Flexible Processes in Project-Centred Learning

Ceri, Stefano; Matera, Maristella; Raffio, Alessandro; Spoelstra, Howard

doi:10.1007/978-3-540-75195-3_38

Cited by 1 publication

(1 citation statement)

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“…10), therefore, represents the starting point for the development of the Web front ends of the COOPER platform. In line with the focus of this paper, we limit the following discussion of the development of the hypertext front ends to the part concerning the execution of flexible processes in the COOPER platform; for the complete discussion of the platform and its implementation, the reader is deferred to [6] and [13]. Fig.…”

Section: Hypertext Designmentioning

confidence: 99%

Providing Flexible Process Support to Project-Centered Learning

Ceri

Daniel

Matera

et al. 2009

IEEE Trans. Knowl. Data Eng.

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While business process definition is becoming more and more popular as an instrument for describing human activities, there is a growing need for software tools supporting business process abstractions to help users organize and monitor their desktop work. Tools are most effective when they embed some knowledge about the process, e.g., in terms of the typical activities required by the process, so that users can execute the activities without having to define them. Tools must be lightweight and flexible, so as to enable users to create or change the process as soon as there is a new need. In this article, we first describe an application-independent approach to flexible process support by discussing the abstractions required for modeling, creating, enacting, and modifying flexible processes. Then, we show our approach at work in the context of project-centered learning. In this application, learners are challenged to perform concrete tasks in order to master specific subjects; in doing so, they have to conduct significant projects and cope with realistic (or even real-life) working conditions and scenarios. Often, students are geographically dispersed or under severe timing constraints, because these activities intertwine with their normal university activity. As a result, they need communication technology in order to interact and workflow technology in order to organize their work. The developed platform provides a comprehensible, e-learning-specific set of activities and process templates, which can be combined through a simple Web interface into project-centered collaboration processes. We discuss how the general paradigm of flexible processes was adapted to the learning concept, implemented, and experienced by students

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Section: Hypertext Designmentioning

confidence: 99%