This document discusses two open-source e-learning platforms developed in Luxembourg: AnaXagora and OpenMCMS. AnaXagora was created through a collaborative process between the CRPHT and other partners. It was developed from the open-source platform Ganesha, adding new functionality. OpenMCMS was created by the CVCE to support their European Navigator knowledge base, providing content management and multimedia capabilities. Both platforms use open-source philosophies and licenses to promote sharing and dissemination of knowledge.
Ressourcenbasiertes Lernen in der Hochschule: Technologische Unterstützung un...
This document discusses resource-based learning in higher education and the challenges it presents from learner and institutional perspectives. It proposes a concept for managing web resources and learning services using technologies like social bookmarking, blogs, and search engines. Key challenges include learners feeling lost or overwhelmed by the variety and quantity of online resources, and institutions needing to support more self-organized and informal learning compared to traditional instruction-oriented models. The concept aims to help learners and teachers integrate online resources into collaborative, self-regulated learning environments.
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
Bedarfsgetriebener situativer Wissenserwerb mit WebressourcenCROKODIl consortium
The document discusses the CROKODIL project, which aims to support resource-based learning through a learning platform and resource network. The project addresses challenges of resource-based learning like navigational and conceptual disorientation. The learning platform integrates technologies like semantic tagging and recommendation systems to help learners organize and share resources. It also supports self-organized learning through customizable activities and sharing within learning communities. The goal is to combine resource-based, instructional, and collaborative learning approaches.
Ressourcenbasiertes Lernen in der Hochschule: Technologische Unterstützung un...CROKODIl consortium
This document discusses resource-based learning in higher education and the challenges it presents from learner and institutional perspectives. It proposes a concept for managing web resources and learning services using technologies like social bookmarking, blogs, and search engines. Key challenges include learners feeling lost or overwhelmed by the variety and quantity of online resources, and institutions needing to support more self-organized and informal learning compared to traditional instruction-oriented models. The concept aims to help learners and teachers integrate online resources into collaborative, self-regulated learning environments.
Christoph Rensing: Recommending and finding multimedia resources in knowledge...CROKODIl consortium
This document discusses using semantic networks and tagging to support resource-based learning by allowing users to efficiently add semantic information to resources found on the web. It proposes a platform called CROKODIL that would allow users to search for, annotate, organize, and share heterogeneous web resources through collaborative semantic tagging and networking. Recommendation and finding of relevant multimedia resources for knowledge acquisition would be based on the semantic information added in this way.
Enhanced Publications - Guest Lecture @Utrecht University - Design of Interac...maurice.vanderfeesten
The evolution of academic papers involves a paradigm shift of the scholarly communication when the medium changes to electronic distribution of knowledge.
An online catalogue of platforms, tools and apps for teachers, trainers and e...TheSoFGr
Sofie De Cupere (editor),
School on the Cloud,
ICT Key Action 3 European Project
Working Group 2 (i-teacher) has initiated and developed an online catalogue of recommended Cloud-based concepts (platforms, technology, applications and tools) for teachers. As getting access to state-of-the-art information is very difficult for teachers, this Working Group uses the annual conferences to ask participating members to identify and share concepts, tools and apps for i-Teacher. The group will establish meta-data for the catalogue. This catalogue will be continually updated by members of the working group as new products, apps and updates appear. The catalogue will be disseminated through the project blog, newsletters and via social media. A hard copy of the latest tools will be printed (on demand) for circulation at dissemination events.
The document summarizes research on the state of online learning in Europe. It finds that while the European Higher Education Area has pushed institutions to innovate and adopt online learning, technology is often still seen as a barrier. Many conferences and initiatives aim to support educators, but online learning is primarily used to support traditional teaching rather than transform it. Online communities and repositories of resources are growing rapidly across Europe.
The document reports on projects undertaken in 2009 by the Office of Learning Technologies at Universitat Oberta de Catalunya, an online university based in Barcelona, Spain. It describes 15 e-learning tool projects, 5 interoperable open source projects, 3 portability-based projects, 2 disabled access projects, 2 affective computing projects, and 1 e-learning personalization project. The Office of Learning Technologies is responsible for maintaining the university's online learning environment and conducting exploratory initiatives to design, develop, and deliver engaging online learning experiences for students.
Guia virtual mobility_v07_illustrated_screenversionIlse Op de Beeck
This document provides guidance for students on virtual mobility opportunities. It defines virtual mobility as ICT-supported international collaborative experiences in teaching and learning that can be fully virtual or blended. Virtual mobility allows students to gain international experience and intercultural skills without traveling abroad through online collaboration with foreign partners. The benefits highlighted include increased opportunities to internationalize studies, develop new skills like intercultural competence and telecollaboration, and lower costs compared to physical mobility. Students are encouraged to seek out quality virtual mobility programs.
School on the Cloud Project Update 2015Karl Donert
The document summarizes activities of the European School on the Cloud network, which aims to explore how education should respond to the potential of cloud computing. The network has 57 partners across Europe researching the impact of the cloud on education stakeholders. It has four working groups focusing on cloud leadership, innovative teaching, personalized learning, and future education scenarios. The network also published a state of the art report on cloud computing in education across Europe, finding a variety of isolated initiatives and developments in different countries. The network seeks to provide guidance and support to stakeholders on utilizing cloud technologies and developing cloud-based educational solutions and services.
The document summarizes research on the state of online learning in Europe. It finds that while the European Higher Education Area has pushed for more integration of information and communication technologies (ICT) into education, ICT is primarily used to support traditional teaching rather than transform it. Initiatives at many levels aim to support educators in using technologies like web 2.0 tools and mobile devices, but technical barriers remain. Online communities and repositories of learning materials have grown significantly in recent years in Europe.
Inside the MOOC – An argumentation analysis of MOOC Implementation strategiesFernUniversität in Hagen
The rapid rise of Massive Open Online Courses (MOOCs) has hit the educational landscape with much impact causing heated debates, a renewed interest in educational technology and a considerable political activism. With the often cited headline “The Year of the MOOC” (Pappano, 2012), MOOCs have been portrayed as a much needed instrument to satisfy the growing demand for education. However, there have also a lot of amazement by distance education specialists (Daniel, 2012) and the general public, especially after reports revealed very high dropout rates (Liyanagunawardena, Parslow, & Williams, 2014). It seems that the MOOC hype has suddenly come to an end (Strauss, 2013) – or at least has cooled down.
Whereas opinion pieces have largely influenced the MOOC debate, scientific research is only beginning to keep up with the pace, focussing mostly on small, isolated studies and issue of success and failure from a learners' perspective (e.g. Breslow u. a., 2013). Yet, MOOCs are much more than video-based lectures from world class universities provided globally for free. They are a key representative for the ongoing transformation triggered by digital technologies.
Still, there is much to learn from the MOOC debate and a thorough analysis would disclose specific patterns and untangle complex arguments. In this regard, Kovanovic´ and collegues (2015) conducted a systematic analysis of news reports identifying changed perspectives.
Building on this recent research to grasp the way MOOCs are discussed, the paper suggests an argumentation analysis using major policy reports as its source. Drawing on European and US contexts, the analysis attempts to locate different positions, rhethoric figures and methaphors which shape the way MOOCs are perceived and handled.
1) The document discusses the evolution of distance learning and e-learning from traditional media like correspondence courses to modern networked and community-based approaches using Web 2.0 tools.
2) It describes a study conducted at Eszterházy Károly College where students took an online course using blogs, bookmarks, documents, wikis and video annotations to collaborate.
3) A survey found students were highly motivated by these new tools and their technology skills improved, showing the value of integrating modern networks and media in education.
Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...Verbeken Stephanie
This presentation was done by Stephanie Verbeken and Fred Truyen, KU Leuven, about
- the handbook on the use of OCW in the context of (Virtual) Student Mobility they are developing for the European OpenCourseWare project (www.opencourseware.eu) (By Stephanie Verbeken)
- current and future trends in (Open) Online Education (By Fred Truyen)
2014 04 03 (educon2014) emadrid uned a practice based mooc for learning elect...eMadrid network
This document discusses the implementation of a MOOC for learning electronics using a remote laboratory called VISIR. The MOOC was the world's first remote lab-based MOOC. It consisted of 8 modules over 10 hours each that introduced circuit simulation tools and then had students do real experiments using VISIR. Over its first two editions, the MOOC had a diverse set of students from different backgrounds and countries. The experiments using VISIR allowed up to 384 simultaneous students to experiment remotely. Future work aims to expand the types of circuits and experiments available through the MOOC and VISIR platform.
Up2U Ecosystem to Engage Secondary Schools, Teachers and StudentsUp2Universe
The Up2U project aims to connect secondary schools in select European countries using existing networks, with the goal of improving the transition from secondary to higher education. It plans to develop an ecosystem that interconnects formal and informal education through virtual tools and classes. This will provide support for teachers and personalized education for students. The initial phase will engage schools in pilot countries, with the intent to expand across Europe over time. Key aspects of the project include developing a modular learning platform, integrating educational applications and open resources, and gathering feedback from teachers and students to iteratively improve the tools and services provided by the Up2U ecosystem.
The NMC Horizon Report Europe: 2014 Schools Edition
is a joint publication of European Commission’s Directorate General for
Education and Culture; European Commission’s Joint Research Centre – Institute
for Prospective Technological Studies; and the New Media Consortium.
The NMC Horizon Report Europe: 2014 Schools Edition
is a joint publication of European Commission’s Directorate General for
Education and Culture; European Commission’s Joint Research Centre – Institute
for Prospective Technological Studies; and the New Media Consortium.
The Horizon Report Europe: 2014 (Schools Edition)Filipp Paster
The
Horizon Report Europe: 2014 Schools Edition
examines trends, challenges, and technologies for
their potential impact on and use in teaching, learning, and creative inquiry.
The document is an edited book that summarizes the results of the iTEC project, which aimed to re-engineer the uptake of ICT in schools across Europe. It involved over 2500 classrooms piloting educational tools and resources. The book introduces the concepts of scenarios and learning activities that were developed and implemented. It also describes the technologies created to support the scenario-driven learning design process, including tools for composing lessons, recommending resources, and integrating services via an educational cloud. Finally, it presents key evaluation findings on the impact of iTEC on learners, teachers, and the potential for wider adoption in schools.
Toward a New Framework of Recommender Memory Based System for MOOCs IJECEIAES
Moocs is the new wave of remote learning that has revolutionized it since its apparition, offering the possibility to teach a very big group of student, at the same time, in the same course, within all disciplines and without even gathering them in the same geographic location, or at the same time; Allowing the sharing of all type of media and document and providing tools to assessing student performance. To benefit from all this advantages, big universities are investing in Moocs platforms to valorize their approach, which makes MOOC available in a multitude of languages and variety of disciplines. Elite universities have open their doors to student around the world without requesting tuition or claiming a college degree, however even with the major effort reaching to maximize students visits and hooking visitors to the platform, using recommending systems propose content likely to please learners, the dropout rate still very high and the number of users completing a course remains very low compared to those who have quit. In this paper we propose an architecture aiming to maximize users visits by exploiting users big data and combining it with data available from social networks.
The document summarizes a study conducted by the Joint Research Centre (JRC) of the European Commission on the use of blockchain technology in education. The study aims to identify current blockchain practices in education through case studies, explore potential future applications, and propose recommendations to support open education in EU member states. Main conclusions are that blockchain applications are still emerging in education but have potential to disrupt student information systems, and that open implementations utilizing open standards and self-sovereign data are more likely to achieve benefits. The study recommends a shared competence approach between the public and private sectors to ensure innovation and public interest are balanced.
This document summarizes a final paper on trends and strategies in the creative industries. It discusses education via the internet, analyzing current online learning platforms like ICT centers for lower levels and e-learning and b-learning for higher levels. ICT centers use computers and the internet as an educational resource. E-learning is online or distance learning using technology, while b-learning combines online and in-person learning. The document concludes that b-learning may be the best alternative for higher education as it offers a comprehensive approach.
This document provides an executive summary of the Horizon Report Europe: 2014 Schools Edition, which examines trends, challenges and technologies that will impact educational technology adoption in European schools over the next five years. Key findings include:
- Two imminent trends are the changing role of teachers due to ICT and the growing impact of social media in classrooms.
- In the mid-term, a focus on open educational resources and hybrid learning models are expected to influence new teaching and learning approaches.
- Students' low digital competence is seen as a solvable challenge currently being addressed, while student co-design of learning is a more difficult challenge.
- Cloud computing and tablet adoption are predicted within one year, while games
The Horizon Report Europe: 2014 Schools Edition Mario Verissimo
This document provides an executive summary of the Horizon Report Europe: 2014 Schools Edition, which examines trends, challenges and technologies that will impact educational technology adoption in European schools over the next five years. Key findings include:
- Two imminent trends are the changing role of teachers due to ICT and the growing impact of social media in classrooms.
- In the mid-term, a focus on open educational resources and hybrid learning models are expected to influence new teaching and learning approaches.
- Students' low digital competence is seen as a solvable challenge currently being addressed, while student co-design of learning is considered more difficult to solve.
- Cloud computing and tablet adoption are predicted within one year, while
Designing access to audiovisual cultural heritage. The case of the CarrotMariana Salgado
This paper presents the design of an application
for engagement with audiovisual digital cultural heritage in
the classroom, called the Carrot. The aim of this interactive
tool is to make online cultural heritage accessible and
understandable for students in different levels of education.
In relation to this work we pose two research questions: Why
do we need to develop tools for contextualization of
audiovisual cultural heritage? And: How do we design and
develop such tools? The preliminary answers to these
questions come from our experiences in the design process,
which deepened our understanding of a tool in the context of
the classroom. We then relate this to the digital humanities
project, EUscreenXL. Initial conclusions suggest that tools
for contextualization of audiovisual cultural heritage can
engage students with cultural heritage, develop digital media
literacy, and support contemporary didactics. These tools
need to be developed across platforms, using nonproprietary
software and involving a multidisciplinary
group of experts.
Overview on Up2U project and pilot activityUp2Universe
The Up2U project is a 3-year, 5 million Euro project coordinated by GÉANT that aims to bridge the gap between secondary schools and higher education by enhancing students' digital skills. It involves 18 partners from 12 European countries, including national research and education networks, universities, and commercial partners. The project seeks to create a digital learning environment called Up2Universe with tools and services like cloud storage, digital archives, open educational resources, and notebooks, to support project-based and hybrid learning. It has begun pilot activities involving teacher training and the introduction of this new learning environment in schools.
This document introduces a special section on educational multimedia. It discusses that while multimedia in education has achieved success, there are still open questions to explore, as new technologies and their use cases emerge. Three selected articles are summarized that represent current trends - automating lecture recording, adding handwriting to intelligent tutors, and application-specific music transcription. The selection covers different topics from different world regions and involves multidisciplinary collaboration, illustrating the potential and challenges in the field.
Up2U the European project to close the gap between secondary and higher educa...Up2Universe
The Up2U project aims to close the gap between secondary and higher education in Europe by developing an innovative ecosystem ("Up to University" or Up2U) that facilitates the co-design and reuse of digital educational content and tools. Up2U will adapt existing higher education technologies for secondary school use to better prepare students for university. The project involves pilots in 7 European countries to test the ecosystem. It focuses on integrating formal and informal learning and addressing skills like critical thinking that help students adapt to higher education.
E-LEARNING FOR ALL WITH INTERFACE INCORPORATING KNOWLEDGE ABOUT USER acijjournal
The rapid development of Information and Communication Technologies (ICT) is an asset for e-learning.This is a new form of distance education that relies on the Internet and the Web. This new pedagogical approach promote that the learner is the protagonist of his/her own training and thereby put in range that he/she needs to complete his/her apprenticeship. These resources are made available on the platform by
the trainers. Unfortunately, in the majority of e-learning platforms, the course is offered, regardless of the
state of the learner (disability, level of education, age, etc ...). Many people thus excluded from e-learning. This somewhat mitigates e-learning possibilities. According to world statistics, 10% of the world population, about 650 million people, lives with disability [1]. The promotion of employment for all,
advocated by human rights, will dwell on this mode of learning to train all young people who for many reasons do not always have the opportunity to attend a campus training center. E-learning should also be available to disable persons such as blinds, deafs, mutes,… This work develops new interfaces that adapt according to knowledges of the learner to facilitate e-learning. The illiteracy rate is therefore reduce in its
simplest form.
E-LEARNING FOR ALL WITH INTERFACE INCORPORATING KNOWLEDGE ABOUT USERacijjournal
The rapid development of Information and Communication Technologies (ICT) is an asset for e-learning. This is a new form of distance education that relies on the Internet and the Web. This new pedagogical approach promote that the learner is the protagonist of his/her own training and thereby put in range that
he/she needs to complete his/her apprenticeship. These resources are made available on the platform by the trainers. Unfortunately, in the majority of e-learning platforms, the course is offered, regardless of the state of the learner (disability, level of education, age, etc ...). Many people thus excluded from e-learning. This somewhat mitigates e-learning possibilities. According to world statistics, 10% of the world population, about 650 million people, lives with disability [1]. The promotion of employment for all, advocated by human rights, will dwell on this mode of learning to train all young people who for many
reasons do not always have the opportunity to attend a campus training center. E-learning should also be available to disable persons such as blinds, deafs, mutes,… This work develops new interfaces that adapt according to knowledges of the learner to facilitate e-learning. The illiteracy rate is therefore reduce in its simplest form.
The main problem with data collection in this case was lack of co-operation from key project stakeholders. The user SAQ was translated from English to Spanish and placed online via a link with the project website. However, the project...
The document summarizes a study by the Joint Research Centre (JRC) on using blockchain technology for digital accreditation of learning. The study aims to identify current uses of blockchain in education, explore case studies, and propose recommendations to support open education in EU member states. Main conclusions are that blockchain applications are still emerging but have potential to disrupt student information systems. The benefits are better achieved through open implementations utilizing open standards and self-sovereign data management. The report recommends further development be a shared competence of the public and private sectors.
Nations and regions using less used languages - sidelined in open education?icdeslides
While production and use of Open Education Resources are coming closer to a tipping point, in particular in english speaking areas - nations and regions using less used languages seem to by bypassed by development - and potential not in the position to share the benefits from modern education and learning. However, good examples exist, as the Netherlands. Which policies might be necessary to change the situation in areas lagging? Reviewing policy advices in light of the recent development - this presentation and action lab will consider policy advices to be released now. This is a LangOER action, presented and supported by LangOER, Open Education Consortium and ICDE in partnership.
The Horizon Report Europe: 2014 Schools Edition was produced by the European Commission in cooperation with a team led by Inholland University of Applied Sciences (the Netherlands) and the New Media Consortium (NMC), a US-based non-profit group bringing together international experts in educational technology. I am honored to be a expert in this report https://twitter.com/lucianecurator
Similar to Collaborative development of open source e learning platforms (20)
Multi-Agent System (MAS) monitoring solutions are designed for a plethora of usage topics. Existing approach mostly used cloned back-end architectures while front-end monitoring interface tends to constitute the real specificity of the solution. These interfaces are recurrently structured around three dimensions: access to informed knowledge, agent’s behavioural rules, and restitution of real-time states of specific system sector. In this paper, we propose prototyping a sector-agnostic MAS platform (Smart-X) which gathers in an integrated and independent platform all the functionalities required to monitor and to govern a wide range of sector specific environments. For illustration and validation purposes, the use of Smart-X is introduced and explained with a smart-mobility case study.
This document provides an agenda and overview for a joint workshop on security modeling hosted by the ArchiMate Forum and Security Forum. The workshop aims to identify opportunities to improve the conceptual and visual modeling of enterprise information security using TOGAF and ArchiMate. The agenda includes introductions, a research spotlight on strengthening role-based access control with responsibility modeling, an open discussion on complementing TOGAF and ArchiMate with enhanced security modeling, and identifying next steps. The workshop purpose is to enable better security architecture decisions and drive usage of TOGAF and ArchiMate for security architecture.
Aligning the business operations with the appropriate IT infrastructure is a challenging and critical activity. Without efficient business/IT alignment, the companies face the risk not to be able to deliver their business services satisfactorily and that their image is seriously altered and jeopardized. Among the many challenges of business/IT alignment is the access rights management which should be conducted considering the rising governance needs, such as taking into account the business actors' responsibility. Unfortunately, in this domain, we have observed that no solution, model and method, fully considers and integrates the new needs yet. Therefore, the paper proposes firstly to define an expressive Responsibility metamodel, named ReMMo, which allows representing the existing responsibilities at the business layer and, thereby, allows engineering the access rights required to perform these responsibilities, at the application layer. Secondly, the Responsibility metamodel has been integrated with ArchiMate® to enhance its usability and benefits from the enterprise architecture formalism. Finally, a method has been proposed to define the access rights more accurately, considering the alignment of ReMMo and RBAC. The research was realized following a design science and action design based research method and the results have been evaluated through an extended case study at the Hospital Center in Luxembourg.
This document proposes an innovative systemic approach to risk management across interconnected sectors. It suggests using enterprise architecture models to manage cross-sector risks in Luxembourg's complex ICT ecosystem. The approach would provide regulators an overview of all players and systems, as well as models of different sectors to analyze collected data and risks at a national level, fostering accurate and reactive risk mitigation across economic domains.
This document proposes extending the HL7 standard with a responsibility perspective to better manage access rights to patient health records. It presents the ReMMo responsibility metamodel, which defines actors' responsibilities and associated access rights. The paper aims to align ReMMo with the HL7-based eSanté healthcare platform model in Luxembourg to semantically enhance access controls based on users' real responsibilities rather than just roles. It will first map concepts between the two models, then evaluate the alignment through a prototype applying inference rules.
This document presents a study that aims to develop and validate a responsibility model to improve IT governance. It analyzes concepts of responsibility from literature and frameworks like COBIT. The researchers developed a responsibility model with key concepts like obligation, accountability, right, and commitment. They then compare this model to COBIT's representation of responsibility to identify areas for potential enhancement, like adding concepts that COBIT lacks. The document illustrates how the responsibility model could be used to refine COBIT's process for identifying system owners and their responsibilities.
This document proposes an innovative approach called SIM (Secure Identity Management) that aims to make access management policies closer aligned with business objectives. It does this in two ways:
1) By focusing the policy engineering process on business goals and responsibilities defined in processes, using concepts from the ISO/IEC 15504 standard. This links capabilities and accountabilities to process outcomes and work products.
2) By defining a multi-agent system architecture to automate the deployment of policies across heterogeneous IT components and devices. The agents provide autonomy and ability to adapt rapidly according to context.
The approach was prototyped using open source components and aims to improve how access rights are defined according to business needs and deployed across an organization
This document proposes a methodological approach for specifying services and analyzing service compliance considering the responsibility dimension of stakeholders. The approach includes a product model and process model. The product model has three layers: an informational layer describing service context and concepts, an organizational layer describing business rules and roles, and a responsibility dimension layer linking the two. The process model outlines steps for service architects to identify context, define concepts and rules, specify services, and analyze compliance. The approach is illustrated with an example of managing access rights for sensitive healthcare data exchange between organizations.
This document discusses integrating responsibility aspects into service engineering for e-government. It proposes a multi-layered approach including an ontological layer defining legal concepts, an organizational layer describing roles and stakeholders, an informational layer representing data structures and integrity constraints, and a technical layer representing IT components. A responsibility meta-model is also introduced to align responsibilities across these layers and facilitate interoperability between services that share data. The approach aims to ensure service compliance and manage risks associated with e-government services.
1) The document proposes a dynamic approach for assigning functions and responsibilities to agents in a multi-agent system for critical infrastructure management.
2) The approach uses an agent's reputation, which is based on past performance, to determine which agents receive which responsibilities as crisis situations change over time.
3) Assigning responsibilities dynamically based on reputation allows the system to continue operating effectively if an agent becomes isolated or has reduced capabilities during a crisis.
This document proposes a responsibility modeling language (ReMoLa) to align access rights with business process requirements. ReMoLa is a responsibility-centered meta-model that integrates concepts from the business and technical layers, with the concept of employee responsibility bridging the two. It incorporates four types of obligations from the COBIT framework to refine employee responsibilities and better assign access rights. ReMoLa maps responsibilities to roles in the RBAC model to leverage its advantages for access right management while ensuring responsibilities align with business tasks and employee commitment.
The document describes the NOEMI assessment methodology, which was developed as part of a research project to help very small enterprises (VSEs) improve their IT practices. The methodology aims to assess VSEs' IT capabilities in order to facilitate collaborative IT management across organizations. It was designed to be aligned with common IT standards like ISO/IEC 15504 and ITIL, but adapted specifically for VSEs. The methodology has been tested through several case studies with VSEs in Luxembourg, with promising results.
This document provides a preliminary literature review of policy engineering methods related to the concept of responsibility. It summarizes key access control models and discusses how they address concepts like capability, accountability, and commitment. The document also reviews engineering methods and how they incorporate responsibility considerations. The overall goal is to orient further research towards a new policy model and engineering method that more fully addresses stakeholder responsibility.
This document proposes an extension of the ArchiMate enterprise architecture framework to model multi-agent systems for critical infrastructure governance. The authors develop a responsibility-driven policy concept and metamodel layers to represent agent behavior and organizational policies across technical, application, and organizational layers. The approach is illustrated through a case study of a financial transaction processing system.
This document summarizes an experimental prototype of the OpenSST protocol for secured electronic transactions. OpenSST was developed to achieve high security, simplicity in software engineering, and compatibility with existing standards. The prototype uses OpenSST for the authorization portion of electronic payments in an e-business clearing solution. It describes the OpenSST message format and types, and discusses how OpenSST is implemented in the prototype's three-element architecture of an OpenSST proxy, reverse proxy, and server.
This document proposes an automatic reaction strategy for critical infrastructure SCADA systems. It defines a three-layer metamodel for modeling SCADA components and two types of policies (cognitive and permissive) that govern component behavior. It then presents a two-phase method for identifying these policies from the SCADA architecture and formalizing them to support an automatic reaction strategy. This strategy is modeled as an integral part of the SCADA architecture using the defined metamodel and policy identification method. It includes organizational and application layers with main actors, strategies, and components that realize the reaction policies based on expected automation levels.
More from Luxembourg Institute of Science and Technology (20)
Hydrogen sulfide and metal-enriched atmosphere for a Jupiter-mass exoplanetSérgio Sacani
We observed two transits of HD 189733b in JWST program 1633 using JWST
NIRCam grism F444W and F322W2 filters on August 25 and 29th 2022. The first
visit with F444W used SUBGRISM64 subarray lasting 7877 integrations with 4
BRIGHT1 groups per integration. Each effective integration is 2.4s for a total effective exposure time of 18780.9s and a total exposure duration of 21504.2s (∼6 hrs)
including overhead. The second visit with F322W2 used SUBGRISM64 subarray
lasting 10437 integrations with 3 BRIGHT1 groups per integration. Each effective
integration is 1.7s for a total effective exposure time of 17774.7s and a total exposure
duration of 21383.1s (∼6 hrs) including overhead. The transit duration of HD189733
b is ∼1.8 hrs and both observations had additional pre-ingress baseline relative to
post-egress baseline in anticipating the potential ramp systematics at the beginning
of the exposure from NIRCam infrared detectors.
This an presentation about electrostatic force. This topic is from class 8 Force and Pressure lesson from ncert . I think this might be helpful for you. In this presentation there are 4 content they are Introduction, types, examples and demonstration. The demonstration should be done by yourself
Deploying DAPHNE Computational Intelligence on EuroHPC Vega for Benchmarking ...University of Maribor
Slides from talk:
Aleš Zamuda, Mark Dokter:
Deploying DAPHNE Computational Intelligence on EuroHPC Vega for Benchmarking Randomised Optimisation Algorithms.
2024 International Conference on Broadband Communications for Next Generation Networks and Multimedia Applications (CoBCom), 9--11 July 2024, Graz, Austria
https://www.cobcom.tugraz.at/
Collaborative Team Recommendation for Skilled Users: Objectives, Techniques, ...Hossein Fani
Collaborative team recommendation involves selecting users with certain skills to form a team who will, more likely than not, accomplish a complex task successfully. To automate the traditionally tedious and error-prone manual process of team formation, researchers from several scientific spheres have proposed methods to tackle the problem. In this tutorial, while providing a taxonomy of team recommendation works based on their algorithmic approaches to model skilled users in collaborative teams, we perform a comprehensive and hands-on study of the graph-based approaches that comprise the mainstream in this field, then cover the neural team recommenders as the cutting-edge class of approaches. Further, we provide unifying definitions, formulations, and evaluation schema. Last, we introduce details of training strategies, benchmarking datasets, and open-source tools, along with directions for future works.
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Dalghren, Thorne and Stebbins System of Classification of AngiospermsGurjant Singh
The Dahlgren, Thorne, and Stebbins system of classification is a modern method for categorizing angiosperms (flowering plants) based on phylogenetic relationships. Developed by botanists Rolf Dahlgren, Robert Thorne, and G. Ledyard Stebbins, this system emphasizes evolutionary relationships and incorporates extensive morphological and molecular data. It aims to provide a more accurate reflection of the genetic and evolutionary connections among angiosperm families and orders, facilitating a better understanding of plant diversity and evolution. This classification system is a valuable tool for botanists, researchers, and horticulturists in studying and organizing the vast diversity of flowering plants.
ScieNCE grade 08 Lesson 1 and 2 NLC.pptxJoanaBanasen1
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TOPIC: INTRODUCTION TO FORENSIC SCIENCE.pptximansiipandeyy
This presentation, "Introduction to Forensic Science," offers a basic understanding of forensic science, including its history, why it's needed, and its main goals. It covers how forensic science helps solve crimes and its importance in the justice system. By the end, you'll have a clear idea of what forensic science is and why it's essential.
Keys of Identification for Indian Wood: A Seminar ReportGurjant Singh
Identifying Indian wood involves recognizing key characteristics such as grain patterns, color, texture, hardness, and specific anatomical features. These identification keys include observing the wood's pores, growth rings, and resin canals, as well as its scent and weight. Understanding these features is essential for accurate wood identification, which is crucial for various applications in carpentry, furniture making, and conservation.
Additionally, the application of Convolutional Neural Networks (CNN) in wood identification has revolutionized this field. CNNs can analyze images of wood samples to identify species with high accuracy by learning and recognizing intricate patterns and features. This technological advancement not only enhances the precision of wood identification but also accelerates the process, making it more efficient for industry professionals and researchers alike.
Keys of Identification for Indian Wood: A Seminar Report
Collaborative development of open source e learning platforms
1. Collaborative Development of Open Source
E-Learning Platforms
Introduction
This article has been written jointly by the Centre Recherche Public Henri Tudor1
and
the Centre Virtuel de la Connaissance sur l’Europe2
.
Founded in 1987, the CRPHT has the prime mission of strengthening the economic
structure of the Grand Duchy of Luxembourg through technology development and
innovation, especially in the information and communication technology (ICT) fields.
The CRPHT is deeply involved in a set of projects referring to knowledge
management and e-learning.
The main task of CVCE is the creation, selection, diffusion and use of knowledge on
the process of European integration, drawing on information and communication
technologies. The development of the European NAvigator knowledge base3
is
entirely consistent with this task, offering a new means of learning about Europe.
In this context, both the CRPHT and the CVCE have a strong relationship with the
University of Luxembourg4
and others European universities.
The Internet has been used for many years as a means of publishing information
and static pages; it has since developed the use of distributed data processing and
currently makes possible the provision of dynamic web services that become
powerful platforms for integrating applications. E-learning solutions originally
distributed on CD-ROM also keep pace with this technological progress.
In line with this, and with a view to meeting real market requirements, two LMS
solutions have been developed in Luxembourg: AnaXagora5
by the CRPHT and
OpenMCMS6
by the CVCE.
Although developed according to the same philosophy as ‘Libre’ Software, these two
solutions meet different and complementary needs. Firstly, these products are
targeted differently: AnaXagora is geared more towards use in a working
environment, whereas OpenMCMS is designed more for general use. The means of
disseminating the information is likewise different. For example, when a lesson is
selected in AnaXagora, clearly defined and targeted content is made available. By
contrast, OpenMCMS offers the user access to the entire body of information,
making it possible to research material in accordance with their changing needs.
The two case studies given below serve to elucidate the characteristics of each
solution.
Case study 1 : AnaXagora Plateform
The CRPHT has conducted a wide-ranging national survey [1] in order to make an
appraisal of e-learning practice in Luxembourg institutions and to establish the
directions in which this multimedia form of education is evolving. Out of this study
two factors have emerged: firstly, the potential for growth in this area is still large,
given the relatively weak current penetration, and, secondly, interest in e-learning
essentially targets job training, which, practically speaking, is manifested through the
1
Called hereafter the CRPHT. http://www.tudor.lu/ - http://www.citi.tudor.lu/
2
Called hereafter the CVCE. http://www.cvce.lu/
3
http://www.ena.lu/
4
http://www.uni.lu/
5
http://www.anaxagora.tudor.lu/
6
http://www.openmcms.org/
2. closely related functions of e-learning, business process modelling, knowledge
management, and skills management.
Armed with this information, CRPHT has decided some time ago to invest time into
an open-source e-learning platform. This paper explain the collaborative
development process that we used to develop the AnaXagora platform.
Firstly, we have selected the open source e-learning platform Ganesha, from the
French firm Anemalab7
. Due to the fact that Ganesha is a free software, we have
been autorised to modified it to suit our requirements, for example, by adding open-
source collaborative tools. Those developpment produce a fork of Ganesha called
Itema [2]. (Cf. Picture 1)
Picture 1: AnaXagora development phase
Then, we have opened our development process to other companies willing to
participate. An important partnership was made with a company called Intech8
in
Luxemburg. As the CRPHT, Intech had also selected and made modifications to the
same Ganesha platform - second fork - before joining the partnership. Due to this
collaboration the best of the 2 platforms has been extracted to create a new one,
called AnaXagora, so we decided which of the components would be kept and which
would be replaced. This partnership lead to the first release of AnaXagora which
include the norm SCORM 2004 and a user manager module developped by the
partenairship. (Cf. Picture 2 & 3)
7
http://www.anemalab.org/
8
http://www.intech.lu/
3. Picture 2 & 3: AnaXagora printscreen
After that, the collaboration will continue with other partners, specific projects or
partnerships bringing new, enhanced functionalities, which benefit the client as well
as the rest of the community, since they are also released under an open source
license GNU GPL (General Public License). The session will particularly focus on the
process that brought us an initial version of the platform, the choice of components,
etc.
Case study 2 : European Navigator and OpenMCMS
This case study concerns the construction of an open-source platform for the
management and dissemination of educational multimedia content over the Internet.
The project is the brainchild of the CVCE and was designed to create a digital
knowledge base that charts the historical and institutional development of a united
Europe. The European NAvigator9
(ENA) knowledge base uses the latest in
information and communications technologies and is developed by a team
comprising many different disciplines (historians, legal experts, translators, librarians,
graphic designers, programmers) for teachers, students and researchers. Since the
project began, it has kept pace with developments in multimedia technology. ENA
was initially distributed on CD-ROM, then by satellite over a network; today it is
available entirely over the Internet. With more than ten years of practical experience
in the distribution of digital information under its belt, the CVCE recently launched the
OpenMCMS online training platform. This forms the underlying technical architecture
for ENA (independent of content).
9
http://www.ena.lu/
4. Picture 4 : European NAvigator printscreen
The OpenMCMS platform is therefore first and foremost the result of a pragmatic
and original approach which is based upon extensive experience in the distribution of
academic and multimedia content. The platform's originality is not, however,
restricted only to its design; It harnesses the Internet and works as both a system for
managing content and a multimedia application; thus OpenMCMS provides a one-
stop solution for authoring/e-learning over the Web [3]. The process of creating
content within OpenMCMS therefore consists of a collective activity geared towards
producing information. The process of acquiring knowledge no longer has to follow
the conventional logical linear pattern of lessons but allows both students and
teachers to explore content freely. This approach contributes radically towards
changing the way users (authors, tutors or students) relate to information and
provides an interesting complement to the online teaching tools presently available,
particularly in the context of knowledge distribution in the area of human sciences.
These tools are not, however, the cornerstone of online teaching tools. As is often
the case, the transition to new types of media or new teaching methods begins with
a change in the way that people think, as they slowly accept new technologies.
As with AnaXagora, the OpenMCMS platform is released under the GNU GPL
License. The decision to free up the code for OpenMCMS is a logical extension of
the philosophy of the project: to harmonise tools and methods in order better to
share and disseminate knowledge.
Conclusion
These case studies show that there is a real need for diverse, protean online
teaching solutions. These solutions have huge potential for evolving, as they keep a
watchful eye on the rapid progress of technology and on new requirements as they
arise through use while the needs of users become ever more numerous and
demanding. The Internet, as with all new media, is not yet used to its full potential
and is often badly managed: The challenge of combining images, texts, video and
audio; the cultural, social and linguistic diversity of Web users; the fact that
knowledge acquisition is a very personal business; all show just how challenging the
5. provision of teaching tools over the Internet can be. Efficient products can only be
developed through collaboration on a grand scale with the end result being that the
best tools come to the fore through the process of natural selection. The Open
Source philosophy is an extremely attractive alternative for the development of
e-learning software and e-tutoring solutions. The fact that these tools are freely
available to the web communities shows that we are en route to a new form of
education, a way of teaching that is not restricted by local customs or culture, an
eclectic mix that goes against the grain.
References
[1] CRPHT, Sitec, Etude et formation, Rapport d’enquête 2003, “e-learning au
Luxembourg: situation et perspectives”, Luxembourg, 2003.
[2] B. Bucciarelli, C. Garcia, Dr V. Pirot, G. Scagno, J.-D. Seroen, J. Thévenot, L.
Vandenabeele, M.-L. Watrinet, Pr. D. Zampunieris, ITEMA: distance learning as
applied to project management, proceeding « En route vers Lisbonne », 1er
Colloque luxembourgeois sur l’économie de la connaissance dans une perspective
européenne, Grand-Duché de Luxembourg, 2004.
[3] C. Bergery-Noël, G. Sillaume, “L'utilisation des technologies multimédias au profit
d'une meilleure diffusion des connaissances : l'exemple de la banque de
connaissances European NAvigator”,proceeding « En route vers Lisbonne », 1er
Colloque luxembourgeois sur l’économie de la connaissance dans une perspective
européenne, Grand-Duché de Luxembourg, 2004.