MIT - Innovazione Italia Interoperability standards for Technology Enhanced Learning: the Italian...

MIT - Innovazione Italia

Interoperability standards for Technology Enhanced Learning: the Italian Government case study Vincenzo FortunatoMIT/Inovazione ItaliaDirector New [email protected]@sviluppoitalia.it

Technology Enhanced Learning:

Standardisation activities

Technical meeting, 25 February 2004, Luxembourg

Vincenzo Fortunato 2

MIT – Innovazione Italia

The contextThe context

Large investments in e-learning, mainly due to time and financial reasons

Few skills inside and outside the organizations to manage the problem dimensions and urgency

Technologies have ran more than methodologies and content quality

The risk: loosing time, money and objectives The needs: raising communication and

consciousness, building affordable models, cancelling legends



The MIT roleThe MIT role The Ministry for Innovation and Technologies has set

up an internal structure, inside the CNIPA (National Centre for Informatics in Public Administration), for establishing the Italian Competency Centre on e-learning

It’s main role is to deliver common rules for e-learning in public administrations

It’s not an imposing action, but a consensus driven one

It means to analyze ongoing situations and give recommendations for reaching a common “interoperability” rules subset

Technologies, services and contents



The Working GroupThe Working Group A high-level working group has been

established to deliver, within this year: Minimal “strong” recommendations on how

to manage e-learning projects for public employees (The “Decalogo”)

Guidelines for e-learning in public administrations

“Vademecum” on these guidelines



The GuidelinesThe Guidelines

It’s a process began in the recent years (Direttiva Frattini, Government Guidelines for the IS development, Decreto Moratti-Stanca for telematic universities)

Main goals: Promoting the correct implementation of e-

learning technologies for public employees Ensuring portability and re-usability of project

deliveries Bridging, in the medium term, to the Italian

Application Profile for e-learning in public administrations



The dimensions of the GuidelinesThe dimensions of the Guidelines Why: “light” principles on co-financed projects and

digital content for a central repository What: didactic methodologies, technologies and

services, learning objects How: international widely recognized standards and

specifications (XML, LOM, IMS SCORM, etc.), for the moment, and general recommendations on how to manage an e-learning project

Who: public administrations, technology ad content providers, final users

When: formal and operational validity from November 2003 on, de facto effectiveness yet running – CNIPA is just ruling the public e-learning projects



Next step... Next step...

Official creation of the Italian Competency Centre on e-learning

Development of the “Public Administration Virtual School” Project through: A digital repository of projects (Portal) and contents

(Learning Objects DR) A LMS platform for those administration which will

choose this subsidiary service (ASP) A support system for monitoring the effectiveness of

public investments

To come in the future: implementation of the Italian Application Profile for the public administration



THE E-LEARNING CENTER REPRESENTS THE REALIZATION OF A WIDER

DEVELOPMENT PROGRAMM FOR THE BROAD BAND DEVELOPMENT

Key elements: standards, regulation, digital royalties

HUB e-content

Offering promotion

Promotion

1

4

32

5

6

Aggregation and qualification ofPublic demand

Incentive to private demand

This activity linked to broad band meet the e-content project.

This project is composed by several integrated components which will allow the activation of the market both demand and

supply sides

This activity linked to broad band meet the e-content project.

This project is composed by several integrated components which will allow the activation of the market both demand and

supply sides

Broad Band - TelemedicineBroad Band - E-vote

Broad Band - _ _ _ _Broad Band - E-learning

E-LEARNING CENTER

E-LEARNING CENTER

UniversityUniversity

Other contents providers

Other contents providers

Public Administration

Public Administration

SME (mainly for southern Regions)

SME (mainly for southern Regions)

End UsersEnd Users

US

ER

S

CO

NT

EN

TS

P

RO

VID

ER

S

...Next step ...Next step



592,5

256,3

108,4

53,60

100

200

300

400

500

600

700

2001 2002 2003 2004

Last years Last years

Growth rates are very high and previsions for 2004 estimate a further increase of more than 130 %

Expenditure segmentation shows a market maturity trend, a decrease of technological component and a parallel increase of contents, services and consultancy

Market size of e-learning Expenditure segmentation

0

15,30% 18% 18,30%24%

22%21,20% 19,80%

42%

41,60% 40% 44,50%

34%

21,20% 20,80% 17,40%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2001 2002 2003 2004

Consultancy Services Contents Technology

Expenditure segmentation



On the supply side…On the supply side…

Technology Contents Services Consultancy

1. Global e-learning service provider1. Global e-learning service provider

2. Training companies2. Training companies

3. ICT companies and SW developer3. ICT companies and SW developer

4. Publishing companies and contents providers

4. Publishing companies and contents providers

5. Consultancy companies5. Consultancy companies

Currently, the Italian Market is showing a concentration and a maturity towards segment “1” players (Global e-learning service provider) with the presence of integrated e-learning players. Today’s market is largely composed of sectorial players not focused on e-learning

Currently, the Italian Market is showing a concentration and a maturity towards segment “1” players (Global e-learning service provider) with the presence of integrated e-learning players. Today’s market is largely composed of sectorial players not focused on e-learning

High Medium

Legend

Absent



71% 68,20%

15,40% 18,10%

8,20% 8,40%0,40% 1,20%

4%5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2003

Companies Customer P A University School End Users

…While on the demand side...…While on the demand side...

2002 and 2003 comparison shows that: 2002 and 2003 comparison shows that:

The value of the demand from Public Institutions is remarkably rising up

The value of the demand from Public Institutions is remarkably rising up

Other source of demand are stable, (mainly for University demand)

Other source of demand are stable, (mainly for University demand)

The private companies sector demand is essentially constant

The private companies sector demand is essentially constant

Demand segmentation

School demand is increasing significantly School demand is increasing significantly



E-LEARNING CENTERE-LEARNING CENTER

Innovazione Italia as investor and manager of the CenterInnovazione Italia as investor and manager of the Center

University(contents providers)

PLAYER(content and service

provider)

PROVIDER (outsourcer platform

for other technologies)

University consortium(platform users)

PA(central and

local)

Private companies(sme and

south areas)

People(target)

Schools-other

MIUR

Innovations and technologies

Applicative platform, other distribution channels

Applicative platform, other distribution channels

Contents demand analysisContents demand analysis

“Shelf” of catalogued contents

“Shelf” of catalogued contents

Develops big e-learning campaigns for PI employees and for other major targets

Develops big e-learning campaigns for PI employees and for other major targets

Together with the competent Ministersanalyses the potential demand of contents for PI, SME and People

Together with the competent Ministersanalyses the potential demand of contents for PI, SME and People

Manages with outsourcer technological platforms (independent from contents)

Manages with outsourcer technological platforms (independent from contents)

Ensures the availability and the qualification of a “shelf” of contents without intermediation between providers and end users

Ensures the availability and the qualification of a “shelf” of contents without intermediation between providers and end users

Provides a technological platform for Universities consortiums

Provides a technological platform for Universities consortiums

Activities and objectives of the e-learning center



Key aspectsKey aspects

The center is not a compulsory point of reference for Public Administration. It offers to administration the possibility of choosing high value contents

The center is not a compulsory point of reference for Public Administration. It offers to administration the possibility of choosing high value contents

The center does not monopolize market limiting the offering for PA and on weak segment of the industrial network and of the end users

The center does not monopolize market limiting the offering for PA and on weak segment of the industrial network and of the end users

The center does not act as an intermediary. It has a “shelf” where price transaction is between supplier and consumer except when the center organizes a great free campaign for specific target of demand.

The center does not act as an intermediary. It has a “shelf” where price transaction is between supplier and consumer except when the center organizes a great free campaign for specific target of demand.

The center in not in competition with Universities since it is not oriented towards degree and after degree training. On the contrary the center offers to Univerity Consortium a model of cooperation in order to sustain the choice of the technological structure

The center in not in competition with Universities since it is not oriented towards degree and after degree training. On the contrary the center offers to Univerity Consortium a model of cooperation in order to sustain the choice of the technological structure

The supposed model could include some revenues model in the shape of adherence fees. considering low managing costs (slim structure), at the beginning at least it should be better the “fixed budget” solution

The supposed model could include some revenues model in the shape of adherence fees. considering low managing costs (slim structure), at the beginning at least it should be better the “fixed budget” solution

SUBSIDIARITY TOWARDS ADMINISTRATION

SUBSIDIARITY TOWARDS ADMINISTRATION

RESPECT OF THE MARKET

RESPECT OF THE MARKET

TRANSPARENCYTRANSPARENCY

RELATIONSHIP WITH UNIVERSITY

RELATIONSHIP WITH UNIVERSITY

FINANCING FINANCING



Expected positive aspectsExpected positive aspects

It is strategic: the forecast of growth of e-learning, his importance in the digital systems development, his possible relationship with new instruments (e.g. cable tv) suggest the control of this process

It is strategic: the forecast of growth of e-learning, his importance in the digital systems development, his possible relationship with new instruments (e.g. cable tv) suggest the control of this process

Effectiveness/efficiency: this model could enhance the productivity of the training courses, ensuring specialistic support knowledge and expecting more than one run for contents and courses

Effectiveness/efficiency: this model could enhance the productivity of the training courses, ensuring specialistic support knowledge and expecting more than one run for contents and courses

Acceleration effect: this model contributes to give certainty to supplier promoting the growth of the quality and the standardization of the products; it also encourages the growth of the Italian market

Acceleration effect: this model contributes to give certainty to supplier promoting the growth of the quality and the standardization of the products; it also encourages the growth of the Italian market

National and international visibility: e-learning center will represent a very high potential instrument to address high value training activities towards administrations, industrial network and end users. The center will also represent an instrument for the promotion of the Italian language, culture and art, through a highly qualified training path.

National and international visibility: e-learning center will represent a very high potential instrument to address high value training activities towards administrations, industrial network and end users. The center will also represent an instrument for the promotion of the Italian language, culture and art, through a highly qualified training path.



What we believe standars ARE todayWhat we believe standars ARE today

They are necessary in public systems They are now better than nothing They are a filter They are still in their infancy for e-learning (as well as in other

fields…) They are technology centred They are too much “USA” and US provider centred – Europe

has few independent providers and research groups They are heavy, especially for content development They are often “empty” of didactic meaning They will prove their validity only in 3/5 years when applied to

millions of people They will help technology and learning providers, not end

users, for the moment We have to work on them



What we believe standards will NOT do for usWhat we believe standards will NOT do for us

They will not solve all of our re-usability needs They will not avoid money loss in the medium term They will not assure the e-learning process effectiveness in the

actual format They are not “science” They still don’t take care of geographical particularities and

human capability of learning They are not still integrated in “ambient intelligence” They are not updated with last HW e SW technologies They are not the final answer for comparing systems among

them We don’t have to wait for someone else to develop them for us



The Italian Public Administration Application Profile (IPACore)The Italian Public Administration Application Profile (IPACore)

Not to come in the next few months It will be a simple, usable, suitable subset of the

dozens specifications around Especially for learning objects, it will have to

reduce the amount of time for producing a unitary resource of learning

It will move the administrations from starting from scratch to the e-learning marketplace

MIT - Innovazione Italia

Back-up (in italian…)



Le criticità del presente (1)Le criticità del presente (1) Costruzione di un Profilo Applicativo

“Application profiles consist of data elements drawn from one or more namespace schemas combined together by implementors and optimised for a particular local application. Application profiles are useful as they allow the implementor to declare how they are using standard schemas. In the context of working applications where there is often a difference between the schema in use and the 'standard' namespace schema.” (Heery & Patel, 2000) Si possono usare elementi provenienti da uno o più set

Non si possono introdurre elementi inesistenti in altri set dichiarati, a meno di non creare un nuovo schema

Si possono dichiarare vocabolari e range di valori per gli elementi

Si possono raffinare in senso sematicamente più ristretto le definizioni di uno schema esistente (es. per un dominio specifico)



Le criticità del presente (2)Le criticità del presente (2)d'Alembert Solution of the Wave Equation

GUID iLumina:751

Title d'Alembert Solution of the Wave Equation

Author(s) Russell L Herman

Download http:/ / aa.uncw.edu/ digilib/ Mathematics/ Parital% 20Differential% 20Equations/ Hyperbolic/ dAlembert/

Size 3300 Kbytes

Description A summary of the solutions of the wave equation based upon the d'Alembert solution for the vibrating string with examp les in Maple V.

Mediatype Web Page

Keywords semi-infinite, periodic, extension

Taxonomy Path Mathematics/Partial Differential Equations/Hyperbolic

Physics/Mathematical Physics/Differential Equations

Learning Resource Demonstration

Example

Lesson

Presentation

Simulation

Teacher Tool

Learner Tool

d'Alembert Solution of the Wave Equation

GUID iLumina:751

Title d'Alembert Solution of the Wave Equation

Author(s) Russell L Herman

Download http:/ / aa.uncw.edu/ digilib/ Mathematics/ Parital% 20Differential% 20Equations/ Hyperbolic/ dAlembert/

Size 3300 Kbytes

Description A summary of the solutions of the wave equation based upon the d'Alembert solution for the vibrating string with examp les in Maple V.

Mediatype Web Page

Keywords semi-infinite, periodic, extension

Taxonomy Path Mathematics/Partial Differential Equations/Hyperbolic

Physics/Mathematical Physics/Differential Equations

Learning Resource Demonstration

Example

Lesson

Presentation

Simulation

Teacher Tool

Learner Tool

http://turing.bear.uncw.edu/iLumina/index.asp

“iLumina is a digital library of undergraduate teaching materials in science, mathematics, technology and engineering (SMETE) education that is being developed by Eduprise, The University of North Carolina at Wilmington (UNCW), Georgia State University, Grand Valley State, and Virginia Tech.”



The Elements

Element Name: Title Label: Title

Definition: A name given to the resource.

Comment: Typically, Title will be a name by which the resource is formally known.

Element Name: Creator Label: Creator

Definition: An entity primarily responsible for making the content of the resource.

Comment: Examples of Creator include a person, an organization, or a service. Typically, the name of a Creator should be used to indicate the entity.

Element Name: Subject Label: Subject and Keywords

Definition: A topic of the content of the resource.

Comment: Typically, Subject will be expressed as keywords, key phrases or classification codes that describe a topic of the resource. Recommended best practice is to select a value from a controlled vocabulary or formal classification scheme.

Element Name: Description Label: Description

Definition: An account of the content of the resource.

Comment: Examples of Description include, but is not limited to: an abstract, table of contents, reference to a graphical representation of content or a free-text account of the content.

Element Name: Publisher Label: Publisher

Definition: An entity responsible for making the resource available

Comment: Examples of Publisher include a person, an organization, or a service. Typically, the name of a Publisher should be used to indicate the entity.

Element Name: Contributor Label: Contributor

Definition: An entity responsible for making contributions to the content of the resource.

Comment: Examples of Contributor include a person, an organization, or a service. Typically, the name of a Contributor should be used to indicate the entity.

Element Name: Date Label: Date

Definition: A date of an event in the lifecycle of the resource.

Comment: Typically, Date will be associated with the creation or availability of the resource. Recommended best practice for encoding the date value is defined in a profile of ISO 8601 [W3CDTF] and includes (among others) dates of the form YYYY-MM-DD.

Element Name: Type Label: Resource Type

Definition: The nature or genre of the content of the resource.

The Elements

Element Name: Title Label: Title

Definition: A name given to the resource.

Comment: Typically, Title will be a name by which the resource is formally known.

Element Name: Creator Label: Creator

Definition: An entity primarily responsible for making the content of the resource.

Comment: Examples of Creator include a person, an organization, or a service. Typically, the name of a Creator should be used to indicate the entity.

Element Name: Subject Label: Subject and Keywords

Definition: A topic of the content of the resource.

Comment: Typically, Subject will be expressed as keywords, key phrases or classification codes that describe a topic of the resource. Recommended best practice is to select a value from a controlled vocabulary or formal classification scheme.

Element Name: Description Label: Description

Definition: An account of the content of the resource.

Comment: Examples of Description include, but is not limited to: an abstract, table of contents, reference to a graphical representation of content or a free-text account of the content.

Element Name: Publisher Label: Publisher

Definition: An entity responsible for making the resource available

Comment: Examples of Publisher include a person, an organization, or a service. Typically, the name of a Publisher should be used to indicate the entity.

Element Name: Contributor Label: Contributor

Definition: An entity responsible for making contributions to the content of the resource.

Comment: Examples of Contributor include a person, an organization, or a service. Typically, the name of a Contributor should be used to indicate the entity.

Element Name: Date Label: Date

Definition: A date of an event in the lifecycle of the resource.

Comment: Typically, Date will be associated with the creation or availability of the resource. Recommended best practice for encoding the date value is defined in a profile of ISO 8601 [W3CDTF] and includes (among others) dates of the form YYYY-MM-DD.

Element Name: Type Label: Resource Type

Definition: The nature or genre of the content of the resource.

Le criticità del presente (3)Le criticità del presente (3)Il Dublin Core è uno dei profili applicativi più noti,

soprattutto nel settore bibliografico (“minimalista” –

15 elementi)

Ve ne sono tanti altri (vedi ad es.

http://www.cancore.ca/indexen.html)

SCORM è un profilo applicativo. Non è uno

standard! È, infatti, un subset di uno standard

(IMS-LOM “strutturalista” – 76 elementi)

"Many vendors [have] expressed little or no interest

in developing products that [are] required to support a

set of meta-data with over 80 elements"

Best Practices and Implementation Guide, IMS,

2000, citato da Norm Friesen al Metadata Forum

2003



Le criticità del presente (4)Le criticità del presente (4) Costruzione di contenuti

Definizione della granularità dei LO (1-2 ore di “instructional time”?)

Valore pedagogico Esempi

Modello light Modello complesso

Per progettare/sviluppare un singolo corso in

modalità e-learning sono necessari:

20 giorni dell’Instructional Designer

62,5 giorni del MultiMedia Publisher e

73,75 giorni delle altre figure professionali della

progettazione/sviluppo.

Totale: 151,25 giorni che rapportati ad ore lavorative

e divise per le ore di fruizione specifiche (50, nel

caso in oggetto) portano a 25 ore di

progettazione/sviluppo per 1 ora di fruizione.

Lavoro del tutor: 21,88 giorni.

Per progettare/sviluppare un singolo corso in

modalità e-learning sono necessari:

36 giorni dell’Instructional Designer

112,5 giorni del MultiMedia Publisher

132,75 giorni delle altre figure professionali della

progettazione/sviluppo.

Totale: 281,25 giorni che rapportati ad ore lavorative

e divise per le ore di fruizione specifiche (50, nel

caso in oggetto) portano a 45 ore di

progettazione/sviluppo per 1 ora di fruizione.

Lavoro del tutor: 28,4 giorni.



I progetti tecnologici del MIT (1)I progetti tecnologici del MIT (1)

Infrastruttura di contenuti e servizi di e-larning per la Pubblica Amministrazione:

Repository digitale/LCMS distribuito

Servizi LMS di rete “Harvesting” e

organizzazione di metadati

Portale unico di accesso

Elaborazione di contenuti destrutturati

repository LMS portale

meta-data

learning objects

autenticazione utenti concessione autorizzazioni servizi per gli utenti

LMS

DBMS

utenti

motore di ricerca

repository LMS portale

meta-data

learning objects

autenticazione utenti concessione autorizzazioni servizi per gli utenti

LMS

DBMS

utenti

motore di ricerca

LCMS



I progetti tecnologici del MIT (2)I progetti tecnologici del MIT (2) Si tratta, nel medio termine, di:

Fornitura remota di servizi sussidiari• scomposizione di LMS e LCMS in funzioni

primarie Interoperabilità con sistemi locali

• web services Intermediazione

• validità semantica dei metadati • gestione dei Digital Rights (DRM)

Organizzazione di un Digital Learning Object Repository Network (DLORN, Downes, 2002)

Analisi della costruzione automatica dei metadati e catalogazione dei contenuti con strumenti di pattern matching (sperimentale)



Repository Digitale

PA1, PA2, …, PAn

spazio

tem

po

Riuso temporale internoIndipendenza interna dalle piattaformeStaticità dei LO (disintermediazione)Inefficienza globaleMoltiplicazione dei costi

Modello

a Silos

Interoperabilità spazio-temporale dei LO e dei LOMCaratteristiche di un DLORN vs. un DLORCaratteristiche di un DLORN vs. un DLOR

Repository Digitale Distribuito

(mod. CNIPA)

spazioRiuso estesoIndipendenza globale dalle piattaformeValidazione (peer rewieving)Velocità di implementazioneEconomie di scala

Modello

DLORN

tem

po

http://www.oaforum.org/index.php



Il problema dell’informazione destrutturataIl problema dell’informazione destrutturata Nel mondo, ogni anno, viene prodotta informazione originale per circa 1-2 exabyte (10 18

bytes), ovvero 250 megabytes/uomo (http://www.sims.berkeley.edu/research/projects/how-

much-info/)

Internet trasmette circa 7500 Terabyte/anno di informazione digitale senza alcuna

strutturazione. La maggior parte delle informazioni appartengono al “deep Internet” (da 400

a 550 volte rispetto al “surface Internet”, 19 Terabyte)

Oggi tende a crescere esponenzialmente la quantità di materia destrutturata “born digital”.

Essa ha un “tasso di mortalità” superiore a quello della materia tradizionale (55 mesi,

http://www-class.unl.edu/biochem/url/broken_links.html)

Molta materia non digitale non viene considerata in contesti di e-learning (se non attraverso

riferimenti)

I costi di digitalizzazione/indicizzazione sono molto elevati. Spesso la costruzione di

metadati non viene neanche presa in considerazione

L’Italia ha un serio skill shortage per instructional designer (10.000) e catalogatori (x?)



Alcune evoluzioni della tecnologiaAlcune evoluzioni della tecnologia Web semantico e applicazioni per il knowledge management Interoperabilità e integrazione di applicazioni attraverso web

services Open source e applications/objects sharing GRID, P2P e Mobile Networking Pattern matching e indicizzazione automatica di contenuti

destrutturati Metadata harvesting Strumenti per la cooperazione nell’apprendimento e

costruttivismo Digital Rights Management



Pattern matching e indicizzazione automatica di contenuti destrutturatiPattern matching e indicizzazione automatica di contenuti destrutturati

È una tecnologia che ha molteplici applicazioni “intelligenti”. Nell’e-

learning ha già un’applicazione come e-teacher

(http://wwwis.win.tue.nl/2L690)

Alcuni algoritmi matematici (es. la teoria dell'informazione di Claude

Shannon), unitamente ad alcune tecniche di analisi di dati digitali

(anche audio e video) consentono l’estrazione automatica di

informazioni rilevanti

Il passo successivo è l’indicizzazione dei contenuti attraverso la

costruzione automatica di metadati

Il processo iterativo di ricerca e ordinamento, attraverso agenti

software, consente il raffinamento dei risultati

Schemi di metadati non corrispondenti possono essere “accoppiati”

Ma… un’ampia sperimentazione è auspicabilewww.siderean.com/dc2003/Paper23-abstract.pdf



Metadata harvestingMetadata harvesting È il collezionamento automatico di informazione

descrittiva da fonti distribuite (Norm Friesen, 2002)

È un settore di ricerca al quale sono interessati enti culturali (musei, archivi). Ma gli sviluppi attuali riguardano molto l’e-learning

Esiste un protocollo (Open Archive Initiative Metadata Harvesting Protocol, OAI-MHP) che consente a sistemi in rete di comunicare condividendo risorse di metadati

I sistemi possono essere definiti come Repository e Harvester. Quest’ultimo effettua la richiesta, mentre il primo “espone” i dati richiesti



Strumenti per la cooperazione nell’apprendimento e costruttivismoStrumenti per la cooperazione nell’apprendimento e costruttivismo

Le Assunzioni del Costruttivismo

La conoscenza viene costruita a partire dall’esperienza

L’apprendimento è un’interpretazione personale del mondo

L’apprendimento è un processo attivo nel quale il significato è

sviluppato sulla base dell’esperienza

La costruzione dei concetti nasce dalla negoziazione dei

significati,dalla condivisione di prospettive multiple e dal cambiamento

delle nostre rappresentazioni interne attraverso l’apprendimento

collaborativo

L’apprendimento dovrebbe essere situato in contesti realistici; il

processo di valutazione dovrebbe essere integrato con gli obiettivi e

non essere considerato come attività a se stante

(Merrill, 1991, in Smorgansbord, 1997)



Digital Rights ManagementDigital Rights Management La gestione dei diritti digitali è un contesto complesso in rapida

evoluzione. Riguarda principalmente la protezione della

proprietà intellettuale dei contenuti digitali. Nella fase attuale, le

tecnologie di protezione hanno prodotto sistemi proprietari (es.

eBook e il Digital Asset Server di Microsoft)

Nei sistemi di rete (e dunque nei repository distribuiti) il

problema va risolto anche tecnologicamente, oltre che

giuridicamente, anche per le amministrazioni pubbliche

Alcuni approcci vanno nella direzione del “broker” per le parti

coinvolte (intermediazione dei diritti oltre il rapporto tra autore e

Content Provider). È la posizione del W3C, tra gli altri

Tali soluzioni eliminano la necessità di più contratti o account

ed evolvono dalla protezione all’amministrazione dei diritti



Proposals for the European TEL EnvironmentProposals for the European TEL Environment

Developing the European way to TEL Focusing on content validity and didactic strength Digitalizing the European culture for enriching the

knowledge base of European citizens through new IS technologies (electronically linking all the knowledge owners among them)

Enforcing and pushing the European TEL industry Creating a Global European Application Profile Bringing the European citizens to use e-learning as

a form of natural breadth (making it easier to develop and use…?)



Conclusions Conclusions

Move finally from machines to people

Take care about real learning needs: each project is a part in a more general framework

Organize and manage single projects strictly

Leverage TEL to the highest dignity, as a base for future economic development

Create the European vision: TEL is a component of our culture?



Vincenzo FortunatoMIT/Inovazione Italia

Director New [email protected]

[email protected]

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