Virtual Education in Business Information Systems (VAWI) - facilitating collaborative development processes using the Essen Learning.

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1 Virtual Education in Business Information Systems (VAWI) - facilitating collaborative development processes using the Essen Learning Model - Heimo H. Adelsberger, Markus Bick, Frank Körner, Jan M. Pawlowski University of Essen Information Systems for Production and Operations Management Essen, Germany {h.adelsberger bick koerner jan.pawlowski}@wi-inf.uni-essen.de Abstract This paper focuses on the installation of a virtual education in business information systems (VAWI), using innovative ICT-concepts and -technologies. We start with the description of the organizational background of the VAWI-project. Furthermore, we introduce conceptual approach concerning the integrated, web-based environment for the participants of the VAWI-project as well as the resulting course of study, i.e., managers, administrators, developers, teachers, and students. In the second part, the Essen Learning Model (ELM) is presented as a potential approach to support the VAWI-project. ELM describes a multi-level development model for computer supported learning environments. We focus on the specification of metadata to enable reuse, recombination, and recontextualization of learning objects. Subsequently, present an example of a web-based simulation course, utilizing the Essen Learning Model respectively the ELM-Application. Introduction In the past decade, the requirements for ICT specialists were dramatically underestimated. In order to improve this situation on a medium- and longterm basis, it is necessary to increase the capacities of information systemsoriented courses of studies such as VAWI. Besides the traditional education in universities, continuing education programs and life-long-learning concepts become more important. This is caused by in a permanent enrichment and enlargement of skill requirements, and the dissolution of fixed career profiles. The technical impact of information and communication technologies (ICT), especially the internet, enables students and teachers to participate in a global education community, independent from time and location. This paper focuses on the installation of a virtual education in business information systems (VAWI Virtuelle Aus- und Weiterbildung Wirtschaftsinformatik; virtual education in business information systems), using modern ICT-concepts and -technologies. First, we

2 describe the organizational background of the VAWI-project 1. Then, we introduce the conceptual approach concerning the integrated, web-based environment for the participants of the VAWI-project, i.e., managers, administrators, developers, teachers, and students. In the second part of the paper, the Essen Learning Model (ELM) is presented as a potential approach to support the VAWI-project. ELM is a multi-level development model for computer supported learning environments. Subsequently, we present an example of a webbased simulation course, using the Essen Learning Model. Background The VAWI project has been initiated by the University of Essen 2, University of Bamberg 3, University of Erlangen-Nuernberg 4, and the DIN standardization committee 5. In the following, these are called VAWI consortium. An important objective of VAWI is to provide continuing education for graduate students from various backgrounds. VAWI leads to a highly competitive Master s degree in Business Information Systems within two years. In order to increase and optimize the variety of learning contents, the competencies of the faculties in Essen and Bamberg are bundled. FIM Psychology and DIN ensure the adequacy of didactical concepts, teaching of key qualifications, and standardization accompanying the development process. Using the Bavaria Virtual University as a platform guarantees the long-term and global availability of the course of studies as a continuing education offer serving the market requirements. VAWI is subject to an integrated concept, which is based on developments of the universities of Bamberg and Essen. The courses start and end with face-to-face phases. The start-up phase is also vitally important to support group building processes. Such teams of students are favorable for collaborative learning processes later during the distance education phases. Information and communication processes during the main phase of the course i.e., the distance education phases, are executed exclusively web-based. Consequently, the administrative processes and the usage of the learning environment are simplified. Furthermore, the worldwide access for students, trainers, and developers is guaranteed. VAWI is modular structured and allows to adapt learning contents according to the students interests, previous knowledge, and requirements. This modular organization enables also to reuse learning modules in other courses of studies, and creates the base to include further universities and faculties. The technological progress enriches and enlarges necessary skills of ICT specialists in extremely short cycles. Thus, the contents of educational programs for ICT specialists have to cover a highly complex spectrum of knowledge. By reason of tight resources in time, manpower, and know how, it is not possible to meet this requirement as a single provider. With regard to a highly competitive offer of learning contents, the VAWI consortium was established to bundle their competencies, and also to include competencies and learning 1 The project is sponsored by the German Government [Projekt gefördert im Rahmen des Zukunftsinvestitionsprogramms der Bundesregierung]; 2 University of Essen; Information Systems for Production and Operations Management; Prof. Dr. H.H. Adelsberger; 3 University of Bamberg; Business Information Systems, Industrial Application Systems; Prof. Dr. O.K. Ferstl; 4 University of Erlangen-Nuernberg; FIM Psychology; Dr. W.F. Kugemann; 5 DIN Deutsches Institut für Normung e.v.;

3 contents of third-party universities and other education providers within a virtual course of study. The VAWI consortium and other participants co-operate in an integrated environment, and consists of several groups: Managers, i.e., the VAWI consortium, build the steering institution of VAWI. The field of responsibility covers the specification of the curriculum, the learning objectives network, quality standards, as well as the co-ordination of participants during run-time and build-time, and quality assurance. Developers take care of the learning contents. We can differentiate between content providers and rather technical oriented media developers. Learning contents have to be embedded in a network of learning objectives, and an overall curriculum. An integrated environment must provide information retrieval functions to analyze and re-combine existing learning modules. The prerequisite is that the description, specification, and classification of the developed learning content are enabled in a standardized manner. Trainers serve as coaches or teachers, they are the direct contact for the students. Besides the content oriented support of students, trainers have to determine whether the measured learning performances of the students match the given learning objectives. In co-operation with the developers, trainers decide which didactical methods to use, depending on the respective learning content, and on possible learning types (Ehrenberg, Scheer, Schumann, Winand, 2001). Administrators ensure the processes concerning aspects such as examination, enrolment, invoicing, certification, examination rules, and managing master data. Administrators require an environment for the management of students and trainers access to certain components of the course materials (Ferstl, Schmitz, 2001). Students can be regarded as normal full-time students, or customers who participate only in single courses. From students view, several services or sub-systems, e.g., for knowledge transfer, training, or experimentation are required (Ferstl, Schmitz, 2001). To meet the resulting requirements, common services for co-operation, communication, and data management are provided. Furthermore, phase-oriented environments, i.e., the buildtime, or development environment, and the run-time environment, complete the integrated environment for all user groups. This paper focuses on the development environment. Based on a procedural model such as the Essen Learning Model (ELM, see Adelsberger, Bick, Pawlowski, 2000a), a development environment for the integration of the heterogeneous user group can be envisioned. This enables a team-oriented conception and practical execution of the development processes. The developers are supported in the complex development process by use of integrated tools for co-ordination, data specification, and information retrieval. A special feature of the development environment is the specification of standardized metadata (e.g., LOM Learning Object Metadata or SCORM CSF - Content Structure Format) for each learning module. For further information about LOM, see IEEE LTSC 2001, Pawlowski, Adelsberger, 2001, for information about SCORM CSF, see Dodds Specification tools for metadata facilitate compliance with standards in order to enable information retrieval functions and to distribute the modules for internal and external re-use.

4 Design and Development of Learning Objects The integration, reuse, and recombination of courses and learning units is one of the main objectives of the VAWI-project. In this part, we describe how reusable learning objects on different levels of granularity can be developed using the Essen Learning Model (ELM). The Essen Learning Model is a multi-level development model. The complex development process is divided into modules supporting both, the development process and the use of the system on different levels: The support of curriculum development and design (C-level), planning and implementation of learning sequences (D-level), and the design and implementation of learning units (E-level). We briefly describe the process model of ELM. For a detailed description see (Adelsberger, et al, 2000a). Furthermore, we explain the specification of metadata in ELM. We focus on the results of each level which can be used by the participants of VAWI. Since the methodology of ELM is very general, this paper focuses on the use within the project, i.e. in a context of higher education institutions. The ELM-C module starts with an analysis of the context. Educational and structural aspects are investigated in this phase: First of all, overall policies and strategies are investigated. This is necessary to determine the role of education for a specific institution. Then existing educational concepts and the corresponding processes are analyzed. In our case, for example the legal framework is examined. This is necessary because of different regulations and rules in different German states. Furthermore, the academic and working background of future users is determined. As another important aspect, the structure of existing technologies has to be analyzed. This leads to conclusions about which resources can be utilized for learning processes. Finally, potential changes of the existing structure are identified. Curriculum Analysis Curriculum Design Implementation Evaluation Fig. 1: Main processes of ELM-C In the design phase, learning goals are determined. Educators and domain experts are questioned, both formally and in creativity sessions. The results are mapped into a scheme, which is a matrix of the learning goal dimension and the abstraction level, represented in a ARIS data model. Furthermore, relations between the learning goals, such as prerequisites and conceptual similarities, are modelled. Based on the network of learning goals, a possible structure of learning sequences (courses) is determined, serving as a prototype for user evaluation and as input for ELM-D. The focus of ELM-D is the development and implementation of learning sequences. Based on the specified learning goals from ELM-C, the most important concepts of certain topics are specified in the knowledge acquisition phase. Those concepts are modeled as a data model. Furthermore, a user model describes the proposed group of users. It contains personal and job related data (role, competencies), learning preferences, characteristics, and a history of learning activities. Knowledge Acquisition User Analysis Method Selection Design CSLE Fig. 2: Main processes of ELM-D The crucial part of this phase is the selection of a didactical method. This selection process is rule based, and depends on learning goals, contents, and user characteristics. Alternatives are generated, serving as a suggestion and support for the author.

5 Finally, single learning units are designed and implemented in ELM-E. Patterns for these units are generated, not limiting the user in the sense of Drill & Practice approaches, but serving as a guideline. Depending on the learning content, user group, and the selected method, structures for presentation and interaction/communication are suggested and implemented. Determine Sequence Determine Presentation Determine Communication Evaluation Fig. 3: Main processes of ELM-E Specifications and Metadata in ELM In this part, we describe how general specifications and metadata specifications facilitate the cooperation process between different actors in VAWI. As mentioned in the first part of this paper, the exchange of information between different actors is essential for efficient development, administration, and learning processes. As a constraint, metadata specifications must be consistent and transferable to common standards. Therefore, we show how metadata in ELM can be transformed into other standards, such as Learning Object Metadata (LOM, see IEEE LTSC, 2001) or Content Structure Format (CSF, see Dodds, 2001). During the development process, several categories of specifications are developed: Project Management Specifications describe the project itself. In the case of VAWI, the project is the design and development of learning environments for the Master s degree in Business Information Systems. These project specifications can be exchanged with other project management systems using XML formats. Learning Objectives: A curriculum is developed in the first phase of ELM, consisting of interrelated learning objectives (Fig. 4). These learning objectives are used for several purposes: Trainers use learning objectives as guidelines for measuring learning performance. For developers, learning objectives serve as a base for the development process, specifying the scope and context of a learning environment. Learning Objects: Educational resources are specified in ELM on different levels of granularity. Media objects and composite media objects (such as images, text, or animations) are incorporated in a certain context. Learning units are the smallest exchangeable unit of learning resources for a certain topic. During the development process, learning units are combined by applying certain didactical methods, leading to learning sequences, such as courses. For each learning object, Learning Object Metadata (LOM) are specified (Fig. 5). These metadata enable the exchange, reuse, recombination, and recontextualization of resources by developers.

6 Fig. 4: Specification of Learning Objectives Fig. 5: Specification of Learning Objects Didactical Methods: One of the major weaknesses of existing standards (such as LOM or Sharable Content Object Reference Model, SCORM) is the modeling of didactical processes. In ELM, didactical methods are described using a set of didactical metadata. Using these specifications, developers and teachers can reuse didactical methods in different contexts.

7 Learner Data cover various data about learners (such as preferences, learning style), as well as groups of learners. On the one hand, learner data are used for administrative purposes (such as enrolment or certification), on the other hand, they serve for a dynamic adaptation of learning environments. The goal of ELM is to ensure the development of specifications which are consistent to other metadata schemes and specifications. Therefore, the above mentioned specifications can be transferred to other standards. As an example, Tab. 1 shows the relation between ELM specifications and corresponding SCORM concepts. Tab. 1: Relationship of ELM and SCORM Category ELM SCORM CSF Curricular Taxonomy Learning Sequence Learning Object Course Content Composite Learning Unit Block Learning Unit Sharable Content Object Media Object Raw Media Composite Media Object Media Object Metadata LOM 6.0 Didactical Metadata IMS Learning Resource Metadata Course Sequencing Based on didactical method Block hierarchy Run Time Environment CMI subset (in development) CMI subset It is an integral functionality of the Essen Learning Model to transfer ELM metadata schemes and specifications into other formats such as CSF. Therefore, ELM can be combined with other systems using standardized metadata schemes. CSLE Design In the following we present an exemplary development of a web-based simulation course for graduate students in business information systems utilizing the Essen Learning Model. Substantial component of ELM is the phase CSLE Design, it is influenced by the results of the preceding development steps and influences how to proceed within the development process. The design of Computer Supported Learning Environments (CSLE) accesses particularly the results of the Curriculum Design (ELM-C) and the Methods Selection (ELM-D). Curriculum Design During the Curriculum Design, learning objectives are identified and determined. Learning objectives allow to organize courses, plan teaching strategies, and evaluate testing techniques. Unless a course is defined in terms of learning objectives, a course author has no concrete means to measure the student s success. The textual formulation of learning objectives can only be used for an outline of a course. A more detailed analysis of those learning objectives is needed in order to prioritize the contents. Furthermore, this analysis helps the teacher to find an adequate teaching method. Unfortunately, a variety of classifications of learning objectives are currently in use, often resulting in inconsistent classifications and terminologies. ELM utilizes a classification of learning objectives, containing the criteria abstraction level, dimension, and kind of content, based on the work of (Moeller 1973), (Bloom, 1973), and (Baumgartner, Payr, 94). For a detailed description of the ELM learning objectives classification approach, see (Adelsberger, Bick, Pawlowski 2000b).

8 The rather complex process of creating a CSLE, and especially the process of creating a learning objectives network is simplified significantly utilizing ELM. The conceptual model of the learning objectives network, could be seen as a hierarchical model, which represents data consisting of elements and subelements. To represent this data structure we use XML which is most suitable to represent this hierarchy (W3C, 2000). In our approach, the process of classifying learning objectives is managed using ELM (Fig. 4). ELM stores this data in an XML document (Fig. 6). Generating a special report ELM offers all people involved a way to comprehend the learning objectives network implementation process. The generated XML document contains the essential information, serving as the learning objectives database. This XML document supports the author during the CSLE development process, using the features offered by the XML technology family. Fig. 6: Learning Objective XML document Taking into account the criteria of classifying learning objectives (e.g., abstraction level, dimension, complexity, and learning content), we specified learning objectives for the webbased simulation course for graduate students in business information systems. In this course we focus on the basic methods and concepts of simulation. The students learn how to model, implement, and evaluate simulation systems for specific manufacturing problems in selected simulation languages. Methods Selection To support the development process of a high quality web-based learning environment, the Methods Selection must take place with high attention, based on the Curriculum Design and the User Analysis specifications as well as considering the experiences of the teacher. During the CSLE Design, the course developer is supported by ELM to select an appropriate teaching method. For a detailed description of the ELM teaching method selection process see (Adelsberger et al. 2000a). Web-Based Simulation Course (WBSC) We developed and implemented the learning environment for a web-based simulation course, transforming the learning objectives into sequences. Following the design principles for explorative learning environments, we implemented the VAWI web-based simulation course consisting of: workshops explorative web-based learning environment This solution is to have face-to-face and distance learning phases of the course and also to include collaborative aspects. Additionally it offers the possibility to take social aspects into account, e.g., communication with other participants and the teacher.

9 Implementing the VAWI simulation course, we followed the scaffolding approach. In the first phase, the user is provided with problem solving and navigational skills. Furthermore, using explorative learning environments, the typical role of a teacher is significantly changed. The user himself is responsible for the success of the learning process. He should be able to navigate within the environment and to explore certain problems. The teacher can only moderate and guide the process. This teaching method might by new for the most of the students. To avoid irritation, the teacher has to make students aware of this immediately at the beginning of the course. In our case, this is achieved by having an introducing face-to-face session. During the distance learning phases, the users are supported by each other and by the teacher whenever they needed suggestions to continue the learning process. As general operational sequence for the web-based learning environment the following structure is determined: Applying the concept of simulation in the context of manufacturing enterprises. (strategic learning objective) 1. Introduction meeting (face-to-face) 1.1. Welcome 1.2. Introduction to the learning environment 2. Definitions, concepts, and applications of simulation (face-to-face) 2.1. Definition of simulation 2.2. Theory of modeling and simulation Event-driven hand simulation (WBSC) 4. Simulation languages (WBSC) 4.1. Concepts of simulation languages 4.2. Continuous and discrete simulation languages 5. Survey of selected simulation languages & systems (WBSC) Simulation with SIMAN/ARENA (WBSC) Performing a simulation study (WBSC) 7.1. Problem formulation 7.2. Solution methodology 7.3. System and simulation specification Performing a simulation study (Case study) (WBSC) 9. Summary meeting (face-to-face) The simulation course starts with an introduction in form of a face-to-face meeting. Special consideration is given to the aforementioned aspects, e.g., problem solving, navigational skills, getting in direct contact with the teacher and other students, etc. It is recommended to perform this meeting and the next session during one day, especially taking the social aspects into account. After this general part the participants are introduced to the domain of simulation. It is executed as a lecture, combined with several video sequences, in accordance with the didactical method of anchored instruction to support motivational aspects. The following sequences/learning processes utilize only the web-based learning environment, e.g., content representation and communication, according to the didactical method of explorative learning. Finally the course is concluded by a terminating summary meeting. That means performing a final exam and discussing the students experiences with this kind of learning environment. The variety of learning objectives in a simulation course leads to a complex testing structure. Simple tests do not reflect the learning performance of the students. Therefore, we chose a combination of traditional assessments, problem solving tests, and discussions. The students have to carry out a web-based case study. In accordance with this

10 didactical method, we offer the possibility to perform the final exam in form of a group centered presentation of the case study results within the summary meeting. Conclusion In this paper, we have shown how the Essen Learning Model can be used in the VAWIproject. Considering the need for cooperation on different levels, we presented the design and development of reusable learning objects. A focus of this paper was the specification of metadata as a base for easy search, retrieval, and reuse of learning objects in a collaborative environment. We concluded with an example of a course developed following the ELM approach. However, since the VAWI-project is currently in the start-up phase, no final decision in regard of the environment and the tools used are yet made. Also, additional research topics will arise. Further research is necessary in several fields. As an example, mechanisms must be developed to automatically generate metadata specifications of existing materials. Furthermore, a large scale study of the acceptance of different metadata schemes should be performed. References Adelsberger, H.H.; Bick, M.H.; Pawlowski, J.M. (2000a). The Essen Learning Model - A Step Towards a Standard Model of Learning Processes. In: Bordeau, J., Heller, R. (Eds.): Proc. of ED-MEDIA 2000, World Conference on Educational Multimedia, Hypermedia & Telecommunications, Charlottesville, VA: AACE. Adelsberger, H.H., Bick, M., Pawlowski, J.M. (2000b). Design Principles for Teaching Simulation with Explorative Learning Environments. In: Proc. of Winter Simulation Conference 2000, Orlando, Florida, Baumgartner, P., Payr, S. (1994). Lernen mit Software [Learning with Software]. Reihe Digitales Lernen, Österreichischer Studien Verlag. Bloom, B.S. (1973). Taxonomy of educational objectives, Handbook I: Cognitive Domain. David Mc Kay. Dodds, P. (2001): Sharable Content Object Reference Model SCORM, Version 1.1. [WWW Document] URL (16 Jan. 2001). Ferstl, O.K., Schmitz, H. (2001). Integrierte Lernumgebungen für Hochschulen [Integrated learning environments for virtual universities]. Wirtschaftsinformatik, 43. Ehrenberg, D., Scheer, A.-W., Schumann, M., Winand, U. (2001). Implementierung von interuniversitären Lehr- und Lernkooperationen: Das Beispiel WINFOLine [Implementation of interuniversity cooperation for teaching and learning by the example of WINFOLine]. Wirtschaftsinformatik, 43. IEEE LTSC (2001). Draft Standard for Learning Object Metadata, Version 6.0. [WWW Document] URL (08 Feb. 2001). Moeller, C. (1973). Technik der Lernplanung: Methoden und Probleme der Lernzielerstellung. [Techniques of Educational Planning: Methods and Problems Identifying Learning Objectives] Beltz. Pawlowski, J.M., Adelsberger, H.H. (2001). Standardisierung von Lerntechnologien [Standardization of Learning Technologies]. Wirtschaftsinformatik, 43.