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E-raamat: Open Distance Learning: Fundamentals, Developments, and Modelling

(Warsaw School of Computer Science, Poland)
  • Formaat: 436 pages
  • Ilmumisaeg: 30-Sep-2022
  • Kirjastus: Jenny Stanford Publishing
  • ISBN-13: 9781000295986
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Open Distance Learning: Fundamentals, Developments, and ModellingSuurem pilt
  • Formaat: 436 pages
  • Ilmumisaeg: 30-Sep-2022
  • Kirjastus: Jenny Stanford Publishing
  • ISBN-13: 9781000295986
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Motivational and social aspects as interactions among teachers and students are essential for a successful educational process in an open distance learning (ODL) environment, and the goal of this book is to develop an interactive model to manage motivation between the participants of the learning process. The book deals with the important and topical problem of e-learning, closely connected with the use of modern information technologies in education. The focus is on developing an information management system for supporting the distance learning process in colleges and universities in the context of steadily expanding information technologies. On the basis of exiting standards (SCORM, etc.) as well as information systems and platforms (e.g., Moodle, etc.), the author proposes a coherent and original concept of modelling three ODL subprocesses: (1) an ontological model (how to represent the structure of didactic materials), (2) a motivation and collaboration model (how to motivate project process participants) and (3) a simulation model (how to realise the learning/project process). The proposed models constitute a theoretical formalization of a new situation in which a teacher and the students are obligated to elaborate on didactic material repository content in accordance with the requirements of acquired competencies. A mathematical method based on game theory and simulation is suggested. The kind of educational system represented in the book can be used as a model of open distance learning aimed at active behaviour of students and teachers in not only the development of knowledge but also the acquiring of competencies.

Preface ix
Foreword xi
Acknowledgements xix
1 Open Distance Learning
1(42)
1.1 The Concept of Open and Distance Learning
1(12)
1.1.1 Aspects of Open and Distance Learning in the Scale of European Union
3(3)
1.1.2 Analysis of the Openness Issue in Distance Learning Systems
6(6)
1.1.3 Conclusions
12(1)
1.2 Management Model of Open Distance Learning System
13(21)
1.2.1 Introduction
13(2)
1.2.2 Open and Distance Learning
15(1)
1.2.3 Hierarchical Structure of ODL
16(9)
1.2.4 Functional Scheme of Open System of Distance Learning
25(8)
1.2.5 Conclusion
33(1)
1.3 Student Life Cycle
34(9)
1.3.1 Proposition of the Student Life Cycle
34(6)
1.3.2 Conclusion
40(3)
2 Methods of Modelling of Competence
43(16)
2.1 The Meaning of the Concept of `Competence'
43(5)
2.2 Standards of Competence
48(2)
2.3 Competence Model for Project Management
50(2)
2.4 Competence-Based Approach: Representation of the Structure and Range of Competence
52(7)
3 Team Project Process Oriented on Acquiring Competence
59(32)
3.1 New Educational Model Developed for Acquiring Project Team Competence
59(5)
3.1.1 Engineering in the Global World
59(5)
3.2 Scenario of the Learning Situation
64(6)
3.2.1 Orientation of the ODL Process on the Active Cooperation of Students and the Teacher
64(3)
3.2.2 Stating the Problem of Motivation in the Specific Learning Situation of ODL
67(3)
3.3 Team Project Process Oriented on Acquiring Competence
70(4)
3.4 Models of Competence in the Open Distance Learning System
74(17)
3.4.1 Types of Competence
74(2)
3.4.2 Description of the Structure of Summary Competencies
76(2)
3.4.3 Organisation of Collaboration of Specialists in Developing the Project
78(1)
3.4.4 Determining the Requirements for the Team Implementing the Specialty
79(2)
3.4.5 Statement of the Task of Selecting Competent Partners
81(1)
3.4.6 Analysis of the Partner Evaluation Criteria
82(2)
3.4.7 The Problem of the Quality of Developing and Implementing the Teaching-Learning Process
84(7)
4 Ontology Modelling in Open Distance Learning
91(108)
4.1 Ontology as a Method of Knowledge Representation
91(12)
4.1.1 Classification of Ontologies
94(2)
4.1.2 Generalisation of Ontology: Example
96(1)
4.1.3 Methods of Creation and Ontology Languages
97(2)
4.1.4 Kinds of Ontologies: Examples
99(1)
4.1.5 Criteria for Ontology Creation
100(2)
4.1.6 Conclusion
102(1)
4.2 Knowledge Representation in Open Distance Learning
103(9)
4.2.1 Knowledge in the Traditional and Distance Learning Process
103(3)
4.2.2 Content, Volume and Depth of Knowledge
106(6)
4.3 Ontological Scheme Formation for Knowledge Domain in ODL
112(22)
4.3.1 Concepts Network Creation Algorithm
112(2)
4.3.2 Didactic Materials Compilation Algorithm
114(2)
4.3.3 Concepts Network's Relations
116(2)
4.3.4 Scheme of the Concepts Network Creation Algorithm
118(3)
4.3.5 Proposition for the Didactic Materials' Compilation Algorithm
121(1)
4.3.6 Concepts Network Dimension Reduction
122(1)
4.3.7 Basic Concepts Selection Using the Student's Profile
122(2)
4.3.8 Hierarchically Ordered Concepts Network
124(1)
4.3.9 Transformation of the Hierarchically Ordered Concepts Network
125(1)
4.3.10 Creation of Overlapping Portions
126(2)
4.3.11 Graph's Clustering
128(2)
4.3.12 SCORM Framework
130(1)
4.3.13 Application
131(2)
4.3.14 Summary
133(1)
4.4 Case Study
1. Ontological Model of Relational Database of Intangible Production
134(26)
4.4.1 Requirements of the CIU Structure [ 3-Normal Form)
137(1)
4.4.2 Structural Relations of Information Objects
138(3)
4.4.3 Example of Relational Database Model Development
141(2)
4.4.4 A Complex Information Object as a Connection between Simple Objects
143(3)
4.4.5 Elimination of Redundant M: M Relations between Information Objects in the Matrix of Relationships
146(2)
4.4.6 Canonical Form of the Relational Model
148(2)
4.4.7 Algorithm of Processing Adjacent Matrix P = INI
150(2)
4.4.8 Example of the Project "Develop a Relational Database Model in the Given Subject Area"
152(3)
4.4.9 Typical Queries and Needed for Their Implementation of Functional Links
155(4)
4.4.10 Conclusion
159(1)
4.5 Case Study
2. Ontological Model of the Object-Oriented Database ...
160(14)
4.5.1 Problem of Compatibility of Competencies in Professional Learning
160(5)
4.5.2 Ontological Model of Object-Oriented Database
165(9)
4.5.3 Conclusions
174(1)
4.6 Case Study 3: Ontological Model of Supply Chain Management
174(22)
4.6.1 What Is Supply Chain Management?
175(7)
4.6.2 Mathematical Model of an Enterprise
182(3)
4.6.3 Ontological Model of Distributed Supply Chain (DSC)
185(6)
4.6.4 Mathematical Procedures of a DSC Ontological Model
191(5)
4.7 Conclusion
196(3)
5 Motivation Modelling in Open Distance Learning
199(34)
5.1 Competence-Based Open Distance Learning
199(3)
5.1.1 Introduction
199(3)
5.2 The Need for Active Cooperation of Students and Teachers in ODL
202(3)
5.3 Interpretation of the Motivation Model of Learning Processes
205(3)
5.4 Statement of the Motivation Problem in a Particular ODL Situation
208(8)
5.4.1 Basic Components of the Learning Situation
210(3)
5.4.2 Decision Parameters
213(1)
5.4.3 Criterion and Objective Functions
213(3)
5.5 Motivation Model Interpretation in Terms of Game Theory
216(5)
5.6 The Procedure for the Acquisition of Personal Competence
221(8)
5.6.1 The Algorithm Acquisition of Competencies
221(4)
5.6.2 Ontological Graph of the Course Consistent with the Structure of Competence
225(4)
5.7 The Linguistic Database as a Tool Supporting the Level of Student Motivation
229(4)
6 Collaboration Modelling in Open Distance Learning
233(56)
6.1 Representation of Competence as a Classical and Fuzzy Set
233(10)
6.1.1 Introduction
233(1)
6.1.2 Representation of Competence as a Classical Set
234(2)
6.1.3 Representation of Competence as a Fuzzy Set
236(1)
6.1.4 The Power of Competence
237(1)
6.1.5 Relationship and Basic Competence
237(1)
6.1.6 Potential for Competence
237(1)
6.1.7 The Critical Level of Potential for Competence
238(5)
6.2 Team Collaboration Model and Method of Analysis of the Cost Extending Competence
243(13)
6.2.1 Methods of Analysis of the Cost of Expanding Set of Competencies
243(2)
6.2.2 Team Collaboration Model and Competence Expansion Algorithm to Perform the Project Task
245(5)
6.2.3 Case Study
250(5)
6.2.4 Summary
255(1)
6.3 Cost Estimation Algorithm and Decision-Making Model for Curriculum Modification in Educational Organisation
256(1)
6.4 Conceptualisation of the Curriculum Modification Decision Model
257(1)
6.5 Functional Schema of Educational Organisation
258(7)
6.6 Model of the Decision Support System for Curriculum Modification
265(8)
6.6.1 Competence Representation Model
267(3)
6.6.2 Group Competence Expansion Algorithm
270(3)
6.7 Case Study
273(14)
6.7.1 Preliminary Expansion Phase
280(3)
6.7.2 Main Expansion Phase
283(4)
6.8 Summary
287(2)
7 Incentive Model of a Project Learning Process
289(16)
7.1 Introduction
289(2)
7.2 Stating the Incentive Problem in a Specific Education Situation
291(3)
7.3 Formal Model of the Competence-Oriented Project Learning Process
294(5)
7.4 Incentive Mechanism in a Multiple-Agent System
299(6)
7.4.1 Stimulation in a Simple Organisational System
299(1)
7.4.2 Incentive Model of Multiple Systems
299(1)
7.4.3 Incentive Mechanism in Multiple System, Where the Reward of Each Agent Doesn't Depend on the Actions of All Other Agents
300(2)
7.4.4 Incentive Mechanism in a Multi-System, Where the Reward of Each Agent Depends on the Actions of all Other Agents
302(1)
7.4.5 Summary
303(2)
8 Simulation Experiments as a Ground for Acquiring Competencies in the ODL Environment
305(54)
8.1 Problem Analysis
306(1)
8.2 Problem Statement
306(1)
8.3 Formulation of a Mathematical Model
307(4)
8.4 Methodology for Developing a Simulation Model
311(8)
8.4.1 The Statement of a Simulation Experiment
311(2)
8.4.2 The Algorithm for Determining Simulation Experiment Settings
313(1)
8.4.3 The Process of Adapting the Methodology of the Simulation Experiment to Didactical Purposes
314(5)
8.5 Supply Chain in the Learning Management System
319(13)
8.5.1 Supply Chain and Corporate Network in a Distance Learning Environment
319(4)
8.5.2 An Integrated Model of a Supply Chain in an Educational Organisation
323(3)
8.5.3 The Conceptual Model of the Production System
326(6)
8.6 The Problem of Optimisation of the Structure and Parameters of the Supply Chain
332(6)
8.7 Queuing Modelling of a Supply Chain in the Learning Management System
338(14)
8.7.1 Structure of a Closed Supply Chain
338(3)
8.7.2 Statement of the Task
341(6)
8.7.3 Method of Solution
347(2)
8.7.4 Conclusion
349(3)
8.8 Simulation Model of Teacher and Student Collaboration
352(5)
8.9 Conclusion
357(2)
9 Conclusions
359(6)
Glossary 365(28)
References 393(16)
Index 409
Oleg Zaikin is a professor at the Warsaw School of Computer Science, Poland. A PhD in computer science, he started his career as a research engineer at the Leningrad Research Radio Institute, Russia, in 1966. He held an academic position at St. Petersburg Electrical University, Russia (19701990); head of the department at St. Petersburg Institute of Printing and Publishing, Russia (19911996); professor at the University Oriente', Republic of Cuba (19781979); and professor at the Faculty of Computer Science and Information Systems and head of the Department of Production Control, West Pomeranian University of Technology, Poland (19962009). Prof. Zaikin is a member of the Technical Committee 5.1 of the International Federation of Automatic Control and the International Academy of Computer Science. He has authored and edited 10 books on computer science and published more than 50 refereed articles and 85 conference papers.
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