Proposal for an e-learning system for reaching sustainability in the Romanian research network INPRO.

Draghici, Anca ; Izvercianu, Monica ; Rosu, Luminita 等

Abstract: The concepts of a virtual research network and virtual teams, enabled by the new generation of Internet/Intranet/Extranet-based services are discussed here, as means to stay competitive. The paper focuses on a preliminary analysis needed for building an e-Learning system for a virtual research network. In particular, for the collaborative environment of the INPRO Romanian research network there will be illustrate some methodological aspects for developing an e-Learning system taking into account the advantages and disadvantages implied by some software solution. In addition, the e-Learning system architecture is depicted and some conclusions are formulated in the end.

Key words: e-Learning system, Internet, IBM Collaborative Learning, AeL Enterprise.

1. THE NETWORK SUPPORT FOR AN E-LEARNING SYSTEM

A hierarchical e-Learning network design model breaks the complex problem of network design into smaller, more manageable problems. Each level, or tier, in the hierarchy addresses a different set of problems so that network hardware and software can be optimized to perform specific roles. Devices at the lowest tier of the hierarchy are designed to accept traffic into a network and then pass traffic up to the higher layers. The core of the network has one aim: to provide an optimized and reliable transport structure by forwarding traffic at very high speeds (Draghici, 2007).

In a highly reliable and available e-Learning network, fault tolerance and redundancy make outages and failures invisible to the end user. The high-end devices and telecommunication links that ensure this kind of performance come with a steep price tag. Network designers constantly have to balance the needs of users with the resources at hand. Multicast traffic can also consume a large amount of bandwidth. Multicast traffic is propagated to a specific group of users. Depending on the number of users in a multicast group or the type of application data contained in the multicast packet, this type of broadcast can consume most, if not all, of the network resources. As networks grow, so does the amount of broadcast traffic on the network. Excessive broadcasts reduce the bandwidth available to the end users and force end-user nodes to waste CPU cycles on unnecessary processes. In a worst-case scenario, broadcast storms can effectively shut down the network by monopolizing the available bandwidth (Dragoi & Cotet, 2004).

Two methods can address the broadcast issue for large switched LAN sites. The first option is to use routers to create many subnets and logically segment the traffic. This scenario can create a bottleneck in the network. A second option would be to implement virtual local area networks (VLAN's) within the switched network. A VLAN is a group of end devices that populate multiple physical LAN segments and switch ports; they communicate as if they were on a single LAN segment. One of the primary benefits of VLAN's is that LAN switches (by creating VLAN's) can be used to effectively contain broadcast traffic and manage traffic flows. The Virtual Local Area Network (VLAN) is the best support for the virtual design offices or the virtual teams. The interconnection of VLAN's is realized on the level two (ELAN--Emulation Local Area Network), and on the level three (MultiProtocol Over AT-MPOA). MPOA Client (MPC) and MPOA Server (MPS) are obtained the configuration by LECS (LAN Emulation Configuration Server). The virtual networks MPOA is named IASG (Internet Address Summarization Groups). In this case an e-Learning team is formed with members located at different geographic locations. A virtual local area network will be created for the e-Learning project of the INPRO virtual research structure. In addition to the INPRO's full-time members, the team will also include contributing members who are recruited for specific components of the project. As such, a core group is responsible for leading the project and a subgroup is involved in specific components of the training project while the full time INPRO members form the central core of the team, experts in the different training modules of the project will coordinate the corresponding modules (Draghici, 2006)

2. COLLABORATIVE LEARNING SOFTWARE--SHORT OVERVIEW

2.1. IBM Workplace Collaborative Learning

IBM[R] Workplace Collaborative Learning[TM] is an enhanced IBM[R] Workplace[TM] product and part of the integrated collaborative environment delivered by IBM[R] Workplace[TM] Collaboration Services. Using the tools in the IBM Authoring Tool, trainers can easily create new courses packages. Some benefits/advantages of the product are:

--Provides to students with enhanced collaborative tools such as course discussion areas, document sharing, web conferencing, and chat rooms.

--Helps organizations more efficiently meet ongoing training requirements and measure the results and effectiveness of students' learning activities.

--Integrates with other Workplace Collaboration Service capabilities to deliver collaborative tools such as team spaces, e-mail and calendaring.

--Uses customer-supplied job profile information to deliver roles-based learning resources right to the desktop.

--Automatically assigns learning activities as part of a personalized employee development plan so users can work towards closing their skills gaps.

--Empowers users to self-manage their learning programs and access on-line learning in a "just-in-time" manner. --etc.

2.2. AeL Enterprise--SIVECO Romania

AeL Enterprise, a software platform developed by SIVECO Romania, is an innovative e-Learning solution that was first implemented and tested for Telecom Company in Romania. The main advantages of AeL Enterprise software are: the users are trained and tested unitary; the great efficiency of the training process control in the organization; the easy supervise of trainers and employees performances; flexibility; reduce training costs; reduce the unproductive periods; interactivity and a great control on the information amount received by the employee within the training stage. The AeL e-Learning platform offers support for teaching and learning, for tests and evaluations, for managing the educational content, for monitoring the educational system and creating the curricula. AeL can be used for the learning process assisted by the teacher/trainer or for individual education. AeL is implemented at undergraduate and graduate levels of the educational system, as well as in corporations, for internal employee training. It is designed by taking into account the flexibility criteria; it can be used in several languages, different regions, learning levels and types of organizations.

3. SOLUTION FOR BUILDING AN E-LEARNING SYSTEM IN THE INPRO VIRTUAL RESEARCH NETWORK

The motivation of building an e-Learning system in the INPRO research network is linked with: (1) the vocational training need of the network's members in the context of the long life learning concept (learners are: master students, young researcher, PhD. students etc.) and (2) the specific demands from industrial partners in the context of the dynamic evolution of the software dedicated for industrial problems solving or applications (Draghici et. al., 2006), (Draghici et. al., 2007).

The main demands that where taken into consideration in choosing the right e-Learning solution were: hardware requirements for both application server and the workstations, course documents management system, course packet development, software maintenance, IT knowledge level needed. Considering this we believe that the best solution was to use AeL e-Learning platform. The software is able to ensure unitary training, a better monitoring of the learning process and of the results obtained by the students and by the instructors, the evaluation of the didactical methods, good course and resource planning, time saving and learning process optimization.

The concept of content reusability is implemented by using standard formats such as XML, MathML, SCORM. The AEL platform is the sole Learning Management Software which covers the three main learning types:

--Asynchronous (the instructor prepare the manual and each student traverses it in his own rhythm);

--Synchronous in class (the instructor and the students are physically in the same room and communicate directly);

--Synchronous at distance (the instructor and the students can communicate only through the system).

[FIGURE 1 OMITTED]

Both of the INPRO research network requirements, training of the network's members and training of the industrial partners can be easily satisfied by the chosen solution.

The server needed for the e-Learning system will be localized at one of the INPRO partners, in Bucharest. This server will be accessible to the others member of the INPRO research network via internet connections. It must allow a good internet connection in order to be able to accept a great number of simultaneous clients. The requirements of the client software are not very high, so that it can run on almost all computers that have internet explorer and an internet connection. Also the installation of client software can be done easily even without high IT knowledge.

As we present in figure 1, an e-Learning architecture consists of two classes that are being held simultaneous (Virtual classroom 1 and Virtual classroom 2). The first course is located Bucharest, one of the INPRO network partners. The second course is delocalized (Synchronous at distance), the trainer is located at the coordinator of the INPRO research network in Timisoara but at this course are attending learners from all partners. Others are attending in the same time to some asynchronous courses.

4. CONCLUSIONS

The concept of INPRO research platform, enabled by a new generation of Internet/Intranet/Extranet-based services was depicted as a means to stay competitive and to thrive in a turbulent training market. The new Internet technologies, the latest evolutionary step in distributed computing, has been proposed as the platform for realizing the INPRO e-Learning system which is the core for building the virtual campus. This platform for research, training, consulting in the new digital economy will be developed by the INPRO partners according with the expressed industrial needs, too

5. REFERENCES

Draghici, A. (2007). National Virtual Team's Management and Development. The Case of Romanian Research Network--INPRO, in Journal of Management and Economics Engineering, vol 4, no 2, 2007, 125-140

Dragoi, G., Cotet, C. (2004). Virtual Laboratories for the Collaborative Design to Improve Product Development, in International Journal of Simulation Modelling, vol. 3, no. 1, 29-40

Draghici, G. (2006). The INPRO--Romanian Research Network for Integrated Product and Process Engineering, CEEX project, Contr. No. 243/2006

IBM[R] Workplace Collaborative Learning, Available from: http://www-142.ibm.com/software/workplace/products/ product5.nsf/wdocs/lwclhomepage, Accessed: 2007-09-17

AeL Enterprise, SIVECO Romania, Available from: http://www.advancedelearning.com/, Accessed: 2007-09-17

Draghici, A. and Draghici, G. (2006). New Business Requirements in the Knowledge Based Society, in Cunha, M.M. and Putnik, G.D., editors, Advanced Technology for Business Integration: Social, Managerial and Organizational Dimension, Idea Group Publishing, USA, 209-241

Draghici, A, Matta, N., Molcho, G. and Draghici G. (2007). Networks of Excellence as Virtual Communities, in Putnik, G. and Cunha, M.M., editors, Encyclopedia of Networks and Virtual Organizations, Idea Group Publishing, USA.