To make resources in the Learning Grid platform available to users, we have to setup a Grid Portal, which can monitor resources on the grid, use GridFTP to transmit data within the grid,
Trang 1Methodology for Supporting Novel Model of E-Learning Platform in Grid Architecture 319
Fig 4 A complex route selections
Then, by following the order Stage 0 →Stage1 →Stage2 →Stage3, we can look for the corresponding routes and add up to the count values before comparing both of the total count values of each routes at the same level and the maximum potential value of the next level If both values are large, it indicates that we have located the best route and do not have to continue In the following example
11 :
1 2 2 3 1 1 7
0→V →V →V =
V Step
22 :
13 1 2 2 1 1 7
0→V →V →V =
V Step
22 :
1 2 2 16 2 1 5
0→V →V →V =
V Step
27 :
13 1 2 9 2 1 5
0→V →V →V =
V Step
When we realize that the fourth total count of 27 is higher than the
V0→V1.2→V2.2→V3=22 at the same level and the maximum potential value of 3+10+13=26 At the next level, we can be sure that the most popular route is
V0→V1.2→V2.1→V3 = 27 We have located the best route in the forth step Now we can save the analysis result in the database for updating the web framework
Finally, we add PHP commands to the web for regular reading of data and linkage
in the database, while updating web hyperlinks as a way to adjust the web framework The following shows a fragment of PHP command:
<p><a href="% Firework1_url %"> % Firework1_name % </a></p>
Here, Firework1 _url stands for the website of a specific Web file name in the Web server, such as “Firework1.htm” Firework1_name is a specific record in the database which stores the mining result
This kind of web updating used to be conducted manually by reading the data first (ranking, for instance) before the administrator’s manual updating of hyperlink From now on, all we have to do is trigger the automated updating system The web will update its links by following the latest result of mining Substitution of Web Usage Mining for web ranking will be more of an objective, as Mining result stands for
“behavior” of all browsers on the web, not only ranking
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5 Conclusion and Future Works
At present, most E-Learning environment architectures use single computers or serv-ers as their structural foundations The innovative E-Learning architecture is pre-sented, as it can solve current E-Learning platform problems To make resources in the Learning Grid platform available to users, we have to setup a Grid Portal, which can monitor resources on the grid, use GridFTP to transmit data within the grid, and use the Proxy Manager to manage the CA in the Grid Also, a prototype of E-Learning platform using grid technologies is proposed, built up using a number of open source Learning Management System in a heterogeneous environment In the future we hope that instant messengers would be integrated as another portlet in our portal We intend that this platform may enable people to process interactions and opinion exchanges through video and audio simultaneously, in situations such as training, teaching, conference and seminar, among others
References
[1] Foster, I., Kesselman, C., Nick, J., Tuecke, S.: The Physiology of the Grid: An Open Grid Services Architecture for Distributed Systems Integration The Globus Alliance (2002) [2] Bogonikolos, N., Giotopoulos, K., Votis, K., Chrysostalis, M., Likothanassis, S.: Adap-tive E-Learning Grid Platform In: Proceedings of the 1st International LeGE-WG Work-shop Educational Models for GRID Based Services, Lausanne, Switzerland (2002) [3] Capuano, N., Gaeta, A., LAria, G., Orciuoli, F., Ritrovato, P.: How To Use GRID Tech-nology for Building the Next Generation Learning Environments In: Proceedings of the 2nd International LeGE-WG Workshop: A Fundamental Challenge for Europe, Paris, France, March 3-4, pp 3–4 (2003)
[4] Gaeta, M., Ritrovato, P., Salerno, S.: Implementing New Advanced Learning Scenarios Through GRID Technologies In: Proceedings of the 1st International LeGE-WG Work-shop: Educational Models for GRID Based Services, Lausanne, Switzerland, September
16 (2002)
[5] Gaeta, M., Ritroato, P., Salerno, S.: EleGI: The European Learning Grid Infrastructure In: Proceedings of the 3rd International LeGE-WG Workshop: GRID Infrastructure to Support Future Technology Enhanced Learning, Berlin, Germany, December 3 (2003) [6] Pankratius, V., Vossen, G.: Towards E-Learning Grids: using Grid Computing in Elec-tronic Learning In: Proceeding of IEEE Workshop on Knowledge Grid and Grid Intelli-gence, Halifax, Nova Scotia, Canada, October 13, pp 4–15 (2003)
[7] Foster, I., Kesselman, C., Tuecke, S.: The Anatomy of the Grid Enabling Scalable Virtual Organizations International J Supercomputer Applications 15(3) (2001)
[8] Foster, I., Kesselman, C.: The Grid 2: Blueprint for a New Computing Infrastructure El-sevier Inc., Amsterdam (2004)
[9] Khan, B.H.: Learning Features in an Open, Flexible, and Distributed Environment AACE Journal 13(2), 137–153 (2005)
[10] Rosenberg, M.J.: E-Learning – strategies for delivering knowledge in the digital age McGraw-Hill, New York (2001)
[11] Joseph, J., Fellenstein, C.: Grid Computing Prentice Hall Professional Technical Refer-ence, Englewood Cliffs (2004)
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[12] Di Dtefano, M.: Distributed Data Management for Grid Computing John Wiley and Sons, Inc., Chichester (2005)
[13] T O’Hagan, C.: The integration of television and the Internet, Advanced Learning Tech-nologies, 2001 In: Proceedings IEEE International Conference, pp 475–477 (August 2001)
[14] Tsai, C.K., Tsai, Y.T., Li, K.C.: The Construction of E-Learning Platform in Grid Envi-ronment In: Proceeding of the 2006 on Digital Life Technologies-Building a Safe, Se-cured and Sound (3S) Living Environment, Tainan, Taiwan, June 1-2 (2006)
[15] The globus alliance, http://www.globus.org/
[16] Yang, C.T., Ho, H.C.: An E-Learning platform Based on Grid Architecture Journal of In-formation Science and Engineering 21, 911–928 (2005)
[17] Advanced Distributed Learning, Sharable Content Object Reference Model (SCORM 2004) Overview 2nd Edition (July 2004), http://www.adlnet.org/
[18] Liu, L., Chen, J., Song, H.: The research of Web mining In: Proceedings of the 4th Intel-ligent Control and Automation World Congress, vol 3, pp 2333–2337 (June 2002) [19] Zaiane, O.R., Xin, M., Han, J.: Discovering Web access patterns and trends by applying OLAP and data mining technology on Web logs In: Proceedings of The Advances in Digital Libraries ADL 1998 Santa Barbara CA, April, pp 19–29 (1998)
[20] Yang, Q., Zhang, H.H., Li, T.: Mining web logs for prediction models in WWW caching and prefetching In: Proceedings of The Seventh ACM SIGKDD International Conference
on Knowledge Discovery and Data Mining KDD 2001, pp 473–478 (August 2001) [21] Srivastava, J., Cooley, R., Deshpande, M., Tan, P.-N.: Web Usage Mining: Discovery and Applications of Usage Patterns from Web Data ACM SIGKDD Explorations 1(2), 12–23 (2000)
[22] Srikant, R., Yang, Y.: Mining Web Logs to Improve Website Organization In: Proceed-ings of the 10th International World Wide Web conference, Hong Kong, April, pp 430–
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© Springer-Verlag Berlin Heidelberg 2008
Constructing a Multi-Monitor Displays System for
Learning
Yen-Shou Lai, Yuan-Hou Chang, and Pao-Ta Yu Dept of Computer Science and Information Engineering, National Chung Cheng University,
Chiayi, Taiwan {lys,cyh,csipty}@cs.ccu.edu.tw
Abstract This paper proposes a Multi-monitor Displays (MMD) System for
assisting primary school students with their learning performance in music learning The progress of computer technology has enabled an explosion in the visual ways of teaching presentation In recent years, most educators present their instructional materials by using projectors primarily rather than chalk-boards Multimedia instruction is a good approach for learners to construct meaningful knowledge and to make referential connections between mental representations This paper proposes a multi-monitor approach for constructing a multimedia aided learning system supported by some popular tools such as Mi-crosoft PowerPoint, MiMi-crosoft Word, MiMi-crosoft Excel, and Adobe Acrobat Reader Based on the Cognitive Theory of Multimedia Learning, this aided system is realized to combine and support verbal and pictorial forms As a result, teachers can easily develop their teaching materials and present reference mate-rials on two different monitors or screens Our experiment reveals that by using the MMD system to simultaneously present musical notations and a listening map the results using multimedia presentation are superior to those of the con-ventional instruction methods when it comes to learning achievement and crea-tive ability
Keywords: Multimedia learning, Multi-monitor Displays, Music Learning, Pedagogical Issues
1 Introduction
Music notation is a written symbol using a five-line staff, with notes placed on the staff
to represent the relative duration and pitch of a sound All music should be written as music notation for ease of reading, understanding, and playing [1] However, music notation is comparatively abstract and not readily understood by pupils when they are unfamiliar with symbols and with the pitch of the notes [2] Newman points out those children will be disturbed in volume and pitch [3] Children believe that singing louder will produce a higher pitch Therefore, teachers must teach student to distinguish the level of sound through some form of visual assist Some students find that reading music is difficult When the music appreciation instructional-activity comes to a high-level cognitive activity, such as timbre, dynamics, rhythm, melody, harmony,
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structure, and texture, pupils unfamiliar with musical notation often take only a timid step forward This situation may limit students’ music awareness and cognition, and even result in them no longer being interested in learning music
In the development history of the artists, although music and painting are different, the creation of music and painting has been linked for a long time, and their artistic concep-tions have some things in common For example, in education, for painting assisted music teaching, Hair showed that pupils, from kindergarten to sixth grade that attend music class for 30 minutes a week, are superior to expressing only with the languages for the music element [4] Cassidy took 68 university students as a sample, and found that students who major in music education can distinguish the position a melody is carried on better than students who do not major in music education because of their inadequate experience [5] Gromko and Russell utilized the ‘listening map’ to teach, and found that this made it relatively easy to distinguish a pair of melodies from one another [6] They also found that the listening map made it easy to distinguish the music elements and read the notes Tan and Kelly stated that music can assist a student’s creative and thinking ability while painting [7] It seems that it improves their motivation and promotes the learning effect Therefore, listening map is a valuable teaching aid for the music-listening lesson because it visually represents exactly where musical events take place making it easier for children to understand musical relationships
Mednick was of the opinion that an individual will raise his/her creativity and pro-duce something new related to his/her experience [8] Mayer thought that it is helpful to arouse the creativity by presenting pictorial and textual information at the same time [9] Better learning will occur when presenting words and pictures than words alone The above findings inspired us to design the Multi-monitor Displays (MMD) system for presenting music notation and to design a listening map to connect at the same time the common visual and verbal materials used in assisting students with music learning
By showing the listening map (such as musical symbols and picture notations) to ap-pear as music elements, teachers can select graphic representations that symbolize the musical features and notations in a visual format in order to enhance the learning of music elements
2 Literature Review
2.1 Multiple Monitors
More display surface enlarges the amount of information that is visible to the user at any given moment, in addition to providing a more comfortable reading space Most of users multitask today and feel that a single monitor offers a limited display surface [10] Several screens allow for several documents to be easily presented simultaneously Users can easily read several documents placed on different monitors The topology of multi-monitors in software was defined by Microsoft, who called it a virtual screen Windows 98, Windows 2000 and Windows XP all support multiple monitors on a single system To use the multiple-monitor supporting feature, an AGP or PCI display adapter is needed for each monitor or a specific display adapter to drive two or more monitors