TY - JOUR
T1 - Services, Semantics and Standards: Elements of a Learning Grid Infrastructure
AU - Allison, Colin
AU - Cerri, S. A.
AU - Ritrovato, P
AU - Gaeta, A.
AU - Salerno, S.
N1 - The significance of this paper is the in the bringing together three key themes in a synergistic way to enable a radical advance in the design of technology enhanced learning systems. The originality lies in the comparison between product-based learning and service-based learning and how the latter is demonstrably superior. Rigour is shown by identifying the limitations caused by the implicit product-based philosophy behind existing standards and specifications for technology enhanced learning. The impact of this work can be found in the explicit reference to Grid service based approaches in the 2nd ESRC/EPSRC sponsored call for proposals in the Technology and Learning Research Program (TLRP).
PY - 2005/11
Y1 - 2005/11
N2 - There has been considerable political pressure and much hope invested in the use of communication and information technologies to provide wider access to education, while improving quality and reducing costs. Unfortunately, many of the responses to the challenge of these aspirations have consisted of simple Web technology-driven products, which have failed to progress effective learning. In this paper we outline the characteristics and pedagogical goals of a learning paradigm that is used to drive the technical requirements, rather than being constrained by what is easily achieved in XHTML. We identify and explain the key roles played by services, semantics, and standards in meeting pedagogical goals of novel learning situations, and illustrate with some scenarios that build bridges between traditional learning contexts and future possibilities. Crucially, we explain why we have adopted Grid technologies in the European Learning Grid Infrastructure (ELeGI) research program.
AB - There has been considerable political pressure and much hope invested in the use of communication and information technologies to provide wider access to education, while improving quality and reducing costs. Unfortunately, many of the responses to the challenge of these aspirations have consisted of simple Web technology-driven products, which have failed to progress effective learning. In this paper we outline the characteristics and pedagogical goals of a learning paradigm that is used to drive the technical requirements, rather than being constrained by what is easily achieved in XHTML. We identify and explain the key roles played by services, semantics, and standards in meeting pedagogical goals of novel learning situations, and illustrate with some scenarios that build bridges between traditional learning contexts and future possibilities. Crucially, we explain why we have adopted Grid technologies in the European Learning Grid Infrastructure (ELeGI) research program.
UR - http://www.scopus.com/inward/record.url?scp=31444454612&partnerID=8YFLogxK
UR - http://www.tandf.co.uk/journals/titles/08839514.asp
U2 - 10.1080/08839510500234271
DO - 10.1080/08839510500234271
M3 - Article
SN - 0883-9514
VL - 19
SP - 861
EP - 879
JO - Applied Artificial Intelligence
JF - Applied Artificial Intelligence
IS - 9-10
ER -