Universal system for financial data exchange and electronic documents workflow 2015 CyberFT.
UNIVERSAL - Universal exchange for Pan-European Higher Education
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Transcript of UNIVERSAL - Universal exchange for Pan-European Higher Education
UNIVERSAL - UNIVERSAL - Universal exchange for Pan-European Universal exchange for Pan-European Higher EducationHigher Education
Borka Jerman-Blažič
Laboratory for Open Systems and Networks
Institut Jožef Stefan and Faculty of Economics
University of Ljubljana - SLOVENIA
UNIVERSAL is a project from the V. Framework Program
V.Framework program is funded R&D program by the Commission of the European Union
The program last four years, from 1998 to 2002 It has several subprograms, UNIVERSAL
belongs to the program: Information Society Technologies or IST
URL: http://WWW.IST-UNIVERSAL.ORG
http://www.cordis.lu/5fp/
Project clusters
Testbeds
Future and emerging technologies 9%
Key action4 38%Essential Technologies
and Infrastructure
Key action 1 18% Key action 3 16% Key action 2 15%
Total initiative budget: 3 600 MSupportactivities
Take upmeasures
Shared costR&D
Activities Integrated Key Actions Complementary Initiatives
4%Researchnetworking
UNIVERSAL CONZORTIUMUNIVERSAL CONZORTIUM
Bureau for International Research and Technology Co-operation (Austria)
Wirtschaftsuniversität Wien (Austria) Institut National des Télécommunications (France) University of Lancaster (UK) NCSR Demokritos (Greece) Hellenic Open University (Greece ) Iceland Telecom (Iceland) Universidad Politecnica de Madrid (Spain) Hautes Etudes Commerciales (France) Helsinki University of Technology (Finland) Warsaw University of Technology (Poland) Infonova (Austria ) Aachen University of Technology (Germany) Université Libre de Bruxelles (Belgium) T-Nova Deutsche Telekom Innovationsgesellschaft mgH (Germany ) Institut Jozef Stefan (Slovenia) Eidgenossische Technische Hochschule Zürich (Swizerland)
Th
e Un
iversal project u
nites lead
ing E
urop
ean B
usin
ess and
En
gineerin
g schools as w
ell as research cen
ters an
d h
igh-tech
comp
anies w
ith th
e vision of creatin
g a p
an-E
urop
ean exch
ange for on
-line ed
ucation
al conten
t.
DE,UK,GR,BE,
AT,FI,IS,FR
ES,PL,US and SI
UNIVERSALpartners are from
UNIVERSAL MAIN CONCEPT: UNIVERSAL MAIN CONCEPT: connect consumers and connect consumers and suppliers of learning resources through a brokerage and delivery platformsuppliers of learning resources through a brokerage and delivery platform
Consumer
Individual
Provider
Institution Institution Individual
User
The content providers - suppliersHEI - Higher Education Institutionsalliances of HEIother content brokers, such as commercial consortia
The customers - consumersHEI facultyHEI staffthe individual user without enrollment in a HEI
The major goals
The goals is to put together the consumers and suppliers in a common platform and in addition to that... Universal aims to become the reference platform throughout
Europe, attracting the best educational content from the best institutions
Universal intends to provide a brokerage platform which can be adapted to the needs of :
degree-granting consortia such as the Cems Master academic educational content providers rival educational content brokers large corporations federating educational content from their
world-wide sites Universal aims to become a key player in the E-education
market, allowing European initiatives to co-operate with North American projects
Universal aims to provide richer content through the use of remotely-sourced course units and enabling:
Easier co-accreditation of courses by allied HEI in Europe
Interactions transferred to a business model
Basic interactions transferred to a business model Content requestor
Content provider
Delivery Profile Engine
CourseProfile Engine
Contract Engine
The design of the business model is a product of the business process in education
Generation ofContent
Bu
sin
ess
Pro
cess
: T
eac
hin
g
Creation ofCourse Strategy
Feed
back
Consumption ofContent
Distribution ofContent
Course Deliverers
Course Consumers
Main properties of the business model
Universal is focused mainly on a B2B approach : the users of the brokerage platform are mainly HEI, not end-users
Nevertheless, the platform allow access, in a second phase, for individual users, acting not only as catalogue browsers, but also as potential customers, without any link to an existing HEI
This evolution takes into account the evolution of the E-education market during the length of the project and the growing orientation towards the individual citizen of European Union initiatives enabling life-lomg learning resulting in:
Business-2-Business Platform of UNIVERSAL where==> Content requestors are primarily Course deliverers (i.e. Instructors in HEI)
Business-2-Consumer Platform of UNIVERSAL where==> Content requestors are primarily Course consumers (i.e. Learners)
What is new - The innovation in UNIVERSAL
The key innovation : service vs technology the brokerage of educational content between
Higher Education Institutions (HEI) the brokerage implies
a market with providers with consumers within a legal and contractual environment
the technology applied is merely a means to provide a brokerage engine interfaces with delivery engines
The type of Learning Resources regarding delivery mode
“Live” learning resources are referred to as learning resources, which are delivered in a synchronous.
“Packaged” learning resources are used in an asynchronous mode. Packaged courses are also referred to as “canned” courses. The term “packaged” does not imply that a packaged learning resource is used for self-directed learning (i.e. learning without the help of an instructor).
Types of Learning Resourcesregarding granularity of the content
Course: is defined as a set of lessons and/or modules contributing to one learning goal and lasting not longer than one semester (term).
Module: is part of a course and comprises of lessons contributing to one learning goal.
Lesson: is part of a course or a module. Lesson is also referred to as course unit.
Fragment: is the smallest learning resource. A lesson can comprise of multiple fragments.
Provision of granularity of learning resource - is an adaptation to the market
Example - Learning resource with different granularity
FragmentCourse LessonUnit
Introductionto Word
Processing
CreatingComprehensive
Documents- Part I
CreatingComprehensive
Documents- Part II
IntroductoryLecture
Tab StopExercise
ComputerWorkshop
Spread-sheets
InternetTechnology
WordProcessing
PresentationTools
Data Model - Learning Resources - building the catalogue
IEEE standard on Learning Object Meta Data
UNIVERSALGeneral platform architecture
UNIVERSALEngines
AssessmentEngine
DeliveryManagement Engine
User ProfileEngine
Learning ResourceMetadata Engine
AdministrationEngine
UNIVERSALData Resources
Log Data,
User Data,
Learning Resource Metadata,
Contract Data,
Assessment Data
ContractEngine
Us
er
Inte
rfa
ce
/ U
se
r In
terf
ac
e
En
gin
e
UNIVERSALEngines
AssessmentEngine
DeliveryManagement Engine
User ProfileEngine
Learning ResourceMetadata Engine
AdministrationEngine
UNIVERSALData Resources
Log Data,
User Data,
Learning Resource Metadata,
Contract Data,
Assessment Data
ContractEngine
Us
er
Inte
rfa
ce
/ U
se
r In
terf
ac
e
En
gin
e
High activity
Lower activity
No activity
Current level of activities
Administrative issues in UNIVERSAL
Platform host: grants access rights, maintains user profiles, supervises billing process Multimedia service providers: support the delivery process in complex settings Roles derived from the business model
(e.g. advertising manager, etc.) Provision of legal framework Provision of security - encryption, data integrity and authentication
The legal framework - administration engine
UNIVERSAL provides full IPR and ownership The legal framework for IPR provides:
contract between the HEI and the brokerage platform
contract between the brokerage platform and the delivery engines
contract between the HEI and their customers
contract between the brokerage platform and the individual customer
ASSESSMENT is a part of the delivery system
LearningResourceProvision
OfferPlacement
Advertise-ment
Booking Delivery
AccessibleLearningResource
Termsand
Conditions
Listing inUNIVERSALCatalogue
ContractLearningResource
DeliveredLearningResource
Assessment
LearningResourceProvision
OfferPlacement
Advertise-ment
Booking Delivery
AccessibleLearningResource
Termsand
Conditions
Listing inUNIVERSALCatalogue
ContractLearningResource
DeliveredLearningResource
LearningResourceProvision
OfferPlacement
Advertise-ment
Booking DeliveryLearningResourceProvision
OfferPlacement
Advertise-ment
Booking Delivery
AccessibleLearningResource
Termsand
Conditions
Listing inUNIVERSALCatalogue
ContractLearningResource
DeliveredLearningResource
Assessment
Platform components in the assessment service
•Success rate in each courseware analysed by cohort of entry, as well as major demographics.
•Attendance (live courses) and exam pass rates.
•Correlation between entrance qualifications and subsequent course success.
•Distribution of number of assignments submitted by module and programme.
•Correlation between assignment submission rate and success rates for each module/programme on a cohort basis.
ASSESSMENT OF THE USABILITY AND EVALUATION in terms of
Assessment in terms of Grade Distribution Profile
Distribution of grades awarded for modules within a programme and for the major demographics such as study centre, region, gender and previous qualifications.
Distribution of grades awarded by assessors on the same module/programme, for moderation purpose.
With respect to students in identifying the most and least successful aspect of “courseware”.
With respect to external relevant information regarding:
i. Courseware offered by similar “open” systems.
ii. Pass rates of other organisations.
iii. New developments in distance teaching
iv. New developments in non-formal adult education.
With respect to the extent and nature of public awareness of programme/units offered by the system.
With respect to student feedback on study habits and intentions i.e. those who study on their pace, those who are temporarily resting and those who do not intend to continue.
With respect to general course issues such as workload, level of difficulty, whether the material is motivating, etc.
Monitoring procedures and assessment
Communication Systems
Department
3. Provision of course specific assessment
in terms of
- Course aims
- Contents
- Level
- Length
- Pace
- Workload
- Presentation and media utilisation
- Quality of access etc.
CONCLUSION
Universal is still in development Specifications and implementation of the platform
finished First entries (35) in the catalogue data base of
learning resources Live trials planning finished - to begin in March 2001,
packaged trials - on going First review in front of CEC reviewers in April next
year Home page: http://universal.infonova.at and
http://www.ist-universal.org