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MIT - Innovazione Italia
Interoperability standards for Technology Enhanced Learning: the Italian Government case study Vincenzo FortunatoMIT/Inovazione ItaliaDirector New Initiativesv.fortunato@governo.itvfortunato@sviluppoitalia.it
Technology Enhanced Learning:
Standardisation activities
Technical meeting, 25 February 2004, Luxembourg
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MIT – Innovazione Italia
The contextThe context
Large investments in e-learning, mainly due to time and financial reasons
Few skills inside and outside the organizations to manage the problem dimensions and urgency
Technologies have ran more than methodologies and content quality
The risk: loosing time, money and objectives The needs: raising communication and
consciousness, building affordable models, cancelling legends
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MIT – Innovazione Italia
The MIT roleThe MIT role The Ministry for Innovation and Technologies has set
up an internal structure, inside the CNIPA (National Centre for Informatics in Public Administration), for establishing the Italian Competency Centre on e-learning
It’s main role is to deliver common rules for e-learning in public administrations
It’s not an imposing action, but a consensus driven one
It means to analyze ongoing situations and give recommendations for reaching a common “interoperability” rules subset
Technologies, services and contents
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MIT – Innovazione Italia
The Working GroupThe Working Group A high-level working group has been
established to deliver, within this year: Minimal “strong” recommendations on how
to manage e-learning projects for public employees (The “Decalogo”)
Guidelines for e-learning in public administrations
“Vademecum” on these guidelines
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MIT – Innovazione Italia
The GuidelinesThe Guidelines
It’s a process began in the recent years (Direttiva Frattini, Government Guidelines for the IS development, Decreto Moratti-Stanca for telematic universities)
Main goals: Promoting the correct implementation of e-
learning technologies for public employees Ensuring portability and re-usability of project
deliveries Bridging, in the medium term, to the Italian
Application Profile for e-learning in public administrations
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MIT – Innovazione Italia
The dimensions of the GuidelinesThe dimensions of the Guidelines Why: “light” principles on co-financed projects and
digital content for a central repository What: didactic methodologies, technologies and
services, learning objects How: international widely recognized standards and
specifications (XML, LOM, IMS SCORM, etc.), for the moment, and general recommendations on how to manage an e-learning project
Who: public administrations, technology ad content providers, final users
When: formal and operational validity from November 2003 on, de facto effectiveness yet running – CNIPA is just ruling the public e-learning projects
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MIT – Innovazione Italia
Next step... Next step...
Official creation of the Italian Competency Centre on e-learning
Development of the “Public Administration Virtual School” Project through: A digital repository of projects (Portal) and contents
(Learning Objects DR) A LMS platform for those administration which will
choose this subsidiary service (ASP) A support system for monitoring the effectiveness of
public investments
To come in the future: implementation of the Italian Application Profile for the public administration
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MIT – Innovazione Italia
THE E-LEARNING CENTER REPRESENTS THE REALIZATION OF A WIDER
DEVELOPMENT PROGRAMM FOR THE BROAD BAND DEVELOPMENT
Key elements: standards, regulation, digital royalties
HUB e-content
Offering promotion
Promotion
1
4
32
5
6
Aggregation and qualification ofPublic demand
Incentive to private demand
This activity linked to broad band meet the e-content project.
This project is composed by several integrated components which will allow the activation of the market both demand and
supply sides
This activity linked to broad band meet the e-content project.
This project is composed by several integrated components which will allow the activation of the market both demand and
supply sides
Broad Band - TelemedicineBroad Band - E-vote
Broad Band - _ _ _ _Broad Band - E-learning
E-LEARNING CENTER
E-LEARNING CENTER
UniversityUniversity
Other contents providers
Other contents providers
Public Administration
Public Administration
SME (mainly for southern Regions)
SME (mainly for southern Regions)
End UsersEnd Users
US
ER
S
CO
NT
EN
TS
P
RO
VID
ER
S
...Next step ...Next step
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MIT – Innovazione Italia
592,5
256,3
108,4
53,60
100
200
300
400
500
600
700
2001 2002 2003 2004
Last years Last years
Growth rates are very high and previsions for 2004 estimate a further increase of more than 130 %
Expenditure segmentation shows a market maturity trend, a decrease of technological component and a parallel increase of contents, services and consultancy
Market size of e-learning Expenditure segmentation
0
15,30% 18% 18,30%24%
22%21,20% 19,80%
42%
41,60% 40% 44,50%
34%
21,20% 20,80% 17,40%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2001 2002 2003 2004
Consultancy Services Contents Technology
Expenditure segmentation
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MIT – Innovazione Italia
On the supply side…On the supply side…
Technology Contents Services Consultancy
1. Global e-learning service provider1. Global e-learning service provider
2. Training companies2. Training companies
3. ICT companies and SW developer3. ICT companies and SW developer
4. Publishing companies and contents providers
4. Publishing companies and contents providers
5. Consultancy companies5. Consultancy companies
Currently, the Italian Market is showing a concentration and a maturity towards segment “1” players (Global e-learning service provider) with the presence of integrated e-learning players. Today’s market is largely composed of sectorial players not focused on e-learning
Currently, the Italian Market is showing a concentration and a maturity towards segment “1” players (Global e-learning service provider) with the presence of integrated e-learning players. Today’s market is largely composed of sectorial players not focused on e-learning
High Medium
Legend
Absent
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MIT – Innovazione Italia
71% 68,20%
15,40% 18,10%
8,20% 8,40%0,40% 1,20%
4%5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2002 2003
Companies Customer P A University School End Users
…While on the demand side...…While on the demand side...
2002 and 2003 comparison shows that: 2002 and 2003 comparison shows that:
The value of the demand from Public Institutions is remarkably rising up
The value of the demand from Public Institutions is remarkably rising up
Other source of demand are stable, (mainly for University demand)
Other source of demand are stable, (mainly for University demand)
The private companies sector demand is essentially constant
The private companies sector demand is essentially constant
Demand segmentation
School demand is increasing significantly School demand is increasing significantly
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MIT – Innovazione Italia
E-LEARNING CENTERE-LEARNING CENTER
Innovazione Italia as investor and manager of the CenterInnovazione Italia as investor and manager of the Center
University(contents providers)
PLAYER(content and service
provider)
PROVIDER (outsourcer platform
for other technologies)
University consortium(platform users)
PA(central and
local)
Private companies(sme and
south areas)
People(target)
Schools-other
MIUR
Innovations and technologies
Applicative platform, other distribution channels
Applicative platform, other distribution channels
Contents demand analysisContents demand analysis
“Shelf” of catalogued contents
“Shelf” of catalogued contents
Develops big e-learning campaigns for PI employees and for other major targets
Develops big e-learning campaigns for PI employees and for other major targets
Together with the competent Ministersanalyses the potential demand of contents for PI, SME and People
Together with the competent Ministersanalyses the potential demand of contents for PI, SME and People
Manages with outsourcer technological platforms (independent from contents)
Manages with outsourcer technological platforms (independent from contents)
Ensures the availability and the qualification of a “shelf” of contents without intermediation between providers and end users
Ensures the availability and the qualification of a “shelf” of contents without intermediation between providers and end users
Provides a technological platform for Universities consortiums
Provides a technological platform for Universities consortiums
Activities and objectives of the e-learning center
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MIT – Innovazione Italia
Key aspectsKey aspects
The center is not a compulsory point of reference for Public Administration. It offers to administration the possibility of choosing high value contents
The center is not a compulsory point of reference for Public Administration. It offers to administration the possibility of choosing high value contents
The center does not monopolize market limiting the offering for PA and on weak segment of the industrial network and of the end users
The center does not monopolize market limiting the offering for PA and on weak segment of the industrial network and of the end users
The center does not act as an intermediary. It has a “shelf” where price transaction is between supplier and consumer except when the center organizes a great free campaign for specific target of demand.
The center does not act as an intermediary. It has a “shelf” where price transaction is between supplier and consumer except when the center organizes a great free campaign for specific target of demand.
The center in not in competition with Universities since it is not oriented towards degree and after degree training. On the contrary the center offers to Univerity Consortium a model of cooperation in order to sustain the choice of the technological structure
The center in not in competition with Universities since it is not oriented towards degree and after degree training. On the contrary the center offers to Univerity Consortium a model of cooperation in order to sustain the choice of the technological structure
The supposed model could include some revenues model in the shape of adherence fees. considering low managing costs (slim structure), at the beginning at least it should be better the “fixed budget” solution
The supposed model could include some revenues model in the shape of adherence fees. considering low managing costs (slim structure), at the beginning at least it should be better the “fixed budget” solution
SUBSIDIARITY TOWARDS ADMINISTRATION
SUBSIDIARITY TOWARDS ADMINISTRATION
RESPECT OF THE MARKET
RESPECT OF THE MARKET
TRANSPARENCYTRANSPARENCY
RELATIONSHIP WITH UNIVERSITY
RELATIONSHIP WITH UNIVERSITY
FINANCING FINANCING
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MIT – Innovazione Italia
Expected positive aspectsExpected positive aspects
It is strategic: the forecast of growth of e-learning, his importance in the digital systems development, his possible relationship with new instruments (e.g. cable tv) suggest the control of this process
It is strategic: the forecast of growth of e-learning, his importance in the digital systems development, his possible relationship with new instruments (e.g. cable tv) suggest the control of this process
Effectiveness/efficiency: this model could enhance the productivity of the training courses, ensuring specialistic support knowledge and expecting more than one run for contents and courses
Effectiveness/efficiency: this model could enhance the productivity of the training courses, ensuring specialistic support knowledge and expecting more than one run for contents and courses
Acceleration effect: this model contributes to give certainty to supplier promoting the growth of the quality and the standardization of the products; it also encourages the growth of the Italian market
Acceleration effect: this model contributes to give certainty to supplier promoting the growth of the quality and the standardization of the products; it also encourages the growth of the Italian market
National and international visibility: e-learning center will represent a very high potential instrument to address high value training activities towards administrations, industrial network and end users. The center will also represent an instrument for the promotion of the Italian language, culture and art, through a highly qualified training path.
National and international visibility: e-learning center will represent a very high potential instrument to address high value training activities towards administrations, industrial network and end users. The center will also represent an instrument for the promotion of the Italian language, culture and art, through a highly qualified training path.
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MIT – Innovazione Italia
What we believe standars ARE todayWhat we believe standars ARE today
They are necessary in public systems They are now better than nothing They are a filter They are still in their infancy for e-learning (as well as in other
fields…) They are technology centred They are too much “USA” and US provider centred – Europe
has few independent providers and research groups They are heavy, especially for content development They are often “empty” of didactic meaning They will prove their validity only in 3/5 years when applied to
millions of people They will help technology and learning providers, not end
users, for the moment We have to work on them
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MIT – Innovazione Italia
What we believe standards will NOT do for usWhat we believe standards will NOT do for us
They will not solve all of our re-usability needs They will not avoid money loss in the medium term They will not assure the e-learning process effectiveness in the
actual format They are not “science” They still don’t take care of geographical particularities and
human capability of learning They are not still integrated in “ambient intelligence” They are not updated with last HW e SW technologies They are not the final answer for comparing systems among
them We don’t have to wait for someone else to develop them for us
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MIT – Innovazione Italia
The Italian Public Administration Application Profile (IPACore)The Italian Public Administration Application Profile (IPACore)
Not to come in the next few months It will be a simple, usable, suitable subset of the
dozens specifications around Especially for learning objects, it will have to
reduce the amount of time for producing a unitary resource of learning
It will move the administrations from starting from scratch to the e-learning marketplace
MIT - Innovazione Italia
Back-up (in italian…)
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MIT – Innovazione Italia
Le criticità del presente (1)Le criticità del presente (1) Costruzione di un Profilo Applicativo
“Application profiles consist of data elements drawn from one or more namespace schemas combined together by implementors and optimised for a particular local application. Application profiles are useful as they allow the implementor to declare how they are using standard schemas. In the context of working applications where there is often a difference between the schema in use and the 'standard' namespace schema.” (Heery & Patel, 2000) Si possono usare elementi provenienti da uno o più set
Non si possono introdurre elementi inesistenti in altri set dichiarati, a meno di non creare un nuovo schema
Si possono dichiarare vocabolari e range di valori per gli elementi
Si possono raffinare in senso sematicamente più ristretto le definizioni di uno schema esistente (es. per un dominio specifico)
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MIT – Innovazione Italia
Le criticità del presente (2)Le criticità del presente (2)d'Alembert Solution of the Wave Equation
GUID iLumina:751
Title d'Alembert Solution of the Wave Equation
Author(s) Russell L Herman
Download http:/ / aa.uncw.edu/ digilib/ Mathematics/ Parital% 20Differential% 20Equations/ Hyperbolic/ dAlembert/
Size 3300 Kbytes
Description A summary of the solutions of the wave equation based upon the d'Alembert solution for the vibrating string with examp les in Maple V.
Mediatype Web Page
Keywords semi-infinite, periodic, extension
Taxonomy Path Mathematics/Partial Differential Equations/Hyperbolic
Physics/Mathematical Physics/Differential Equations
Learning Resource Demonstration
Example
Lesson
Presentation
Simulation
Teacher Tool
Learner Tool
d'Alembert Solution of the Wave Equation
GUID iLumina:751
Title d'Alembert Solution of the Wave Equation
Author(s) Russell L Herman
Download http:/ / aa.uncw.edu/ digilib/ Mathematics/ Parital% 20Differential% 20Equations/ Hyperbolic/ dAlembert/
Size 3300 Kbytes
Description A summary of the solutions of the wave equation based upon the d'Alembert solution for the vibrating string with examp les in Maple V.
Mediatype Web Page
Keywords semi-infinite, periodic, extension
Taxonomy Path Mathematics/Partial Differential Equations/Hyperbolic
Physics/Mathematical Physics/Differential Equations
Learning Resource Demonstration
Example
Lesson
Presentation
Simulation
Teacher Tool
Learner Tool
http://turing.bear.uncw.edu/iLumina/index.asp
“iLumina is a digital library of undergraduate teaching materials in science, mathematics, technology and engineering (SMETE) education that is being developed by Eduprise, The University of North Carolina at Wilmington (UNCW), Georgia State University, Grand Valley State, and Virginia Tech.”
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MIT – Innovazione Italia
The Elements
Element Name: Title Label: Title
Definition: A name given to the resource.
Comment: Typically, Title will be a name by which the resource is formally known.
Element Name: Creator Label: Creator
Definition: An entity primarily responsible for making the content of the resource.
Comment: Examples of Creator include a person, an organization, or a service. Typically, the name of a Creator should be used to indicate the entity.
Element Name: Subject Label: Subject and Keywords
Definition: A topic of the content of the resource.
Comment: Typically, Subject will be expressed as keywords, key phrases or classification codes that describe a topic of the resource. Recommended best practice is to select a value from a controlled vocabulary or formal classification scheme.
Element Name: Description Label: Description
Definition: An account of the content of the resource.
Comment: Examples of Description include, but is not limited to: an abstract, table of contents, reference to a graphical representation of content or a free-text account of the content.
Element Name: Publisher Label: Publisher
Definition: An entity responsible for making the resource available
Comment: Examples of Publisher include a person, an organization, or a service. Typically, the name of a Publisher should be used to indicate the entity.
Element Name: Contributor Label: Contributor
Definition: An entity responsible for making contributions to the content of the resource.
Comment: Examples of Contributor include a person, an organization, or a service. Typically, the name of a Contributor should be used to indicate the entity.
Element Name: Date Label: Date
Definition: A date of an event in the lifecycle of the resource.
Comment: Typically, Date will be associated with the creation or availability of the resource. Recommended best practice for encoding the date value is defined in a profile of ISO 8601 [W3CDTF] and includes (among others) dates of the form YYYY-MM-DD.
Element Name: Type Label: Resource Type
Definition: The nature or genre of the content of the resource.
The Elements
Element Name: Title Label: Title
Definition: A name given to the resource.
Comment: Typically, Title will be a name by which the resource is formally known.
Element Name: Creator Label: Creator
Definition: An entity primarily responsible for making the content of the resource.
Comment: Examples of Creator include a person, an organization, or a service. Typically, the name of a Creator should be used to indicate the entity.
Element Name: Subject Label: Subject and Keywords
Definition: A topic of the content of the resource.
Comment: Typically, Subject will be expressed as keywords, key phrases or classification codes that describe a topic of the resource. Recommended best practice is to select a value from a controlled vocabulary or formal classification scheme.
Element Name: Description Label: Description
Definition: An account of the content of the resource.
Comment: Examples of Description include, but is not limited to: an abstract, table of contents, reference to a graphical representation of content or a free-text account of the content.
Element Name: Publisher Label: Publisher
Definition: An entity responsible for making the resource available
Comment: Examples of Publisher include a person, an organization, or a service. Typically, the name of a Publisher should be used to indicate the entity.
Element Name: Contributor Label: Contributor
Definition: An entity responsible for making contributions to the content of the resource.
Comment: Examples of Contributor include a person, an organization, or a service. Typically, the name of a Contributor should be used to indicate the entity.
Element Name: Date Label: Date
Definition: A date of an event in the lifecycle of the resource.
Comment: Typically, Date will be associated with the creation or availability of the resource. Recommended best practice for encoding the date value is defined in a profile of ISO 8601 [W3CDTF] and includes (among others) dates of the form YYYY-MM-DD.
Element Name: Type Label: Resource Type
Definition: The nature or genre of the content of the resource.
Le criticità del presente (3)Le criticità del presente (3)Il Dublin Core è uno dei profili applicativi più noti,
soprattutto nel settore bibliografico (“minimalista” –
15 elementi)
Ve ne sono tanti altri (vedi ad es.
http://www.cancore.ca/indexen.html)
SCORM è un profilo applicativo. Non è uno
standard! È, infatti, un subset di uno standard
(IMS-LOM “strutturalista” – 76 elementi)
"Many vendors [have] expressed little or no interest
in developing products that [are] required to support a
set of meta-data with over 80 elements"
Best Practices and Implementation Guide, IMS,
2000, citato da Norm Friesen al Metadata Forum
2003
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MIT – Innovazione Italia
Le criticità del presente (4)Le criticità del presente (4) Costruzione di contenuti
Definizione della granularità dei LO (1-2 ore di “instructional time”?)
Valore pedagogico Esempi
Modello light Modello complesso
Per progettare/sviluppare un singolo corso in
modalità e-learning sono necessari:
20 giorni dell’Instructional Designer
62,5 giorni del MultiMedia Publisher e
73,75 giorni delle altre figure professionali della
progettazione/sviluppo.
Totale: 151,25 giorni che rapportati ad ore lavorative
e divise per le ore di fruizione specifiche (50, nel
caso in oggetto) portano a 25 ore di
progettazione/sviluppo per 1 ora di fruizione.
Lavoro del tutor: 21,88 giorni.
Per progettare/sviluppare un singolo corso in
modalità e-learning sono necessari:
36 giorni dell’Instructional Designer
112,5 giorni del MultiMedia Publisher
132,75 giorni delle altre figure professionali della
progettazione/sviluppo.
Totale: 281,25 giorni che rapportati ad ore lavorative
e divise per le ore di fruizione specifiche (50, nel
caso in oggetto) portano a 45 ore di
progettazione/sviluppo per 1 ora di fruizione.
Lavoro del tutor: 28,4 giorni.
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MIT – Innovazione Italia
I progetti tecnologici del MIT (1)I progetti tecnologici del MIT (1)
Infrastruttura di contenuti e servizi di e-larning per la Pubblica Amministrazione:
Repository digitale/LCMS distribuito
Servizi LMS di rete “Harvesting” e
organizzazione di metadati
Portale unico di accesso
Elaborazione di contenuti destrutturati
repository LMS portale
meta-data
learning objects
autenticazione utenti concessione autorizzazioni servizi per gli utenti
LMS
DBMS
utenti
motore di ricerca
repository LMS portale
meta-data
learning objects
autenticazione utenti concessione autorizzazioni servizi per gli utenti
LMS
DBMS
utenti
motore di ricerca
LCMS
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MIT – Innovazione Italia
I progetti tecnologici del MIT (2)I progetti tecnologici del MIT (2) Si tratta, nel medio termine, di:
Fornitura remota di servizi sussidiari• scomposizione di LMS e LCMS in funzioni
primarie Interoperabilità con sistemi locali
• web services Intermediazione
• validità semantica dei metadati • gestione dei Digital Rights (DRM)
Organizzazione di un Digital Learning Object Repository Network (DLORN, Downes, 2002)
Analisi della costruzione automatica dei metadati e catalogazione dei contenuti con strumenti di pattern matching (sperimentale)
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MIT – Innovazione Italia
Repository Digitale
PA1, PA2, …, PAn
spazio
tem
po
Riuso temporale internoIndipendenza interna dalle piattaformeStaticità dei LO (disintermediazione)Inefficienza globaleMoltiplicazione dei costi
Modello
a Silos
Interoperabilità spazio-temporale dei LO e dei LOMCaratteristiche di un DLORN vs. un DLORCaratteristiche di un DLORN vs. un DLOR
Repository Digitale Distribuito
(mod. CNIPA)
spazioRiuso estesoIndipendenza globale dalle piattaformeValidazione (peer rewieving)Velocità di implementazioneEconomie di scala
Modello
DLORN
tem
po
http://www.oaforum.org/index.php
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MIT – Innovazione Italia
Il problema dell’informazione destrutturataIl problema dell’informazione destrutturata Nel mondo, ogni anno, viene prodotta informazione originale per circa 1-2 exabyte (10 18
bytes), ovvero 250 megabytes/uomo (http://www.sims.berkeley.edu/research/projects/how-
much-info/)
Internet trasmette circa 7500 Terabyte/anno di informazione digitale senza alcuna
strutturazione. La maggior parte delle informazioni appartengono al “deep Internet” (da 400
a 550 volte rispetto al “surface Internet”, 19 Terabyte)
Oggi tende a crescere esponenzialmente la quantità di materia destrutturata “born digital”.
Essa ha un “tasso di mortalità” superiore a quello della materia tradizionale (55 mesi,
http://www-class.unl.edu/biochem/url/broken_links.html)
Molta materia non digitale non viene considerata in contesti di e-learning (se non attraverso
riferimenti)
I costi di digitalizzazione/indicizzazione sono molto elevati. Spesso la costruzione di
metadati non viene neanche presa in considerazione
L’Italia ha un serio skill shortage per instructional designer (10.000) e catalogatori (x?)
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MIT – Innovazione Italia
Alcune evoluzioni della tecnologiaAlcune evoluzioni della tecnologia Web semantico e applicazioni per il knowledge management Interoperabilità e integrazione di applicazioni attraverso web
services Open source e applications/objects sharing GRID, P2P e Mobile Networking Pattern matching e indicizzazione automatica di contenuti
destrutturati Metadata harvesting Strumenti per la cooperazione nell’apprendimento e
costruttivismo Digital Rights Management
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MIT – Innovazione Italia
Pattern matching e indicizzazione automatica di contenuti destrutturatiPattern matching e indicizzazione automatica di contenuti destrutturati
È una tecnologia che ha molteplici applicazioni “intelligenti”. Nell’e-
learning ha già un’applicazione come e-teacher
(http://wwwis.win.tue.nl/2L690)
Alcuni algoritmi matematici (es. la teoria dell'informazione di Claude
Shannon), unitamente ad alcune tecniche di analisi di dati digitali
(anche audio e video) consentono l’estrazione automatica di
informazioni rilevanti
Il passo successivo è l’indicizzazione dei contenuti attraverso la
costruzione automatica di metadati
Il processo iterativo di ricerca e ordinamento, attraverso agenti
software, consente il raffinamento dei risultati
Schemi di metadati non corrispondenti possono essere “accoppiati”
Ma… un’ampia sperimentazione è auspicabilewww.siderean.com/dc2003/Paper23-abstract.pdf
Vincenzo Fortunato 29
MIT – Innovazione Italia
Metadata harvestingMetadata harvesting È il collezionamento automatico di informazione
descrittiva da fonti distribuite (Norm Friesen, 2002)
È un settore di ricerca al quale sono interessati enti culturali (musei, archivi). Ma gli sviluppi attuali riguardano molto l’e-learning
Esiste un protocollo (Open Archive Initiative Metadata Harvesting Protocol, OAI-MHP) che consente a sistemi in rete di comunicare condividendo risorse di metadati
I sistemi possono essere definiti come Repository e Harvester. Quest’ultimo effettua la richiesta, mentre il primo “espone” i dati richiesti
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MIT – Innovazione Italia
Strumenti per la cooperazione nell’apprendimento e costruttivismoStrumenti per la cooperazione nell’apprendimento e costruttivismo
Le Assunzioni del Costruttivismo
La conoscenza viene costruita a partire dall’esperienza
L’apprendimento è un’interpretazione personale del mondo
L’apprendimento è un processo attivo nel quale il significato è
sviluppato sulla base dell’esperienza
La costruzione dei concetti nasce dalla negoziazione dei
significati,dalla condivisione di prospettive multiple e dal cambiamento
delle nostre rappresentazioni interne attraverso l’apprendimento
collaborativo
L’apprendimento dovrebbe essere situato in contesti realistici; il
processo di valutazione dovrebbe essere integrato con gli obiettivi e
non essere considerato come attività a se stante
(Merrill, 1991, in Smorgansbord, 1997)
Vincenzo Fortunato 31
MIT – Innovazione Italia
Digital Rights ManagementDigital Rights Management La gestione dei diritti digitali è un contesto complesso in rapida
evoluzione. Riguarda principalmente la protezione della
proprietà intellettuale dei contenuti digitali. Nella fase attuale, le
tecnologie di protezione hanno prodotto sistemi proprietari (es.
eBook e il Digital Asset Server di Microsoft)
Nei sistemi di rete (e dunque nei repository distribuiti) il
problema va risolto anche tecnologicamente, oltre che
giuridicamente, anche per le amministrazioni pubbliche
Alcuni approcci vanno nella direzione del “broker” per le parti
coinvolte (intermediazione dei diritti oltre il rapporto tra autore e
Content Provider). È la posizione del W3C, tra gli altri
Tali soluzioni eliminano la necessità di più contratti o account
ed evolvono dalla protezione all’amministrazione dei diritti
Vincenzo Fortunato 32
MIT – Innovazione Italia
Proposals for the European TEL EnvironmentProposals for the European TEL Environment
Developing the European way to TEL Focusing on content validity and didactic strength Digitalizing the European culture for enriching the
knowledge base of European citizens through new IS technologies (electronically linking all the knowledge owners among them)
Enforcing and pushing the European TEL industry Creating a Global European Application Profile Bringing the European citizens to use e-learning as
a form of natural breadth (making it easier to develop and use…?)
Vincenzo Fortunato 33
MIT – Innovazione Italia
Conclusions Conclusions
Move finally from machines to people
Take care about real learning needs: each project is a part in a more general framework
Organize and manage single projects strictly
Leverage TEL to the highest dignity, as a base for future economic development
Create the European vision: TEL is a component of our culture?
Vincenzo Fortunato 34
MIT – Innovazione Italia
Vincenzo FortunatoMIT/Inovazione Italia
Director New Initiativesv.fortunato@governo.it
vfortunato@sviluppoitalia.it
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