hci techniques from idea to deployment

HCI Techniques from Idea to HCI Techniques from Idea to Deployment: A Case Study for a Dynamic Deployment: A Case Study for a Dynamic

Learning EnvironmentLearning Environment

John C. Thomas & Robert A. FarrellJohn C. Thomas & Robert A. FarrellCHI 2006CHI 2006

Montreal, CanadaMontreal, CanadaApril 27, 2006April 27, 2006

Other Development Team Members included: Sam Dooley, Bill Rubin, Stephen Other Development Team Members included: Sam Dooley, Bill Rubin, Stephen Levy, Amy Katriel, Doug Gordin & Danny OppenheimLevy, Amy Katriel, Doug Gordin & Danny Oppenheim

IGS Learning partners: Ray O’Donnell, Ernie Fuller & Steve RolandoIGS Learning partners: Ray O’Donnell, Ernie Fuller & Steve Rolando

OutlineOutlineBackground & ContextBackground & ContextPre-project InterviewsPre-project InterviewsScenario-based Iterations in PowerPointScenario-based Iterations in PowerPointHeuristic Evaluations, Corporate Guidelines Heuristic Evaluations, Corporate Guidelines & Orienting Values& Orienting ValuesIterations on the InterfaceIterations on the InterfaceField Trial ResultsField Trial ResultsScenario-Based Experimental InvestigationScenario-Based Experimental InvestigationLessons LearnedLessons LearnedReferencesReferencesQ&AQ&A

General ProblemGeneral Problem

Needed Knowledge Changing at a Rapid Rate in Needed Knowledge Changing at a Rapid Rate in many fields; e.g., IT, HCI, Biol, etcmany fields; e.g., IT, HCI, Biol, etc

Moreover, Knowledge also BranchingMoreover, Knowledge also Branching

Many Learners under time pressure Many Learners under time pressure

Companies under monetary pressure; less Companies under monetary pressure; less willing to send employees away for a week willing to send employees away for a week course; also hard on familiescourse; also hard on families

Yet, there is a great duplication of effort in Yet, there is a great duplication of effort in producing materials and many of them are on producing materials and many of them are on the webthe web

Learning Object FrameworkLearning Object Framework

“Build technology to enable recombinant learning experiences via the production, dynamic assembly, and adaptation of modular learning objects by publishers, instructors, and learners.”

Learning Objects Vision & IssuesLearning Objects Vision & Issues

Use vast sea of materials in new and exciting Use vast sea of materials in new and exciting ways (physics of baseball, golf)ways (physics of baseball, golf)

Able to use the “best of the best”Able to use the “best of the best”

CopyrightCopyright– Who gets credit/money for collage ?Who gets credit/money for collage ?

– Do original authors even want their material used in Do original authors even want their material used in (any possible) new context?(any possible) new context?

Metadata are costly to provideMetadata are costly to provide

How do we select and organize materials from How do we select and organize materials from different sources into something pedagogically different sources into something pedagogically coherent?coherent?

Our Approach to IssuesOur Approach to Issues

Copyright: Avoid this issue by using only materials where Copyright: Avoid this issue by using only materials where IBM owns copyright (Redbooks and presentations)IBM owns copyright (Redbooks and presentations)

Metadata: Combination of approachesMetadata: Combination of approaches– Some metadata present in originalSome metadata present in original

– Some derived from computational linguisticsSome derived from computational linguistics

– Provided tool for SME’s to simplify task (e.g., inheritance as Provided tool for SME’s to simplify task (e.g., inheritance as default)default)

– Allow users to collaboratively add metadataAllow users to collaboratively add metadata

Selection and CoherenceSelection and Coherence– System and User work collaboratively (“System proposes but System and User work collaboratively (“System proposes but

User disposes.”)User disposes.”)

– Eventually added ontology to “fill in” missing connective materialEventually added ontology to “fill in” missing connective material

– Eventually added conceptual maps for more novice usersEventually added conceptual maps for more novice users

Metadata Spreadsheet Metadata Spreadsheet

Metadata and Its UsageMetadata and Its Usage ElementElement ValuesValues UseUse

ContextContext Original context of this data Original context of this data (section, chapter, book) (section, chapter, book)

Sequence in book order, Sequence in book order, maintains source coherencemaintains source coherence

Rhetorical RoleRhetorical Role Introduction, Conclusion Introduction, Conclusion Advance organizer, reduce Advance organizer, reduce dangling referencesdangling references

Cognitive Level Cognitive Level Motivation, Concept, Process, Motivation, Concept, Process, ProcedureProcedure

Select proper level for Select proper level for job/task, logically sequencejob/task, logically sequence

Resource Type Resource Type Architecture, Code Listing, Architecture, Code Listing, Definition, Scenario Definition, Scenario

Select proper resource type Select proper resource type for job/taskfor job/task

RelationshipsRelationships Prerequiste, co-requisite Prerequiste, co-requisite prerequisites first prerequisites first sequencing, assess sequencing, assess prerequisites first prerequisites first

DifficultyDifficulty IEEE LOM standard (5pt scale) IEEE LOM standard (5pt scale) Prefer < difficulty when Prefer < difficulty when introducing materialintroducing material

TopicTopic Mapping to books Mapping to books Sequence topics by Sequence topics by prerequisite and within topic prerequisite and within topic by cognitive levelby cognitive level

Environment Environment Product, language, or operating Product, language, or operating systemsystem

Select environment to match Select environment to match task task

Specific ContextSpecific Context

Users: Users:

– IBM IT personnel constantly need to learn about new technologyIBM IT personnel constantly need to learn about new technology

– Their time is often very limitedTheir time is often very limited

– Adult, motivated learnersAdult, motivated learners

– Enough previous knowledge to understand technical materials Enough previous knowledge to understand technical materials

– Much learning is done as team but teams are often globalMuch learning is done as team but teams are often global

– Many workers are often working remotelyMany workers are often working remotely

IBM Goals: IBM Goals:

– Re-use educational materials in new ways to cut costsRe-use educational materials in new ways to cut costs

– Reduce travel costs; use f2f when necessaryReduce travel costs; use f2f when necessary

– Research technology of possible use beyond IBMResearch technology of possible use beyond IBM

Team BackgroundTeam Background

Team Leader Team Leader – Extremely sympathetic to iterative user-centered designExtremely sympathetic to iterative user-centered design

– Extensive background in CAI former John Anderson and Roger Extensive background in CAI former John Anderson and Roger Shank student + a decade of additional CAI developmentShank student + a decade of additional CAI development

User Experience Lead: User Experience Lead: – Began tutoring other students at age 12Began tutoring other students at age 12

– First educational experiment at age 16First educational experiment at age 16

– 30 years experience in HCI30 years experience in HCI

– Taught to sixth graders, undergrads, grad students, post-grads, Taught to sixth graders, undergrads, grad students, post-grads, etc. etc.

Approach includes iterative design, test, and re-designApproach includes iterative design, test, and re-design

However, experience allows for better initial design and However, experience allows for better initial design and more effective recovery from problemsmore effective recovery from problems

Initial InterviewsInitial Interviews

Before initial design, I interviewed potential Before initial design, I interviewed potential stakeholdersstakeholders

Potential usersPotential users

Course developers in IBMCourse developers in IBM

Curriculum designers in IBMCurriculum designers in IBM

External course developerExternal course developer

Broad survey about “best educational Broad survey about “best educational experiences”experiences”

On-demand Custom CoursewareOn-demand Custom Courseware

Original Sources

Learning Objects

Custo

mize

Capture Assemble

Share

Describe

Cleave Custom Course

Design “Values”Design “Values”

Heard of as technique for making a story Heard of as technique for making a story coherent in coherent in Story Story by Robert McKeeby Robert McKee

Also heard as technique used in European Also heard as technique used in European car company for design integritycar company for design integrity

Design Values prominently posted above Design Values prominently posted above my ThinkPad and referenced during my ThinkPad and referenced during design decisions, interviews, and looking design decisions, interviews, and looking at test resultsat test results

Design “Values”Design “Values”

E-LearningE-LearningPersonalizedPersonalizedModernModernUsefulUsefulFunFunFlexibleFlexibleTargetedTargetedEfficientEfficientCorrectCorrectAuthoritativeAuthoritativeUnder my (i.e., the user’s) Under my (i.e., the user’s) controlcontrol

Easy to UseEasy to UseWorthwhileWorthwhileSecureSecurePrivatePrivateForest GlenForest GlenWaterfallWaterfallSpringtimeSpringtimeSunnySunnyDynamicDynamicSafeSafeActiveActive

Initial IterationsInitial IterationsMade initial design in presentation SWMade initial design in presentation SW

Three iterations, each with a small number of Three iterations, each with a small number of users (3-6)users (3-6)

Gave each user a motivating scenario for learning Gave each user a motivating scenario for learning based on dilemma for “Joe”based on dilemma for “Joe”

For each screen, asked what they saw, what each For each screen, asked what they saw, what each button would do, which action they would take, button would do, which action they would take, then “reset” to sequence by saying what Joe then “reset” to sequence by saying what Joe actually didactually did

Asked HCI experts in company for “heuristic Asked HCI experts in company for “heuristic evaluation”evaluation”

Intranet StandardsIntranet Standards

Functionality and vocabulary tested and Functionality and vocabulary tested and changed with presentation software changed with presentation software prototypesprototypes

Our intended users were all familiar with Our intended users were all familiar with IBM Intranet so, “being forced” to use the IBM Intranet so, “being forced” to use the IBM Intranet standards made senseIBM Intranet standards made sense

These largely determined the UI “look and These largely determined the UI “look and feel”feel”

First working prototype developedFirst working prototype developed

Custom Course Delivery

Testing before Field TrialTesting before Field Trial

The development team tested prototypeThe development team tested prototype

– Attempting to log in twice crashed the systemAttempting to log in twice crashed the system

– Changing the URL directly crashed the Changing the URL directly crashed the systemsystem

These were fixed and six more Research These were fixed and six more Research personnel tried the systempersonnel tried the system

New requirement to “drag and drop” New requirement to “drag and drop” course modules to re-arrange them was course modules to re-arrange them was implementedimplemented

Field Trial OneField Trial One

118 users signed up 118 users signed up 75 accessed system75 accessed system81% satisfaction with system81% satisfaction with system90% found easy to use 90% found easy to use "I was impressed how well you put the topics together. With "I was impressed how well you put the topics together. With the proviso that students understand they receive a smattering the proviso that students understand they receive a smattering of information, where the entire document would provide of information, where the entire document would provide depth, this is a marvellous way to bring someone up to speed depth, this is a marvellous way to bring someone up to speed in an area that they need a modicum of knowledge in a short in an area that they need a modicum of knowledge in a short period of time.” period of time.”

Positive CommentsPositive CommentsPositive Comments: 14Positive Comments: 14– ……I was impressed…I was impressed…– ……you can easily find…you can easily find…– ……very good, precise, and to the point….very good, precise, and to the point….– Well laid out, very easy to follow and understandWell laid out, very easy to follow and understand– It’s a fine process. I’m looking forward to more titles.It’s a fine process. I’m looking forward to more titles.– Impressive….Impressive….– This looks slick guys…good job….This looks slick guys…good job….– I like how you can jump to the source…I like how you can jump to the source…– ……I like it very much!I like it very much!– Being able to select…for your needs is an asset.Being able to select…for your needs is an asset.– I think this concept of course development is great.I think this concept of course development is great.– ……is excellent….will be a great time saver and productivity boost.is excellent….will be a great time saver and productivity boost.– ……very easy to use and to navigate…Thanks for a great job.very easy to use and to navigate…Thanks for a great job.– ……this concept of course development is great…this concept of course development is great…

Negative CommentsNegative Comments

Negative Comments: 5Negative Comments: 5– As a novice…I found it very difficult to use the query As a novice…I found it very difficult to use the query

method to build my unique course. This method may method to build my unique course. This method may be good for experts…be good for experts…

– …….so, I might use it if I need to find out the related .so, I might use it if I need to find out the related concept for a specific topic, then go further from concept for a specific topic, then go further from there. Meanwhile, I will continue to use Redbooks.there. Meanwhile, I will continue to use Redbooks.

– Text type and size hard to read…Text type and size hard to read…– ……(hard) to pick the right search criteria(hard) to pick the right search criteria– ……after suspending course…(they disappeared)after suspending course…(they disappeared)

Suggestions for ImprovementsSuggestions for Improvements

Make difficulty filter actually work – 3Make difficulty filter actually work – 3When you click on related links, open a new IE window – 3When you click on related links, open a new IE window – 3Enable one to narrow the results in various ways – 1 Enable one to narrow the results in various ways – 1 Be able to send to another person – 1Be able to send to another person – 1Provide pop-up window for expanding acronyms - 1Provide pop-up window for expanding acronyms - 1Have clock show expired vs. estimated time – 1Have clock show expired vs. estimated time – 1(Improve) sequencing – 1(Improve) sequencing – 1No “backpage” from dead link forces escape and re-logon – 1No “backpage” from dead link forces escape and re-logon – 1Add a way to see date of publication of Redbook -1 (without having Add a way to see date of publication of Redbook -1 (without having to go there)to go there)Make type font and size customizable -1Make type font and size customizable -1Make it possible to update course by removing/adding lessons -1Make it possible to update course by removing/adding lessons -1

Behavior PatternsBehavior Patterns

““Testing out the query engine” Testing out the query engine” – User tries out slight syntactic variations; perhaps User tries out slight syntactic variations; perhaps

doesn’t even play anythingdoesn’t even play anything

““Playing saved courses”Playing saved courses”– User plays courses without first issuing a queryUser plays courses without first issuing a query

““Checking out the scene”Checking out the scene”– User enters query; assembles course; plays course User enters query; assembles course; plays course

but too quickly to actually learn anythingbut too quickly to actually learn anything

““Real learning”Real learning”– User enters query; assembles course; spends User enters query; assembles course; spends

considerable time (apparently)considerable time (apparently)

““Real Learning” Real Learning”

Suspected: 69 instances that look like Suspected: 69 instances that look like “real learning”“real learning”

Suspected 37 different individuals with at Suspected 37 different individuals with at least one instance of “real learning”least one instance of “real learning”

A subset of these were interviewed in A subset of these were interviewed in more depthmore depth

A second field trial yielded similar resultsA second field trial yielded similar results

Field Trial LimitationsField Trial Limitations

People liked the systemPeople liked the system

People found it easy to usePeople found it easy to use

However:However:– Our materials intersected with their real world needs only for a Our materials intersected with their real world needs only for a

small percent of userssmall percent of users

– No evidence that it really helped them learn betterNo evidence that it really helped them learn better

Chicken/Egg problem: Users will not use extensively Chicken/Egg problem: Users will not use extensively without extensive materials converted to learning objects; without extensive materials converted to learning objects; Education department unwilling to spend a lot of effort Education department unwilling to spend a lot of effort converting extensive materials without proof of valueconverting extensive materials without proof of value

Therefore, to supplement these field results, we designed Therefore, to supplement these field results, we designed an experimental studyan experimental study

Experimental Design ConsiderationsExperimental Design Considerations

Volunteer users were all busy IBM professionalsVolunteer users were all busy IBM professionals

Their actual learning needs differed considerablyTheir actual learning needs differed considerably

We wanted to put them in a motivational state as similar We wanted to put them in a motivational state as similar as possible to the actual intended conditions of useas possible to the actual intended conditions of use

Requiring them to learn exactly the same material would Requiring them to learn exactly the same material would be statistically ideal, but not really exercise the be statistically ideal, but not really exercise the functionality of the “custom course” conceptfunctionality of the “custom course” concept

Resultant compromise was to engage subjects through a Resultant compromise was to engage subjects through a motivating scenario that put them in a situation similar to motivating scenario that put them in a situation similar to real work, focused them on a specific area but allowed real work, focused them on a specific area but allowed for considerable individual variation depending on their for considerable individual variation depending on their own background and how they interpreted the situationown background and how they interpreted the situation

Verified with five pilot subjects Verified with five pilot subjects

Experimental DesignExperimental Design

Two Conditions: Query Only and Custom Two Conditions: Query Only and Custom Course Condition (CCC)Course Condition (CCC)

All subjects given same background All subjects given same background questionnaire, same scenario, same design questionnaire, same scenario, same design task, same objective knowledge questions, task, same objective knowledge questions, same subjective questionnaire, and opportunity same subjective questionnaire, and opportunity for commentsfor comments

Query Only subjects only had access to the Query Only subjects only had access to the query enginequery engine

Custom Course subjects also used the system Custom Course subjects also used the system to assemble and use one or more coursesto assemble and use one or more courses

Different FunctionsDifferent Functions

Though similar in appearance, two groups different in Though similar in appearance, two groups different in several important waysseveral important ways

In CCC, the learning material was referred to as a In CCC, the learning material was referred to as a “course” rather than “results”“course” rather than “results”

CCC subjects were shown additional metadata about CCC subjects were shown additional metadata about each moduleeach module

In CCC, each module had learning objectivesIn CCC, each module had learning objectives

In CCC, the material was rearranged according to the In CCC, the material was rearranged according to the metadata metadata

In CCC, subjects explicitly selected modules and In CCC, subjects explicitly selected modules and explicitly pushed a button: Assemble Course explicitly pushed a button: Assemble Course


Procedure Procedure – Most subjects were run remotelyMost subjects were run remotely– Substantive questions were deflectedSubstantive questions were deflected– Subjects free to use tools in preparing designs but Subjects free to use tools in preparing designs but

were not to use books or colleagues for answerswere not to use books or colleagues for answers– Clear that results would be anonymizedClear that results would be anonymized

Subjects were IBM volunteersSubjects were IBM volunteers– Intended 20/20 but only 26 total were runIntended 20/20 but only 26 total were run– Mostly IT specialists but varied widely in experienceMostly IT specialists but varied widely in experience


TasksTasks– Background questionnaireBackground questionnaire– Read motivating scenario about client needing high Read motivating scenario about client needing high

level design proposal for globalized Web Service level design proposal for globalized Web Service solution solution

– Learn what is needed for designLearn what is needed for design– Provide requirements and design solutionProvide requirements and design solution– Answer objective fact questionsAnswer objective fact questions– Answer subjective Likert scale questionsAnswer subjective Likert scale questions– Provide free-form comments Provide free-form comments

Design ResultsDesign Results

CCC produced more design behavior; CCC produced more design behavior; e.g., 6.5 pages vs. 1.83 (t(24)), p < .05. e.g., 6.5 pages vs. 1.83 (t(24)), p < .05. More experienced subjects produced More experienced subjects produced significantly more design behavior (pages, significantly more design behavior (pages, words, boxes, arrows)words, boxes, arrows)CCC designs had more features matching CCC designs had more features matching an expert solution (n.s.); correlated with an expert solution (n.s.); correlated with experience r=.463, p<.05; if corrected for experience r=.463, p<.05; if corrected for experience, CCC t(22)=2.35, p<.03. experience, CCC t(22)=2.35, p<.03.

Registry includes herb, vitamins, etc. WSDL document Existing Java beans

Import JAR file into AAT

WAR file

Web Sphere build

Deploy

Run Manage

Client

Service Registry

Requirements

• WebService enabling existing Business Logic

• Multilanguage (Mandarin, French, German, Italian, Spanish and English)

•Business Logic of existing solutions runs on server

•New solution runs exactly the same Business Logic

•Content of the database is language independent (product names and numbers)

New Architecture

Doser Business

Logic

Genysis Drug

Database (DB2)

Doser Controller

Doser View

Doser GUI

Doser Java Client Doser Server

RPC Servlet

(WebService)

HTML Controller

HTML View

NLS Properties

Browser WebService Client

SOAP/HTTP HTTP HTTP

UDDI

register

Qualitative Design ResultsQualitative Design Results

Three experts rated each design on Three experts rated each design on Presentation, Level of Detail, Accuracy, Presentation, Level of Detail, Accuracy, Completeness and Depth of UnderstandingCompleteness and Depth of Understanding

Graders agreed, r=.72, p<.0001Graders agreed, r=.72, p<.0001

CCC produced “better” designs in the opinion of CCC produced “better” designs in the opinion of each rater, but not significantly soeach rater, but not significantly so

If adjusted for experience, more “good” designs If adjusted for experience, more “good” designs in CCC than Query Only Chi Square(1)=4.43, in CCC than Query Only Chi Square(1)=4.43, p<.05. p<.05.

Other FindingsOther FindingsCustom Course DiversityCustom Course Diversity

– 29 LO visited by 29 LO visited by one one subject eachsubject each

– No No LO visited by every subjectLO visited by every subject

– Every course different, but every course relevant to the scenarioEvery course different, but every course relevant to the scenario

– Subjectively, it appeared that choices were related to experience levelSubjectively, it appeared that choices were related to experience level

Behavior during experimentBehavior during experiment

– CCC used significantly more words related to cognitionCCC used significantly more words related to cognition

– Query Only used significantly more words related to navigationQuery Only used significantly more words related to navigation

– CCC used fewer queries (5.0 vs. 12.5, t(20)=2.16, p<.05) based on server log CCC used fewer queries (5.0 vs. 12.5, t(20)=2.16, p<.05) based on server log datadata

Query Only made longer free form comments than CCC 60.6 words vs. Query Only made longer free form comments than CCC 60.6 words vs. 28.9 t(21)=2.13, p<.0528.9 t(21)=2.13, p<.05

Groups did not differ in subjective scale; however, subjective satisfaction Groups did not differ in subjective scale; however, subjective satisfaction correlated with experiencecorrelated with experience

– r = .601, t(21)=3.445, p<.0024 (two-tailed)r = .601, t(21)=3.445, p<.0024 (two-tailed)

Possible ExplanationsPossible Explanations

Course outline provided advanced organizerCourse outline provided advanced organizer

Proceeding through LO’s in course may have Proceeding through LO’s in course may have provided a more logical orderprovided a more logical order

Additional metadata (difficulty, description, Additional metadata (difficulty, description, duration) allowed subjects to find more duration) allowed subjects to find more appropriate learning materialappropriate learning material

Extra work involved in constructing a course Extra work involved in constructing a course may have encouraged more focusmay have encouraged more focus

Expectation of building a “course” may have Expectation of building a “course” may have induced a more reflective cognitive setinduced a more reflective cognitive set

Lessons Learned: SystemLessons Learned: System

Content MattersContent Matters

Search Engines are not e-learningSearch Engines are not e-learning

Useful tools can be made within the Useful tools can be made within the strictures of corporate guidelines for UIstrictures of corporate guidelines for UI

Lessons Learned: ProcessLessons Learned: Process

Stories WorkStories Work

Iterate Often and EarlyIterate Often and Early

Design is MeasurableDesign is Measurable

Screening Experimental Subjects is Screening Experimental Subjects is CriticalCritical

Remote Observation WorksRemote Observation Works

Team Early and OftenTeam Early and Often

ReferencesReferences[1] Farrell, R., Liburd, S.D. and Thomas, J.C. Dynamic Assembly of [1] Farrell, R., Liburd, S.D. and Thomas, J.C. Dynamic Assembly of Learning Objects. Learning Objects. Proceedings of the World-Wide Web Proceedings of the World-Wide Web ConferenceConference, (2004) New York, NY. , (2004) New York, NY.

[2] Thomas, J. C. and Farrell, R. G. An experimental investigation [2] Thomas, J. C. and Farrell, R. G. An experimental investigation on the effectiveness of individualized web-based learning based on on the effectiveness of individualized web-based learning based on the dynamic assembly of learning objects, the dynamic assembly of learning objects, IBM Technical Report, IBM Technical Report, (2004)RC 23338.(2004)RC 23338.

[3] Farrell, R. Dynamic Assembly of Learning Materials in a [3] Farrell, R. Dynamic Assembly of Learning Materials in a Corporate Context, Corporate Context, Educational TechnologyEducational Technology, vol 46, no 1. (To , vol 46, no 1. (To appear)appear)

[4] [4] http://www.alphaworks.ibm.com/tech/dle http://www.alphaworks.ibm.com/tech/dle

Redbooks Redbooks IBM WebSphere V4.0 Advanced Edition HandbookIBM WebSphere V4.0 Advanced Edition HandbookMigrating WebSphere Applications to z/OS Migrating WebSphere Applications to z/OS WebSphere J2EE Application Development WebSphere J2EE Application Development Connecting to CICS from WS V4.0.1 for z/OSConnecting to CICS from WS V4.0.1 for z/OSWebSphere Solution Bundles WebSphere Solution Bundles WebSphere Studio App Dev Programming Guide WebSphere Studio App Dev Programming Guide Multilingual e-Business Solution Design GuideMultilingual e-Business Solution Design GuideEnabling Web Services for the IBM iSeriesEnabling Web Services for the IBM iSeriesVersion 5 Web Services Handbook Version 5 Web Services Handbook A Portal Composite Pattern A Portal Composite Pattern

ImplementationImplementation

Entirely in JAVAEntirely in JAVA

Runs on web application servers compatible with Runs on web application servers compatible with servlet 2.0servlet 2.0

Web pages created using JSP’sWeb pages created using JSP’s

Learning Object content in XML transformed to Learning Object content in XML transformed to XHTML using the XSLT style sheet processor XHTML using the XSLT style sheet processor

Uses IBM Haifa Lab search engine, JURU which Uses IBM Haifa Lab search engine, JURU which indexes both object content and metadataindexes both object content and metadata

MetadataMetadata

27 SME’s 27 SME’s

Books are transformed into DocBook XMLBooks are transformed into DocBook XML

Documents then cleaved into chapters, Documents then cleaved into chapters, sections, subsections sections, subsections

All XML metadata uses IEEE LOM All XML metadata uses IEEE LOM standardstandard

We submitted extensions to the Learning We submitted extensions to the Learning Technology Standards Committee Technology Standards Committee

OntologyOntology

Relations between topic entities are Relations between topic entities are declared using RDF description elementsdeclared using RDF description elements

Not strictly OWL, but utilized OWL’s Not strictly OWL, but utilized OWL’s properties about relationshipsproperties about relationships

RDF files are parsed into JAVA objects at RDF files are parsed into JAVA objects at startupstartup