APAN Fukuoka, 2003 Grid Architecture for eLearning Eric Yen Computing Centre, Academia Sinica Jan. 22th, 2003.

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

Learning Flow in Classroom

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

Digital Information Lifecycle

APAN Fukuoka, 2003

Typical Process Corresponds to Lifecycle

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

The CMS Feature List

APAN Fukuoka, 2003

Grid Architecture for eLearning

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

Geospatial Data Infrastructure

Courtesy by FGDC, USGS

APAN Fukuoka, 2003

Examples for Archives of Geospatial Materials in NDAP

APAN Fukuoka, 2003

Examples for Archives of Geospatial Materials in NDAP

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

Architecture Framework

OGSA Software Evolution

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