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Transcript of APAN Fukuoka, 2003 Grid Architecture for eLearning Eric Yen Computing Centre, Academia Sinica Jan....
APAN Fukuoka, 2003
Grid Architecture for eLearning
Eric YenComputing Centre, Academia
SinicaJan. 22th, 2003
APAN Fukuoka, 2003
Outline
Emergence of eLearning Why using Grid for eLearning? Related Work in the World Our Approaches Future Development and Conclusion
APAN Fukuoka, 2003
The Unprecedented Ten Years
Networking from 100Kbps to Gbps Computing from 100MFLOPS to TeraFLOPS Storage from 100GigaBytes to PetaBytes We are producing 3 x 1018 Bytes of data each year Most business processes, research, learning, commerce, so
cialising, etc. may be conducted on the Internet Internet and Digital Technology together bring in
revolutionary ways to communicate, deal with information and collaborate
APAN Fukuoka, 2003
What is eLearning Definition
Internet-based learning, for simplicity Refers to the use of IT to create, deliver, manage and support
learning and training, anytime, anywhere Used for enhancing quality and improving accessibility to
education and training IT fosters the opening of schools to other resources of
learning, such as multimedia libraries, museums, local community resources, research centers, and transnational cooperation
IT may also foster new relationships and new roles for students acting as researchers, creators, designers, etc.
Toward open learning environments and virtual teaching
APAN Fukuoka, 2003
Emergence of eLearning1 Survey of accessibility to eLearning for people with disabilities by
Electronic Training Village(ETV), over 320 respondents across Europe 54.8% think it will open up new and innovative opportunities for
communities of learners with disabilities Only 1.5% consider eLearning is inappropriate for most learners with
disabilities eLearning plays an important role in developing a more
convergent system of higher education for mobility, employability and competitiveness
To be effective, the lifelong education and training strategy should, as a priority, tackle problems such as the lack of interest shown by individuals, time constraints, the cost of training, and the lack of information on training possibilities --> demands for eLearning
Data from “What’s new in eLearning”, europa.eu.int/comm/education/elearning/wn2001_09/what2.htm
APAN Fukuoka, 2003
Emergence of eLerning2
Adaptation of education and training systems to meet the challenge: making Europe “the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion” --> eLearning: Designing Tomorrow’s Education
APAN Fukuoka, 2003
Challenge and Goals of eLearning Challenge
Building Knowledge SocietyUbiquitous LearningEmergence of New Learning Models --> Workflow
AnalysisThe most efficient implementationAdaptation to technology changes
GoalsLearning how to learnHelping people with disabilities more easier to learnLife Long Learning and Life Long TeachingTraining at All LevelsFormation of Learning Society
APAN Fukuoka, 2003
Essence of eLearning Taking advantage of “Virtual Environment” Requirements
Demand Driven: use case-basedUsers need a service rather than a productAdaptability: need to evolve continually by integrating
different services, adding new tools and adapting to specific learning scenarios
Compatibility: quick development of a course site, and compatible to open and standard format, e.g., the SCORM, IEEE, etc.
Low CostOutreach and Collaboration
APAN Fukuoka, 2003
Basic Requirements of eLearning 1. Combination of either Learner Centric or Teacher
Centric, for making the most outcome2. Diversified, Large Amount, Distributed and better
accessed Learning Resources3. Well Organized and Complete Content Description4. Integration of heterogeneous Information Resources5. On Demand and Ubiquitous Learning for anyone6. Toward Effective Knowledge Discovery and Well
Knowledge Organization & Management
APAN Fukuoka, 2003
Demands for What? Open Source Model
Foster the activities for using variant tools to solve problems Active learning and learn how to learn Facilitate free and rapid exchange of knowledge and ideas
Open Source eLearning Platform Enhance quality of learning experience Ubiquitous learning: Learning-on-Demand and Learning everywhere
Notes: Learners have much greater choice in how their learning is delivered, enabling them to interact easily with teachers and access appropriate levels of administrative, educational and technical support.
Make education accessible for whom choose not to or cannot attend classes on campus
Notes: Ensuring that online resources and assessment are of equivalent or superior quality to those available in a traditional learning environment.
Facilitate Realization of Life Long Learning Bridging the Digital Divide Knowledge-based Resource Discovery, Sharing, Accumulation, and Creation
National eLearning Strategy
APAN Fukuoka, 2003
How to Get There? Open Source eLearning Platform
Web-based virtual learning, teaching and informing Robust, distributed collaborated and ubiquitous computing environment as the
infrastructure --> demands for Grid Infrastructure ! Standardization
Well-defined specification Interoperability Mechanism for conversion, transformation, and exchange, etc. Integration
Building Community for Developing Common tools Technical Study & Support Requirements Collection Planning Suggestions to National Strategy
Grid Infrastructure Learning Resources eLearning Services
APAN Fukuoka, 2003
The Best Solution from Grid
Support sharing and coordinated use of diverse resources in dynamic “virtual organizations” – Grid !
Good technical solutions for key problems, such as Security enhancement like authentication and authorization Resource discovery and monitoring Reliable remote service invocation High-performance remote data access -- Grid !
Good quality reference implementation, multi-lingual support, interfaces to many systems, large user base, industrial support, etc. – Grid !
Persistent Web Services – Grid !
APAN Fukuoka, 2003
What Grid can do ?1. Coordinating the sharing of distributed resources and flexible coll
aboration thru “virtual organization” 2. Effective management of distributed heterogeneous resources3. Solving larger scale problem which is beyond the provision of any
single institute/supercomputer in the world4. Construction of a secure, reliable, efficient, and scalable mass stor
age system environment5. Optimize the Usage of Resources6. Facilitate better Sharing and Integration of Information Resources7. Demands of IT for scientific researches in the new millennium
Management of PetaByte scale storage systemCollaborative processingSharing and collaborating distributed resources
8. Summary: Grid is the mainstream for IT infrastructure
APAN Fukuoka, 2003
Related Work in the World Learning GRID of Excellence Working Group (LeGE-
WG): Towards a European Learning GRID Infrastructure NGfL eScience, IST ADL (DoD Advanced Distributed Learning), US EOE (Apple Computer’s Educational Object Economy) GEM (Gateway to Education Materials) Project GESTALT (Getting Educational Systems Talking Across
Leading-Edge Technologies) eLearning in Taiwan --> eTAIWAN
APAN Fukuoka, 2003
Progress of eLearning in TaiwanMaster Plan of Information Technology in
Education for Primary and Secondary SchoolsMinistry of Education, 2001 --200520% of curriculum time of using IT600 seed schoolsTraining teacher teamsEquipping teachers with notebook computers
Program of Science and Technology for e-Learning (2003)Cross Ministry initiative130 million US$ for 5 yearsLed by the President Liu of NCU
APAN Fukuoka, 2003
Sample of an eLearning Project in Taiwan
Courtesy by Tak-Wai Chan, NCU, Taiwan, PNC 2002 Conf
APAN Fukuoka, 2003
Learning Flow in Classroom
Step 1. Preparation before class (teacher) Step 2. Introductory discussion (teacher) Step 3. Group working on projects (students) Step 4. Group working on reports (students) Step 5. Presentations (students) Step 6. Peer evaluations among groups (students) Step 7. Discussion and conclusion (teacher) Step 8. Praising individual or team (teacher)
Courtesy by Tak-Wai Chan, NCU, Taiwan, PNC 2002 Conf
APAN Fukuoka, 2003
Scope of e-Learning1
Person – instructor, and learner Platform – a content management system for e-
Learning (LCMS) Content
CurriculumCourseLessonLearning objectsInformation objectsRaw content items
APAN Fukuoka, 2003
Scope of e-Learning2
LCMS
PERSONLeaningContent
INSTRUCTOR
LEARNER
CurriculumCourseLesson
Learning Obj.Infor. Obj.
Raw Content Obj.
APAN Fukuoka, 2003
Scope of e-Learning4 Generic Metadata Attributes
object
person
spacetime
content
event
event
event
event
APAN Fukuoka, 2003
DA for Learning Contents
Serving as sources of learning materials Content management for DA paves the
framework for knowledge-based persistent archive
Value added program for building up sustainable business of digital contents
Links to samples in NDAP
APAN Fukuoka, 2003
Scope of Digital Archives
GeneralKnowledge Base
EnterpriseIntelligence
e-Learning
e-Research
DigitalArchives
Culture andKnowledge Background
Domain Expertise
BeingDigitised
BornDigital
Business Process and Lifecycle
APAN Fukuoka, 2003
Content Management Challenges1
Separating content from presentationVersioning, Roll-backData/Information re-useRe-purposing of Information, flexible
OutputWorkflow, submit, review, approve, store
APAN Fukuoka, 2003
Content Management Challenges2
Integrating diversified contents and external sources
System and roles-based securityMetadata ManagementCompute and Storage resources on demandReliability and Scalability
APAN Fukuoka, 2003
Basic Functions of a CMS
A CMS manages the path from authoring through to publishing using a scheme of workflow and by providing a system for content storage and integration.Authoring/CapturingWorkflowIntegration and StoragePublishing/Dissemination
APAN Fukuoka, 2003
Grid Applications in AS• High Energy Physics: Computational Grid, Data Grid, Access Grid• BioGrid: Computational Grid, Data Grid, Access Grid
– In charge of coordination of National Genomic … Project– Bio-Computing– Bio-Informatics– Bio-Diversity– Bio-Portal
• Computational Chemistry and Computational Physics: Computational Grid, Access Grid
• National Digital Archives: Data Grid, Access Grid– In charge of coordination of National Digital Archive Project
• Earth Science and Astronomy Research: Computational Grid, Data Grid– Earthquake Data Center– BATS
• Geospatial Information Science & Applications: Data Grid, Access Grid– NSDI– Web-based Space, Time and Language Content Architecture
• eLearning: Access Grid, Data Grid and less Computational Grid
APAN Fukuoka, 2003
Pilot Projects for eLearning in AS
Social University for Adults Learning Community University for Minority, e.g., Indigenous
People Parallel Programming and Computing Applications Survey of the standardization of metadata for
eLearning
APAN Fukuoka, 2003
Access Grid for Collaborative Env. Multi-point Video Conference Facilities
MCU-based : 24 concurrent sessions VRVS H.320/H.323
WhiteBoard Video Server Web-based Content Retrieval and Dissemination
APAN Fukuoka, 2003
Access Grid for Collaborative Env. Voice, video and data conferencing over multiple networks (IP
and ISDN) using one platform. MULTIPOINT VIDEO SOLUTIONS JUST FOR IP
IP Continuous Presence IP QoS and deliver enhanced support for IP conferencing.
Benefits: Improved conference connection rates with optimal capabilities Improved audio quality standard with your system Customize your meetings like face-to-face meetings Reservationless/Adhoc conferencing capabilities T.120 Data Conferencing across mixed ISDN and IP networks Easy Management: To suit your individual needs, choose from browser
based or Windows based scheduling and management
APAN Fukuoka, 2003
Introduction to Digital Archive Digital Archive is a collection of digital objects. A digital object is defined as something (e.g., an image, an audio
recording, a text document, a movie, a map) that has been digitally encoded and integrated with metadata to support discovery, use, and storage of those objects.
Goals for Digital Archive (functional point of view) Protection of the original Duplication for safety Search and Retrieval Easy Access Resource Sharing Lower cost of maintenance and dissemination Max. flexibility for integration of heterogeneous/homogeneous
information resources Providing abundant resources for knowledge discovery and knowledge
construction
APAN Fukuoka, 2003
Why Knowledge-based Approach for Digital Archives
Passive Requirements: for long-term scalable and persistent archives while the technology evolves
Active Requirements: for generation of new knowledge (for easily discover new and unexpected patterns, trends and relationships that can be hidden deep within very large and diverse datasets)
APAN Fukuoka, 2003
Clarification of Concepts Collection-based Persistent Archives
Organization of the collection is archived simultaneously with the digital objects that comprise the collection.
Focus Development of infrastructure independent representations for the
information content of the collection, Interoperability mechanisms to support migration of the collection
onto new SW & HW systems, Use of a standard markup language to annotate the information
content Purpose: maintain not only the bits associated with the original data,
but also the context that permits the data to be interpreted
Knowledge-based Archives Archival description of a collection includes not only contextual
information about the digital objects, but also knowledge about the relationships used to derive the contextual information.
APAN Fukuoka, 2003
Knowledge-based Archive
Archive Accession Process Implied knowledge: e.g., interpretation of fields Structural knowledge: e.g., topology associated with digital line graphs Domain knowledge: e.g., relationships between domain concepts Procedural knowledge: e.g., workflow creation steps for digital objects Presentation kwnoeldge: e.g., support for knowledge-based queries
Relationships Semantic/logical relationships Procedural/temporal relationships Structural/spatial relationships Functional relationships
APAN Fukuoka, 2003
Why Knowledge-based
Approach for Digital Library ?1 Providing “Conceptual Infrastructure” Mapping out the conceptual structure and providing a common language for a field Providing classification/typology and concept definitions. Clarifying concepts by putting
them into context. Thus providing orientation and serving as a reference tool for individual researchers and practitioners and thereby
Assisting with the exploration of the conceptual context of a research problem and in structuring the problem, thereby providing the conceptual basis for the design of good research, for the consistent definition of variables, and thus the cumulation of research results.
Providing the conceptual basis for the exploration of the various aspects of a program in program planning, in the identification of approaches and strategies, and in the development of evaluation criteria
Assisting users in understanding context Assisting information providers with conceptualizing a topic and with finding
the proper term Discovery of high quality resources Providing frameworks for information exchange and resource interoperability
Dagobert Soergel, Evaluation of Knowledge Organization Systems (KOS)
APAN Fukuoka, 2003
Key Issues for eLearning Coordination and Resource Integration Just-in-Time Education and Training Standards Enhancing Quality & improve Accessibility Open Learning Environment & Virtual Teaching Infrastructure and Equipment Networking: from connected to better connection & wider
education usage Quality Contents and Services Cost Saving Flexibility Balance of eLearning & Campus Learning Ubiquity and Reliability Multilingual Portals Sustainable commercial market for eLearning content development
APAN Fukuoka, 2003
Future Research Topics Visual Representations Collaborative Learning and Behavioral Models Knowledge Management Learning Process and Knowledge Discovery Theoretical Aspects concerning Communities Processes Identify the Learning and Teaching Needs Baseline a Grid Architecture Design and Prototype a
Learning Grid Pedagogy, eContents and user-friendly interfaces
APAN Fukuoka, 2003
Computer, Storage & Communication
Grid Middleware
Security & Authentication
HPC/HTC HC BioC CMS GIST CA
MetadataWeb-based GUI/HCI
Users
Conceptual IT Architecture for Supporting of Research
APAN Fukuoka, 2003
TaipeiGigaPoP
(10G & 2.5G)
MOECCAcademia
Sinica (AS)Tear 1/2
YMU NTOU
CGU
TANetSchool
s
Taipei CitySchool Net,
GSN, ISPs…
NCTU
Taiwan LCG Structures: Taiwan domestic network. Minimum bandwidth is 2.5Gbps.
Taipei GigaPoP is a Metropolitan Fiber Ring, with the capability to upgrade from 10Gbps to Multi-Lambda network.
TaipeiGigaPoP
JP
HK
EU
US
CNCSTnet
THSG
CNCERnet AU
1.2G or 2.5Gvia StarLight in Ph#1
155M 622M
155M 622M
622M
Taiwan International Connectivity: Broadband connections to US, Europe, Japan and Hong Kong are in place and will be upgraded when necessary.
NCUTear 2/3
NTUTear 2/3
10G
APAN Fukuoka, 2003
The Infrastructure for Integrating Web Services & Grid Technology
Web Services & Grid Protocols
Courtesy by IBM Taiwan
APAN Fukuoka, 2003
Open Grid Services Architecture
Objectives:Manage resources across distributed heterogeneous platforms Deliver seamless QoS Provide a common base for autonomic management solutionsDefine open, published interfacesExploit industry-standard integration technologies
Web Services, SOAP, XML,...
Integrate with existing IT resources
APAN Fukuoka, 2003
Open Grid Infrastructure (OGSI)
Grid Service Implementation - Examples
Courtesy by IBM Taiwan
APAN Fukuoka, 2003
Future & Conclusion
Help teachers and learners to open their minds for new scenarios
Policy and Strategies for Future Development Functional Requirements for eLearning, from the users
perspectives Appropriate Grid Architecture to support the
requirements Practical Models and processes for eLearning Study of user behaviors and collecting requirements
continuously, by use case analysis