education throughout the evolution of technology resources. In the last years, the user experience has been improved by open-source, collaborative user-generated, and immersive content – starting from multimedia/hypermedia architectures to synthetic learning environments. This research analyses which spatial design principles have influenced multimedia/hypermedia, collaborative web 2.0 interfaces, and more recently the synthetic environments of virtual worlds. The evolution of technology resources supports the hypothesis of a continuous intertwining between digital and spatial education since multimedia/hypermedia architectures, in which spatial knowledge may play a significant role in web-based design according to individual differences in hypermedia fruition, prior knowledge in the field, and personal experience in web-based instruction. In collaborative user-generated content technology, visual presentation facilitates learning co-construction and spaces are intended as synchronous and asynchronous virtual knowledge spaces of communication. In 3D virtual learning environments, spatial interaction is really developed and may open full accessibility to further studies on digital and spatial education. In the joined field of learning and ICT, the main scope of digital technology knowledge sharing, and re-shaping, is the enhancement of digital skills based on experiences in educational activities and the re-thinking of the nature and the format of educational curriculum to implement more experiences in the digital – and, possibly, spatial – fields.

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A Service-Oriented Infrastructure for Collaborative Learning in Virtual Knowledge Spaces

Cited by 6 publications

References 6 publications

Wasabi Beans - SOA for collaborative learning and working systems

Wasabi Beans - SOA for collaborative learning and working systems

Adaptive Design for Educational Hypermedia Environments and Bio-Educational Adaptive Design for 3D Virtual Learning Environments

Digital and Spatial Education Intertwining in The Evolution of Technology Resources for Educational Curriculum Reshaping and Skills Enhancement

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