Motivational and social aspects as interactions among teachers and students are essential for a successful educational process in an open distance learning (ODL) environment, and the goal of this book is to develop an interactive model to manage motivation between the participants of the learning process. The book deals with the important and topical problem of e-learning, closely connected with the use of modern information technologies in education. The focus is on developing an information management system for supporting the distance learning process in colleges and universities in the context of steadily expanding information technologies. On the basis of exiting standards (SCORM, etc.) as well as information systems and platforms (e.g., Moodle, etc.), the author proposes a coherent and original concept of modelling three ODL subprocesses: (1) an ontological model (how to represent the structure of didactic materials), (2) a motivation and collaboration model (how to motivate project process participants) and (3) a simulation model (how to realise the learning/project process). The proposed models constitute a theoretical formalization of a new situation in which a teacher and students are obligated to elaborate on didactic material repository content in accordance with the requirements of acquired competencies. A mathematical method based on game theory and simulation is suggested. The kind of educational system represented in the book can be used as a model of open distance learning aimed at active behaviour of students and teachers in not only the development of knowledge but also the acquiring of competencies.
Author(s): Oleg Zaikin
Publisher: Jenny Stanford Publishing
Year: 2022
Language: English
Pages: 436
City: Singapore
Cover
Half Title
Title Page
Copyright Page
Table of Contents
Preface
Foreword
Acknowledgements
Chapter 1: Open Distance Learning
1.1: The Concept of Open and Distance Learning
1.1.1: Aspects of Open and Distance Learning in the Scale of European Union
1.1.2: Analysis of the Openness Issue in Distance Learning Systems
1.1.3: Conclusions
1.2: Management Model of Open Distance Learning System
1.2.1: Introduction
1.2.2: Open and Distance Learning
1.2.3: Hierarchical Structure of ODL
1.2.4: Functional Scheme of Open System of Distance Learning
1.2.5: Conclusion
1.3: Student Life Cycle
1.3.1: Proposition of the Student Life Cycle
1.3.2: Conclusion
Chapter 2: Methods of Modelling of Competence
2.1: The Meaning of the Concept of ‘Competence’
2.2: Standards of Competence
2.3: Competence Model for Project Management
2.4: Competence‐Based Approach: Representation of the Structure and Range of Competence
Chapter 3: Team Project Process Oriented on Acquiring Competence
3.1: New Educational Model Developed for Acquiring Project Team Competence
3.1.1: Engineering in the Global World
3.2: Scenario of the Learning Situation
3.2.1: Orientation of the ODL Process on the Active Cooperation of Students and the Teacher
3.2.2: Stating the Problem of Motivation in the Specific Learning Situation of ODL
3.3: Team Project Process Oriented on Acquiring Competence
3.4: Models of Competence in the Open Distance Learning System
3.4.1: Types of Competence
3.4.2: Description of the Structure of Summary Competencies
3.4.3: Organisation of Collaboration of Specialists in Developing the Project
3.4.4: Determining the Requirements for the Team Implementing the Specialty
3.4.5: Statement of the Task of Selecting Competent Partners
3.4.6: Analysis of the Partner Evaluation Criteria
3.4.7: The Problem of the Quality of Developing and Implementing the Teaching–Learning Process
Chapter 4: Ontology Modelling in Open Distance Learning
4.1: Ontology as a Method of Knowledge Representation
4.1.1: Classification of Ontologies
4.1.2: Generalisation of Ontology: Example
4.1.3: Methods of Creation and Ontology Languages
4.1.4: Kinds of Ontologies: Examples
4.1.5: Criteria for Ontology Creation
4.1.6: Conclusion
4.2: Knowledge Representation in Open Distance Learning
4.2.1: Knowledge in the Traditional and Distance Learning Process
4.2.2: Content, Volume and Depth of Knowledge
4.3: Ontological Scheme Formation for Knowledge Domain in ODL
4.3.1: Concepts Network Creation Algorithm
4.3.2: Didactic Materials Compilation Algorithm
4.3.3: Concepts Network’s Relations
4.3.4: Scheme of the Concepts Network Creation Algorithm
4.3.5: Proposition for the Didactic Materials’ Compilation Algorithm
4.3.6: Concepts Network Dimension Reduction
4.3.7: Basic Concepts Selection Using the Student’s Profile
4.3.8: Hierarchically Ordered Concepts Network
4.3.9: Transformation of the Hierarchically Ordered Concepts Network
4.3.10: Creation of Overlapping Portions
4.3.11: Graph’s Clustering
4.3.12: SCORM Framework
4.3.13: Application
4.3.14: Summary
4.4: Case Study 1. Ontological Model of Relational Database of Intangible Production
4.4.1: Requirements of the CIU Structure (3‐Normal Form)
4.4.2: Structural Relations of Information Objects
4.4.3: Example of Relational Database Model Development
4.4.4: A Complex Information Object as a Connection between Simple Objects
4.4.5: Elimination of Redundant M : M Relations between Information Objects in the Matrix of Relationships
4.4.6: Canonical Form of the Relational Model
4.4.7: Algorithm of Processing Adjacent Matrix P = ║pij║
4.4.8: Example of the Project “Develop a Relational Database Model in the Given Subject Area”
4.4.9: Typical Queries and Needed for Their Implementation of Functional Links
4.4.10: Conclusion
4.5: Case Study 2. Ontological Model of the Object‐Oriented Database ...
4.5.1: Problem of Compatibility of Competencies in Professional Learning
4.5.2: Ontological Model of Object‐Oriented Database
4.5.3: Conclusions
4.6: Case Study 3: Ontological Model of Supply Chain Management
4.6.1: What Is Supply Chain Management?
4.6.2: Mathematical Model of an Enterprise
4.6.3: Ontological Model of Distributed Supply Chain (DSC)
4.6.4: Mathematical Procedures of a DSC Ontological Model
4.7: Conclusion
Chapter 5: Motivation Modelling in Open Distance Learning
5.1: Competence‐Based Open Distance Learning
5.1.1: Introduction
5.2: The Need for Active Cooperation of Students and Teachers in ODL
5.3: Interpretation of the Motivation Model of Learning Processes
5.4: Statement of the Motivation Problem in a Particular ODL Situation
5.4.1: Basic Components of the Learning Situation
5.4.2: Decision Parameters
5.4.3: Criterion and Objective Functions
5.5: Motivation Model Interpretation in Terms of Game Theory
5.6: The Procedure for the Acquisition of Personal Competence
5.6.1: The Algorithm Acquisition of Competencies
5.6.2: Ontological Graph of the Course Consistent with the Structure of Competence
5.7: The Linguistic Database as a Tool Supporting the Level of Student Motivation
Chapter 6: Collaboration Modelling in Open Distance Learning
6.1: Representation of Competence as a Classical and Fuzzy Set
6.1.1: Introduction
6.1.2: Representation of Competence as a Classical Set
6.1.3: Representation of Competence as a Fuzzy Set
6.1.4: The Power of Competence
6.1.5: Relationship and Basic Competence
6.1.6: Potential for Competence
6.1.7: The Critical Level of Potential for Competence
6.2: Team Collaboration Model and Method of Analysis of the Cost Extending Competence
6.2.1: Methods of Analysis of the Cost of Expanding Set of Competencies
6.2.2: Team Collaboration Model and Competence Expansion Algorithm to Perform the Project Task
6.2.3: Case Study
6.2.4: Summary
6.3: Cost Estimation Algorithm and Decision‐Making Model for Curriculum Modification in Educational Organisation
6.4: Conceptualisation of the Curriculum Modification Decision Model
6.5: Functional Schema of Educational Organisation
6.6: Model of the Decision Support System for Curriculum Modification
6.6.1: Competence Representation Model
6.6.2: Group Competence Expansion Algorithm
6.7: Case Study
6.7.1: Preliminary Expansion Phase
6.7.2: Main Expansion Phase
6.8: Summary
Chapter 7: Incentive Model of a Project Learning Process
7.1: Introduction
7.2: Stating the Incentive Problem in a Specific Education Situation
7.3: Formal Model of the Competence‐Oriented Project Learning Process
7.4: Incentive Mechanism in a Multiple‐Agent System
7.4.1: Stimulation in a Simple Organisational System
7.4.2: Incentive Model of Multiple Systems
7.4.3: Incentive Mechanism in Multiple System, Where the Reward of Each Agent Doesn’t Depend on the Actions of All Other Agents
7.4.4: Incentive Mechanism in a Multi‐System, Where the Reward of Each Agent Depends on the Actions of all Other Agents
7.4.5: Summary
Chapter 8: Simulation Experiments as a Ground for Acquiring Competencies in the ODL Environment
8.1: Problem Analysis
8.2: Problem Statement
8.3: Formulation of a Mathematical Model
8.4: Methodology for Developing a Simulation Model
8.4.1: The Statement of a Simulation Experiment
8.4.2: The Algorithm for Determining Simulation Experiment Settings
8.4.3: The Process of Adapting the Methodology of the Simulation Experiment to Didactical Purposes
8.5: Supply Chain in the Learning Management System
8.5.1: Supply Chain and Corporate Network in a Distance Learning Environment
8.5.2: An Integrated Model of a Supply Chain in an Educational Organisation
8.5.3: The Conceptual Model of the Production System
8.6: The Problem of Optimisation of the Structure and Parameters of the Supply Chain
8.7: Queuing Modelling of a Supply Chain in the Learning Management System
8.7.1: Structure of a Closed Supply Chain
8.7.2: Statement of the Task
8.7.3: Method of Solution
8.7.4: Conclusion
8.8: Simulation Model of Teacher and Student Collaboration
8.9: Conclusion
Chapter 9: Conclusions
Glossary
References
Index
