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Campus SorocabaCampus Sorocaba
LERIS-Laboratory of Studies in Networks, Innovation and Software
www.leris.sor. ufscar.br
Federal University of São Carlos - Sorocaba, Brazil
Pedro F Zanetti, Luciana A M Zaina, and Fábio L Verdi
An Approach for Supporting P2P An Approach for Supporting P2P Collaborative Communication Based on Collaborative Communication Based on Learning ProfileLearning Profile
Available in: • Draft: http://www.dcomp.sor.ufscar.br/lzaina/papers/IJLT2013draft.pdf• Final Version: http://www.inderscience.com/info/inarticle.php?artid=52826
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IntroductionIntroduction Technological topics:
Miniaturization of computational devices: advances in communication technologies; wide range of applications in several fields.
Scenarios where communication is more localized: without the need of the Internet infrastructure.
Collaborative peer-to-peer (P2P) interaction: exchange files.
e-Learning topics: Learning style:
may be reported by different dimensions achieving diverse aspects of students preferences.
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Paper ObjectivePaper Objective An approach for supporting P2P collaborative
communication based on learning profile. share and exchange learning objects; it is considered the learning profile and topics of interest of the
students involved in the process; a relationship between the learning profiles and the learning
objects is drawn upon the linkage of student’s learning preferences and fields of the fields.
Two application was developed: Mobile: Android platform using Bluetooth technology to
evaluate the proposal. Cloud: to retrieve learning objects, their respective metadata
and the student’s learner profile from an Amazon cloud to the device.
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Related ConceptsRelated Concepts
Important issues to support the approach: Learning profiles Learning objects Collaborative communication
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Learning ProfileLearning Profile The learning style involves the strategies that a student tends to
apply frequently to a given teaching situation. The Felder-Silverman Learning Style Model is describe by
dimensions of Learning and Teaching Styles, creating a relationship to learning styles and teaching strategies that could be adopted to support the student learning style.
The Felder-Silverman model was selected to this work, because it's close relationship to learning styles and teaching strategies, resulting in an adherence between these aspects.
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Dimensions of Felder-Silverman Dimensions of Felder-Silverman Learning Style ModelLearning Style Model
Learning Style Teaching Strategies
Features
sensory concrete It is related with the perception of content.intuitive abstract
visual visual It is related with the format of content presentation.auditory verbal
active active It is related with the student participation in the activities.reflective passive
sequential sequential It is related with the best order to present the content: step-by-step progression or a overview first of content.
global global
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Learning ObjectLearning Object It can be defined as an entity to be applied in a teaching-
learning process. e-learning: the aim is to create contents in digital formats.
Metadata usually is adopted to organize learning objects, improving their reuse.
The LOM (Learning Object Metadata) standard of the Institute of Electrical and Electronics Engineers – IEEE is the metadata specification used in the area of learning objects. It has a structure that describes learning objects through
descriptor categories.
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LOM CategoriesLOM Categories
LOM Category LOM Field CharacterizationGeneral Identifier, Type, Title,
Language, Description and Keywords.
General description.
Technical Media Format (video type, sound), Size, Physical location, Requirements (object use: software version, for example).
Technical features description.
Educational Interactive type (active, expositive) Educational function
and pedagogicalcharacteristics object description.
Learning Resource Type (exercise, simulation, questionnaire)
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Collaborative CommunicationCollaborative Communication Two types:
Local level: considers a collaborative communication when the most
of the features to support collaboration occurs at local level;
functions such as routing, name service, finding context and message forwarding are performed without the use of a global network infrastructure.
Global infrastructure: uses a global infrastructure (Internet, for
example) adopting the services provided by such infrastructure.
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The ApproachThe Approach
Requirements: The student learning profile is:
a part of student model and splits the student learning profile into three categories, based on Felder and Silverman dimensions: Perception, Participation e Presentation Format
The learning objects available on the collaborative communication must be cataloged using LOM standard.
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The ModulesThe Modules
Context Manager is responsible for providing the communication and the interaction between both P2P elements of the application: client and server. In the server side it deals with the matching and
retrieval procedures whilst in the client side it presents the learning objects retrieved from the server.
Object Sharing Manager manages the object sharing between applications and devices, wrap and unwrap objects; and save and request objects.
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Dynamic ModelDynamic Model
Matching learning profile
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Validation’s Approach (1)Validation’s Approach (1)
A prototype of e-learning P2P was implemented in an Android platform. Bluetooth API was used for implementing the functions of
communication as forwarding messages, service names and routing.
First step: download the LO, their respective metadata and the student’s
learner model, stored in a local repository; Web Collaborative Learning – WCL (cloud application): hosted in an Amazon cloud and uses the SQLite database 3.6.20.
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Validation’s Approach (2)Validation’s Approach (2)
Second step - Tests using two devices:
Galaxy 5 (Android 2.1):• 10 LO• Learner Model:
• Keywords: computer networking, mobile, cloud and android.
Learning Profile
Perception = sensing
Presentation Format = visual
Participation = active
Motorola Milestone (Android 2.0):• 7 LO• Learner Model:
• Keywords: cloud, software engineering and android.
Learning Profile
Perception = sensing
Presentation Format = visual
Participation = passive
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Validation’s Approach (3)Validation’s Approach (3)
(a)Bluetooth finds Motorola device
(b) LOs available (c) Selected LO
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Conclusions and future works Conclusions and future works The focus concerns in the student’s learning profile and
its linkage to learning objects for automatic content exchanging.
Further works: adding new features to the matching process to
consider other elements beyond of learning profile: physical localization and device resources (memory, processor, screen size etc);
investigating the usage of different protocols to transfer data such as protocol buffers and thrift .
Campus SorocabaCampus Sorocaba
[email protected]@ufscar.br
http://www.dcomp.sor.ufscar.br/lzaina http://www.dcomp.sor.ufscar.br/lzaina
facebook.com/zaina.lucianafacebook.com/zaina.luciana
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Matching Matching Learning profileLearning profile
LOM – Educational Field
Educational Field Values
Teaching- Learning
correspondence
Preference Category
InteractivityActive Concrete-Sensing
PerceptionPerceptionExpositive Abstract-Intuitive
Learning ResourceType
Figure, Video, Film, and others
Visual-VisualPresentation-Presentation-
FormatFormatText, Sound, and others
Verbal-Auditory
Practical Exercise, Experiment, and
othersActive-Active
Student Student ParticipationParticipation
Questionnaire and Readings
Passive-Reflective
