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Slide 1: Web Services and Semantic Web for the Next Generation of Learning Repositories Stephen Downes, National Research Council CANARIE 8th Annual Advanced Networks Workshop Montreal, November 19, 200
Slide 2: 0. Overview 1. Discussion of Problems and Issues in E-Learning 1. Description of the eduSourceCanada Project 1. Some Thoughts Toward an Infrastructure
Slide 3: 1. Problems and Issues • In general the issues have to do with system architecture and resource based on what I call the “silo model.” • On this model, resources are not designed or intended for wide distribution. Rather, they are located in a particular location, or a particular format, are intended for one sort of use only. • The silo model is dysfunctional because it prevents, in some essential way, the location and sharing of learning resources.
Slide 4: 1.1 Proprietary Standards • A standard is proprietary when it is secret or when patents, copyrights or other restrictions prohibit its use. • The use of a proprietary standard divides a distribution network • Risks of proprietary standards: – Lack of support in new software – Licensing terms may change – Standards holder enjoys technological advantage – Choice of viewing software may be limited
Slide 5: 1.2 Strict Standards • It may be the case that the standard is too limiting for widespread use. (e.g. Criticisms of SCORM) • In a similar manner, transport protocols may also be too strict. • If the standard is too complex, use of the standard requires an involved process or development tool.
Slide 6: 1.3 Monolithic Solutions • Learning content management systems have become tightly integrated monolithic software bundles • Purchasers of such systems are as a consequence committed to a single solution for all aspects of learning management – 3rd party solutions cannot be ‘plugged in’. • Issues: – Purchasers buy more than is desired – No means to outsource services
Slide 7: 1.4 Closed Marketplace • Exists when an owner of a learning content management system has only a limited selection of content to choose from. • Usually established via exclusive licensing deals • Issues: – It is difficult to access content from different libraries – It is difficult for new content providers to distribute their material – The system tends to favour large distributors, large institutions
Slide 8: 1.5 Disintermediation • A system is disintermediated when there is no form of assessment or review guiding the selection of learning resources. • Some efforts to provide intermediation. Eg. Merlot’s peer review process – but these are limited to a single repository and select body of reviewers • Review often used as a ‘gate-keeping’ process, causing significant backlog • In many system, no review available at all
Slide 9: 1.6 Selective Semantics • The tendency to view the network of learning objects and repositories as a stand-alone service on the world wide web, not integrated with or compatible with many other resources and services available • An issue mostly of perception rather than implementation • A network, for example, that standardized on SCORM would preclude from consideration resources which are useful to course designers but which may not be described as learning objects per se.
Slide 10: 1.7 Digital Rights Mismanagement • Major issues: – No simple DRM solution has been widely implemented. – In many implementations, digital rights management has been conflated with the idea of digital rights enforcement – Often a requirement to use specialized technology, software – Typically necessary to negotiate access with each separate supplier – No trusted fiduciary agents
Slide 11: 2.0 eduSourceCanada
Slide 12: 2.1 eduSourceCanada will… • Create a testbed of linked and interoperable learning object repositories across Canada • Provide a forum for the ongoing development of the associated tools, systems, protocols and practices that will support such an infrastructure
Slide 13: 2.2 Facts About eduSourceCanada • Start Date: July 1, 2002 • Completion Date: March 31,2004 • Total Budget: $9.4 million • CANARIE Contribution: $4.25 million
Slide 14: 2.3 What eduSource Will Be • Be based on national and international standards • Be fully bilingual • Be accessible to all Canadian including those with • disabilities through its work with the TILE (The Inclusive Learning Exchange) project Share and disseminate its findings with all of Canada
Slide 15: 2.4 Primary Partners
Slide 16: 2.5 Academic Partners
Slide 17: 2.6 Industrial and Government Partners
Slide 18: 2.7 Overall Structure
Slide 19: 2.8 Repository in a Box
Slide 20: 3. Some Thoughts Toward an Infrastructure • The Vision Committee is establishing design principles to govern the development of an architecture • The purpose of the principles is to guide the description of the components employed, the standards followed, and the principles governing the operation of the network. • These principles are considered essential to the development of a national network of learning objects within the parameters described in the previous section.
Slide 21: 3.1 Standards and Standards Compliance • The protocols used are described, documented, and freely available to the public at large • The protocols developed or used shall be royalty-free • The project will strive to achieve a higher level consensus regarding protocols among core participants where possible, but will not impose it as a condition for entry among all participants.
Slide 22: 3.2 Infrastructure Layer, Service Layer • Infrastructure layer: the set of components that provides end-to-end functionality • Will be developed and distributed as royalty-free open source software • Service layer: a set of components with increased functionality over and above the the infrastructure layer. • May be developed as free and open applications, or may embody commercial and proprietary components
Slide 23: 3.3 Distributed Architecture • Not as a single software application, but rather, as a set of related components • Any component may be replicated and offered as an independent service, allowing multiple instances of each component – This allows users to select only those components they need to use – It also allows for choice in the selection of instances of any given component
Slide 24: 3.4 Open Marketplace • Any provider of learning materials may prepare and distribute learning materials through the network • No prior restraint imposed on the distribution model selected by participants – Free content – Fee-based or licensed content – Co-op network content • Multiple parties may provide metadata describing a given learning resource – Evaluations, annotations, certifications
Slide 25: 3.5 Open Rights Management • Where possible, the acquisition of rights and the exchange of funds will be automated • Multiple digital rights models • No single rights agency governing all transactions – Distributors, users will be able to select agents • Should assert individual rights and preferences on behalf of users – For example, to express technology choices, content choices, privacy choices
Slide 26: 3.5 Creating the Network • Three major steps: 1. Separating the functionality of an LCMS / LMS architecture into distinct, stand-alone components that communicate over TCP/IP 2. Allowing (encouraging) the development of multiple instances of these components 1. Providing indexing or registries of these instances
Slide 27: 3.6 Core Components • Learning Object Repository – hosted by vendors on vendor sites, provides vendor metadata and learning object servers • Metadata Repository - hosted elsewhere, harvests metadata from vendors and amalgamates, allows queries from eLearning systems. • eLearning system - queries metadata repository, user selects resource, retrieves resource from learning object repository, displays
Slide 28: Core Components (2)
Slide 29: 3.7 Contrast to Library Model • Most implementations view learning objects as though they were books in a library that are acquired, indexed and deployed • This implementation views learning objects as online services and includes: – Learning objects, properly so-called – Other academic work, such as journal articles – In-person classes and seminars – Access to instructors, coaches and tutors
Slide 30: 3.8 Secondary Components • These include: – – – – A system of third-party metadata A digital rights system A learner (user) information system A reporting or tracking system • Major features: – The components are optional: you develop (or buy) them and use them only if you need them – For any given component, select one of many instances – These components may reside outside your own system
Slide 31: Resources • This Paper: http://www.downes.ca/files/canarie.ppt • The Learning Object Economy – http://www.downes.ca/files/Learning_Object_Economy.htm • Design and Reusability of Learning Objects in an • • Stephen Downes – http://ww.downes.ca Academic Context - http://www.downes.ca/files/milan.doc EduSource – http://www.edusource.ca/
Slide 32: NRC: A NATIONAL ORGANIZATION NRC Institutes/ Research Facilities IRAP Offices