Wiki du LAMA (UMR 5127) - Contributions [fr]

INFO606-TP2-2010-2011

2011-03-17T15:52:26Z

Cferr : /* Description de la base à modéliser */

Sujet du TP2 d'[[INFO606]] en 2010/2011.

==Description de la base à modéliser==

Le SUMO (Service Universitaire de Mutualisation des Ordinateurs) gère un grand
parc de machines à disposition des étudiants, enseignants et personnels de
l'Université.

Chaque machine est identifiée par un nom réseau. Lors de l'installation d'une
machine, on relève les données pertinentes pour la gestion du réseau et des
logiciels: adresse MAC, architecture (ia32, ia64, sparc, powerpc), fréquence
du processeur (en MHz), taille de la mémoire vive (en Mio) et taille du disque
dur (en Gio). Un serveur DHCP associe à une adresse MAC une adresse IP sur le
réseau (certaines adresses MAC peuvent ne pas être référencées).

Sur chaque machine est installé un système d'exploitation (ou
plusieurs). Chaque système a un nom et une version, une architecture
d'accueil et des besoins matériels minimaux (fréquence, mémoire et
disque dur). Un système ne peut être installé que sur une machine ayant une architecture adéquate, c'est-à-dire avec au moins les
ressources matérielles minimales. Certains systèmes sont propriétaires
et payants : il faut alors acheter des licences pour avoir le droit de
les installer. Le nombre d'installations d'un système payant
doit être inférieur au nombre de licences dont on dispose.

Chaque machine peut être mise à disposition dans une salle, identifiée par
un nom et un bâtiment (par exemple <tt>59B</tt>, bâtiment <tt>Maurienne</tt>).
Pour chaque salle, on donne l'indication de l'étage où elle se trouve.
Par ailleurs, le nombre de prises Ethernet est limité pour
chaque salle : on ne peut pas connecter plus de machines que ce qu'il y a de
prises.

==Travail à réaliser==

Vous traiterez les trois parties suivantes dans un compte-rendu que vous ferez parvenir à votre responsable de TP.

===Partie 1: Modèle de données===

On propose la collection de relations suivante (les clefs sont en majuscules):

Systeme (IDENT_SYS, nom, version, edition, arch, freq_min, mem_min, dd_min, payant)
Licence (NUM_CONTRAT, pour_sys, nb_licences)
Machine (NOM_MACH, adr_mac, arch, freq_proc, taille_mem, taille_dd)
Installation (NOM_MACH, IDENT_SYS)
Dhcp (ADR_MAC, adr_ip)
Salle (NOM_SALLE, BATIMENT, etage, nb_eth)
Emplacement (NOM_MACH, nom_salle, batiment)

# Guidés par la description du modèle, retrouvez le (ou plutôt un) schéma EA qui se traduit en cette collection de relations.
# Cette collection est-elle en 1FN, en 2FN , en 3FN ? Justifiez votre réponse.
# Identifiez, parmi les attributs de ces relations, ceux qui sont des références à des clés étrangères.

===Partie 2: Observation des scripts===

Les fichiers SQL de création de la base de données vous sont fournis [https://espaces-collaboratifs.grenet.fr/share/page/site/udslststic3tr/documentlibrary#filter=path|/Info606-Bases-de-Donnees/TPs/TP2/Scripts-SQL&page=1 ici pour les TR], [https://espaces-collaboratifs.grenet.fr/share/page/site/udslstmass3/documentlibrary#filter=path|/Info606-Bases-de-Donnees/TPs/TP2/Scripts-SQL&page=1 ici pour les Mass].
La base de donnée est hébergée sur le serveur <tt>eco.univ-savoie.fr</tt> sur lequel vous pouvez vous connecter à travers le protocole SSH:
consultez à cet effet la page [[INFO606-TP|Consignes générales pour les TP]].
Dans la création des tables de la base, apparaissent les instructions SQL suivantes:

constraint systeme_arch_valide check (arch in ('IA32', 'IA64', 'PowerPC', 'SPARC'))
constraint salle_cle primary key (nom_salle, batiment)
constraint emplacement_ref_salle foreign key (nom_salle, batiment) references salle(nom_salle, batiment)

# Que signifient-elles ? Que permettent-elles de représenter ?
# Quels sont les index qui ont été créés automatiquement par le SGBD sur cette base et pourquoi ? Vous consulterez la table système <tt>pg_indexes</tt> pour répondre à cette question.
# Comment crée-t-on les utilisateurs et leur alloue-t-on des droits sur les tables ? Qui a actuellement des droits (et lesquels) sur les tables de la base <tt>TP-BD-L3-2010-2011</tt> ? Fouillez dans les tables système pour répondre à cette question.

===Partie 3: Requêtes===

En préalable à cette partie, nous vous demanderons de compléter la
base fournie de manière à ce que vous disposiez d'un jeu de tests
suffisant pour vérifier vos requêtes. Vous fournirez les requêtes
nécessaires à l'insertion de n-uplets dans les tables ou à la
modification des n-uplets existants.

Pour la suite, il vous est demandé de donner l'expression '''en algèbre relationnelle et SQL''' des requêtes qui suivent, à exprimer
sur le schéma relationnel et la base correspondante, qui vous sont fournis
aujourd'hui.

# Liste des machines de l'architecture <tt>IA32</tt>.
# Listes des machines sur lesquelles le système <tt>WIN-XP-PRO-IA64</tt> est installé.
# Liste des machines sur lesquelles est installé un Windows pour architecture <tt>IA64</tt>.
# Listes des machines dans la réserve (celles qui ne sont dans aucune salle).
# Combien de licences pour <tt>WIN-XP-PRO-IA32</tt> sont-elles utilisées ?
# Combien de licences pour Windows XP sur architecture <tt>IA32</tt> (toutes éditions confondues) sont-elles disponibles ?
# Listes des systèmes payants, pour lesquels il n'y a plus de licence disponible.
# Quels systèmes sont installables sur la machine <tt>barbatruc</tt> avec les licences disponibles ?
# Sur quelles machines de la réserve peut-on installer <tt>UBUNTU-DESKTOP-8.10-IA32</tt> ?
# Quel est le système le plus "gourmand" en mémoire vive (celui qui en demande le plus pour fonctionner) ? Ecrire cette requête en algèbre relationnelle puis en SQL '''SANS AVOIR RECOURS''' aux primitives de calcul (max notamment) introduites par <tt>SQL</tt>.
# Quelles sont les salles dans lesquelles on pourra trouver des machines avec des systèmes windows et d'autres avec des systèmes Ubuntu ?
# Quelles sont les salles dans lesquelles toutes les machines sont installées sous Ubuntu ?
# Quelles sont les salles dans lesquelles aucune machine n'est installée sous Ubuntu ?
# Quelles sont les machines sur lesquelles sont installés tous les systèmes dont dispose l'Université ?
# Quelle est la salle ayant la configuration la plus hétérogène (il s'agit de la salle qui comporte la plus grande variété de systèmes installés sur ses machines) ?
# Pour chaque salle, indiquez son nom et le nombre de systèmes différents installés sur les machines qui l'occupent.
# Pour chaque salle, indiquez le nombre de prises Ethernet libres.
# Dans quelles salles peut-on encore ajouter une machine ?
# Listez les adresses IP attribuées par le serveur DHCP.
# Listez les machines auxquelles le serveur DHCP attribue une adresse, mais qui sont dans la réserve et pas dans une salle.

INFO606-TP2-2010-2011

2011-03-17T15:50:38Z

Cferr : /* Partie 3: Requêtes */

Sujet du TP2 d'[[INFO606]] en 2010/2011.

==Description de la base à modéliser==

Le SUMO (Service Universitaire de Mutualisation des Ordinateurs) gère un grand
parc de machines à disposition des étudiants, enseignants et personnels de
l'Université.

Chaque machine est identifiée par un nom réseau. Lors de l'installation d'une
machine, on relève les données pertinentes pour la gestion du réseau et des
logiciels: adresse MAC, architecture (ia32, ia64, sparc, powerpc), fréquence
du processeur (en MHz), taille de la mémoire vive (en Mio) et taille du disque
dur (en Gio). Un serveur DHCP associe à une adresse MAC une adresse IP sur le
réseau (certaines adresses MAC peuvent ne pas être référencées).

Sur chaque machine est installé un système d'exploitation (ou
plusieurs). Chaque système a un nom et une version, une architecture
d'accueil et des besoins matériels minimaux (fréquence, mémoire et
disque dur). Un système ne peut être installé que sur une machine
deayant une architecture adéquate, c'est-à-dire avec au moins les
ressources matérielles minimales. Certains systèmes sont propriétaires
et payants : il faut alors acheter des licences pour avoir le droit de
les installer. Le nombre d'installations d'un système payant
doit être inférieur au nombre de licences dont on dispose.

Chaque machine peut être mise à disposition dans une salle, identifiée par
un nom et un bâtiment (par exemple <tt>59B</tt>, bâtiment <tt>Maurienne</tt>).
Pour chaque salle, on donne l'indication de l'étage où elle se trouve.
Par ailleurs, le nombre de prises Ethernet est limité pour
chaque salle : on ne peut pas connecter plus de machines que ce qu'il y a de
prises.

==Travail à réaliser==

Vous traiterez les trois parties suivantes dans un compte-rendu que vous ferez parvenir à votre responsable de TP.

===Partie 1: Modèle de données===

On propose la collection de relations suivante (les clefs sont en majuscules):

Systeme (IDENT_SYS, nom, version, edition, arch, freq_min, mem_min, dd_min, payant)
Licence (NUM_CONTRAT, pour_sys, nb_licences)
Machine (NOM_MACH, adr_mac, arch, freq_proc, taille_mem, taille_dd)
Installation (NOM_MACH, IDENT_SYS)
Dhcp (ADR_MAC, adr_ip)
Salle (NOM_SALLE, BATIMENT, etage, nb_eth)
Emplacement (NOM_MACH, nom_salle, batiment)

# Guidés par la description du modèle, retrouvez le (ou plutôt un) schéma EA qui se traduit en cette collection de relations.
# Cette collection est-elle en 1FN, en 2FN , en 3FN ? Justifiez votre réponse.
# Identifiez, parmi les attributs de ces relations, ceux qui sont des références à des clés étrangères.

===Partie 2: Observation des scripts===

Les fichiers SQL de création de la base de données vous sont fournis [https://espaces-collaboratifs.grenet.fr/share/page/site/udslststic3tr/documentlibrary#filter=path|/Info606-Bases-de-Donnees/TPs/TP2/Scripts-SQL&page=1 ici pour les TR], [https://espaces-collaboratifs.grenet.fr/share/page/site/udslstmass3/documentlibrary#filter=path|/Info606-Bases-de-Donnees/TPs/TP2/Scripts-SQL&page=1 ici pour les Mass].
La base de donnée est hébergée sur le serveur <tt>eco.univ-savoie.fr</tt> sur lequel vous pouvez vous connecter à travers le protocole SSH:
consultez à cet effet la page [[INFO606-TP|Consignes générales pour les TP]].
Dans la création des tables de la base, apparaissent les instructions SQL suivantes:

constraint systeme_arch_valide check (arch in ('IA32', 'IA64', 'PowerPC', 'SPARC'))
constraint salle_cle primary key (nom_salle, batiment)
constraint emplacement_ref_salle foreign key (nom_salle, batiment) references salle(nom_salle, batiment)

# Que signifient-elles ? Que permettent-elles de représenter ?
# Quels sont les index qui ont été créés automatiquement par le SGBD sur cette base et pourquoi ? Vous consulterez la table système <tt>pg_indexes</tt> pour répondre à cette question.
# Comment crée-t-on les utilisateurs et leur alloue-t-on des droits sur les tables ? Qui a actuellement des droits (et lesquels) sur les tables de la base <tt>TP-BD-L3-2010-2011</tt> ? Fouillez dans les tables système pour répondre à cette question.

===Partie 3: Requêtes===

En préalable à cette partie, nous vous demanderons de compléter la
base fournie de manière à ce que vous disposiez d'un jeu de tests
suffisant pour vérifier vos requêtes. Vous fournirez les requêtes
nécessaires à l'insertion de n-uplets dans les tables ou à la
modification des n-uplets existants.

Pour la suite, il vous est demandé de donner l'expression '''en algèbre relationnelle et SQL''' des requêtes qui suivent, à exprimer
sur le schéma relationnel et la base correspondante, qui vous sont fournis
aujourd'hui.

# Liste des machines de l'architecture <tt>IA32</tt>.
# Listes des machines sur lesquelles le système <tt>WIN-XP-PRO-IA64</tt> est installé.
# Liste des machines sur lesquelles est installé un Windows pour architecture <tt>IA64</tt>.
# Listes des machines dans la réserve (celles qui ne sont dans aucune salle).
# Combien de licences pour <tt>WIN-XP-PRO-IA32</tt> sont-elles utilisées ?
# Combien de licences pour Windows XP sur architecture <tt>IA32</tt> (toutes éditions confondues) sont-elles disponibles ?
# Listes des systèmes payants, pour lesquels il n'y a plus de licence disponible.
# Quels systèmes sont installables sur la machine <tt>barbatruc</tt> avec les licences disponibles ?
# Sur quelles machines de la réserve peut-on installer <tt>UBUNTU-DESKTOP-8.10-IA32</tt> ?
# Quel est le système le plus "gourmand" en mémoire vive (celui qui en demande le plus pour fonctionner) ? Ecrire cette requête en algèbre relationnelle puis en SQL '''SANS AVOIR RECOURS''' aux primitives de calcul (max notamment) introduites par <tt>SQL</tt>.
# Quelles sont les salles dans lesquelles on pourra trouver des machines avec des systèmes windows et d'autres avec des systèmes Ubuntu ?
# Quelles sont les salles dans lesquelles toutes les machines sont installées sous Ubuntu ?
# Quelles sont les salles dans lesquelles aucune machine n'est installée sous Ubuntu ?
# Quelles sont les machines sur lesquelles sont installés tous les systèmes dont dispose l'Université ?
# Quelle est la salle ayant la configuration la plus hétérogène (il s'agit de la salle qui comporte la plus grande variété de systèmes installés sur ses machines) ?
# Pour chaque salle, indiquez son nom et le nombre de systèmes différents installés sur les machines qui l'occupent.
# Pour chaque salle, indiquez le nombre de prises Ethernet libres.
# Dans quelles salles peut-on encore ajouter une machine ?
# Listez les adresses IP attribuées par le serveur DHCP.
# Listez les machines auxquelles le serveur DHCP attribue une adresse, mais qui sont dans la réserve et pas dans une salle.

INFO606-TP2-2010-2011

2011-03-17T15:49:30Z

Cferr : /* Partie 2: Observation des scripts */

Sujet du TP2 d'[[INFO606]] en 2010/2011.

==Description de la base à modéliser==

Le SUMO (Service Universitaire de Mutualisation des Ordinateurs) gère un grand
parc de machines à disposition des étudiants, enseignants et personnels de
l'Université.

Chaque machine est identifiée par un nom réseau. Lors de l'installation d'une
machine, on relève les données pertinentes pour la gestion du réseau et des
logiciels: adresse MAC, architecture (ia32, ia64, sparc, powerpc), fréquence
du processeur (en MHz), taille de la mémoire vive (en Mio) et taille du disque
dur (en Gio). Un serveur DHCP associe à une adresse MAC une adresse IP sur le
réseau (certaines adresses MAC peuvent ne pas être référencées).

Sur chaque machine est installé un système d'exploitation (ou
plusieurs). Chaque système a un nom et une version, une architecture
d'accueil et des besoins matériels minimaux (fréquence, mémoire et
disque dur). Un système ne peut être installé que sur une machine
deayant une architecture adéquate, c'est-à-dire avec au moins les
ressources matérielles minimales. Certains systèmes sont propriétaires
et payants : il faut alors acheter des licences pour avoir le droit de
les installer. Le nombre d'installations d'un système payant
doit être inférieur au nombre de licences dont on dispose.

Chaque machine peut être mise à disposition dans une salle, identifiée par
un nom et un bâtiment (par exemple <tt>59B</tt>, bâtiment <tt>Maurienne</tt>).
Pour chaque salle, on donne l'indication de l'étage où elle se trouve.
Par ailleurs, le nombre de prises Ethernet est limité pour
chaque salle : on ne peut pas connecter plus de machines que ce qu'il y a de
prises.

==Travail à réaliser==

Vous traiterez les trois parties suivantes dans un compte-rendu que vous ferez parvenir à votre responsable de TP.

===Partie 1: Modèle de données===

On propose la collection de relations suivante (les clefs sont en majuscules):

Systeme (IDENT_SYS, nom, version, edition, arch, freq_min, mem_min, dd_min, payant)
Licence (NUM_CONTRAT, pour_sys, nb_licences)
Machine (NOM_MACH, adr_mac, arch, freq_proc, taille_mem, taille_dd)
Installation (NOM_MACH, IDENT_SYS)
Dhcp (ADR_MAC, adr_ip)
Salle (NOM_SALLE, BATIMENT, etage, nb_eth)
Emplacement (NOM_MACH, nom_salle, batiment)

# Guidés par la description du modèle, retrouvez le (ou plutôt un) schéma EA qui se traduit en cette collection de relations.
# Cette collection est-elle en 1FN, en 2FN , en 3FN ? Justifiez votre réponse.
# Identifiez, parmi les attributs de ces relations, ceux qui sont des références à des clés étrangères.

===Partie 2: Observation des scripts===

Les fichiers SQL de création de la base de données vous sont fournis [https://espaces-collaboratifs.grenet.fr/share/page/site/udslststic3tr/documentlibrary#filter=path|/Info606-Bases-de-Donnees/TPs/TP2/Scripts-SQL&page=1 ici pour les TR], [https://espaces-collaboratifs.grenet.fr/share/page/site/udslstmass3/documentlibrary#filter=path|/Info606-Bases-de-Donnees/TPs/TP2/Scripts-SQL&page=1 ici pour les Mass].
La base de donnée est hébergée sur le serveur <tt>eco.univ-savoie.fr</tt> sur lequel vous pouvez vous connecter à travers le protocole SSH:
consultez à cet effet la page [[INFO606-TP|Consignes générales pour les TP]].
Dans la création des tables de la base, apparaissent les instructions SQL suivantes:

constraint systeme_arch_valide check (arch in ('IA32', 'IA64', 'PowerPC', 'SPARC'))
constraint salle_cle primary key (nom_salle, batiment)
constraint emplacement_ref_salle foreign key (nom_salle, batiment) references salle(nom_salle, batiment)

# Que signifient-elles ? Que permettent-elles de représenter ?
# Quels sont les index qui ont été créés automatiquement par le SGBD sur cette base et pourquoi ? Vous consulterez la table système <tt>pg_indexes</tt> pour répondre à cette question.
# Comment crée-t-on les utilisateurs et leur alloue-t-on des droits sur les tables ? Qui a actuellement des droits (et lesquels) sur les tables de la base <tt>TP-BD-L3-2010-2011</tt> ? Fouillez dans les tables système pour répondre à cette question.

===Partie 3: Requêtes===

En préalable à cette partie, nous vous demanderons de compléter la
base fournie de manière à ce que vous disposiez d'un jeu de tests
suffisant pour vérifier vos requêtes. Vous fournirez les requêtes
nécessaires à l'insertion de n-uplets dans les tables ou à la
modification des n-uplets existants.

Pour la suite, il vous est demandé de donner l'expression '''en algèbre relationnelle et SQL''' des requêtes qui suivent, à exprimer
sur le schéma relationnel et la base correspondante, qui vous sont fournis
aujourd'hui.

# Liste des machines de l'architecture <tt>IA32</tt>.
# Listes des machines sur lesquelles le système <tt>WIN-XP-PRO-IA64</tt> est installé.
# Liste des machines sur lesquelles est installé un Windows pour architecture <tt>IA64</tt>.
# Listes des machines dans la réserve (celles qui ne sont dans aucune salle).
# Combien de licences pour <tt>WIN-XP-PRO-IA32</tt> sont-elles utilisées ?
# Combien de licences pour Windows XP sur architecture <tt>IA32</tt> (toutes éditions confondues) sont-elles disponibles ?
# Listes des systèmes payants, pour lesquels il n'y a plus de licence disponible.
# Quels systèmes sont installables sur la machine <tt>barbatruc</tt> avec les licences disponibles ?
# Sur quelles machines de la réserve peut-on installer <tt>UBUNTU-DESKTOP-8.10-IA32</tt> ?
# Quel est le système le plus "gourmand" en mémoire vive (celui qui en demande le plus pour fonctionner) ? Ecrire cette requête en algèbre et calcul relationnels, puis en SQL '''SANS AVOIR RECOURS''' aux primitives de calcul (max notamment) introduites par <tt>SQL</tt>.
# Quelles sont les salles dans lesquelles on pourra trouver des machines avec des systèmes windows et d'autres avec des systèmes Ubuntu ?
# Quelles sont les salles dans lesquelles toutes les machines sont installées sous Ubuntu ?
# Quelles sont les salles dans lesquelles aucune machine n'est installée sous Ubuntu ?
# Quelles sont les machines sur lesquelles sont installés tous les systèmes dont dispose l'Université ?
# Quelle est la salle ayant la configuration la plus hétérogène (il s'agit de la salle qui comporte la plus grande variété de systèmes installés sur ses machines) ?
# Pour chaque salle, indiquez son nom et le nombre de systèmes différents installés sur les machines qui l'occupent.
# Pour chaque salle, indiquez le nombre de prises Ethernet libres.
# Dans quelles salles peut-on encore ajouter une machine ?
# Listez les adresses IP attribuées par le serveur DHCP.
# Listez les machines auxquelles le serveur DHCP attribue une adresse, mais qui sont dans la réserve et pas dans une salle.

INFO606-TP2-2010-2011

2011-03-16T00:46:28Z

Cferr : /* Partie 3: Requêtes */

Sujet du TP2 d'[[INFO606]] en 2010/2011.

==Description de la base à modéliser==

Le SUMO (Service Universitaire de Mutualisation des Ordinateurs) gère un grand
parc de machines à disposition des étudiants, enseignants et personnels de
l'Université.

Chaque machine est identifiée par un nom réseau. Lors de l'installation d'une
machine, on relève les données pertinentes pour la gestion du réseau et des
logiciels: adresse MAC, architecture (ia32, ia64, sparc, powerpc), fréquence
du processeur (en MHz), taille de la mémoire vive (en Mio) et taille du disque
dur (en Gio). Un serveur DHCP associe à une adresse MAC une adresse IP sur le
réseau (certaines adresses MAC peuvent ne pas être référencées).

Sur chaque machine est installé un système d'exploitation (ou
plusieurs). Chaque système a un nom et une version, une architecture
d'accueil et des besoins matériels minimaux (fréquence, mémoire et
disque dur). Un système ne peut être installé que sur une machine
deayant une architecture adéquate, c'est-à-dire avec au moins les
ressources matérielles minimales. Certains systèmes sont propriétaires
et payants : il faut alors acheter des licences pour avoir le droit de
les installer. Le nombre d'installations d'un système payant
doit être inférieur au nombre de licences dont on dispose.

Chaque machine peut être mise à disposition dans une salle, identifiée par
un nom et un bâtiment (par exemple <tt>59B</tt>, bâtiment <tt>Maurienne</tt>).
Pour chaque salle, on donne l'indication de l'étage où elle se trouve.
Par ailleurs, le nombre de prises Ethernet est limité pour
chaque salle : on ne peut pas connecter plus de machines que ce qu'il y a de
prises.

==Travail à réaliser==

Vous traiterez les trois parties suivantes dans un compte-rendu que vous ferez parvenir à votre responsable de TP.

===Partie 1: Modèle de données===

On propose la collection de relations suivante (les clefs sont en majuscules):

Systeme (IDENT_SYS, nom, version, edition, arch, freq_min, mem_min, dd_min, payant)
Licence (NUM_CONTRAT, pour_sys, nb_licences)
Machine (NOM_MACH, adr_mac, arch, freq_proc, taille_mem, taille_dd)
Installation (NOM_MACH, IDENT_SYS)
Dhcp (ADR_MAC, adr_ip)
Salle (NOM_SALLE, BATIMENT, etage, nb_eth)
Emplacement (NOM_MACH, nom_salle, batiment)

# Guidés par la description du modèle, retrouvez le (ou plutôt un) schéma EA qui se traduit en cette collection de relations.
# Cette collection est-elle en 1FN, en 2FN , en 3FN ? Justifiez votre réponse.
# Identifiez, parmi les attributs de ces relations, ceux qui sont des références à des clés étrangères.

===Partie 2: Observation des scripts===

Les fichiers SQL de création de la base de données vous sont fournis [https://espaces-collaboratifs.grenet.fr/share/page/site/udslststic3tr/documentlibrary#filter=path|/Info606-Bases-de-Donnees/TPs/TP2/Scripts-SQL&page=1 ici].
La base de donnée est hébergée sur le serveur <tt>eco.univ-savoie.fr</tt> sur lequel vous pouvez vous connecter à travers le protocole SSH:
consultez à cet effet la page [[INFO606-TP|Consignes générales pour les TP]].
Dans la création des tables de la base, apparaissent les instructions SQL suivantes:

constraint systeme_arch_valide check (arch in ('IA32', 'IA64', 'PowerPC', 'SPARC'))
constraint salle_cle primary key (nom_salle, batiment)
constraint emplacement_ref_salle foreign key (nom_salle, batiment) references salle(nom_salle, batiment)

# Que signifient-elles ? Que permettent-elles de représenter ?
# Quels sont les index qui ont été créés automatiquement par le SGBD sur cette base et pourquoi ? Vous consulterez la table système <tt>pg_indexes</tt> pour répondre à cette question.
# Comment crée-t-on les utilisateurs et leur alloue-t-on des droits sur les tables ? Qui a actuellement des droits (et lesquels) sur les tables de la base <tt>TP-BD-L3-2010-2011</tt> ? Fouillez dans les tables système pour répondre à cette question.

===Partie 3: Requêtes===

En préalable à cette partie, nous vous demanderons de compléter la
base fournie de manière à ce que vous disposiez d'un jeu de tests
suffisant pour vérifier vos requêtes. Vous fournirez les requêtes
nécessaires à l'insertion de n-uplets dans les tables ou à la
modification des n-uplets existants.

Pour la suite, il vous est demandé de donner l'expression '''en algèbre relationnelle et SQL''' des requêtes qui suivent, à exprimer
sur le schéma relationnel et la base correspondante, qui vous sont fournis
aujourd'hui.

# Liste des machines de l'architecture <tt>IA32</tt>.
# Listes des machines sur lesquelles le système <tt>WIN-XP-PRO-IA64</tt> est installé.
# Liste des machines sur lesquelles est installé un Windows pour architecture <tt>IA64</tt>.
# Listes des machines dans la réserve (celles qui ne sont dans aucune salle).
# Combien de licences pour <tt>WIN-XP-PRO-IA32</tt> sont-elles utilisées ?
# Combien de licences pour Windows XP sur architecture <tt>IA32</tt> (toutes éditions confondues) sont-elles disponibles ?
# Listes des systèmes payants, pour lesquels il n'y a plus de licence disponible.
# Quels systèmes sont installables sur la machine <tt>barbatruc</tt> avec les licences disponibles ?
# Sur quelles machines de la réserve peut-on installer <tt>UBUNTU-DESKTOP-8.10-IA32</tt> ?
# Quel est le système le plus "gourmand" en mémoire vive (celui qui en demande le plus pour fonctionner) ? Ecrire cette requête en algèbre et calcul relationnels, puis en SQL '''SANS AVOIR RECOURS''' aux primitives de calcul (max notamment) introduites par <tt>SQL</tt>.
# Quelles sont les salles dans lesquelles on pourra trouver des machines avec des systèmes windows et d'autres avec des systèmes Ubuntu ?
# Quelles sont les salles dans lesquelles toutes les machines sont installées sous Ubuntu ?
# Quelles sont les salles dans lesquelles aucune machine n'est installée sous Ubuntu ?
# Quelles sont les machines sur lesquelles sont installés tous les systèmes dont dispose l'Université ?
# Quelle est la salle ayant la configuration la plus hétérogène (il s'agit de la salle qui comporte la plus grande variété de systèmes installés sur ses machines) ?
# Pour chaque salle, indiquez son nom et le nombre de systèmes différents installés sur les machines qui l'occupent.
# Pour chaque salle, indiquez le nombre de prises Ethernet libres.
# Dans quelles salles peut-on encore ajouter une machine ?
# Listez les adresses IP attribuées par le serveur DHCP.
# Listez les machines auxquelles le serveur DHCP attribue une adresse, mais qui sont dans la réserve et pas dans une salle.

INFO606-TP2-2010-2011

2011-03-16T00:45:40Z

Cferr : /* Partie 3: Requêtes */

Sujet du TP2 d'[[INFO606]] en 2010/2011.

==Description de la base à modéliser==

Le SUMO (Service Universitaire de Mutualisation des Ordinateurs) gère un grand
parc de machines à disposition des étudiants, enseignants et personnels de
l'Université.

Chaque machine est identifiée par un nom réseau. Lors de l'installation d'une
machine, on relève les données pertinentes pour la gestion du réseau et des
logiciels: adresse MAC, architecture (ia32, ia64, sparc, powerpc), fréquence
du processeur (en MHz), taille de la mémoire vive (en Mio) et taille du disque
dur (en Gio). Un serveur DHCP associe à une adresse MAC une adresse IP sur le
réseau (certaines adresses MAC peuvent ne pas être référencées).

Sur chaque machine est installé un système d'exploitation (ou
plusieurs). Chaque système a un nom et une version, une architecture
d'accueil et des besoins matériels minimaux (fréquence, mémoire et
disque dur). Un système ne peut être installé que sur une machine
deayant une architecture adéquate, c'est-à-dire avec au moins les
ressources matérielles minimales. Certains systèmes sont propriétaires
et payants : il faut alors acheter des licences pour avoir le droit de
les installer. Le nombre d'installations d'un système payant
doit être inférieur au nombre de licences dont on dispose.

Chaque machine peut être mise à disposition dans une salle, identifiée par
un nom et un bâtiment (par exemple <tt>59B</tt>, bâtiment <tt>Maurienne</tt>).
Pour chaque salle, on donne l'indication de l'étage où elle se trouve.
Par ailleurs, le nombre de prises Ethernet est limité pour
chaque salle : on ne peut pas connecter plus de machines que ce qu'il y a de
prises.

==Travail à réaliser==

Vous traiterez les trois parties suivantes dans un compte-rendu que vous ferez parvenir à votre responsable de TP.

===Partie 1: Modèle de données===

On propose la collection de relations suivante (les clefs sont en majuscules):

Systeme (IDENT_SYS, nom, version, edition, arch, freq_min, mem_min, dd_min, payant)
Licence (NUM_CONTRAT, pour_sys, nb_licences)
Machine (NOM_MACH, adr_mac, arch, freq_proc, taille_mem, taille_dd)
Installation (NOM_MACH, IDENT_SYS)
Dhcp (ADR_MAC, adr_ip)
Salle (NOM_SALLE, BATIMENT, etage, nb_eth)
Emplacement (NOM_MACH, nom_salle, batiment)

# Guidés par la description du modèle, retrouvez le (ou plutôt un) schéma EA qui se traduit en cette collection de relations.
# Cette collection est-elle en 1FN, en 2FN , en 3FN ? Justifiez votre réponse.
# Identifiez, parmi les attributs de ces relations, ceux qui sont des références à des clés étrangères.

===Partie 2: Observation des scripts===

Les fichiers SQL de création de la base de données vous sont fournis [https://espaces-collaboratifs.grenet.fr/share/page/site/udslststic3tr/documentlibrary#filter=path|/Info606-Bases-de-Donnees/TPs/TP2/Scripts-SQL&page=1 ici].
La base de donnée est hébergée sur le serveur <tt>eco.univ-savoie.fr</tt> sur lequel vous pouvez vous connecter à travers le protocole SSH:
consultez à cet effet la page [[INFO606-TP|Consignes générales pour les TP]].
Dans la création des tables de la base, apparaissent les instructions SQL suivantes:

constraint systeme_arch_valide check (arch in ('IA32', 'IA64', 'PowerPC', 'SPARC'))
constraint salle_cle primary key (nom_salle, batiment)
constraint emplacement_ref_salle foreign key (nom_salle, batiment) references salle(nom_salle, batiment)

# Que signifient-elles ? Que permettent-elles de représenter ?
# Quels sont les index qui ont été créés automatiquement par le SGBD sur cette base et pourquoi ? Vous consulterez la table système <tt>pg_indexes</tt> pour répondre à cette question.
# Comment crée-t-on les utilisateurs et leur alloue-t-on des droits sur les tables ? Qui a actuellement des droits (et lesquels) sur les tables de la base <tt>TP-BD-L3-2010-2011</tt> ? Fouillez dans les tables système pour répondre à cette question.

===Partie 3: Requêtes===

En préalable à cette partie, nous vous demanderons de compléter la
base fournie de manière à ce que vous disposiez d'un jeu de tests
suffisant pour vérifier vos requêtes. Vous fournirez les requêtes
nécessaires à l'insertion de n-uplets dans les tables ou à la
modification des n-uplets existants.

Pour la suite, il vous est demandé de donner l'expression '''en algèbre
relationnelle et SQL''' des requêtes qui suivent, à exprimer
sur le schéma relationnel et la base correspondante, qui vous sont fournis
aujourd'hui.

# Liste des machines de l'architecture <tt>IA32</tt>.
# Listes des machines sur lesquelles le système <tt>WIN-XP-PRO-IA64</tt> est installé.
# Liste des machines sur lesquelles est installé un Windows pour architecture <tt>IA64</tt>.
# Listes des machines dans la réserve (celles qui ne sont dans aucune salle).
# Combien de licences pour <tt>WIN-XP-PRO-IA32</tt> sont-elles utilisées ?
# Combien de licences pour Windows XP sur architecture <tt>IA32</tt> (toutes éditions confondues) sont-elles disponibles ?
# Listes des systèmes payants, pour lesquels il n'y a plus de licence disponible.
# Quels systèmes sont installables sur la machine <tt>barbatruc</tt> avec les licences disponibles ?
# Sur quelles machines de la réserve peut-on installer <tt>UBUNTU-DESKTOP-8.10-IA32</tt> ?
# Quel est le système le plus "gourmand" en mémoire vive (celui qui en demande le plus pour fonctionner) ? Ecrire cette requête en algèbre et calcul relationnels, puis en SQL '''SANS AVOIR RECOURS''' aux primitives de calcul (max notamment) introduites par <tt>SQL</tt>.
# Quelles sont les salles dans lesquelles on pourra trouver des machines avec des systèmes windows et d'autres avec des systèmes Ubuntu ?
# Quelles sont les salles dans lesquelles toutes les machines sont installées sous Ubuntu ?
# Quelles sont les salles dans lesquelles aucune machine n'est installée sous Ubuntu ?
# Quelles sont les machines sur lesquelles sont installés tous les systèmes dont dispose l'Université ?
# Quelle est la salle ayant la configuration la plus hétérogène (il s'agit de la salle qui comporte la plus grande variété de systèmes installés sur ses machines) ?
# Pour chaque salle, indiquez son nom et le nombre de systèmes différents installés sur les machines qui l'occupent.
# Pour chaque salle, indiquez le nombre de prises Ethernet libres.
# Dans quelles salles peut-on encore ajouter une machine ?
# Listez les adresses IP attribuées par le serveur DHCP.
# Listez les machines auxquelles le serveur DHCP attribue une adresse, mais qui sont dans la réserve et pas dans une salle.

INFO606-TP2-2010-2011

2011-03-16T00:39:43Z

Cferr : /* Partie 2: Observation des scripts */

Sujet du TP2 d'[[INFO606]] en 2010/2011.

==Description de la base à modéliser==

Le SUMO (Service Universitaire de Mutualisation des Ordinateurs) gère un grand
parc de machines à disposition des étudiants, enseignants et personnels de
l'Université.

Chaque machine est identifiée par un nom réseau. Lors de l'installation d'une
machine, on relève les données pertinentes pour la gestion du réseau et des
logiciels: adresse MAC, architecture (ia32, ia64, sparc, powerpc), fréquence
du processeur (en MHz), taille de la mémoire vive (en Mio) et taille du disque
dur (en Gio). Un serveur DHCP associe à une adresse MAC une adresse IP sur le
réseau (certaines adresses MAC peuvent ne pas être référencées).

Sur chaque machine est installé un système d'exploitation (ou
plusieurs). Chaque système a un nom et une version, une architecture
d'accueil et des besoins matériels minimaux (fréquence, mémoire et
disque dur). Un système ne peut être installé que sur une machine
deayant une architecture adéquate, c'est-à-dire avec au moins les
ressources matérielles minimales. Certains systèmes sont propriétaires
et payants : il faut alors acheter des licences pour avoir le droit de
les installer. Le nombre d'installations d'un système payant
doit être inférieur au nombre de licences dont on dispose.

Chaque machine peut être mise à disposition dans une salle, identifiée par
un nom et un bâtiment (par exemple <tt>59B</tt>, bâtiment <tt>Maurienne</tt>).
Pour chaque salle, on donne l'indication de l'étage où elle se trouve.
Par ailleurs, le nombre de prises Ethernet est limité pour
chaque salle : on ne peut pas connecter plus de machines que ce qu'il y a de
prises.

==Travail à réaliser==

Vous traiterez les trois parties suivantes dans un compte-rendu que vous ferez parvenir à votre responsable de TP.

===Partie 1: Modèle de données===

On propose la collection de relations suivante (les clefs sont en majuscules):

Systeme (IDENT_SYS, nom, version, edition, arch, freq_min, mem_min, dd_min, payant)
Licence (NUM_CONTRAT, pour_sys, nb_licences)
Machine (NOM_MACH, adr_mac, arch, freq_proc, taille_mem, taille_dd)
Installation (NOM_MACH, IDENT_SYS)
Dhcp (ADR_MAC, adr_ip)
Salle (NOM_SALLE, BATIMENT, etage, nb_eth)
Emplacement (NOM_MACH, nom_salle, batiment)

# Guidés par la description du modèle, retrouvez le (ou plutôt un) schéma EA qui se traduit en cette collection de relations.
# Cette collection est-elle en 1FN, en 2FN , en 3FN ? Justifiez votre réponse.
# Identifiez, parmi les attributs de ces relations, ceux qui sont des références à des clés étrangères.

===Partie 2: Observation des scripts===

Les fichiers SQL de création de la base de données vous sont fournis [https://espaces-collaboratifs.grenet.fr/share/page/site/udslststic3tr/documentlibrary#filter=path|/Info606-Bases-de-Donnees/TPs/TP2/Scripts-SQL&page=1 ici].
La base de donnée est hébergée sur le serveur <tt>eco.univ-savoie.fr</tt> sur lequel vous pouvez vous connecter à travers le protocole SSH:
consultez à cet effet la page [[INFO606-TP|Consignes générales pour les TP]].
Dans la création des tables de la base, apparaissent les instructions SQL suivantes:

constraint systeme_arch_valide check (arch in ('IA32', 'IA64', 'PowerPC', 'SPARC'))
constraint salle_cle primary key (nom_salle, batiment)
constraint emplacement_ref_salle foreign key (nom_salle, batiment) references salle(nom_salle, batiment)

# Que signifient-elles ? Que permettent-elles de représenter ?
# Quels sont les index qui ont été créés automatiquement par le SGBD sur cette base et pourquoi ? Vous consulterez la table système <tt>pg_indexes</tt> pour répondre à cette question.
# Comment crée-t-on les utilisateurs et leur alloue-t-on des droits sur les tables ? Qui a actuellement des droits (et lesquels) sur les tables de la base <tt>TP-BD-L3-2010-2011</tt> ? Fouillez dans les tables système pour répondre à cette question.

===Partie 3: Requêtes===

En préalable à cette partie, nous vous demanderons de compléter la
base fournie de manière à ce que vous disposiez d'un jeu de tests
suffisant pour vérifier vos requêtes. Vous fournirez les requêtes
nécessaires à l'insertion de n-uplets dans les tables ou à la
modification des n-uplets existants.

Pour la suite, il vous est demandé de donner l'expression en algèbre
relationnelle et SQL des requêtes qui suivent, à exprimer
sur le schéma relationnel et la base correspondante, qui vous sont fournis
aujourd'hui.

# Liste des machines de l'architecture <tt>IA32</tt>.
# Listes des machines sur lesquelles le système <tt>WIN-XP-PRO-IA64</tt> est installé.
# Liste des machines sur lesquelles est installé un Windows pour architecture <tt>IA64</tt>.
# Listes des machines dans la réserve (celles qui ne sont dans aucune salle).
# Combien de licences pour <tt>WIN-XP-PRO-IA32</tt> sont-elles utilisées ?
# Combien de licences pour Windows XP sur architecture <tt>IA32</tt> (toutes éditions confondues) sont-elles disponibles ?
# Listes des systèmes payants, pour lesquels il n'y a plus de licence disponible.
# Quels systèmes sont installables sur la machine <tt>barbatruc</tt> avec les licences disponibles ?
# Sur quelles machines de la réserve peut-on installer <tt>UBUNTU-DESKTOP-8.10-IA32</tt> ?
# Quel est le système le plus "gourmand" en mémoire vive (celui qui en demande le plus pour fonctionner) ? Ecrire cette requête en algèbre et calcul relationnels, puis en SQL SANS AVOIR RECOURS aux primitives de calcul (max notamment) introduites par <tt>SQL</tt>.
# Quelles sont les salles dans lesquelles on pourra trouver des machines avec des systèmes windows et d'autres avec des systèmes Ubuntu ?
# Quelles sont les salles dans lesquelles toutes les machines sont installées sous Ubuntu ?
# Quelles sont les salles dans lesquelles aucune machine n'est installée sous Ubuntu ?
# Quelles sont les machines sur lesquelles sont installés tous les systèmes dont dispose l'Université ?
# Quelle est la salle ayant la configuration la plus hétérogène (il s'agit de la salle qui comporte la plus grande variété de systèmes installés sur ses machines) ?
# Pour chaque salle, indiquez son nom et le nombre de systèmes différents installés sur les machines qui l'occupent.
# Pour chaque salle, indiquez le nombre de prises Ethernet libres.
# Dans quelles salles peut-on encore ajouter une machine ?
# Listez les adresses IP attribuées par le serveur DHCP.
# Listez les machines auxquelles le serveur DHCP attribue une adresse, mais qui sont dans la réserve et pas dans une salle.

INFO606-TP2-2010-2011

2011-03-16T00:37:32Z

Cferr : /* Partie 2: Observation des scripts */

Sujet du TP2 d'[[INFO606]] en 2010/2011.

==Description de la base à modéliser==

Le SUMO (Service Universitaire de Mutualisation des Ordinateurs) gère un grand
parc de machines à disposition des étudiants, enseignants et personnels de
l'Université.

Chaque machine est identifiée par un nom réseau. Lors de l'installation d'une
machine, on relève les données pertinentes pour la gestion du réseau et des
logiciels: adresse MAC, architecture (ia32, ia64, sparc, powerpc), fréquence
du processeur (en MHz), taille de la mémoire vive (en Mio) et taille du disque
dur (en Gio). Un serveur DHCP associe à une adresse MAC une adresse IP sur le
réseau (certaines adresses MAC peuvent ne pas être référencées).

Sur chaque machine est installé un système d'exploitation (ou
plusieurs). Chaque système a un nom et une version, une architecture
d'accueil et des besoins matériels minimaux (fréquence, mémoire et
disque dur). Un système ne peut être installé que sur une machine
deayant une architecture adéquate, c'est-à-dire avec au moins les
ressources matérielles minimales. Certains systèmes sont propriétaires
et payants : il faut alors acheter des licences pour avoir le droit de
les installer. Le nombre d'installations d'un système payant
doit être inférieur au nombre de licences dont on dispose.

Chaque machine peut être mise à disposition dans une salle, identifiée par
un nom et un bâtiment (par exemple <tt>59B</tt>, bâtiment <tt>Maurienne</tt>).
Pour chaque salle, on donne l'indication de l'étage où elle se trouve.
Par ailleurs, le nombre de prises Ethernet est limité pour
chaque salle : on ne peut pas connecter plus de machines que ce qu'il y a de
prises.

==Travail à réaliser==

Vous traiterez les trois parties suivantes dans un compte-rendu que vous ferez parvenir à votre responsable de TP.

===Partie 1: Modèle de données===

On propose la collection de relations suivante (les clefs sont en majuscules):

Systeme (IDENT_SYS, nom, version, edition, arch, freq_min, mem_min, dd_min, payant)
Licence (NUM_CONTRAT, pour_sys, nb_licences)
Machine (NOM_MACH, adr_mac, arch, freq_proc, taille_mem, taille_dd)
Installation (NOM_MACH, IDENT_SYS)
Dhcp (ADR_MAC, adr_ip)
Salle (NOM_SALLE, BATIMENT, etage, nb_eth)
Emplacement (NOM_MACH, nom_salle, batiment)

# Guidés par la description du modèle, retrouvez le (ou plutôt un) schéma EA qui se traduit en cette collection de relations.
# Cette collection est-elle en 1FN, en 2FN , en 3FN ? Justifiez votre réponse.
# Identifiez, parmi les attributs de ces relations, ceux qui sont des références à des clés étrangères.

===Partie 2: Observation des scripts===

Les fichiers SQL de création de la base de données vous sont fournis [https://espaces-collaboratifs.grenet.fr/share/page/site/udslststic3tr/documentlibrary#filter=path|/Info606-Bases-de-Donnees/TPs/TP2/Scripts-SQL&page=1 ici].
La base de donnée est hébergée sur le serveur <tt>eco.univ-savoie.fr</tt> sur lequel vous pouvez vous connecter à travers le protocole SSH:
consultez à cet effet la page [http://eco.univ-savoie.fr/~sfa/Utilisation_PostgreSQL_-_TP_BD.html Utilisation d'un serveur POSTGRESQL] sur la machine <tt>eco</tt>.
Dans la création des tables de la base, apparaissent les instructions SQL suivantes:

constraint systeme_arch_valide check (arch in ('IA32', 'IA64', 'PowerPC', 'SPARC'))
constraint salle_cle primary key (nom_salle, batiment)
constraint emplacement_ref_salle foreign key (nom_salle, batiment) references salle(nom_salle, batiment)

# Que signifient-elles ? Que permettent-elles de représenter ?
# Quels sont les index qui ont été créés automatiquement par le SGBD sur cette base et pourquoi ? Vous consulterez la table système <tt>pg_indexes</tt> pour répondre à cette question.
# Comment crée-t-on les utilisateurs et leur alloue-t-on des droits sur les tables ? Qui a actuellement des droits (et lesquels) sur les tables de la base <tt>TP-BD-L3-2010-2011</tt> ? Fouillez dans les tables système pour répondre à cette question.

===Partie 3: Requêtes===

En préalable à cette partie, nous vous demanderons de compléter la
base fournie de manière à ce que vous disposiez d'un jeu de tests
suffisant pour vérifier vos requêtes. Vous fournirez les requêtes
nécessaires à l'insertion de n-uplets dans les tables ou à la
modification des n-uplets existants.

Pour la suite, il vous est demandé de donner l'expression en algèbre
relationnelle et SQL des requêtes qui suivent, à exprimer
sur le schéma relationnel et la base correspondante, qui vous sont fournis
aujourd'hui.

# Liste des machines de l'architecture <tt>IA32</tt>.
# Listes des machines sur lesquelles le système <tt>WIN-XP-PRO-IA64</tt> est installé.
# Liste des machines sur lesquelles est installé un Windows pour architecture <tt>IA64</tt>.
# Listes des machines dans la réserve (celles qui ne sont dans aucune salle).
# Combien de licences pour <tt>WIN-XP-PRO-IA32</tt> sont-elles utilisées ?
# Combien de licences pour Windows XP sur architecture <tt>IA32</tt> (toutes éditions confondues) sont-elles disponibles ?
# Listes des systèmes payants, pour lesquels il n'y a plus de licence disponible.
# Quels systèmes sont installables sur la machine <tt>barbatruc</tt> avec les licences disponibles ?
# Sur quelles machines de la réserve peut-on installer <tt>UBUNTU-DESKTOP-8.10-IA32</tt> ?
# Quel est le système le plus "gourmand" en mémoire vive (celui qui en demande le plus pour fonctionner) ? Ecrire cette requête en algèbre et calcul relationnels, puis en SQL SANS AVOIR RECOURS aux primitives de calcul (max notamment) introduites par <tt>SQL</tt>.
# Quelles sont les salles dans lesquelles on pourra trouver des machines avec des systèmes windows et d'autres avec des systèmes Ubuntu ?
# Quelles sont les salles dans lesquelles toutes les machines sont installées sous Ubuntu ?
# Quelles sont les salles dans lesquelles aucune machine n'est installée sous Ubuntu ?
# Quelles sont les machines sur lesquelles sont installés tous les systèmes dont dispose l'Université ?
# Quelle est la salle ayant la configuration la plus hétérogène (il s'agit de la salle qui comporte la plus grande variété de systèmes installés sur ses machines) ?
# Pour chaque salle, indiquez son nom et le nombre de systèmes différents installés sur les machines qui l'occupent.
# Pour chaque salle, indiquez le nombre de prises Ethernet libres.
# Dans quelles salles peut-on encore ajouter une machine ?
# Listez les adresses IP attribuées par le serveur DHCP.
# Listez les machines auxquelles le serveur DHCP attribue une adresse, mais qui sont dans la réserve et pas dans une salle.

INFO606 : Bases de données

2011-03-16T00:34:51Z

Cferr :

Quelques documents pour les TP d'INFO 606:

* [[INFO606-TP|Consignes générales pour les TP]]
* [[INFO606-TP2-2010-2011|Sujet du TP2]]

INFO606 : Bases de données

2011-03-16T00:31:29Z

Cferr :

Quelques documents pour les TP d'INFO 606:

* [[INFO606-TP|Consignes générales pour les TP]]
* [[INFO606-TP2-2010-2011|Sujet du TP2]]
% * [[INFO606-TP2|Sujet du TP2]]
* [http://eco.univ-savoie.fr/~cferr/TP2/Exemple-Trigger.pdf Un document sur les triggers]

INFO606 : Bases de données

2011-03-16T00:27:38Z

Cferr :

Quelques documents pour les TP d'INFO 606:

* [[INFO606-TP|Consignes générales pour les TP]]
* [[INFO606-TP2-2010-2011|Sujet du TP2]]
* [[INFO606-TP2|Sujet du TP2]]
* [http://eco.univ-savoie.fr/~cferr/TP2/Exemple-Trigger.pdf Un document sur les triggers]

INFO606-TP2

2011-03-16T00:23:48Z

Cferr : a déplacé INFO606-TP2 vers INFO606-TP2-2008-2009

#REDIRECT [[INFO606-TP2-2008-2009]]

INFO606-TP2-2008-2009

2011-03-16T00:23:48Z

Cferr : a déplacé INFO606-TP2 vers INFO606-TP2-2008-2009

Sujet du TP2 d'[[INFO606]] en 2008/2009.

==Modalités==

A réaliser par groupes de 4 étudiants (2 binômes), lors des 2 séances de TP restant.

Faites valider vos schémas EA et les schémas relationnels correspondants (3FN, MLD) par votre enseignant de TP avant implantation de la base.

''TP à rendre le 30 avril 2009.''

==Enoncé du problème==

« Tel-sans-fil » est une société fournissant des services dans le domaine de la
téléphonie mobile. Les principaux services fournis sont l’appel depuis un
portable, qui peut également être fourni (achat ou location), et l’envoi de
SMS. Elle gère 3 millions de clients en France; la plupart dispose
d’abonnements de type « forfait » ou « appel libre ».

Un abonnement de type « forfait » est mensuel: il consiste en un paiement fixe
qui donne droit à un temps donné de communication (par exemple 15 € par mois
pour une heure d’appel); une fois le temps d’appel écoulé, l’abonné a la
possibilité de réapprovisionner son compte en effectuant un virement par carte
bancaire, directement depuis son téléphone si celui-ci est équipé d’un lecteur
de carte bancaire, en composant le numéro du service de réapprovisionnement
(utilisation de son mot de passe), ou depuis le site internet de la société.
Les temps d’appel sont ensuite décomptés à raison d’un coût donné par seconde.
Il s’agit là d’un forfait « fixe ». Une autre formule existe (dite « forfait
libre »), qui ne nécessite pas d’intervention pour réapprovisionnement de la
part de l’abonné: son droit à appel est maintenu une fois le forfait épuisé et
une procédure de retrait sur son compte bancaire est automatiquement mise en
place. Un SMS est envoyé à tout abonné qui arrive à épuisement de son forfait
pour le prévenir. Pour les abonnés de type « forfait libre », un SMS est
également envoyé chaque mois pour indiquer la consommation totale du mois
courant, en temps et en coût, à la date anniversaire du contrat. Un forfait
court en effet depuis tel jour un mois donné jusqu’au même jour le mois suivant
(par exemple, depuis le 15 du mois jusqu’au 15 du mois suivant).

Pour les abonnements de type « appel libre », il n’y a pas de coût forfaitaire:
chaque appel est décompté en fonction de sa durée et le paiement peut être
effectué ou bien par prélèvement automatiquement sur le compte bancaire de la
personne tous les mois (abonnement « appel libre »), ou bien par une
intervention explicite de la personne qui procèdera à des rechargements de son
compte - client chez « tel-sans-fil » par carte bancaire (abonnement « appel
libre contrôlé »).

Les abonnements donnent accès à des services qui vont être gratuits ou payants
en fonction de l’abonnement. En cas de service payant, la facturation est ou
bien forfaitaire (un coût fixe pour tout appel au service en question), ou bien
au prorata du temps passé sur le service (tant d’euros par seconde de
connexion).

Cette société vous confie aujourd’hui la réalisation de sa base de données.
Celle-ci doit permettre:
* à « Tel-sans-fil » de retrouver les informations sur un client (coordonnées certes mais aussi nature de l’abonnement, type de portable utilisé, …), d’assurer le suivi des communications et d’établir les factures mensuellement, de communiquer avec les clients par envois de SMS ou encore d’établir des statistiques en vue d’améliorer les services offerts. Pour ce dernier besoin, une analyse des comportements des clients est à prévoir en fonction de leur nature (utilisateur « business » versus utilisateur « loisir » notamment) ;
* à ses clients de consulter la liste des appels entrants et sortants sur le mois en cours sur le site internet de la société, d’effectuer un réapprovisionnement de son compte ou encore d’avoir accès aux services proposés par la société (donc aux informations de la base) directement depuis leur portable, en composant le numéro du service (ex : suivi des temps de communication et demande du temps restant, en cas d’abonnement par forfait ou en cas de réapprovisionnement volontaire du compte; accès à la messagerie, ...). Si le client fait appel à un service directement depuis son portable, il recevra ou bien une reponse vocale instantanée sur son portable, ou bien un SMS dans les 20 secondes au maximum qui suivent son appel. Il a la possibilité, pour certains services et en fonction de son type d'abonnement, de choisir le moyen par lequel il sera prévenu (message vocal ou SMS). Cela est par exemple le cas pour le service donnant le temps restant de communication.

==Travail à réaliser==

Il vous est demandé :
# de construire un schéma entités-associations correspondant aux besoins de modélisation exprimés ci-dessus;
# de proposer une collection de relations en 3FN correspondant à votre modèle. Vous préciserez les clés des entités avant d'en dégager une collection de relations en forme quelconque qui sera transformée en une collection en 3FN. Vous utiliserez pour cela l'une ou l'autre des méthodes synthétique ou par décomposition en explicitant les différentes étapes du processus de normalisation (présentez les schémas de relations en 1FN puis 2FN puis 3FN);
# de proposer un MLD à partir de la collection en 3FN obtenue ci dessus. Pour cela, vous analyserez les besoins en transactions et interrogations. Vous identifierez notamment les acteurs impliqués, leurs droits sur les différentes données et analyserez la fréquence, la complexité et la performance des requêtes sur le schéma 3FN initial. Intéressez-vous principalement aux requêtes fréquentes et nécessitant un temps de réponse immédiat. Evaluer le coût de ces requêtes et proposez des optimisations sur la collection de relations en 3FN pour le réduire;
# de reprendre les scripts de création de la base TP1 et de les modifier afin de créer votre propre base, correspondant au MLD proposé (préfixez votre base par : tpInfo606_nombinome1_nombinome2). Vous pourrez, pour simuler la quantité importante de données, envisager de créer automatiquement des n-uplets (par exemple les comptes des clients - génération automatique des N° d'appel - ou encore les appels : N° appelant, N° appelé, durée de l'appel);
# de créer les utilisateurs, les droits associés ainsi que les principales requêtes répondant aux besoins;
# d'écrire si besoin des Triggers pour vérifier des contraintes d'intégrité ou pour mettre à jour automatiquement certaines données de la base en fonction d'autres. Pour cela, vous vous inspirerez des exemples qui vous sont donnés dans le document qui complète ce sujet. Vous verifierez notamment que les numéros de téléphone des appels sont corrects (ex : qu'ils commencent bien par 06 pour un numéro de portable en France ou +33 pour un numéro français).

A titre indicatif, voici une liste de requêtes qui pourraient être formulées
sur la base, en plus des considérations évoquées ci-dessus. Il est à noter que
le résultat de certaines de ces requêtes à destination de l'abonné pourra être
transmis soit par SMS, soit oralement après synthèse vocale, après appel de
l'abonné qui est alors en ligne, soit via une interface web, l'abonné ayant
alors accédé au service de suivi de son compte chez Tel-sans-fil. Des temps
d'accès rapides à l'information sont de fait requis (instantanés, en fait).
Pour les traitements statistiques et d'aide à l'exploitation commerciale, des
temps plus longs sont acceptables. Par ailleurs, le nombre moyen d'appels par
jour à partir d'un téléphone portable est de 10.

# Liste des caractéristiques des abonnés disposant d’un « forfait libre »
# Caractéristiques des abonnés de type «business » (coordonnées, type d’abonnement)
# Qui a accès à la fois au service de réapprovisionnement en ligne des comptes et à celui d’envoi de SMS ?
# Qui n’utilise jamais les SMS ?
# Quels sont les clients ayant un abonnement de type « forfait libre » qui ont utilisé tous les services proposés dans le cadre de cet abonnement ?
# Pour qui le service de redirection des appels est-il gratuit ?
# Consultation à une date donnée par le client de numéro 06 66 66 66 66 des appels entrants.
# Demande, par ce même client, de son temps restant de communication (il dispose d’un abonnement par forfait).
# Quel est le service qui a le plus de succès pour chacun des types d’abonnements ?
# Demande, par un client disposant d’un abonnement de type « appel libre », du coût total actuel des communications qu’il a passées, depuis qu'il est abonné chez "Tel-sans-fil" et depuis le début du mois.
# Qui a un comportement qualifié de « prudent » ? On qualifiera de « prudent » un comportement qui consiste à appeler le service « temps de communication restant » (N° 555) pour les forfaits ou « coût des appels depuis le début du mois » (N° 666) pour les formules « appel libre » souvent, c’est-à-dire au moins une fois tous les 10 appels.
# Tel-sans-fil souhaite lancer une formule promotionnelle pour les appels du week-end. Elle veut pour cela cibler les abonnés ayant un usage de leur telephone plus important le week-end que la semaine. A qui, parmi ses trois millions de clients, doit-elle envoyer le message promotionnel ?

INFO606-TP

2011-03-16T00:22:12Z

Cferr : /* Pour les TP */

Cette page décrit la procédure pour mettre en oeuvre les TP de base de données ([[INFO606]]).

Remarque : les TP se font sous un environnement Linux + PostgreSQL

==Se connecter sur le serveur de données==

le serveur de BD est installé sur la machine <tt>ECO</tt>. La procédure est la suivante (sous Linux):

# ouverture d'un terminal sur votre machine ;
# connexion sur <tt>ECO</tt> (par la commande <tt>ssh -l votrelogin eco</tt> - vérifiez que vous avez bien accès à votre compte par la commande <tt>pwd</tt>) ;
# création d'un répertoire (spécial "base de données" !) dans lequel vous allez :
#* créer vos scripts SQL ;
#* lancer l'interpréteur de commandes SQL (<tt>psql</tt>).

==Créer une base==

pour créer une base de données, vous devez utiliser la ligne de commande.
Ne cherchez pas la base dans un de vos répertoires, elle est gérée par le serveur de données dans un répertoire protégé.

* Sur le serveur <tt>ECO</tt>, tapez :
createdb -U votreloginPostGRESQL -W nombase
* donnez le mot de passe comme demandé ;
* votre base est créée.

==Exploiter une base==

une fois votre base créée, vous disposez de nombreux moyens pour accéder à
celle-ci : interpréteur en ligne, outils graphiques, programmes PHP, etc... Le
plus simple est d'utiliser l'interpréteur de commandes SQL : <tt>psql</tt>

* Sur le serveur ECO, placez vous dans le répertoire où se trouvent les scripts SQL à utiliser (ce n'est pas obligatoire mais cela évite de taper le chemin complet d'accès aux scripts).
* Lancez alors la commande :
psql -U votreloginPostGRESQL -W nombase
* Donnez le mot de passe à l'invite du prompt.
* À l'affichage du prompt <tt>nombase =#</tt> , vous pouvez :
** soit saisir une commande sql (<tt>select</tt>, <tt>insert</tt>, <tt>drop</tt>, ...) en terminant la ligne par le caractère <q><tt>;</tt></q>;
** soit saisir une commande interne (<tt>\?</tt> pour avoir la liste des commandes internes).
* Les commandes internes les plus utiles :
** <tt>\i nomfichier</tt> : exécuter un fichier de commandes sql
** <tt>\?</tt> : liste des commandes internes

==Pour les TP==

Pour les TP, nous vous conseillons :
* d'éditer via <tt>xemacs</tt> tous les scripts sql (requêtes , etc...) que vous souhaitez soumettre;
* d'ouvrir une connexion SSH sur <tt>eco</tt>, de lancer <tt>psql</tt> sur la base de travail, et de soumettre vos scripts avec la commande interne <tt>\i</tt>;
* d'avoir toujours un navigateur ouvert sur la doc : [http://www.postgresql.org/docs/8.3/interactive/sql-commands.html Doc SQL en ligne].

Pour le TP1, le nom de la base est <tt>TP-BD-L3-2010-2011</tt>. Attention: cette base est utilisée en commun par tous les groupes.

INFO606-TP2-2010-2011

2011-03-15T23:47:40Z

Cferr : /* Partie 3: Requêtes */

Sujet du TP2 d'[[INFO606]] en 2010/2011.

==Description de la base à modéliser==

Le SUMO (Service Universitaire de Mutualisation des Ordinateurs) gère un grand
parc de machines à disposition des étudiants, enseignants et personnels de
l'Université.

Chaque machine est identifiée par un nom réseau. Lors de l'installation d'une
machine, on relève les données pertinentes pour la gestion du réseau et des
logiciels: adresse MAC, architecture (ia32, ia64, sparc, powerpc), fréquence
du processeur (en MHz), taille de la mémoire vive (en Mio) et taille du disque
dur (en Gio). Un serveur DHCP associe à une adresse MAC une adresse IP sur le
réseau (certaines adresses MAC peuvent ne pas être référencées).

Sur chaque machine est installé un système d'exploitation (ou
plusieurs). Chaque système a un nom et une version, une architecture
d'accueil et des besoins matériels minimaux (fréquence, mémoire et
disque dur). Un système ne peut être installé que sur une machine
deayant une architecture adéquate, c'est-à-dire avec au moins les
ressources matérielles minimales. Certains systèmes sont propriétaires
et payants : il faut alors acheter des licences pour avoir le droit de
les installer. Le nombre d'installations d'un système payant
doit être inférieur au nombre de licences dont on dispose.

Chaque machine peut être mise à disposition dans une salle, identifiée par
un nom et un bâtiment (par exemple <tt>59B</tt>, bâtiment <tt>Maurienne</tt>).
Pour chaque salle, on donne l'indication de l'étage où elle se trouve.
Par ailleurs, le nombre de prises Ethernet est limité pour
chaque salle : on ne peut pas connecter plus de machines que ce qu'il y a de
prises.

==Travail à réaliser==

Vous traiterez les trois parties suivantes dans un compte-rendu que vous ferez parvenir à votre responsable de TP.

===Partie 1: Modèle de données===

On propose la collection de relations suivante (les clefs sont en majuscules):

Systeme (IDENT_SYS, nom, version, edition, arch, freq_min, mem_min, dd_min, payant)
Licence (NUM_CONTRAT, pour_sys, nb_licences)
Machine (NOM_MACH, adr_mac, arch, freq_proc, taille_mem, taille_dd)
Installation (NOM_MACH, IDENT_SYS)
Dhcp (ADR_MAC, adr_ip)
Salle (NOM_SALLE, BATIMENT, etage, nb_eth)
Emplacement (NOM_MACH, nom_salle, batiment)

# Guidés par la description du modèle, retrouvez le (ou plutôt un) schéma EA qui se traduit en cette collection de relations.
# Cette collection est-elle en 1FN, en 2FN , en 3FN ? Justifiez votre réponse.
# Identifiez, parmi les attributs de ces relations, ceux qui sont des références à des clés étrangères.

===Partie 2: Observation des scripts===

Les fichiers SQL de création de la base de données vous sont fournis [http://www.lama.univ-savoie.fr/~vaux/ens/INFO-606/TP1 ici].
La base de donnée est hébergée sur le serveur <tt>eco.univ-savoie.fr</tt> sur lequel vous pouvez vous connecter à travers le protocole SSH:
consultez à cet effet la page [http://eco.univ-savoie.fr/~sfa/Utilisation_PostgreSQL_-_TP_BD.html Utilisation d'un serveur POSTGRESQL] sur la machine <tt>eco</tt>.
Dans la création des tables de la base, apparaissent les instructions SQL suivantes:

constraint systeme_arch_valide check (arch in ('IA32', 'IA64', 'PowerPC', 'SPARC'))
constraint salle_cle primary key (nom_salle, batiment)
constraint emplacement_ref_salle foreign key (nom_salle, batiment) references salle(nom_salle, batiment)

# Que signifient-elles ? Que permettent-elles de représenter ?
# Quels sont les index qui ont été créés automatiquement par le SGBD sur cette base et pourquoi ? Vous consulterez la table système <tt>pg_indexes</tt> pour répondre à cette question.
# Comment crée-t-on les utilisateurs et leur alloue-t-on des droits sur les tables ? Qui a actuellement des droits (et lesquels) sur les tables de la base <tt>TP-BD-L3-2010-2011</tt> ? Fouillez dans les tables système pour répondre à cette question.

===Partie 3: Requêtes===

En préalable à cette partie, nous vous demanderons de compléter la
base fournie de manière à ce que vous disposiez d'un jeu de tests
suffisant pour vérifier vos requêtes. Vous fournirez les requêtes
nécessaires à l'insertion de n-uplets dans les tables ou à la
modification des n-uplets existants.

Pour la suite, il vous est demandé de donner l'expression en algèbre
relationnelle et SQL des requêtes qui suivent, à exprimer
sur le schéma relationnel et la base correspondante, qui vous sont fournis
aujourd'hui.

# Liste des machines de l'architecture <tt>IA32</tt>.
# Listes des machines sur lesquelles le système <tt>WIN-XP-PRO-IA64</tt> est installé.
# Liste des machines sur lesquelles est installé un Windows pour architecture <tt>IA64</tt>.
# Listes des machines dans la réserve (celles qui ne sont dans aucune salle).
# Combien de licences pour <tt>WIN-XP-PRO-IA32</tt> sont-elles utilisées ?
# Combien de licences pour Windows XP sur architecture <tt>IA32</tt> (toutes éditions confondues) sont-elles disponibles ?
# Listes des systèmes payants, pour lesquels il n'y a plus de licence disponible.
# Quels systèmes sont installables sur la machine <tt>barbatruc</tt> avec les licences disponibles ?
# Sur quelles machines de la réserve peut-on installer <tt>UBUNTU-DESKTOP-8.10-IA32</tt> ?
# Quel est le système le plus "gourmand" en mémoire vive (celui qui en demande le plus pour fonctionner) ? Ecrire cette requête en algèbre et calcul relationnels, puis en SQL SANS AVOIR RECOURS aux primitives de calcul (max notamment) introduites par <tt>SQL</tt>.
# Quelles sont les salles dans lesquelles on pourra trouver des machines avec des systèmes windows et d'autres avec des systèmes Ubuntu ?
# Quelles sont les salles dans lesquelles toutes les machines sont installées sous Ubuntu ?
# Quelles sont les salles dans lesquelles aucune machine n'est installée sous Ubuntu ?
# Quelles sont les machines sur lesquelles sont installés tous les systèmes dont dispose l'Université ?
# Quelle est la salle ayant la configuration la plus hétérogène (il s'agit de la salle qui comporte la plus grande variété de systèmes installés sur ses machines) ?
# Pour chaque salle, indiquez son nom et le nombre de systèmes différents installés sur les machines qui l'occupent.
# Pour chaque salle, indiquez le nombre de prises Ethernet libres.
# Dans quelles salles peut-on encore ajouter une machine ?
# Listez les adresses IP attribuées par le serveur DHCP.
# Listez les machines auxquelles le serveur DHCP attribue une adresse, mais qui sont dans la réserve et pas dans une salle.

INFO606-TP2-2010-2011

2011-03-15T23:46:33Z

Cferr : /* Partie 2: Observation des scripts */

Sujet du TP2 d'[[INFO606]] en 2010/2011.

==Description de la base à modéliser==

Le SUMO (Service Universitaire de Mutualisation des Ordinateurs) gère un grand
parc de machines à disposition des étudiants, enseignants et personnels de
l'Université.

Chaque machine est identifiée par un nom réseau. Lors de l'installation d'une
machine, on relève les données pertinentes pour la gestion du réseau et des
logiciels: adresse MAC, architecture (ia32, ia64, sparc, powerpc), fréquence
du processeur (en MHz), taille de la mémoire vive (en Mio) et taille du disque
dur (en Gio). Un serveur DHCP associe à une adresse MAC une adresse IP sur le
réseau (certaines adresses MAC peuvent ne pas être référencées).

Sur chaque machine est installé un système d'exploitation (ou
plusieurs). Chaque système a un nom et une version, une architecture
d'accueil et des besoins matériels minimaux (fréquence, mémoire et
disque dur). Un système ne peut être installé que sur une machine
deayant une architecture adéquate, c'est-à-dire avec au moins les
ressources matérielles minimales. Certains systèmes sont propriétaires
et payants : il faut alors acheter des licences pour avoir le droit de
les installer. Le nombre d'installations d'un système payant
doit être inférieur au nombre de licences dont on dispose.

Chaque machine peut être mise à disposition dans une salle, identifiée par
un nom et un bâtiment (par exemple <tt>59B</tt>, bâtiment <tt>Maurienne</tt>).
Pour chaque salle, on donne l'indication de l'étage où elle se trouve.
Par ailleurs, le nombre de prises Ethernet est limité pour
chaque salle : on ne peut pas connecter plus de machines que ce qu'il y a de
prises.

==Travail à réaliser==

Vous traiterez les trois parties suivantes dans un compte-rendu que vous ferez parvenir à votre responsable de TP.

===Partie 1: Modèle de données===

On propose la collection de relations suivante (les clefs sont en majuscules):

Systeme (IDENT_SYS, nom, version, edition, arch, freq_min, mem_min, dd_min, payant)
Licence (NUM_CONTRAT, pour_sys, nb_licences)
Machine (NOM_MACH, adr_mac, arch, freq_proc, taille_mem, taille_dd)
Installation (NOM_MACH, IDENT_SYS)
Dhcp (ADR_MAC, adr_ip)
Salle (NOM_SALLE, BATIMENT, etage, nb_eth)
Emplacement (NOM_MACH, nom_salle, batiment)

# Guidés par la description du modèle, retrouvez le (ou plutôt un) schéma EA qui se traduit en cette collection de relations.
# Cette collection est-elle en 1FN, en 2FN , en 3FN ? Justifiez votre réponse.
# Identifiez, parmi les attributs de ces relations, ceux qui sont des références à des clés étrangères.

===Partie 2: Observation des scripts===

Les fichiers SQL de création de la base de données vous sont fournis [http://www.lama.univ-savoie.fr/~vaux/ens/INFO-606/TP1 ici].
La base de donnée est hébergée sur le serveur <tt>eco.univ-savoie.fr</tt> sur lequel vous pouvez vous connecter à travers le protocole SSH:
consultez à cet effet la page [http://eco.univ-savoie.fr/~sfa/Utilisation_PostgreSQL_-_TP_BD.html Utilisation d'un serveur POSTGRESQL] sur la machine <tt>eco</tt>.
Dans la création des tables de la base, apparaissent les instructions SQL suivantes:

constraint systeme_arch_valide check (arch in ('IA32', 'IA64', 'PowerPC', 'SPARC'))
constraint salle_cle primary key (nom_salle, batiment)
constraint emplacement_ref_salle foreign key (nom_salle, batiment) references salle(nom_salle, batiment)

# Que signifient-elles ? Que permettent-elles de représenter ?
# Quels sont les index qui ont été créés automatiquement par le SGBD sur cette base et pourquoi ? Vous consulterez la table système <tt>pg_indexes</tt> pour répondre à cette question.
# Comment crée-t-on les utilisateurs et leur alloue-t-on des droits sur les tables ? Qui a actuellement des droits (et lesquels) sur les tables de la base <tt>TP-BD-L3-2010-2011</tt> ? Fouillez dans les tables système pour répondre à cette question.

===Partie 3: Requêtes===

En préalable à cette partie, nous vous demanderons de compléter la
base fournie de manière à ce que vous disposiez d'un jeu de tests
suffisant pour vérifier vos requêtes. Vous fournirez les requêtes
nécessaires à l'insertion de n-uplets dans les tables ou à la
modification des n-uplets existants.

Pour la suite, il vous est demandé de donner l'expression en algèbre
relationnelle, calcul relationnel et SQL des requêtes qui suivent, à exprimer
sur le schéma relationnel et la base correspondante, qui vous sont fournis
aujourd'hui.

# Liste des machines de l'architecture <tt>IA32</tt>.
# Listes des machines sur lesquelles le système <tt>WIN-XP-PRO-IA64</tt> est installé.
# Liste des machines sur lesquelles est installé un Windows pour architecture <tt>IA64</tt>.
# Listes des machines dans la réserve (celles qui ne sont dans aucune salle).
# Combien de licences pour <tt>WIN-XP-PRO-IA32</tt> sont-elles utilisées ?
# Combien de licences pour Windows XP sur architecture <tt>IA32</tt> (toutes éditions confondues) sont-elles disponibles ?
# Listes des systèmes payants, pour lesquels il n'y a plus de licence disponible.
# Quels systèmes sont installables sur la machine <tt>barbatruc</tt> avec les licences disponibles ?
# Sur quelles machines de la réserve peut-on installer <tt>UBUNTU-DESKTOP-8.10-IA32</tt> ?
# Quel est le système le plus "gourmand" en mémoire vive (celui qui en demande le plus pour fonctionner) ? Ecrire cette requête en algèbre et calcul relationnels, puis en SQL SANS AVOIR RECOURS aux primitives de calcul (max notamment) introduites par <tt>SQL</tt>.
# Quelles sont les salles dans lesquelles on pourra trouver des machines avec des systèmes windows et d'autres avec des systèmes Ubuntu ?
# Quelles sont les salles dans lesquelles toutes les machines sont installées sous Ubuntu ?
# Quelles sont les salles dans lesquelles aucune machine n'est installée sous Ubuntu ?
# Quelles sont les machines sur lesquelles sont installés tous les systèmes dont dispose l'Université ?
# Quelle est la salle ayant la configuration la plus hétérogène (il s'agit de la salle qui comporte la plus grande variété de systèmes installés sur ses machines) ?
# Pour chaque salle, indiquez son nom et le nombre de systèmes différents installés sur les machines qui l'occupent.
# Pour chaque salle, indiquez le nombre de prises Ethernet libres.
# Dans quelles salles peut-on encore ajouter une machine ?
# Listez les adresses IP attribuées par le serveur DHCP.
# Listez les machines auxquelles le serveur DHCP attribue une adresse, mais qui sont dans la réserve et pas dans une salle.

INFO606-TP2-2010-2011

2011-03-15T23:44:43Z

Cferr : /* Partie 1: Modèle de données */

Sujet du TP2 d'[[INFO606]] en 2010/2011.

==Description de la base à modéliser==

Le SUMO (Service Universitaire de Mutualisation des Ordinateurs) gère un grand
parc de machines à disposition des étudiants, enseignants et personnels de
l'Université.

Chaque machine est identifiée par un nom réseau. Lors de l'installation d'une
machine, on relève les données pertinentes pour la gestion du réseau et des
logiciels: adresse MAC, architecture (ia32, ia64, sparc, powerpc), fréquence
du processeur (en MHz), taille de la mémoire vive (en Mio) et taille du disque
dur (en Gio). Un serveur DHCP associe à une adresse MAC une adresse IP sur le
réseau (certaines adresses MAC peuvent ne pas être référencées).

Sur chaque machine est installé un système d'exploitation (ou
plusieurs). Chaque système a un nom et une version, une architecture
d'accueil et des besoins matériels minimaux (fréquence, mémoire et
disque dur). Un système ne peut être installé que sur une machine
deayant une architecture adéquate, c'est-à-dire avec au moins les
ressources matérielles minimales. Certains systèmes sont propriétaires
et payants : il faut alors acheter des licences pour avoir le droit de
les installer. Le nombre d'installations d'un système payant
doit être inférieur au nombre de licences dont on dispose.

Chaque machine peut être mise à disposition dans une salle, identifiée par
un nom et un bâtiment (par exemple <tt>59B</tt>, bâtiment <tt>Maurienne</tt>).
Pour chaque salle, on donne l'indication de l'étage où elle se trouve.
Par ailleurs, le nombre de prises Ethernet est limité pour
chaque salle : on ne peut pas connecter plus de machines que ce qu'il y a de
prises.

==Travail à réaliser==

Vous traiterez les trois parties suivantes dans un compte-rendu que vous ferez parvenir à votre responsable de TP.

===Partie 1: Modèle de données===

On propose la collection de relations suivante (les clefs sont en majuscules):

Systeme (IDENT_SYS, nom, version, edition, arch, freq_min, mem_min, dd_min, payant)
Licence (NUM_CONTRAT, pour_sys, nb_licences)
Machine (NOM_MACH, adr_mac, arch, freq_proc, taille_mem, taille_dd)
Installation (NOM_MACH, IDENT_SYS)
Dhcp (ADR_MAC, adr_ip)
Salle (NOM_SALLE, BATIMENT, etage, nb_eth)
Emplacement (NOM_MACH, nom_salle, batiment)

# Guidés par la description du modèle, retrouvez le (ou plutôt un) schéma EA qui se traduit en cette collection de relations.
# Cette collection est-elle en 1FN, en 2FN , en 3FN ? Justifiez votre réponse.
# Identifiez, parmi les attributs de ces relations, ceux qui sont des références à des clés étrangères.

===Partie 2: Observation des scripts===

Les fichiers SQL de création de la base de données vous sont fournis [http://www.lama.univ-savoie.fr/~vaux/ens/INFO-606/TP1 ici].
La base de donnée est hébergée sur le serveur <tt>eco.univ-savoie.fr</tt> sur lequel vous pouvez vous connecter à travers le protocole SSH:
consultez à cet effet la page [http://eco.univ-savoie.fr/~sfa/Utilisation_PostgreSQL_-_TP_BD.html Utilisation d'un serveur POSTGRESQL] sur la machine <tt>eco</tt>.
Dans la création des tables de la base, apparaissent les instructions SQL suivantes:

constraint systeme_arch_valide check (arch in ('IA32', 'IA64', 'PowerPC', 'SPARC'))
constraint salle_cle primary key (nom_salle, batiment)
constraint emplacement_ref_salle foreign key (nom_salle, batiment) references salle(nom_salle, batiment)

# Que signifient-elles ? Que permettent-elles de représenter ?
# Quels sont les index qui ont été créés automatiquement par le SGBD sur cette base et pourquoi ? Vous consulterez la table système <tt>pg_indexes</tt> pour répondre à cette question.
# Comment crée-t-on les utilisateurs et leur alloue-t-on des droits sur les tables ? Qui a actuellement des droits (et lesquels) sur les tables de la base <tt>TP1-BD-L3-2008-2009</tt> ? Fouillez dans les tables système pour répondre à cette question.

'''Note: ''' Il y a une erreur mineure dans la requête de création de la
table <tt>licence</tt>: l'attribut <tt>ident_sys</tt> devient <tt>pour_sys</tt>.
Les requêtes d'insertion doivent être modifiées en conséquence (c'est le cas dans les scripts fournis).

===Partie 3: Requêtes===

En préalable à cette partie, nous vous demanderons de compléter la
base fournie de manière à ce que vous disposiez d'un jeu de tests
suffisant pour vérifier vos requêtes. Vous fournirez les requêtes
nécessaires à l'insertion de n-uplets dans les tables ou à la
modification des n-uplets existants.

Pour la suite, il vous est demandé de donner l'expression en algèbre
relationnelle, calcul relationnel et SQL des requêtes qui suivent, à exprimer
sur le schéma relationnel et la base correspondante, qui vous sont fournis
aujourd'hui.

# Liste des machines de l'architecture <tt>IA32</tt>.
# Listes des machines sur lesquelles le système <tt>WIN-XP-PRO-IA64</tt> est installé.
# Liste des machines sur lesquelles est installé un Windows pour architecture <tt>IA64</tt>.
# Listes des machines dans la réserve (celles qui ne sont dans aucune salle).
# Combien de licences pour <tt>WIN-XP-PRO-IA32</tt> sont-elles utilisées ?
# Combien de licences pour Windows XP sur architecture <tt>IA32</tt> (toutes éditions confondues) sont-elles disponibles ?
# Listes des systèmes payants, pour lesquels il n'y a plus de licence disponible.
# Quels systèmes sont installables sur la machine <tt>barbatruc</tt> avec les licences disponibles ?
# Sur quelles machines de la réserve peut-on installer <tt>UBUNTU-DESKTOP-8.10-IA32</tt> ?
# Quel est le système le plus "gourmand" en mémoire vive (celui qui en demande le plus pour fonctionner) ? Ecrire cette requête en algèbre et calcul relationnels, puis en SQL SANS AVOIR RECOURS aux primitives de calcul (max notamment) introduites par <tt>SQL</tt>.
# Quelles sont les salles dans lesquelles on pourra trouver des machines avec des systèmes windows et d'autres avec des systèmes Ubuntu ?
# Quelles sont les salles dans lesquelles toutes les machines sont installées sous Ubuntu ?
# Quelles sont les salles dans lesquelles aucune machine n'est installée sous Ubuntu ?
# Quelles sont les machines sur lesquelles sont installés tous les systèmes dont dispose l'Université ?
# Quelle est la salle ayant la configuration la plus hétérogène (il s'agit de la salle qui comporte la plus grande variété de systèmes installés sur ses machines) ?
# Pour chaque salle, indiquez son nom et le nombre de systèmes différents installés sur les machines qui l'occupent.
# Pour chaque salle, indiquez le nombre de prises Ethernet libres.
# Dans quelles salles peut-on encore ajouter une machine ?
# Listez les adresses IP attribuées par le serveur DHCP.
# Listez les machines auxquelles le serveur DHCP attribue une adresse, mais qui sont dans la réserve et pas dans une salle.

INFO606-TP2-2010-2011

2011-03-15T23:34:57Z

Cferr : /* Partie 2: Observation des scripts */

Sujet du TP2 d'[[INFO606]] en 2010/2011.

==Description de la base à modéliser==

Le SUMO (Service Universitaire de Mutualisation des Ordinateurs) gère un grand
parc de machines à disposition des étudiants, enseignants et personnels de
l'Université.

Chaque machine est identifiée par un nom réseau. Lors de l'installation d'une
machine, on relève les données pertinentes pour la gestion du réseau et des
logiciels: adresse MAC, architecture (ia32, ia64, sparc, powerpc), fréquence
du processeur (en MHz), taille de la mémoire vive (en Mio) et taille du disque
dur (en Gio). Un serveur DHCP associe à une adresse MAC une adresse IP sur le
réseau (certaines adresses MAC peuvent ne pas être référencées).

Sur chaque machine est installé un système d'exploitation (ou
plusieurs). Chaque système a un nom et une version, une architecture
d'accueil et des besoins matériels minimaux (fréquence, mémoire et
disque dur). Un système ne peut être installé que sur une machine
deayant une architecture adéquate, c'est-à-dire avec au moins les
ressources matérielles minimales. Certains systèmes sont propriétaires
et payants : il faut alors acheter des licences pour avoir le droit de
les installer. Le nombre d'installations d'un système payant
doit être inférieur au nombre de licences dont on dispose.

Chaque machine peut être mise à disposition dans une salle, identifiée par
un nom et un bâtiment (par exemple <tt>59B</tt>, bâtiment <tt>Maurienne</tt>).
Pour chaque salle, on donne l'indication de l'étage où elle se trouve.
Par ailleurs, le nombre de prises Ethernet est limité pour
chaque salle : on ne peut pas connecter plus de machines que ce qu'il y a de
prises.

==Travail à réaliser==

Vous traiterez les trois parties suivantes dans un compte-rendu que vous ferez parvenir à votre responsable de TP.

===Partie 1: Modèle de données===

On propose la collection de relations suivante (les clefs sont en majuscules):

Systeme (IDENT_SYS, nom, version, edition, arch, freq_min, mem_min, dd_min, payant)
Licence (NUM_CONTRAT, ident_sys, nb_licences)
Machine (NOM_MACH, adr_mac, arch, freq_proc, taille_mem, taille_dd)
Installation (NOM_MACH, IDENT_SYS)
Dhcp (ADR_MAC, adr_ip)
Salle (NOM_SALLE, BATIMENT, etage, nb_eth)
Emplacement (NOM_MACH, nom_salle, batiment)

# Guidés par la description du modèle, retrouvez le (ou plutôt un) schéma EA qui se traduit en cette collection de relations.
# Cette collection est-elle en 1FN, en 2FN , en 3FN ? Justifiez votre réponse.
# Identifiez parmi les attributs de ces relations lesquels sont des références à des clés étrangères.

===Partie 2: Observation des scripts===

Les fichiers SQL de création de la base de données vous sont fournis [http://www.lama.univ-savoie.fr/~vaux/ens/INFO-606/TP1 ici].
La base de donnée est hébergée sur le serveur <tt>eco.univ-savoie.fr</tt> sur lequel vous pouvez vous connecter à travers le protocole SSH:
consultez à cet effet la page [http://eco.univ-savoie.fr/~sfa/Utilisation_PostgreSQL_-_TP_BD.html Utilisation d'un serveur POSTGRESQL] sur la machine <tt>eco</tt>.
Dans la création des tables de la base, apparaissent les instructions SQL suivantes:

constraint systeme_arch_valide check (arch in ('IA32', 'IA64', 'PowerPC', 'SPARC'))
constraint salle_cle primary key (nom_salle, batiment)
constraint emplacement_ref_salle foreign key (nom_salle, batiment) references salle(nom_salle, batiment)

# Que signifient-elles ? Que permettent-elles de représenter ?
# Quels sont les index qui ont été créés automatiquement par le SGBD sur cette base et pourquoi ? Vous consulterez la table système <tt>pg_indexes</tt> pour répondre à cette question.
# Comment crée-t-on les utilisateurs et leur alloue-t-on des droits sur les tables ? Qui a actuellement des droits (et lesquels) sur les tables de la base <tt>TP1-BD-L3-2008-2009</tt> ? Fouillez dans les tables système pour répondre à cette question.

'''Note: ''' Il y a une erreur mineure dans la requête de création de la
table <tt>licence</tt>: l'attribut <tt>ident_sys</tt> devient <tt>pour_sys</tt>.
Les requêtes d'insertion doivent être modifiées en conséquence (c'est le cas dans les scripts fournis).

===Partie 3: Requêtes===

En préalable à cette partie, nous vous demanderons de compléter la
base fournie de manière à ce que vous disposiez d'un jeu de tests
suffisant pour vérifier vos requêtes. Vous fournirez les requêtes
nécessaires à l'insertion de n-uplets dans les tables ou à la
modification des n-uplets existants.

Pour la suite, il vous est demandé de donner l'expression en algèbre
relationnelle, calcul relationnel et SQL des requêtes qui suivent, à exprimer
sur le schéma relationnel et la base correspondante, qui vous sont fournis
aujourd'hui.

# Liste des machines de l'architecture <tt>IA32</tt>.
# Listes des machines sur lesquelles le système <tt>WIN-XP-PRO-IA64</tt> est installé.
# Liste des machines sur lesquelles est installé un Windows pour architecture <tt>IA64</tt>.
# Listes des machines dans la réserve (celles qui ne sont dans aucune salle).
# Combien de licences pour <tt>WIN-XP-PRO-IA32</tt> sont-elles utilisées ?
# Combien de licences pour Windows XP sur architecture <tt>IA32</tt> (toutes éditions confondues) sont-elles disponibles ?
# Listes des systèmes payants, pour lesquels il n'y a plus de licence disponible.
# Quels systèmes sont installables sur la machine <tt>barbatruc</tt> avec les licences disponibles ?
# Sur quelles machines de la réserve peut-on installer <tt>UBUNTU-DESKTOP-8.10-IA32</tt> ?
# Quel est le système le plus "gourmand" en mémoire vive (celui qui en demande le plus pour fonctionner) ? Ecrire cette requête en algèbre et calcul relationnels, puis en SQL SANS AVOIR RECOURS aux primitives de calcul (max notamment) introduites par <tt>SQL</tt>.
# Quelles sont les salles dans lesquelles on pourra trouver des machines avec des systèmes windows et d'autres avec des systèmes Ubuntu ?
# Quelles sont les salles dans lesquelles toutes les machines sont installées sous Ubuntu ?
# Quelles sont les salles dans lesquelles aucune machine n'est installée sous Ubuntu ?
# Quelles sont les machines sur lesquelles sont installés tous les systèmes dont dispose l'Université ?
# Quelle est la salle ayant la configuration la plus hétérogène (il s'agit de la salle qui comporte la plus grande variété de systèmes installés sur ses machines) ?
# Pour chaque salle, indiquez son nom et le nombre de systèmes différents installés sur les machines qui l'occupent.
# Pour chaque salle, indiquez le nombre de prises Ethernet libres.
# Dans quelles salles peut-on encore ajouter une machine ?
# Listez les adresses IP attribuées par le serveur DHCP.
# Listez les machines auxquelles le serveur DHCP attribue une adresse, mais qui sont dans la réserve et pas dans une salle.

INFO606-TP2-2010-2011

2011-03-15T23:33:53Z

Cferr : /* Partie 2: Observation des scripts */

Sujet du TP2 d'[[INFO606]] en 2010/2011.

==Description de la base à modéliser==

Le SUMO (Service Universitaire de Mutualisation des Ordinateurs) gère un grand
parc de machines à disposition des étudiants, enseignants et personnels de
l'Université.

Chaque machine est identifiée par un nom réseau. Lors de l'installation d'une
machine, on relève les données pertinentes pour la gestion du réseau et des
logiciels: adresse MAC, architecture (ia32, ia64, sparc, powerpc), fréquence
du processeur (en MHz), taille de la mémoire vive (en Mio) et taille du disque
dur (en Gio). Un serveur DHCP associe à une adresse MAC une adresse IP sur le
réseau (certaines adresses MAC peuvent ne pas être référencées).

Sur chaque machine est installé un système d'exploitation (ou
plusieurs). Chaque système a un nom et une version, une architecture
d'accueil et des besoins matériels minimaux (fréquence, mémoire et
disque dur). Un système ne peut être installé que sur une machine
deayant une architecture adéquate, c'est-à-dire avec au moins les
ressources matérielles minimales. Certains systèmes sont propriétaires
et payants : il faut alors acheter des licences pour avoir le droit de
les installer. Le nombre d'installations d'un système payant
doit être inférieur au nombre de licences dont on dispose.

Chaque machine peut être mise à disposition dans une salle, identifiée par
un nom et un bâtiment (par exemple <tt>59B</tt>, bâtiment <tt>Maurienne</tt>).
Pour chaque salle, on donne l'indication de l'étage où elle se trouve.
Par ailleurs, le nombre de prises Ethernet est limité pour
chaque salle : on ne peut pas connecter plus de machines que ce qu'il y a de
prises.

==Travail à réaliser==

Vous traiterez les trois parties suivantes dans un compte-rendu que vous ferez parvenir à votre responsable de TP.

===Partie 1: Modèle de données===

On propose la collection de relations suivante (les clefs sont en majuscules):

Systeme (IDENT_SYS, nom, version, edition, arch, freq_min, mem_min, dd_min, payant)
Licence (NUM_CONTRAT, ident_sys, nb_licences)
Machine (NOM_MACH, adr_mac, arch, freq_proc, taille_mem, taille_dd)
Installation (NOM_MACH, IDENT_SYS)
Dhcp (ADR_MAC, adr_ip)
Salle (NOM_SALLE, BATIMENT, etage, nb_eth)
Emplacement (NOM_MACH, nom_salle, batiment)

# Guidés par la description du modèle, retrouvez le (ou plutôt un) schéma EA qui se traduit en cette collection de relations.
# Cette collection est-elle en 1FN, en 2FN , en 3FN ? Justifiez votre réponse.
# Identifiez parmi les attributs de ces relations lesquels sont des références à des clés étrangères.

===Partie 2: Observation des scripts===

Les fichiers SQL de création de la base de données vous sont fournis [http://www.lama.univ-savoie.fr/~vaux/ens/INFO-606/TP1 ici].
La base de donnée est hébergée sur le serveur <tt>eco.univ-savoie.fr</tt> sur lequel vous pouvez vous connecter à travers le protocole SSH:
consultez à cet effet la page [http://eco.univ-savoie.fr/~cferr/Utilisation_PostgreSQL_-_TP_BD.html Utilisation d'un serveur POSTGRESQL] sur la machine <tt>eco</tt>.
Dans la création des tables de la base, apparaissent les instructions SQL suivantes:

constraint systeme_arch_valide check (arch in ('IA32', 'IA64', 'PowerPC', 'SPARC'))
constraint salle_cle primary key (nom_salle, batiment)
constraint emplacement_ref_salle foreign key (nom_salle, batiment) references salle(nom_salle, batiment)

# Que signifient-elles ? Que permettent-elles de représenter ?
# Quels sont les index qui ont été créés automatiquement par le SGBD sur cette base et pourquoi ? Vous consulterez la table système <tt>pg_indexes</tt> pour répondre à cette question.
# Comment crée-t-on les utilisateurs et leur alloue-t-on des droits sur les tables ? Qui a actuellement des droits (et lesquels) sur les tables de la base <tt>TP1-BD-L3-2008-2009</tt> ? Fouillez dans les tables système pour répondre à cette question.

'''Note: ''' Il y a une erreur mineure dans la requête de création de la
table <tt>licence</tt>: l'attribut <tt>ident_sys</tt> devient <tt>pour_sys</tt>.
Les requêtes d'insertion doivent être modifiées en conséquence (c'est le cas dans les scripts fournis).

===Partie 3: Requêtes===

En préalable à cette partie, nous vous demanderons de compléter la
base fournie de manière à ce que vous disposiez d'un jeu de tests
suffisant pour vérifier vos requêtes. Vous fournirez les requêtes
nécessaires à l'insertion de n-uplets dans les tables ou à la
modification des n-uplets existants.

Pour la suite, il vous est demandé de donner l'expression en algèbre
relationnelle, calcul relationnel et SQL des requêtes qui suivent, à exprimer
sur le schéma relationnel et la base correspondante, qui vous sont fournis
aujourd'hui.

# Liste des machines de l'architecture <tt>IA32</tt>.
# Listes des machines sur lesquelles le système <tt>WIN-XP-PRO-IA64</tt> est installé.
# Liste des machines sur lesquelles est installé un Windows pour architecture <tt>IA64</tt>.
# Listes des machines dans la réserve (celles qui ne sont dans aucune salle).
# Combien de licences pour <tt>WIN-XP-PRO-IA32</tt> sont-elles utilisées ?
# Combien de licences pour Windows XP sur architecture <tt>IA32</tt> (toutes éditions confondues) sont-elles disponibles ?
# Listes des systèmes payants, pour lesquels il n'y a plus de licence disponible.
# Quels systèmes sont installables sur la machine <tt>barbatruc</tt> avec les licences disponibles ?
# Sur quelles machines de la réserve peut-on installer <tt>UBUNTU-DESKTOP-8.10-IA32</tt> ?
# Quel est le système le plus "gourmand" en mémoire vive (celui qui en demande le plus pour fonctionner) ? Ecrire cette requête en algèbre et calcul relationnels, puis en SQL SANS AVOIR RECOURS aux primitives de calcul (max notamment) introduites par <tt>SQL</tt>.
# Quelles sont les salles dans lesquelles on pourra trouver des machines avec des systèmes windows et d'autres avec des systèmes Ubuntu ?
# Quelles sont les salles dans lesquelles toutes les machines sont installées sous Ubuntu ?
# Quelles sont les salles dans lesquelles aucune machine n'est installée sous Ubuntu ?
# Quelles sont les machines sur lesquelles sont installés tous les systèmes dont dispose l'Université ?
# Quelle est la salle ayant la configuration la plus hétérogène (il s'agit de la salle qui comporte la plus grande variété de systèmes installés sur ses machines) ?
# Pour chaque salle, indiquez son nom et le nombre de systèmes différents installés sur les machines qui l'occupent.
# Pour chaque salle, indiquez le nombre de prises Ethernet libres.
# Dans quelles salles peut-on encore ajouter une machine ?
# Listez les adresses IP attribuées par le serveur DHCP.
# Listez les machines auxquelles le serveur DHCP attribue une adresse, mais qui sont dans la réserve et pas dans une salle.

INFO606-TP2-2010-2011

2011-03-15T23:30:14Z

Cferr :

Sujet du TP2 d'[[INFO606]] en 2010/2011.

==Description de la base à modéliser==

Le SUMO (Service Universitaire de Mutualisation des Ordinateurs) gère un grand
parc de machines à disposition des étudiants, enseignants et personnels de
l'Université.

Chaque machine est identifiée par un nom réseau. Lors de l'installation d'une
machine, on relève les données pertinentes pour la gestion du réseau et des
logiciels: adresse MAC, architecture (ia32, ia64, sparc, powerpc), fréquence
du processeur (en MHz), taille de la mémoire vive (en Mio) et taille du disque
dur (en Gio). Un serveur DHCP associe à une adresse MAC une adresse IP sur le
réseau (certaines adresses MAC peuvent ne pas être référencées).

Sur chaque machine est installé un système d'exploitation (ou
plusieurs). Chaque système a un nom et une version, une architecture
d'accueil et des besoins matériels minimaux (fréquence, mémoire et
disque dur). Un système ne peut être installé que sur une machine
deayant une architecture adéquate, c'est-à-dire avec au moins les
ressources matérielles minimales. Certains systèmes sont propriétaires
et payants : il faut alors acheter des licences pour avoir le droit de
les installer. Le nombre d'installations d'un système payant
doit être inférieur au nombre de licences dont on dispose.

Chaque machine peut être mise à disposition dans une salle, identifiée par
un nom et un bâtiment (par exemple <tt>59B</tt>, bâtiment <tt>Maurienne</tt>).
Pour chaque salle, on donne l'indication de l'étage où elle se trouve.
Par ailleurs, le nombre de prises Ethernet est limité pour
chaque salle : on ne peut pas connecter plus de machines que ce qu'il y a de
prises.

==Travail à réaliser==

Vous traiterez les trois parties suivantes dans un compte-rendu que vous ferez parvenir à votre responsable de TP.

===Partie 1: Modèle de données===

On propose la collection de relations suivante (les clefs sont en majuscules):

Systeme (IDENT_SYS, nom, version, edition, arch, freq_min, mem_min, dd_min, payant)
Licence (NUM_CONTRAT, ident_sys, nb_licences)
Machine (NOM_MACH, adr_mac, arch, freq_proc, taille_mem, taille_dd)
Installation (NOM_MACH, IDENT_SYS)
Dhcp (ADR_MAC, adr_ip)
Salle (NOM_SALLE, BATIMENT, etage, nb_eth)
Emplacement (NOM_MACH, nom_salle, batiment)

# Guidés par la description du modèle, retrouvez le (ou plutôt un) schéma EA qui se traduit en cette collection de relations.
# Cette collection est-elle en 1FN, en 2FN , en 3FN ? Justifiez votre réponse.
# Identifiez parmi les attributs de ces relations lesquels sont des références à des clés étrangères.

===Partie 2: Observation des scripts===

Les fichiers SQL de création de la base de données vous sont fournis [http://www.lama.univ-savoie.fr/~vaux/ens/INFO-606/TP1 ici].
La base de donnée est hébergée sur le serveur <tt>eco.univ-savoie.fr</tt> sur lequel vous pouvez vous connecter à travers le protocole SSH:
consultez à cet effet la page [http://eco.univ-savoie.fr/~cferr/Utilisation_PostgreSQL_-_TP_BD.html Utilisation d'un serveur POSTGRESQL] sur la machine <tt>eco</tt>.
Dans la création des tables de la base, apparaissent les instructions SQL suivantes:

constraint systeme_arch_valide check (arch in ('IA32', 'IA64', 'PowerPC', 'SPARC'))
constraint salle_cle primary key (nom_salle, batiment)
constraint emplacement_ref_salle foreign key (nom_salle, batiment) references salle(nom_salle, batiment)

# Que signifient-elles ? Que permettent-elles de représenter ?
# Utilisez la commande <tt>\dS</tt> pour visualiser la liste des tables système. Parmi ces tables, il existe une table <tt>pg_indexes</tt> dont nous vous demandons de visualiser le contenu. A quoi correspond ce contenu ? de quoi s'agit-il ? Faites le lien avec les tables de la base que vous avez à manipuler.
# Comment crée-t-on les utilisateurs et leur alloue-t-on des droits sur les tables ? Qui a actuellement des droits (et lesquels) sur les tables de la base <tt>TP1-BD-L3-2008-2009</tt> ? Fouillez dans les tables système pour répondre à cette question.

'''Note: ''' Il y a une erreur mineure dans la requête de création de la
table <tt>licence</tt>: l'attribut <tt>ident_sys</tt> devient <tt>pour_sys</tt>.
Les requêtes d'insertion doivent être modifiées en conséquence (c'est le cas dans les scripts fournis).

===Partie 3: Requêtes===

En préalable à cette partie, nous vous demanderons de compléter la
base fournie de manière à ce que vous disposiez d'un jeu de tests
suffisant pour vérifier vos requêtes. Vous fournirez les requêtes
nécessaires à l'insertion de n-uplets dans les tables ou à la
modification des n-uplets existants.

Pour la suite, il vous est demandé de donner l'expression en algèbre
relationnelle, calcul relationnel et SQL des requêtes qui suivent, à exprimer
sur le schéma relationnel et la base correspondante, qui vous sont fournis
aujourd'hui.

# Liste des machines de l'architecture <tt>IA32</tt>.
# Listes des machines sur lesquelles le système <tt>WIN-XP-PRO-IA64</tt> est installé.
# Liste des machines sur lesquelles est installé un Windows pour architecture <tt>IA64</tt>.
# Listes des machines dans la réserve (celles qui ne sont dans aucune salle).
# Combien de licences pour <tt>WIN-XP-PRO-IA32</tt> sont-elles utilisées ?
# Combien de licences pour Windows XP sur architecture <tt>IA32</tt> (toutes éditions confondues) sont-elles disponibles ?
# Listes des systèmes payants, pour lesquels il n'y a plus de licence disponible.
# Quels systèmes sont installables sur la machine <tt>barbatruc</tt> avec les licences disponibles ?
# Sur quelles machines de la réserve peut-on installer <tt>UBUNTU-DESKTOP-8.10-IA32</tt> ?
# Quel est le système le plus "gourmand" en mémoire vive (celui qui en demande le plus pour fonctionner) ? Ecrire cette requête en algèbre et calcul relationnels, puis en SQL SANS AVOIR RECOURS aux primitives de calcul (max notamment) introduites par <tt>SQL</tt>.
# Quelles sont les salles dans lesquelles on pourra trouver des machines avec des systèmes windows et d'autres avec des systèmes Ubuntu ?
# Quelles sont les salles dans lesquelles toutes les machines sont installées sous Ubuntu ?
# Quelles sont les salles dans lesquelles aucune machine n'est installée sous Ubuntu ?
# Quelles sont les machines sur lesquelles sont installés tous les systèmes dont dispose l'Université ?
# Quelle est la salle ayant la configuration la plus hétérogène (il s'agit de la salle qui comporte la plus grande variété de systèmes installés sur ses machines) ?
# Pour chaque salle, indiquez son nom et le nombre de systèmes différents installés sur les machines qui l'occupent.
# Pour chaque salle, indiquez le nombre de prises Ethernet libres.
# Dans quelles salles peut-on encore ajouter une machine ?
# Listez les adresses IP attribuées par le serveur DHCP.
# Listez les machines auxquelles le serveur DHCP attribue une adresse, mais qui sont dans la réserve et pas dans une salle.

INFO606-TP1-2008-2009

2011-03-15T23:22:50Z

Cferr : a déplacé INFO606-TP1-2008-2009 vers INFO606-TP2-2010-2011

#REDIRECT [[INFO606-TP2-2010-2011]]

INFO606-TP2-2010-2011

2011-03-15T23:22:50Z

Cferr : a déplacé INFO606-TP1-2008-2009 vers INFO606-TP2-2010-2011

Sujet du TP1 d'[[INFO606]] en 2008/2009.

==Description de la base à modéliser==

Le SUMO (Service Universitaire de Mutualisation des Ordinateurs) gère un grand
parc de machines à disposition des étudiants, enseignants et personnels de
l'Université.

Chaque machine est identifiée par un nom réseau. Lors de l'installation d'une
machine, on relève les données pertinentes pour la gestion du réseau et des
logiciels: adresse MAC, architecture (ia32, ia64, sparc, powerpc), fréquence
du processeur (en MHz), taille de la mémoire vive (en Mio) et taille du disque
dur (en Gio). Un serveur DHCP associe à une adresse MAC une adresse IP sur le
réseau (certaines adresses MAC peuvent ne pas être référencées).

Sur chaque machine est installé un système d'exploitation (ou
plusieurs). Chaque système a un nom et une version, une architecture
d'accueil et des besoins matériels minimaux (fréquence, mémoire et
disque dur). Un système ne peut être installé que sur une machine
deayant une architecture adéquate, c'est-à-dire avec au moins les
ressources matérielles minimales. Certains systèmes sont propriétaires
et payants : il faut alors acheter des licences pour avoir le droit de
les installer. Le nombre d'installations d'un système payant
doit être inférieur au nombre de licences dont on dispose.

Chaque machine peut être mise à disposition dans une salle, identifiée par
un nom et un bâtiment (par exemple <tt>59B</tt>, bâtiment <tt>Maurienne</tt>).
Pour chaque salle, on donne l'indication de l'étage où elle se trouve.
Par ailleurs, le nombre de prises Ethernet est limité pour
chaque salle : on ne peut pas connecter plus de machines que ce qu'il y a de
prises.

==Travail à réaliser==

Vous traiterez les trois parties suivantes dans un compte-rendu que vous ferez parvenir à votre responsable de TP.

===Partie 1: Modèle de données===

On propose la collection de relations suivante (les clefs sont en majuscules):

Systeme (IDENT_SYS, nom, version, edition, arch, freq_min, mem_min, dd_min, payant)
Licence (NUM_CONTRAT, ident_sys, nb_licences)
Machine (NOM_MACH, adr_mac, arch, freq_proc, taille_mem, taille_dd)
Installation (NOM_MACH, IDENT_SYS)
Dhcp (ADR_MAC, adr_ip)
Salle (NOM_SALLE, BATIMENT, etage, nb_eth)
Emplacement (NOM_MACH, nom_salle, batiment)

# Guidés par la description du modèle, retrouvez le (ou plutôt un) schéma EA qui se traduit en cette collection de relations.
# Cette collection est-elle en 1FN, en 2FN , en 3FN ? Justifiez votre réponse.
# Identifiez parmi les attributs de ces relations lesquels sont des références à des clés étrangères.

===Partie 2: Observation des scripts===

Les fichiers SQL de création de la base de données vous sont fournis [http://www.lama.univ-savoie.fr/~vaux/ens/INFO-606/TP1 ici].
La base de donnée est hébergée sur le serveur <tt>eco.univ-savoie.fr</tt> sur lequel vous pouvez vous connecter à travers le protocole SSH:
consultez à cet effet la page [http://eco.univ-savoie.fr/~cferr/Utilisation_PostgreSQL_-_TP_BD.html Utilisation d'un serveur POSTGRESQL] sur la machine <tt>eco</tt>.
Dans la création des tables de la base, apparaissent les instructions SQL suivantes:

constraint systeme_arch_valide check (arch in ('IA32', 'IA64', 'PowerPC', 'SPARC'))
constraint salle_cle primary key (nom_salle, batiment)
constraint emplacement_ref_salle foreign key (nom_salle, batiment) references salle(nom_salle, batiment)

# Que signifient-elles ? Que permettent-elles de représenter ?
# Utilisez la commande <tt>\dS</tt> pour visualiser la liste des tables système. Parmi ces tables, il existe une table <tt>pg_indexes</tt> dont nous vous demandons de visualiser le contenu. A quoi correspond ce contenu ? de quoi s'agit-il ? Faites le lien avec les tables de la base que vous avez à manipuler.
# Comment crée-t-on les utilisateurs et leur alloue-t-on des droits sur les tables ? Qui a actuellement des droits (et lesquels) sur les tables de la base <tt>TP1-BD-L3-2008-2009</tt> ? Fouillez dans les tables système pour répondre à cette question.

'''Note: ''' Il y a une erreur mineure dans la requête de création de la
table <tt>licence</tt>: l'attribut <tt>ident_sys</tt> devient <tt>pour_sys</tt>.
Les requêtes d'insertion doivent être modifiées en conséquence (c'est le cas dans les scripts fournis).

===Partie 3: Requêtes===

En préalable à cette partie, nous vous demanderons de compléter la
base fournie de manière à ce que vous disposiez d'un jeu de tests
suffisant pour vérifier vos requêtes. Vous fournirez les requêtes
nécessaires à l'insertion de n-uplets dans les tables ou à la
modification des n-uplets existants.

Pour la suite, il vous est demandé de donner l'expression en algèbre
relationnelle, calcul relationnel et SQL des requêtes qui suivent, à exprimer
sur le schéma relationnel et la base correspondante, qui vous sont fournis
aujourd'hui.

# Liste des machines de l'architecture <tt>IA32</tt>.
# Listes des machines sur lesquelles le système <tt>WIN-XP-PRO-IA64</tt> est installé.
# Liste des machines sur lesquelles est installé un Windows pour architecture <tt>IA64</tt>.
# Listes des machines dans la réserve (celles qui ne sont dans aucune salle).
# Combien de licences pour <tt>WIN-XP-PRO-IA32</tt> sont-elles utilisées ?
# Combien de licences pour Windows XP sur architecture <tt>IA32</tt> (toutes éditions confondues) sont-elles disponibles ?
# Listes des systèmes payants, pour lesquels il n'y a plus de licence disponible.
# Quels systèmes sont installables sur la machine <tt>barbatruc</tt> avec les licences disponibles ?
# Sur quelles machines de la réserve peut-on installer <tt>UBUNTU-DESKTOP-8.10-IA32</tt> ?
# Quel est le système le plus "gourmand" en mémoire vive (celui qui en demande le plus pour fonctionner) ? Ecrire cette requête en algèbre et calcul relationnels, puis en SQL SANS AVOIR RECOURS aux primitives de calcul (max notamment) introduites par <tt>SQL</tt>.
# Quelles sont les salles dans lesquelles on pourra trouver des machines avec des systèmes windows et d'autres avec des systèmes Ubuntu ?
# Quelles sont les salles dans lesquelles toutes les machines sont installées sous Ubuntu ?
# Quelles sont les salles dans lesquelles aucune machine n'est installée sous Ubuntu ?
# Quelles sont les machines sur lesquelles sont installés tous les systèmes dont dispose l'Université ?
# Quelle est la salle ayant la configuration la plus hétérogène (il s'agit de la salle qui comporte la plus grande variété de systèmes installés sur ses machines) ?
# Pour chaque salle, indiquez son nom et le nombre de systèmes différents installés sur les machines qui l'occupent.
# Pour chaque salle, indiquez le nombre de prises Ethernet libres.
# Dans quelles salles peut-on encore ajouter une machine ?
# Listez les adresses IP attribuées par le serveur DHCP.
# Listez les machines auxquelles le serveur DHCP attribue une adresse, mais qui sont dans la réserve et pas dans une salle.

INFO606-TP1

2010-03-23T00:46:03Z

Cferr : a déplacé INFO606-TP1 vers INFO606-TP1-2008-2009

#REDIRECT [[INFO606-TP1-2008-2009]]

INFO606-TP2-2010-2011

2010-03-23T00:46:03Z

Cferr : a déplacé INFO606-TP1 vers INFO606-TP1-2008-2009

INFO606-TP

2010-03-23T00:42:09Z

Cferr : /* Pour les TP */

Cette page décrit la procédure pour mettre en oeuvre les TP de base de données ([[INFO606]]).

Remarque : les TP se font sous un environnement Linux + PostgreSQL

==Se connecter sur le serveur de données==

le serveur de BD est installé sur la machine <tt>ECO</tt>. La procédure est la suivante (sous Linux):

# ouverture d'un terminal sur votre machine ;
# connexion sur <tt>ECO</tt> (par la commande <tt>ssh -l votrelogin eco</tt> - vérifiez que vous avez bien accès à votre compte par la commande <tt>pwd</tt>) ;
# création d'un répertoire (spécial "base de données" !) dans lequel vous allez :
#* créer vos scripts SQL ;
#* lancer l'interpréteur de commandes SQL (<tt>psql</tt>).

==Créer une base==

pour créer une base de données, vous devez utiliser la ligne de commande.
Ne cherchez pas la base dans un de vos répertoires, elle est gérée par le serveur de données dans un répertoire protégé.

* Sur le serveur <tt>ECO</tt>, tapez :
createdb -U votreloginPostGRESQL -W nombase
* donnez le mot de passe comme demandé ;
* votre base est créée.

==Exploiter une base==

une fois votre base créée, vous disposez de nombreux moyens pour accéder à
celle-ci : interpréteur en ligne, outils graphiques, programmes PHP, etc... Le
plus simple est d'utiliser l'interpréteur de commandes SQL : <tt>psql</tt>

* Sur le serveur ECO, placez vous dans le répertoire où se trouvent les scripts SQL à utiliser (ce n'est pas obligatoire mais cela évite de taper le chemin complet d'accès aux scripts).
* Lancez alors la commande :
psql -U votreloginPostGRESQL -W nombase
* Donnez le mot de passe à l'invite du prompt.
* À l'affichage du prompt <tt>nombase =#</tt> , vous pouvez :
** soit saisir une commande sql (<tt>select</tt>, <tt>insert</tt>, <tt>drop</tt>, ...) en terminant la ligne par le caractère <q><tt>;</tt></q>;
** soit saisir une commande interne (<tt>\?</tt> pour avoir la liste des commandes internes).
* Les commandes internes les plus utiles :
** <tt>\i nomfichier</tt> : exécuter un fichier de commandes sql
** <tt>\?</tt> : liste des commandes internes

==Pour les TP==

Pour les TP, nous vous conseillons :
* d'éditer via <tt>xemacs</tt> tous les scripts sql (requêtes , etc...) que vous souhaitez soumettre;
* d'ouvrir une connexion SSH sur <tt>eco</tt>, de lancer <tt>psql</tt> sur la base de travail, et de soumettre vos scripts avec la commande interne <tt>\i</tt>;
* d'avoir toujours un navigateur ouvert sur la doc : [http://www.postgresql.org/docs/8.3/interactive/sql-commands.html Doc SQL en ligne].

Pour le TP1, le nom de la base est <tt>TP1-BD-L3-2009-2010</tt>. Attention: cette base est utilisée en commun par tous les groupes.

Selected Competitors to CSCL Workshop on Adaptation

2009-05-08T11:28:44Z

Cferr :

<big>[http://www.lama.univ-savoie.fr/wiki/index.php?title=CSCL_Workshop_Challenge_on_Adaptation Competitive Challenge on Adapting Activities Modeled by CSCL Scripts]</big>

<big>[http://www.isls.org/CSCL2009/Pre-Conference7.htm Workshop] at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

The table below provides the list of engaged competitors. They will present their solution and make a demonstration during the workshop. Submitted proposals can be [http://ld.pentila.com/ateliers/cscl-2009-workshop/applyingforcompetitorrols/ accessed on line].

<TABLE WIDTH=909 BORDER=1 CELLPADDING=2 CELLSPACING=3>
<TR>
<TD WIDTH=115>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Who</H4>
</TD>
<TD WIDTH=107>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Institution</H4>
</TD>
<TD WIDTH=92>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Language</H4>
</TD>
<TD WIDTH=90>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Tools</H4>
</TD>
<TD WIDTH=79>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Case 
</H4>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
study</H4>
</TD>
<TD WIDTH=80>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Predef</H4>

<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
adaptation</H4>
</TD>
<TD WIDTH=83>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Learning


flow
 

</TD>
<TD WIDTH=89>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Operation.


Data
</TD>
<TD WIDTH=92>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Scenario

Modification

 

</TD>
</TR>
<TR>
<TD WIDTH=115>
Brasher Andrew
Conole Gráinne

McAndrew,
Patrick

</TD>
<TD WIDTH=107>
The Open
University,
 UK
</TD>
<TD WIDTH=92>

Visual representation
</TD>
<TD WIDTH=90>
CompendiumLD and OER
</TD>
<TD WIDTH=79>
 
</TD>

<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
 
</TD>
<TD WIDTH=89>
 

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Caeiro Rodríguez
Manuel

</TD>
<TD WIDTH=107>
University of Vigo
Spain
</TD>
<TD WIDTH=92>
PoEML

</TD>
<TD WIDTH=90>

A proprietary LMS with a user interface inspired by Moodle.

</TD>
<TD WIDTH=79>
X
</TD>

<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
 
</TD>
<TD WIDTH=89>
 

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Dalziel James

</TD>
<TD WIDTH=107>
 Macquarie University &
LAMS Foundation
 Sydney, Australia
</TD>

<TD WIDTH=92>
Lams LD
</TD>
<TD WIDTH=90>
Lams V2.2
</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

X
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
<TR>
<TD WIDTH=115>

Harrer Andreas
</TD>
<TD WIDTH=107>
Catholic University
Eichstätt-Ingolstadt
Eichstätt, Germany
</TD>

<TD WIDTH=92>
<H1 STYLE="border: none; padding: 0cm; font-weight: medium">MoCoLADe</H1>
</TD>
<TD WIDTH=90>
<H1 STYLE="border: none; padding: 0cm; font-weight: medium">MoCoLADe
simulate [and potentially
Coppercore engine</H1>
</TD>

<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X

</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
[X]
</TD>
</TR>

<TR>
<TD WIDTH=115>
Karakostas Anastasios

Demetriadis Stavros
</TD>
<TD WIDTH=107>
Aristotle University of
Thessaloniki,

 Thessaloniki Greece
</TD>
<TD WIDTH=92>
UML
</TD>
<TD WIDTH=90>
LAMS

</TD>
<TD WIDTH=79>
 
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>

 
</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
 
</TD>

</TR>
<TR>
<TD WIDTH=115>
Miao Yongwu
</TD>
<TD WIDTH=107>
Open University of the
Netherlands
Heerlen, The Netherlands

</TD>
<TD WIDTH=92>
IMS-LD
</TD>
<TD WIDTH=90>
TENCompetence Project
Infrastructure
</TD>
<TD WIDTH=79>

X
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X

</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
 

</TD>

</TR>
<TR>
<TD WIDTH=115 HEIGHT=132>
Ouari Salim
Ferraris Christine
Lejeune Anne
</TD>

<TD WIDTH=107>
Université de Savoie
& LIG
Chambéry &
Grenoble, France
</TD>

<TD WIDTH=92>
LDL
</TD>
<TD WIDTH=90>
LDI
</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

X
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
<TR>
<TD WIDTH=115 HEIGHT=187>

Perez-Sanagustín Mar,

Hernandez-Leo Davinia,

Griffiths David
</TD>
<TD WIDTH=107>
University Pompeu Fabra,
Tànger & University of Bolton

Barcelona, Spain &
Bolton, United Kingdom
</TD>
<TD WIDTH=92>
IMS-LD
</TD>
<TD WIDTH=90>

Sled Runtime
player and Widget Server
(http://www.tencompetence.org/ldruntime/).
</TD>
<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>
X

</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>
X
(not
mentioned explicitly in the form but explained in the « how »

part)

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>

Santos Olga C.

Bayón
Alberto
 

Boticario
Jesus G.

 


Couchet
Jorge
 

Raffenne
Emmanuelle
 

Granado Jorge

</TD>
<TD WIDTH=107>
aDeNu Research Group, UNED.
Madrid, Spain
</TD>
<TD WIDTH=92>
IMS-LD

</TD>
<TD WIDTH=90>
The IMS-LD
player of dotLRN + other developments.
</TD>
<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>

X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>
 
</TD>

<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Zarraonandia Telmo
</TD>

<TD WIDTH=107>
Universidad Carlos III de
Madrid

Leganés (Madrid) España
</TD>
<TD WIDTH=92>
IMS-LD

</TD>
<TD WIDTH=90>

extension of the Coppercore  IMS Learning Player

</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

 
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
</TABLE>

Selected Competitors to CSCL Workshop on Adaptation

2009-05-08T10:54:39Z

Cferr :

<big>[http://www.lama.univ-savoie.fr/wiki/index.php?title=CSCL_Workshop_Challenge_on_Adaptation Competitive Challenge on Adapting Activities Modeled by CSCL Scripts]</big>

<big>[http://www.isls.org/CSCL2009/Pre-Conference7.htm Workshop] at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

The table below provides the list of engaged competitors. They will present their solution and make a demonstration during the workshop. Submitted proposals can be accessed on line by clicking on the link attached to each competitor.

<TABLE WIDTH=909 BORDER=1 CELLPADDING=2 CELLSPACING=3>
<TR>
<TD WIDTH=115>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Who</H4>
</TD>
<TD WIDTH=107>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Institution</H4>
</TD>
<TD WIDTH=92>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Language</H4>
</TD>
<TD WIDTH=90>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Tools</H4>
</TD>
<TD WIDTH=79>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Case 
</H4>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
study</H4>
</TD>
<TD WIDTH=80>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Predef</H4>

<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
adaptation</H4>
</TD>
<TD WIDTH=83>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Learning


flow
 

</TD>
<TD WIDTH=89>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Operation.


Data
</TD>
<TD WIDTH=92>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Scenario

Modification

 

</TD>
</TR>
<TR>
<TD WIDTH=115>
Brasher Andrew
Conole Gráinne

McAndrew,
Patrick

</TD>
<TD WIDTH=107>
The Open
University,
 UK
</TD>
<TD WIDTH=92>

Visual representation
</TD>
<TD WIDTH=90>
CompendiumLD and OER
</TD>
<TD WIDTH=79>
 
</TD>

<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
 
</TD>
<TD WIDTH=89>
 

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Caeiro Rodríguez
Manuel

</TD>
<TD WIDTH=107>
University of Vigo
Spain
</TD>
<TD WIDTH=92>
PoEML

</TD>
<TD WIDTH=90>

A proprietary LMS with a user interface inspired by Moodle.

</TD>
<TD WIDTH=79>
X
</TD>

<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
 
</TD>
<TD WIDTH=89>
 

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Dalziel James

</TD>
<TD WIDTH=107>
 Macquarie University &
LAMS Foundation
 Sydney, Australia
</TD>

<TD WIDTH=92>
Lams LD
</TD>
<TD WIDTH=90>
Lams V2.2
</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

X
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
<TR>
<TD WIDTH=115>

Harrer Andreas
</TD>
<TD WIDTH=107>
Catholic University
Eichstätt-Ingolstadt
Eichstätt, Germany
</TD>

<TD WIDTH=92>
<H1 STYLE="border: none; padding: 0cm; font-weight: medium">MoCoLADe</H1>
</TD>
<TD WIDTH=90>
<H1 STYLE="border: none; padding: 0cm; font-weight: medium">MoCoLADe
simulate [and potentially
Coppercore engine</H1>
</TD>

<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X

</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
[X]
</TD>
</TR>

<TR>
<TD WIDTH=115>
Karakostas Anastasios

Demetriadis Stavros
</TD>
<TD WIDTH=107>
Aristotle University of
Thessaloniki,

 Thessaloniki Greece
</TD>
<TD WIDTH=92>
UML
</TD>
<TD WIDTH=90>
LAMS

</TD>
<TD WIDTH=79>
 
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>

 
</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
 
</TD>

</TR>
<TR>
<TD WIDTH=115>
Miao Yongwu
</TD>
<TD WIDTH=107>
Open University of the
Netherlands
Heerlen, The Netherlands

</TD>
<TD WIDTH=92>
IMS-LD
</TD>
<TD WIDTH=90>
TENCompetence Project
Infrastructure
</TD>
<TD WIDTH=79>

X
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X

</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
 

</TD>

</TR>
<TR>
<TD WIDTH=115 HEIGHT=132>
Ouari Salim
Ferraris Christine
Lejeune Anne
</TD>

<TD WIDTH=107>
Université de Savoie
& LIG
Chambéry &
Grenoble, France
</TD>

<TD WIDTH=92>
LDL
</TD>
<TD WIDTH=90>
LDI
</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

X
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
<TR>
<TD WIDTH=115 HEIGHT=187>

Perez-Sanagustín Mar,

Hernandez-Leo Davinia,

Griffiths David
</TD>
<TD WIDTH=107>
University Pompeu Fabra,
Tànger & University of Bolton

Barcelona, Spain &
Bolton, United Kingdom
</TD>
<TD WIDTH=92>
IMS-LD
</TD>
<TD WIDTH=90>

Sled Runtime
player and Widget Server
(http://www.tencompetence.org/ldruntime/).
</TD>
<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>
X

</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>
X
(not
mentioned explicitly in the form but explained in the « how »

part)

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>

Santos Olga C.

Bayón
Alberto
 

Boticario
Jesus G.

 


Couchet
Jorge
 

Raffenne
Emmanuelle
 

Granado Jorge

</TD>
<TD WIDTH=107>
aDeNu Research Group, UNED.
Madrid, Spain
</TD>
<TD WIDTH=92>
IMS-LD

</TD>
<TD WIDTH=90>
The IMS-LD
player of dotLRN + other developments.
</TD>
<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>

X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>
 
</TD>

<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Zarraonandia Telmo
</TD>

<TD WIDTH=107>
Universidad Carlos III de
Madrid

Leganés (Madrid) España
</TD>
<TD WIDTH=92>
IMS-LD

</TD>
<TD WIDTH=90>

extension of the Coppercore  IMS Learning Player

</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

 
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
</TABLE>

Selected Competitors to CSCL Workshop on Adaptation

2009-05-08T10:52:37Z

Cferr :

<big>[http://www.lama.univ-savoie.fr/wiki/index.php?title=CSCL_Workshop_Challenge_on_Adaptation Competitive Challenge on Adapting Activities Modeled by CSCL Scripts]</big>

<big>[http://www.isls.org/CSCL2009/Pre-Conference7.htm Workshop] at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

The table below provides the list of engaged competitors. They will present their solution and make a demonstration during the workshop. Submitted proposals can be consulted by clicking on the link attached to each competitor.

<TABLE WIDTH=909 BORDER=1 CELLPADDING=2 CELLSPACING=3>
<TR>
<TD WIDTH=115>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Who</H4>
</TD>
<TD WIDTH=107>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Institution</H4>
</TD>
<TD WIDTH=92>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Language</H4>
</TD>
<TD WIDTH=90>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Tools</H4>
</TD>
<TD WIDTH=79>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Case 
</H4>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
study</H4>
</TD>
<TD WIDTH=80>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Predef</H4>

<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
adaptation</H4>
</TD>
<TD WIDTH=83>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Learning


flow
 

</TD>
<TD WIDTH=89>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Operation.


Data
</TD>
<TD WIDTH=92>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Scenario

Modification

 

</TD>
</TR>
<TR>
<TD WIDTH=115>
Brasher Andrew
Conole Gráinne

McAndrew,
Patrick

</TD>
<TD WIDTH=107>
The Open
University,
 UK
</TD>
<TD WIDTH=92>

Visual representation
</TD>
<TD WIDTH=90>
CompendiumLD and OER
</TD>
<TD WIDTH=79>
 
</TD>

<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
 
</TD>
<TD WIDTH=89>
 

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Caeiro Rodríguez
Manuel

</TD>
<TD WIDTH=107>
University of Vigo
Spain
</TD>
<TD WIDTH=92>
PoEML

</TD>
<TD WIDTH=90>

A proprietary LMS with a user interface inspired by Moodle.

</TD>
<TD WIDTH=79>
X
</TD>

<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
 
</TD>
<TD WIDTH=89>
 

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Dalziel James

</TD>
<TD WIDTH=107>
 Macquarie University &
LAMS Foundation
 Sydney, Australia
</TD>

<TD WIDTH=92>
Lams LD
</TD>
<TD WIDTH=90>
Lams V2.2
</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

X
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
<TR>
<TD WIDTH=115>

Harrer Andreas
</TD>
<TD WIDTH=107>
Catholic University
Eichstätt-Ingolstadt
Eichstätt, Germany
</TD>

<TD WIDTH=92>
<H1 STYLE="border: none; padding: 0cm; font-weight: medium">MoCoLADe</H1>
</TD>
<TD WIDTH=90>
<H1 STYLE="border: none; padding: 0cm; font-weight: medium">MoCoLADe
simulate [and potentially
Coppercore engine</H1>
</TD>

<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X

</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
[X]
</TD>
</TR>

<TR>
<TD WIDTH=115>
Karakostas Anastasios

Demetriadis Stavros
</TD>
<TD WIDTH=107>
Aristotle University of
Thessaloniki,

 Thessaloniki Greece
</TD>
<TD WIDTH=92>
UML
</TD>
<TD WIDTH=90>
LAMS

</TD>
<TD WIDTH=79>
 
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>

 
</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
 
</TD>

</TR>
<TR>
<TD WIDTH=115>
Miao Yongwu
</TD>
<TD WIDTH=107>
Open University of the
Netherlands
Heerlen, The Netherlands

</TD>
<TD WIDTH=92>
IMS-LD
</TD>
<TD WIDTH=90>
TENCompetence Project
Infrastructure
</TD>
<TD WIDTH=79>

X
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X

</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
 

</TD>

</TR>
<TR>
<TD WIDTH=115 HEIGHT=132>
Ouari Salim
Ferraris Christine
Lejeune Anne
</TD>

<TD WIDTH=107>
Université de Savoie
& LIG
Chambéry &
Grenoble, France
</TD>

<TD WIDTH=92>
LDL
</TD>
<TD WIDTH=90>
LDI
</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

X
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
<TR>
<TD WIDTH=115 HEIGHT=187>

Perez-Sanagustín Mar,

Hernandez-Leo Davinia,

Griffiths David
</TD>
<TD WIDTH=107>
University Pompeu Fabra,
Tànger & University of Bolton

Barcelona, Spain &
Bolton, United Kingdom
</TD>
<TD WIDTH=92>
IMS-LD
</TD>
<TD WIDTH=90>

Sled Runtime
player and Widget Server
(http://www.tencompetence.org/ldruntime/).
</TD>
<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>
X

</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>
X
(not
mentioned explicitly in the form but explained in the « how »

part)

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>

Santos Olga C.

Bayón
Alberto
 

Boticario
Jesus G.

 


Couchet
Jorge
 

Raffenne
Emmanuelle
 

Granado Jorge

</TD>
<TD WIDTH=107>
aDeNu Research Group, UNED.
Madrid, Spain
</TD>
<TD WIDTH=92>
IMS-LD

</TD>
<TD WIDTH=90>
The IMS-LD
player of dotLRN + other developments.
</TD>
<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>

X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>
 
</TD>

<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Zarraonandia Telmo
</TD>

<TD WIDTH=107>
Universidad Carlos III de
Madrid

Leganés (Madrid) España
</TD>
<TD WIDTH=92>
IMS-LD

</TD>
<TD WIDTH=90>

extension of the Coppercore  IMS Learning Player

</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

 
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
</TABLE>

Selected Competitors to CSCL Workshop on Adaptation

2009-05-08T10:46:22Z

Cferr :

<big>[http://www.lama.univ-savoie.fr/wiki/index.php?title=CSCL_Workshop_Challenge_on_Adaptation Competitive Challenge on Adapting Activities Modeled by CSCL Scripts]</big>

<big>[http://www.isls.org/CSCL2009/Pre-Conference7.htm Workshop] at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

<TABLE WIDTH=909 BORDER=1 CELLPADDING=2 CELLSPACING=3>
<TR>
<TD WIDTH=115>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Who</H4>
</TD>
<TD WIDTH=107>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Institution</H4>
</TD>
<TD WIDTH=92>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Language</H4>
</TD>
<TD WIDTH=90>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Tools</H4>
</TD>
<TD WIDTH=79>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Case 
</H4>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
study</H4>
</TD>
<TD WIDTH=80>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Predef</H4>

<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
adaptation</H4>
</TD>
<TD WIDTH=83>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Learning


flow
 

</TD>
<TD WIDTH=89>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Operation.


Data
</TD>
<TD WIDTH=92>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Scenario

Modification

 

</TD>
</TR>
<TR>
<TD WIDTH=115>
Brasher Andrew
Conole Gráinne

McAndrew,
Patrick

</TD>
<TD WIDTH=107>
The Open
University,
 UK
</TD>
<TD WIDTH=92>

Visual representation
</TD>
<TD WIDTH=90>
CompendiumLD and OER
</TD>
<TD WIDTH=79>
 
</TD>

<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
 
</TD>
<TD WIDTH=89>
 

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Caeiro Rodríguez
Manuel

</TD>
<TD WIDTH=107>
University of Vigo
Spain
</TD>
<TD WIDTH=92>
PoEML

</TD>
<TD WIDTH=90>

A proprietary LMS with a user interface inspired by Moodle.

</TD>
<TD WIDTH=79>
X
</TD>

<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
 
</TD>
<TD WIDTH=89>
 

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Dalziel James

</TD>
<TD WIDTH=107>
 Macquarie University &
LAMS Foundation
 Sydney, Australia
</TD>

<TD WIDTH=92>
Lams LD
</TD>
<TD WIDTH=90>
Lams V2.2
</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

X
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
<TR>
<TD WIDTH=115>

Harrer Andreas
</TD>
<TD WIDTH=107>
Catholic University
Eichstätt-Ingolstadt
Eichstätt, Germany
</TD>

<TD WIDTH=92>
<H1 STYLE="border: none; padding: 0cm; font-weight: medium">MoCoLADe</H1>
</TD>
<TD WIDTH=90>
<H1 STYLE="border: none; padding: 0cm; font-weight: medium">MoCoLADe
simulate [and potentially
Coppercore engine</H1>
</TD>

<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X

</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
[X]
</TD>
</TR>

<TR>
<TD WIDTH=115>
Karakostas Anastasios

Demetriadis Stavros
</TD>
<TD WIDTH=107>
Aristotle University of
Thessaloniki,

 Thessaloniki Greece
</TD>
<TD WIDTH=92>
UML
</TD>
<TD WIDTH=90>
LAMS

</TD>
<TD WIDTH=79>
 
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>

 
</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
 
</TD>

</TR>
<TR>
<TD WIDTH=115>
Miao Yongwu
</TD>
<TD WIDTH=107>
Open University of the
Netherlands
Heerlen, The Netherlands

</TD>
<TD WIDTH=92>
IMS-LD
</TD>
<TD WIDTH=90>
TENCompetence Project
Infrastructure
</TD>
<TD WIDTH=79>

X
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X

</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
 

</TD>

</TR>
<TR>
<TD WIDTH=115 HEIGHT=132>
Ouari Salim
Ferraris Christine
Lejeune Anne
</TD>

<TD WIDTH=107>
Université de Savoie
& LIG
Chambéry &
Grenoble, France
</TD>

<TD WIDTH=92>
LDL
</TD>
<TD WIDTH=90>
LDI
</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

X
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
<TR>
<TD WIDTH=115 HEIGHT=187>

Perez-Sanagustín Mar,

Hernandez-Leo Davinia,

Griffiths David
</TD>
<TD WIDTH=107>
University Pompeu Fabra,
Tànger & University of Bolton

Barcelona, Spain &
Bolton, United Kingdom
</TD>
<TD WIDTH=92>
IMS-LD
</TD>
<TD WIDTH=90>

Sled Runtime
player and Widget Server
(http://www.tencompetence.org/ldruntime/).
</TD>
<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>
X

</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>
X
(not
mentioned explicitly in the form but explained in the « how »

part)

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>

Santos Olga C.

Bayón
Alberto
 

Boticario
Jesus G.

 


Couchet
Jorge
 

Raffenne
Emmanuelle
 

Granado Jorge

</TD>
<TD WIDTH=107>
aDeNu Research Group, UNED.
Madrid, Spain
</TD>
<TD WIDTH=92>
IMS-LD

</TD>
<TD WIDTH=90>
The IMS-LD
player of dotLRN + other developments.
</TD>
<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>

X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>
 
</TD>

<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Zarraonandia Telmo
</TD>

<TD WIDTH=107>
Universidad Carlos III de
Madrid

Leganés (Madrid) España
</TD>
<TD WIDTH=92>
IMS-LD

</TD>
<TD WIDTH=90>

extension of the Coppercore  IMS Learning Player

</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

 
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
</TABLE>

Selected Competitors to CSCL Workshop on Adaptation

2009-05-08T10:41:08Z

Cferr :

<TABLE WIDTH=909 BORDER=1 CELLPADDING=2 CELLSPACING=3>
<TR>
<TD WIDTH=115>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Who</H4>
</TD>
<TD WIDTH=107>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Institution</H4>
</TD>
<TD WIDTH=92>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Language</H4>
</TD>
<TD WIDTH=90>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Tools</H4>
</TD>
<TD WIDTH=79>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Case 
</H4>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
study</H4>
</TD>
<TD WIDTH=80>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Predef</H4>

<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
adaptation</H4>
</TD>
<TD WIDTH=83>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Learning


flow
 

</TD>
<TD WIDTH=89>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Operation.


Data
</TD>
<TD WIDTH=92>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Scenario

Modification

 

</TD>
</TR>
<TR>
<TD WIDTH=115>
Brasher Andrew
Conole Gráinne

McAndrew,
Patrick

</TD>
<TD WIDTH=107>
The Open
University,
 UK
</TD>
<TD WIDTH=92>

Visual representation
</TD>
<TD WIDTH=90>
CompendiumLD and OER
</TD>
<TD WIDTH=79>
 
</TD>

<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
 
</TD>
<TD WIDTH=89>
 

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Caeiro Rodríguez
Manuel

</TD>
<TD WIDTH=107>
University of Vigo
Spain
</TD>
<TD WIDTH=92>
PoEML

</TD>
<TD WIDTH=90>

A proprietary LMS with a user interface inspired by Moodle.

</TD>
<TD WIDTH=79>
X
</TD>

<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
 
</TD>
<TD WIDTH=89>
 

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Dalziel James

</TD>
<TD WIDTH=107>
 Macquarie University &
LAMS Foundation
 Sydney, Australia
</TD>

<TD WIDTH=92>
Lams LD
</TD>
<TD WIDTH=90>
Lams V2.2
</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

X
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
<TR>
<TD WIDTH=115>

Harrer Andreas
</TD>
<TD WIDTH=107>
Catholic University
Eichstätt-Ingolstadt
Eichstätt, Germany
</TD>

<TD WIDTH=92>
<H1 STYLE="border: none; padding: 0cm; font-weight: medium">MoCoLADe</H1>
</TD>
<TD WIDTH=90>
<H1 STYLE="border: none; padding: 0cm; font-weight: medium">MoCoLADe
simulate [and potentially
Coppercore engine</H1>
</TD>

<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X

</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
[X]
</TD>
</TR>

<TR>
<TD WIDTH=115>
Karakostas Anastasios

Demetriadis Stavros
</TD>
<TD WIDTH=107>
Aristotle University of
Thessaloniki,

 Thessaloniki Greece
</TD>
<TD WIDTH=92>
UML
</TD>
<TD WIDTH=90>
LAMS

</TD>
<TD WIDTH=79>
 
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>

 
</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
 
</TD>

</TR>
<TR>
<TD WIDTH=115>
Miao Yongwu
</TD>
<TD WIDTH=107>
Open University of the
Netherlands
Heerlen, The Netherlands

</TD>
<TD WIDTH=92>
IMS-LD
</TD>
<TD WIDTH=90>
TENCompetence Project
Infrastructure
</TD>
<TD WIDTH=79>

X
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X

</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
 

</TD>

</TR>
<TR>
<TD WIDTH=115 HEIGHT=132>
Ouari Salim
Ferraris Christine
Lejeune Anne
</TD>

<TD WIDTH=107>
Université de Savoie
& LIG
Chambéry &
Grenoble, France
</TD>

<TD WIDTH=92>
LDL
</TD>
<TD WIDTH=90>
LDI
</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

X
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
<TR>
<TD WIDTH=115 HEIGHT=187>

Perez-Sanagustín Mar,

Hernandez-Leo Davinia,

Griffiths David
</TD>
<TD WIDTH=107>
University Pompeu Fabra,
Tànger & University of Bolton

Barcelona, Spain &
Bolton, United Kingdom
</TD>
<TD WIDTH=92>
IMS-LD
</TD>
<TD WIDTH=90>

Sled Runtime
player and Widget Server
(http://www.tencompetence.org/ldruntime/).
</TD>
<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>
X

</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>
X
(not
mentioned explicitly in the form but explained in the « how »

part)

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>

Santos Olga C.

Bayón
Alberto
 

Boticario
Jesus G.

 


Couchet
Jorge
 

Raffenne
Emmanuelle
 

Granado Jorge

</TD>
<TD WIDTH=107>
aDeNu Research Group, UNED.
Madrid, Spain
</TD>
<TD WIDTH=92>
IMS-LD

</TD>
<TD WIDTH=90>
The IMS-LD
player of dotLRN + other developments.
</TD>
<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>

X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>
 
</TD>

<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Zarraonandia Telmo
</TD>

<TD WIDTH=107>
Universidad Carlos III de
Madrid

Leganés (Madrid) España
</TD>
<TD WIDTH=92>
IMS-LD

</TD>
<TD WIDTH=90>

extension of the Coppercore  IMS Learning Player

</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

 
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
</TABLE>

Selected Competitors to CSCL Workshop on Adaptation

2009-05-08T10:37:02Z

Cferr :

<TABLE WIDTH=909 BORDER=1 CELLPADDING=2 CELLSPACING=3>
<TD WIDTH=115>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Who</H4>
</TD>
<TD WIDTH=107>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Institution</H4>
</TD>
<TD WIDTH=92>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Language</H4>
</TD>
<TD WIDTH=104>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Tools</H4>
</TD>
<TD WIDTH=79>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Case 
</H4>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
study</H4>
</TD>
<TD WIDTH=80>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Predef</H4>

<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
adaptation</H4>
</TD>
<TD WIDTH=83>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Learning


flow
 

</TD>
<TD WIDTH=89>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Operation.


Data
</TD>
<TD WIDTH=92>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Scenario

Modification

 

</TD>
</TR>
<TR>
<TD WIDTH=115>
Brasher Andrew
Conole Gráinne

McAndrew,
Patrick

</TD>
<TD WIDTH=107>
The Open
University,
 UK
</TD>
<TD WIDTH=92>

Visual representation
</TD>
<TD WIDTH=104>
CompendiumLD and OER
</TD>
<TD WIDTH=79>
 
</TD>

<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
 
</TD>
<TD WIDTH=89>
 

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Caeiro Rodríguez
Manuel

</TD>
<TD WIDTH=107>
University of Vigo
Spain
</TD>
<TD WIDTH=92>
PoEML

</TD>
<TD WIDTH=104>

A proprietary LMS with a user interface inspired by Moodle.

</TD>
<TD WIDTH=79>
X
</TD>

<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
 
</TD>
<TD WIDTH=89>
 

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Dalziel James

</TD>
<TD WIDTH=107>
 Macquarie University &
LAMS Foundation
 Sydney, Australia
</TD>

<TD WIDTH=92>
Lams LD
</TD>
<TD WIDTH=104>
Lams V2.2
</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

X
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
<TR>
<TD WIDTH=115>

Harrer Andreas
</TD>
<TD WIDTH=107>
Catholic University
Eichstätt-Ingolstadt
Eichstätt, Germany
</TD>

<TD WIDTH=92>
<H1 STYLE="border: none; padding: 0cm; font-weight: medium">MoCoLADe</H1>
</TD>
<TD WIDTH=104>
<H1 STYLE="border: none; padding: 0cm; font-weight: medium">MoCoLADe
simulate [and potentially
Coppercore engine</H1>
</TD>

<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X

</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
[X]
</TD>
</TR>

<TR>
<TD WIDTH=115>
Karakostas Anastasios

Demetriadis Stavros
</TD>
<TD WIDTH=107>
Aristotle University of
Thessaloniki,

 Thessaloniki Greece
</TD>
<TD WIDTH=92>
UML
</TD>
<TD WIDTH=104>
LAMS

</TD>
<TD WIDTH=79>
 
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>

 
</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
 
</TD>

</TR>
<TR>
<TD WIDTH=115>
Miao Yongwu
</TD>
<TD WIDTH=107>
Open University of the
Netherlands
Heerlen, The Netherlands

</TD>
<TD WIDTH=92>
IMS-LD
</TD>
<TD WIDTH=104>
TENCompetence Project
Infrastructure
</TD>
<TD WIDTH=79>

X
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X

</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
 

</TD>

</TR>
<TR>
<TD WIDTH=115 HEIGHT=132>
Ouari Salim
Ferraris Christine
Lejeune Anne
</TD>

<TD WIDTH=107>
Université de Savoie
& LIG
Chambéry &
Grenoble, France
</TD>

<TD WIDTH=92>
LDL
</TD>
<TD WIDTH=104>
LDI
</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

X
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
<TR>
<TD WIDTH=115 HEIGHT=187>

Perez-Sanagustín Mar,

Hernandez-Leo Davinia,

Griffiths David
</TD>
<TD WIDTH=107>
University Pompeu Fabra,
Tànger & University of Bolton

Barcelona, Spain &
Bolton, United Kingdom
</TD>
<TD WIDTH=92>
IMS-LD
</TD>
<TD WIDTH=104>

Sled Runtime
player and Widget Server
(http://www.tencompetence.org/ldruntime/).
</TD>
<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>
X

</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>
X
(not
mentioned explicitly in the form but explained in the « how »

part)

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>

Santos Olga C.

Bayón
Alberto
 

Boticario
Jesus G.

 


Couchet
Jorge
 

Raffenne
Emmanuelle
 

Granado Jorge

</TD>
<TD WIDTH=107>
aDeNu Research Group, UNED.
Madrid, Spain
</TD>
<TD WIDTH=92>
IMS-LD

</TD>
<TD WIDTH=104>
The IMS-LD
player of dotLRN + other developments.
</TD>
<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>

X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>
 
</TD>

<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Zarraonandia Telmo
</TD>

<TD WIDTH=107>
Universidad Carlos III de
Madrid

Leganés (Madrid) España
</TD>
<TD WIDTH=92>
IMS-LD

</TD>
<TD WIDTH=104>

extension of the Coppercore  IMS Learning Player

</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

 
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
</TABLE>

Selected Competitors to CSCL Workshop on Adaptation

2009-05-08T10:34:22Z

Cferr :

<BODY LANG="es-ES" TEXT="#000000" DIR="LTR">
<H2 CLASS="western" STYLE="margin-left: 1cm; margin-right: 1cm; margin-top: 0cm; margin-bottom: 0.18cm">
Table of selected competitors 
</H2>
<TABLE WIDTH=909 BORDER=1 CELLPADDING=2 CELLSPACING=3>
<COL WIDTH=115>
<COL WIDTH=107>
<COL WIDTH=92>

<COL WIDTH=104>
<COL WIDTH=79>
<COL WIDTH=80>
<COL WIDTH=83>
<COL WIDTH=89>
<COL WIDTH=92>
<TR>
<TD WIDTH=115>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Who</H4>
</TD>
<TD WIDTH=107>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Institution</H4>
</TD>
<TD WIDTH=92>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Language</H4>
</TD>
<TD WIDTH=104>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Tools</H4>
</TD>
<TD WIDTH=79>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">

Case 
</H4>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
study</H4>
</TD>
<TD WIDTH=80>
<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
Predef</H4>

<H4 CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
adaptation</H4>
</TD>
<TD WIDTH=83>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Learning


flow
 

</TD>
<TD WIDTH=89>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Operation.


Data
</TD>
<TD WIDTH=92>
<H4 LANG="en-GB" CLASS="western" ALIGN=CENTER STYLE="border: none; padding: 0cm">
On the
fly</H4>
Scenario

Modification

 

</TD>
</TR>
<TR>
<TD WIDTH=115>
Brasher Andrew
Conole Gráinne

McAndrew,
Patrick

</TD>
<TD WIDTH=107>
The Open
University,
 UK
</TD>
<TD WIDTH=92>

Visual representation
</TD>
<TD WIDTH=104>
CompendiumLD and OER
</TD>
<TD WIDTH=79>
 
</TD>

<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
 
</TD>
<TD WIDTH=89>
 

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Caeiro Rodríguez
Manuel

</TD>
<TD WIDTH=107>
University of Vigo
Spain
</TD>
<TD WIDTH=92>
PoEML

</TD>
<TD WIDTH=104>

A proprietary LMS with a user interface inspired by Moodle.

</TD>
<TD WIDTH=79>
X
</TD>

<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
 
</TD>
<TD WIDTH=89>
 

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Dalziel James

</TD>
<TD WIDTH=107>
 Macquarie University &
LAMS Foundation
 Sydney, Australia
</TD>

<TD WIDTH=92>
Lams LD
</TD>
<TD WIDTH=104>
Lams V2.2
</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

X
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
<TR>
<TD WIDTH=115>

Harrer Andreas
</TD>
<TD WIDTH=107>
Catholic University
Eichstätt-Ingolstadt
Eichstätt, Germany
</TD>

<TD WIDTH=92>
<H1 STYLE="border: none; padding: 0cm; font-weight: medium">MoCoLADe</H1>
</TD>
<TD WIDTH=104>
<H1 STYLE="border: none; padding: 0cm; font-weight: medium">MoCoLADe
simulate [and potentially
Coppercore engine</H1>
</TD>

<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X

</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
[X]
</TD>
</TR>

<TR>
<TD WIDTH=115>
Karakostas Anastasios

Demetriadis Stavros
</TD>
<TD WIDTH=107>
Aristotle University of
Thessaloniki,

 Thessaloniki Greece
</TD>
<TD WIDTH=92>
UML
</TD>
<TD WIDTH=104>
LAMS

</TD>
<TD WIDTH=79>
 
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>

 
</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
 
</TD>

</TR>
<TR>
<TD WIDTH=115>
Miao Yongwu
</TD>
<TD WIDTH=107>
Open University of the
Netherlands
Heerlen, The Netherlands

</TD>
<TD WIDTH=92>
IMS-LD
</TD>
<TD WIDTH=104>
TENCompetence Project
Infrastructure
</TD>
<TD WIDTH=79>

X
</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X

</TD>
<TD WIDTH=89>
X
</TD>
<TD WIDTH=92>
 

</TD>

</TR>
<TR>
<TD WIDTH=115 HEIGHT=132>
Ouari Salim
Ferraris Christine
Lejeune Anne
</TD>

<TD WIDTH=107>
Université de Savoie
& LIG
Chambéry &
Grenoble, France
</TD>

<TD WIDTH=92>
LDL
</TD>
<TD WIDTH=104>
LDI
</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

X
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
<TR>
<TD WIDTH=115 HEIGHT=187>

Perez-Sanagustín Mar,

Hernandez-Leo Davinia,

Griffiths David
</TD>
<TD WIDTH=107>
University Pompeu Fabra,
Tànger & University of Bolton

Barcelona, Spain &
Bolton, United Kingdom
</TD>
<TD WIDTH=92>
IMS-LD
</TD>
<TD WIDTH=104>

Sled Runtime
player and Widget Server
(http://www.tencompetence.org/ldruntime/).
</TD>
<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>
X

</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>
X
(not
mentioned explicitly in the form but explained in the « how »

part)

</TD>
<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>

Santos Olga C.

Bayón
Alberto
 

Boticario
Jesus G.

 


Couchet
Jorge
 

Raffenne
Emmanuelle
 

Granado Jorge

</TD>
<TD WIDTH=107>
aDeNu Research Group, UNED.
Madrid, Spain
</TD>
<TD WIDTH=92>
IMS-LD

</TD>
<TD WIDTH=104>
The IMS-LD
player of dotLRN + other developments.
</TD>
<TD WIDTH=79>
X
</TD>
<TD WIDTH=80>

X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>
 
</TD>

<TD WIDTH=92>
 
</TD>
</TR>
<TR>
<TD WIDTH=115>
Zarraonandia Telmo
</TD>

<TD WIDTH=107>
Universidad Carlos III de
Madrid

Leganés (Madrid) España
</TD>
<TD WIDTH=92>
IMS-LD

</TD>
<TD WIDTH=104>

extension of the Coppercore  IMS Learning Player

</TD>
<TD WIDTH=79>
X

</TD>
<TD WIDTH=80>
X
</TD>
<TD WIDTH=83>
X
</TD>
<TD WIDTH=89>

 
</TD>
<TD WIDTH=92>
X
</TD>
</TR>
</TABLE>
 
</BODY>
</HTML>

CSCL Workshop Challenge on Adaptation

2009-05-08T10:29:18Z

Cferr :

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>[http://www.isls.org/CSCL2009/Pre-Conference7.htm Workshop] at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

'''Call for "modeling solutions" closed.'''
* The [http://www.lama.univ-savoie.fr/wiki/index.php/Selected_Competitors_to_CSCL_Workshop_on_Adaptation competitors] have been selected.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris] no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. the selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. obeservation of the progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>

CSCL Workshop Challenge on Adaptation

2009-05-08T10:28:12Z

Cferr :

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>[http://www.isls.org/CSCL2009/Pre-Conference7.htm Workshop] at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

'''Call for "modeling solutions" closed.'''
* The [http://www.lama.univ-savoie.fr/wiki/index.php/CSCL_Workshop_Challenge_on_Adaptation/Selected_Competitors_to_CSCL_Workshop_on_Adaptation competitors] have been selected.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris] no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. the selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. obeservation of the progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>

CSCL Workshop Challenge on Adaptation

2009-05-08T10:25:00Z

Cferr :

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>[http://www.isls.org/CSCL2009/Pre-Conference7.htm Workshop] at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

'''Call for "modeling solutions" closed.'''
* The [[CSCL_Workshop_Challenge_on_Adaptation/Selected_Competitors_to_CSCL_Workshop_on_Adaptation| competitors]] have been selected.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris] no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. the selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. obeservation of the progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>

CSCL Workshop Challenge on Adaptation

2009-05-08T10:19:45Z

Cferr :

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>[http://www.isls.org/CSCL2009/Pre-Conference7.htm Workshop] at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

'''Call for "modeling solutions" closed.'''
* If you want to apply as a [[CSCL_Workshop_Challenge_on_Adaptation#Format_of_the_workshop:_a_challenge_with_one_benchmark_scenario| competitor]], please fill the [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download form] describing your solution and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]
* deadline '''April the 6th'''. Note that this deadline has been settled to be compatible with CSCL early registration deadline; so late contributions will be considered.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris] no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. the selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. obeservation of the progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>

INFO606-TP2-2010-2011

2009-03-29T21:49:12Z

Cferr : /* Partie 2: Observation des scripts */ faute de frappe

Sujet du TP1 d'[[INFO606]] en 2008/2009.

==Description de la base à modéliser==

Le SUMO (Service Universitaire de Mutualisation des Ordinateurs) gère un grand
parc de machines à disposition des étudiants, enseignants et personnels de
l'Université.

Chaque machine est identifiée par un nom réseau. Lors de l'installation d'une
machine, on relève les données pertinentes pour la gestion du réseau et des
logiciels: adresse MAC, architecture (ia32, ia64, sparc, powerpc), fréquence
du processeur (en MHz), taille de la mémoire vive (en Mio) et taille du disque
dur (en Gio). Un serveur DHCP associe à une adresse MAC une adresse IP sur le
réseau (certaines adresses MAC peuvent ne pas être référencées).

Sur chaque machine est installé un système d'exploitation (ou
plusieurs). Chaque système a un nom et une version, une architecture
d'accueil et des besoins matériels minimaux (fréquence, mémoire et
disque dur). Un système ne peut être installé que sur une machine
deayant une architecture adéquate, c'est-à-dire avec au moins les
ressources matérielles minimales. Certains systèmes sont propriétaires
et payants : il faut alors acheter des licences pour avoir le droit de
les installer. Le nombre d'installations d'un système payant
doit être inférieur au nombre de licences dont on dispose.

Chaque machine peut être mise à disposition dans une salle, identifiée par son
numéro. Les informations sur les salles indiquent le bâtiment et l'étage où
elles se trouvent. Par ailleurs, le nombre de prises Ethernet est limité pour
chaque salle : on ne peut pas connecter plus de machines que ce qu'il y a de
prises.

==Travail à réaliser==

Vous traiterez les trois parties suivantes dans un compte-rendu que vous ferez parvenir à votre responsable de TP.

===Partie 1: Modèle de données===

On propose la collection de relations suivante (les clefs sont en majuscules):

Systeme (IDENT_SYS, nom, version, edition, arch, freq_min, mem_min, dd_min, payant)
Licence (NUM_CONTRAT, ident_sys, nb_licences)
Machine (NOM_MACH, adr_mac, arch, freq_proc, taille_mem, taille_dd)
Installation (NOM_MACH, IDENT_SYS)
Dhcp (ADR_MAC, adr_ip)
Salle (NOM_SALLE, BATIMENT, etage, nb_eth)
Emplacement (NOM_MACH, nom_salle, batiment)

# Guidés par la description du modèle, retrouvez le (ou plutôt un) schéma EA qui se traduit en cette collection de relations.
# Cette collection est-elle en 1FN, en 2FN , en 3FN ? Justifiez votre réponse.
# Identifiez parmi les attributs de ces relations lesquels sont des références à des clés étrangères.

===Partie 2: Observation des scripts===

Les fichiers SQL de création de la base de données vous sont fournis [http://www.lama.univ-savoie.fr/~vaux/ens/INFO-606/TP1 ici].
La base de donnée est hébergée sur le serveur <tt>eco.univ-savoie.fr</tt> sur lequel vous pouvez vous connecter à travers le protocole SSH:
consultez à cet effet la page [http://eco.univ-savoie.fr/~cferr/Utilisation_PostgreSQL_-_TP_BD.html Utilisation d'un serveur POSTGRESQL] sur la machine <tt>eco</tt>.
Dans la création des tables de la base, apparaissent les instructions SQL suivantes:

constraint systeme_arch_valide check (arch in ('IA32', 'IA64', 'PowerPC', 'SPARC'))
constraint salle_cle primary key (nom_salle, batiment)
constraint emplacement_ref_salle foreign key (nom_salle, batiment) references salle(nom_salle, batiment)

# Que signifient-elles ? Que permettent-elles de représenter ?
# Utilisez la commande <tt>\dS</tt> pour visualiser la liste des tables système. Parmi ces tables, il existe une table <tt>pg_indexes</tt> dont nous vous demandons de visualiser le contenu. A quoi correspond ce contenu ? de quoi s'agit-il ? Faites le lien avec les tables de la base que vous avez à manipuler.
# Comment crée-t-on les utilisateurs et leur alloue-t-on des droits sur les tables ? Qui a actuellement des droits (et lesquels) sur les tables de la base <tt>TP1-BD-L3-2008-2009</tt> ? Fouillez dans les tables système pour répondre à cette question.

===Partie 3: Requêtes===

En préalable à cette partie, nous vous demanderons de compléter la
base fournie de manière à ce que vous disposiez d'un jeu de tests
suffisant pour vérifier vos requêtes. Vous fournirez les requêtes
nécessaires à l'insertion de n-uplets dans les tables ou à la
modification des n-uplets existants.

Pour la suite, il vous est demandé de donner l'expression en algèbre
relationnelle, calcul relationnel et SQL des requêtes qui suivent, à exprimer
sur le schéma relationnel et la base correspondante, qui vous sont fournis
aujourd'hui.

# Liste des machines de l'architecture <tt>IA32</tt>.
# Listes des machines sur lesquelles le système <tt>WIN-XP-PRO-IA64</tt> est installé.
# Liste des machines sur lesquelles est installé un Windows pour architecture <tt>IA64</tt>.
# Listes des machines dans la réserve (celles qui ne sont dans aucune salle).
# Combien de licences pour <tt>WIN-XP-PRO-IA32</tt> sont-elles utilisées ?
# Combien de licences pour Windows XP sur architecture <tt>IA32</tt> (toutes éditions confondues) sont-elles disponibles ?
# Listes des systèmes payants, pour lesquels il n'y a plus de licence disponible.
# Quels systèmes sont installables sur la machine <tt>barbatruc</tt> avec les licences disponibles ?
# Sur quelles machines de la réserve peut-on installer <tt>UBUNTU-DESKTOP-8.10-IA32</tt> ?
# Quel est le système le plus "gourmand" en mémoire vive (celui qui en demande le plus pour fonctionner) ? Ecrire cette requête en algèbre et calcul relationnels, puis en SQL SANS AVOIR RECOURS aux primitives de calcul (max notamment) introduites par <tt>SQL</tt>.
# Quelles sont les salles dans lesquelles on pourra trouver des machines avec des systèmes windows et d'autres avec des systèmes Ubuntu ?
# Quelles sont les salles dans lesquelles toutes les machines sont installées sous Ubuntu ?
# Quelles sont les salles dans lesquelles aucune machine n'est installée sous Ubuntu ?
# Quelles sont les machines sur lesquelles sont installés tous les systèmes dont dispose l'Université ?
# Quelle est la salle ayant la configuration la plus hétérogène (il s'agit de la salle qui comporte la plus grande variété de systèmes installés sur ses machines) ?
# Pour chaque salle, indiquez son nom et le nombre de systèmes différents installés sur les machines qui l'occupent.
# Pour chaque salle, indiquez le nombre de prises Ethernet libres.
# Dans quelles salles peut-on encore ajouter une machine ?
# Listez les adresses IP attribuées par le serveur DHCP.
# Listez les machines auxquelles le serveur DHCP attribue une adresse, mais qui sont dans la réserve et pas dans une salle.

INFO606-TP2-2010-2011

2009-03-29T21:46:15Z

Cferr :

Sujet du TP1 d'[[INFO606]] en 2008/2009.

==Description de la base à modéliser==

Le SUMO (Service Universitaire de Mutualisation des Ordinateurs) gère un grand
parc de machines à disposition des étudiants, enseignants et personnels de
l'Université.

Chaque machine est identifiée par un nom réseau. Lors de l'installation d'une
machine, on relève les données pertinentes pour la gestion du réseau et des
logiciels: adresse MAC, architecture (ia32, ia64, sparc, powerpc), fréquence
du processeur (en MHz), taille de la mémoire vive (en Mio) et taille du disque
dur (en Gio). Un serveur DHCP associe à une adresse MAC une adresse IP sur le
réseau (certaines adresses MAC peuvent ne pas être référencées).

Sur chaque machine est installé un système d'exploitation (ou
plusieurs). Chaque système a un nom et une version, une architecture
d'accueil et des besoins matériels minimaux (fréquence, mémoire et
disque dur). Un système ne peut être installé que sur une machine
deayant une architecture adéquate, c'est-à-dire avec au moins les
ressources matérielles minimales. Certains systèmes sont propriétaires
et payants : il faut alors acheter des licences pour avoir le droit de
les installer. Le nombre d'installations d'un système payant
doit être inférieur au nombre de licences dont on dispose.

Chaque machine peut être mise à disposition dans une salle, identifiée par son
numéro. Les informations sur les salles indiquent le bâtiment et l'étage où
elles se trouvent. Par ailleurs, le nombre de prises Ethernet est limité pour
chaque salle : on ne peut pas connecter plus de machines que ce qu'il y a de
prises.

==Travail à réaliser==

Vous traiterez les trois parties suivantes dans un compte-rendu que vous ferez parvenir à votre responsable de TP.

===Partie 1: Modèle de données===

On propose la collection de relations suivante (les clefs sont en majuscules):

Systeme (IDENT_SYS, nom, version, edition, arch, freq_min, mem_min, dd_min, payant)
Licence (NUM_CONTRAT, ident_sys, nb_licences)
Machine (NOM_MACH, adr_mac, arch, freq_proc, taille_mem, taille_dd)
Installation (NOM_MACH, IDENT_SYS)
Dhcp (ADR_MAC, adr_ip)
Salle (NOM_SALLE, BATIMENT, etage, nb_eth)
Emplacement (NOM_MACH, nom_salle, batiment)

# Guidés par la description du modèle, retrouvez le (ou plutôt un) schéma EA qui se traduit en cette collection de relations.
# Cette collection est-elle en 1FN, en 2FN , en 3FN ? Justifiez votre réponse.
# Identifiez parmi les attributs de ces relations lesquels sont des références à des clés étrangères.

===Partie 2: Observation des scripts===

Les fichiers SQL de création de la base de données vous sont fournis [http://www.lama.univ-savoie.fr/~vaux/ens/INFO-606/TP1 ici].
La base de donnée est hébergée sur le serveur <tt>eco.univ-savoie.fr</tt> sur lequel vous pouvez vous connecter à travers le protocole SSH:
consultez à cet effet la page [http://eco.univ-savoie.fr/~cferr/Utilisation_PostgreSQL_-_TP_BD.html Utilisation d'un serveur POSTGRESQL] sur la machine <tt>eco</tt>.
Dans la création des tables de la base, apparaissent les instructions SQL suivantes:

constraint systeme_arch_valide check (arch in ('IA32', 'IA64', 'PowerPC', 'SPARC'))
constraint salle_cle primary key (nom_salle, batiment)
constraint emplacement_ref_salle foreign key (nom_salle, batiment) references salle(nom_salle, batiment)

# Que signifient-elles ? Que permettent-elles de représenter ?
# Utilisez la commande <tt>\dS</tt> pour visulaliser la liste des tables système. Parmi ces tables, il existe une table <tt>pg_indexes</tt> dont nous vous demandons de visualiser le contenu. A quoi correspond ce contenu ? de quoi s'agit-il ? Faites le lien avec les tables de la base que vous avez à manipuler.
# Comment crée-t-on les utilisateurs et leur alloue-t-on des droits sur les tables ? Qui a actuellement des droits (et lesquels) sur les tables de la base <tt>TP1-BD-L3-2008-2009</tt> ? Fouillez dans les tables système pour répondre à cette question.

===Partie 3: Requêtes===

En préalable à cette partie, nous vous demanderons de compléter la
base fournie de manière à ce que vous disposiez d'un jeu de tests
suffisant pour vérifier vos requêtes. Vous fournirez les requêtes
nécessaires à l'insertion de n-uplets dans les tables ou à la
modification des n-uplets existants.

Pour la suite, il vous est demandé de donner l'expression en algèbre
relationnelle, calcul relationnel et SQL des requêtes qui suivent, à exprimer
sur le schéma relationnel et la base correspondante, qui vous sont fournis
aujourd'hui.

# Liste des machines de l'architecture <tt>IA32</tt>.
# Listes des machines sur lesquelles le système <tt>WIN-XP-PRO-IA64</tt> est installé.
# Liste des machines sur lesquelles est installé un Windows pour architecture <tt>IA64</tt>.
# Listes des machines dans la réserve (celles qui ne sont dans aucune salle).
# Combien de licences pour <tt>WIN-XP-PRO-IA32</tt> sont-elles utilisées ?
# Combien de licences pour Windows XP sur architecture <tt>IA32</tt> (toutes éditions confondues) sont-elles disponibles ?
# Listes des systèmes payants, pour lesquels il n'y a plus de licence disponible.
# Quels systèmes sont installables sur la machine <tt>barbatruc</tt> avec les licences disponibles ?
# Sur quelles machines de la réserve peut-on installer <tt>UBUNTU-DESKTOP-8.10-IA32</tt> ?
# Quel est le système le plus "gourmand" en mémoire vive (celui qui en demande le plus pour fonctionner) ? Ecrire cette requête en algèbre et calcul relationnels, puis en SQL SANS AVOIR RECOURS aux primitives de calcul (max notamment) introduites par <tt>SQL</tt>.
# Quelles sont les salles dans lesquelles on pourra trouver des machines avec des systèmes windows et d'autres avec des systèmes Ubuntu ?
# Quelles sont les salles dans lesquelles toutes les machines sont installées sous Ubuntu ?
# Quelles sont les salles dans lesquelles aucune machine n'est installée sous Ubuntu ?
# Quelles sont les machines sur lesquelles sont installés tous les systèmes dont dispose l'Université ?
# Quelle est la salle ayant la configuration la plus hétérogène (il s'agit de la salle qui comporte la plus grande variété de systèmes installés sur ses machines) ?
# Pour chaque salle, indiquez son nom et le nombre de systèmes différents installés sur les machines qui l'occupent.
# Pour chaque salle, indiquez le nombre de prises Ethernet libres.
# Dans quelles salles peut-on encore ajouter une machine ?
# Listez les adresses IP attribuées par le serveur DHCP.
# Listez les machines auxquelles le serveur DHCP attribue une adresse, mais qui sont dans la réserve et pas dans une salle.

CSCL Workshop Challenge on Adaptation

2009-03-29T21:34:32Z

Cferr :

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>[http://www.isls.org/CSCL2009/Pre-Conference7.htm Workshop] at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

'''Call for "modeling solutions" open.'''
* If you want to apply as a [[CSCL_Workshop_Challenge_on_Adaptation#Format_of_the_workshop:_a_challenge_with_one_benchmark_scenario| competitor]], please fill the [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download form] describing your solution and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]
* deadline '''April the 6th'''. Note that this deadline has been settled to be compatible with CSCL early registration deadline; so late contributions will be considered.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris] no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>

CSCL Workshop Challenge on Adaptation

2009-03-18T09:22:45Z

Cferr :

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>[http://www.isls.org/CSCL2009/Pre-Conference7.htm Workshop] at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

'''Call for "modeling solutions" open.'''
* If you want to apply as a [[CSCL_Workshop_Challenge_on_Adaptation#Format_of_the_workshop:_a_challenge_with_one_benchmark_scenario| competitor]], please fill the [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download form] describing your solution and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]
* deadline '''April the 6th'''.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris] no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

'''To be completed'''

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>

CSCL Workshop Challenge on Adaptation

2009-03-18T09:18:57Z

Cferr :

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>[http://www.isls.org/CSCL2009/Pre-Conference7.htm Workshop] at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

'''Call for "modeling solutions" open.'''
* If you want to apply as a [[CSCL_Workshop_Challenge_on_Adaptation#Format__of_the_workshop:_a_challenge_with_one_benchmark_scenario|competitor]], please fill the [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download form] describing your solution and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]
* deadline '''April the 6th'''.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris] no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

'''To be completed'''

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>

CSCL Workshop Challenge on Adaptation

2009-03-18T09:17:51Z

Cferr :

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>[http://www.isls.org/CSCL2009/Pre-Conference7.htm Workshop] at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

'''Call for "modeling solutions" open.'''
* If you want to apply as a [[CSCL_Workshop_Challenge_on_Adaptation#Format__of_the_workshop:_a_challenge_with_one_benchmark_scenario |competitor]], please fill the [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download form] describing your solution and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]
* deadline '''April the 6th'''.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris] no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

'''To be completed'''

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>

CSCL Workshop Challenge on Adaptation

2009-03-18T09:15:53Z

Cferr :

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>[http://www.isls.org/CSCL2009/Pre-Conference7.htm Workshop] at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

'''Call for "modeling solutions" open.'''
* If you want to apply as a [[CSCL_Workshop_Challenge_on_Adaptation#Format__of_the_workshop:_a_challenge_with_one_benchmark_scenario |competitor], please fill the [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download form] describing your solution and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]
* deadline '''April the 6th'''.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris] no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

'''To be completed'''

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>

CSCL Workshop Challenge on Adaptation

2009-03-18T09:14:45Z

Cferr :

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>[http://www.isls.org/CSCL2009/Pre-Conference7.htm Workshop] at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

'''Call for "modeling solutions" open.'''
* If you want to apply as a [[http://www.lama.univ-savoie.fr/wiki/index.php/CSCL_Workshop_Challenge_on_Adaptation#Format__of_the_workshop:_a_challenge_with_one_benchmark_scenario | competitor], please fill the [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download form] describing your solution and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]
* deadline '''April the 6th'''.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris] no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

'''To be completed'''

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>

CSCL Workshop Challenge on Adaptation

2009-03-18T09:13:28Z

Cferr :

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>[http://www.isls.org/CSCL2009/Pre-Conference7.htm Workshop] at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

'''Call for "modeling solutions" open.'''
* If you want to apply as a competitor, please fill the [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download form] describing your solution and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]
* deadline '''April the 6th'''.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris] no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

'''To be completed'''

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>

CSCL Workshop Challenge on Adaptation

2009-03-18T09:11:43Z

Cferr :

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>[http://www.isls.org/CSCL2009/Pre-Conference7.htm Workshop] at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

'''Call for "modeling solutions" open.'''
* please fill the [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download form] describing your solution and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]
* deadline '''April the 6th'''.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris] no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

'''To be completed'''

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>

CSCL Workshop Challenge on Adaptation

2009-03-18T09:09:49Z

Cferr :

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>Workshop at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.[http://www.isls.org/CSCL2009/Pre-Conference7.htm]</big>

'''Call for "modeling solutions" open.'''
* please fill the [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download form] describing your solution and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]
* deadline '''April the 6th'''.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris] no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

'''To be completed'''

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>

CSCL Workshop Challenge on Adaptation

2009-03-18T09:06:00Z

Cferr : /* Submission procedure and deadlines */

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>Workshop at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

'''Call for "modeling solutions" open.'''
* please fill the [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download form] describing your solution and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]
* deadline '''April the 6th'''.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris] no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

'''To be completed'''

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>

CSCL Workshop Challenge on Adaptation

2009-03-18T09:03:24Z

Cferr :

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>Workshop at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

'''Call for "modeling solutions" open.'''
* please fill the [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download form] describing your solution and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]
* deadline '''April the 6th'''.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to christine.ferraris@univ-savoie.fr no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

'''To be completed'''

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>

CSCL Workshop Challenge on Adaptation

2009-03-18T09:02:58Z

Cferr :

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>Workshop at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

''Call for "modeling solutions" open.''
* please fill the [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download form] describing your solution and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]
* deadline ''April the 6th''.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to christine.ferraris@univ-savoie.fr no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

'''To be completed'''

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>

CSCL Workshop Challenge on Adaptation

2009-03-18T09:00:20Z

Cferr :

<big>Competitive Challenge on Adapting Activities Modeled by CSCL Scripts</big>

<big>Workshop at [http://www.isls.org/CSCL2009/welcome.htm CSCL'2009] - Monday, June 8th, 2009.</big>

''Call for "modeling solutions" open.''
* please fill the form and send it to [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]
* deadline ''April the 6th''.

<h2>Program and Organizing committee</h2>

[mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris], [mailto:Laurence.Vignollet@univ-savoie.fr Laurence Vignollet], [mailto:Christian.martel@univ-savoie.fr Christian Martel], Scenarios Team, Syscom, Université de Savoie, France 

[mailto:andreas.harrer@ku-eichstaett.de Andreas Harrer], Catholic University Eichstätt-Ingolstadt, Germany 

[mailto:yannis@yllera.tel.uva.es Yannis Dimitriadis], GSIC, University of Valladolid, Spain,

Contact: [mailto:Christine.Ferraris@univ-savoie.fr Christine Ferraris]

<h2>Theme and Goals of the workshop</h2>

Both the Learning Design community and the CSCL scripting community are working on the problem of modeling learning activities. The idea is to build a formal description of such activities (called a script, or a scenario, or a sequence, or a learning design) that a computer will be able to read and interpret in order to automatically generate the CSCL environment that will support the execution of the corresponding activity. Researchers of these communities have thus proposed and developed models, languages, methodologies and tools to support this approach.

A script is written in a given language (for example IMS-LD, LDL, the collaborative scripting language, etc.) and transformed in an activity running on an existing virtual learning environment. Thus the activity is strictly running according to what is described in the script: it cannot deviate as it is scaffolded by a computer process. The problem then is the following: how can it be adapted to events that may occur in the activity. Indeed, learning activities are continuously evolving whilst they are running. Teachers always have to adapt the situation to the learners’ reactions and to external events. Some may have been planned and the teacher knows how to react; some may be unpredictable and the teacher has to imagine a way to adapt.

The theme of this workshop is the adaptation of activities modeled by CSCL scripts according to what is happening in the activity. The issues to deal with include the following:
<ul>
<li>Can adaptation be taken into account in the scripting approach?</li>
<li>What are the models and languages required to do that adaptation? </li>
<li>Do the currently existing models, languages and supporting tools handle this problem? </li>

<li>Which concepts do these currently existing models, languages and supporting tools propose for that? </li>
<li>How can adaptation be handled? </li>
</ul>

These issues may be considered in both the case of foreseen events (adaptation is specified within the script) and the case of unforeseen events (there is nothing in the script to define how to react). 

The '''adaptation''' problem raises another problem: the ''''observation'''' one. The workshop will also deal with this problem issue: how can an activity be observed while it is going on? Are concepts dedicated to observation needed in the script models? What currently exists to support observation within scripting approaches? Which models? Which tools?

<h2>Format of the workshop: a challenge with one benchmark scenario</h2>

The workshop is defined as a kind of competition gathering teams that will have to work on the design of a [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study|common case study]] (a given learning activity which will serve as a benchmark) dealing with the issues mentioned above. Two kinds of participants are expected: 
<ul>
<li>'''''“competitors”''''', who will be engaged in the challenge,</li>
<li>'''''“attendees”''''', who will be able to look at the concrete competitors’ solutions, to get hands-on experience with these solutions and to discuss further requirements with the competitors.</li>
</ul>
It is open to any academic or industrial e-learning researcher, e-learning designer or e-learning practitioner in CSCL. It will allow confronting the various solutions and models, approaches and tools through modeling experiences of collaborative learning activities, considering the adaptation and observation problems, starting from a real situation to be modeled and ending at the corresponding implemented activity. 

<h2>Planned activities</h2>

<h3>Pre-workshop – call for "modeling solutions"</h3>

A [[CSCL_Workshop_Challenge_on_Adaptation#The_proposed_case_study| "challenge”]], i.e. a scenario that should be modeled by the different competitors, has been issued. Potential contributors (future competitors) are expected to submit an initial text describing briefly their solution approach and the issues tackled in the solution for a short reviewing process to select competitors.

The selected competitors are expected to prepare a solution to the challenge for the workshop event.

<h3>During the workshop (one full day)</h3>

<ul>
<li>Presentation of the competitors’ solution and discussion during the morning session;</li>
<li>Open space in the afternoon for the participants to test the solutions and play with them. This will be followed by a concluding session, summarizing and comparing the approaches, and identifying further ToDos for the field.</li>
</ul>

<h3>Post-workshop</h3>
The competitors' solutions will be collected into a technical report on “adaptation for CSCL scripts” and published at least in the web. We are currently considering a publication for a special issue of a journal.

== Submission procedure and deadlines ==

Potential contributors (future competitors) are expected to submit a text describing briefly their solution approach (planned modeling technique to be used, intended CSCL tools, adaptation approach) and the issues tackled in the solution. A [http://ldl.pentila.com/ateliers/cscl-2009-workshop/cscl-2009-competitive-challenge-workshop-submission-form_final.doc/download template] is provided to help the contributors provide the expected information.

As we want competitors to have time in preparing the solution and not to be overbooked with writing tasks, '''the required description is voluntarily short'''. The final decision to be engaged as a competitor in the workshop will be taken on the basis of the description submitted.

If you want to apply as a competitor, please fill the form in and send it to christine.ferraris@univ-savoie.fr no later than '''April 6th'''.

Notification for acceptance as a competitor will be sent by '''April the 10th''' (deadline for early registration for CSCL is April the 20th).

== The proposed case study ==

=== Preamble ===

A case study to be modeled as well as potential issues related to the adaptation and observation problems are proposed to potential contributors (future competitors). The issues are described below and illustrated in relation to the case study. Of course, contributors are not expected to consider all the issues and to provide solutions for all of them. Contributors are neither obliged to consider the listed issues as a restrictive list.

The same holds for the case study. It is proposed as an example which facilitates the description of the adaptation issues (as they can be easily situated within this example) and it may serve as a means to facilitate the comparison of the contributors’ proposals. Contributors are free to adapt it and even to use whatever case study they want (please indicate this in your submission).

=== Rough description of the case study ===

The activity to model is made of two parts: an individual work part (quiz part) followed by a collaborative one (discussion part). In the first one, learners are working individually on answering to some questions related to a theme they have collectively chosen at the begin of the activity (among a list of predefined ones, for example in the ecology domain, “waste sorting”, “water”, “biodiversity”, “renewable energies”). Their progression from one question to the other depends on the correctness of the answer provided. When they have all answered the last question, they are allowed to begin to discuss together and with the teacher about the theme and the answers they have provided.

== The adaptation issues to deal with ==

The context in which we consider the adaptation problem is the following: an activity corresponding to the scenario given above is running. This means at least that:
<ul>
<li>the operationalization/instanciation data have been settled:
<ul>
<li>a group of participants has been registered to be involved in that activity. They are identified and known. Roles have been attributed to them so that they can play the scenario through these roles;
<li>the resources and services required have been selected and are available;
</ul>
<li>the activity has begun;
<li>there is someone (a teacher for example) who has the means of observing the activity and being aware of what is going on.
</ul>

Adaptation issues to be considered by contributors may include but are not restricted to the [[CSCL_Workshop_Challenge_on_Adaptation#Predefined_adaptation|predefined]] and [[CSCL_Workshop_Challenge_on_Adaptation#Adaptation_.E2.80.9Con_the_fly.E2.80.9D|"on the fly"]] adaptation. This is detailed in what follows.

=== Predefined adaptation ===

This is the case for foreseen events (adaptation is specified within the script)

==== Adaptation of the learning flow ====

The learning flow may not be the same for all the actors involved in the activity, even if they have the same role. It may also depend on what happens while the activity is going on.

'''Example in the case study:''' In the case study, there are at least two examples of predefined adaptation of the learning flow. The first one concerns the choice of the theme by the group of students at the beginning of the activity. The questions presented to them will depend on that theme. That means that, when preparing the activity, the scenario designer will have to define several sets of questions and to define to which theme each of these sets is related. Once the theme is chosen by the students, the associated set of questions will automatically be selected.

The answer-dependent progression from one question to another is the second example. It also has to be considered in advance and predefined by the scenario designer.

=== Adaptation “on the fly” ===

This is the case for unforeseen events (there is nothing in the script to define how to react). We have considered 3 situations in which adaptation « on the fly » may occur.

==== (1) Adaptation of the learning flow without modifying the scenario ====

'''Example in the case study:''' The students have chosen the theme to work on. They are currently involved in the quiz part of the scenario. Imagine that one of the students involved in the activity is late. He is still pondering on the first question whereas the other students are on the last one. The teacher then decides to let him forget about this first question and the intermediary ones and directly deal with the last one. The concerned student will thus “jump” from question 1 directly to last question.

==== (2) Modification of the operationalisation/instanciation data ====

This data is the one that is settled during the operationalization/instanciation phase, i.e. the data refers at least to the persons participating in the activity and the required resources (learning objects and services). They can be considered as the contextualization parameters. They are necessary to transform a scenario into an actual running activity. Modifying this data is at least a matter of:
<ul>
<li>modifying the participants currently involved in an ongoing activity (suppressing one of them - for example because s/he moved house and s/he now goes to a new school -, adding a new participant, or changing the distribution of roles, ...)
<li>modifying the resources put at the participants' disposal
</ul>

'''Example in the case study:''' The activity has begun. The students have chosen a theme and are currently answering to the questions. Imagine that a new student, Gerry, wants to join this group. What about adding him to this ongoing activity whereas he was not supposed at all to participate? Two cases could be distinguished: the one where the students are currently answering to the questions (they are in the quiz part of the scenario) and the one where they have finished the quiz part and are currently involved in the discussion part.

Note that this situation is different from the previous one[[CSCL_Workshop_Challenge_on_Adaptation#.281.29_Adaptation_of_the_learning_flow_without_modifying_the_scenario | (Situation (1) described above)]]. In this case, the student to be added as a participant to the activity was not supposed to participate. In the previous one, he is a member of the group; he is involved in the activity; he is just late in doing the work.

==== (3) Modification of the scenario ====

Some events occurring within an ongoing activity may lead to the modification of the scenario itself.

'''Example in the case study:''' The students are currently involved in the discussion part of the activity. The teacher has the opportunity of inviting an expert of the theme to the discussion. He thinks this will be of a great interest for the students. To do that, he has to modify the scenario in order to add a new role (the “expert” one) and the means for this expert to join the discussion and participate to it. Also, he has to allocate this role to the expert he knows.

== The related observation problems ==

'''To be completed'''

A proposal for different purposes of observation:

<ul>
<li>Observation to be used by the engine for pre-defined adaptation: e.g. selection of topic and answers to questions
<li>Observation to be used by a moderator during the learning experience (on-the-fly adaptation): e.g. progress state of students, composition of groups (maybe a dropout or latecomer)
<li>Observation to be used by analyst (a posteriori for research / evaluation): e.g. were there situations of “Conflict/disagreement” in the discussion?
</ul>