of applications and research projects in the area of Computer Supported Learning in ... Workflow Management Systems and the associated Business Process ...
A Conceptual Model for an Integrated Design of Computer Supported Learning Environments and Workflow Management Systems
Heimo H. Adelsberger, Frank X. Körner, Jan M. Pawlowski
This article describes an integrated design of Computer Supported Learning Environments (CSLE) and Workflow Management Systems (WfMS). Fundamental approaches for the integration are pointed out by extending the traditional Build-time modeling perspectives of WfMS. The use of an integrated environment and its synergy effects result in a substantial improvement of the educational level, the day-to-day business, and the associated product and service quality.
1. Introduction Computer technologies were initially used in basic and advanced educational programs in the late 50‘s. In the late 70‘s the development of microcomputers triggered the increasing use of Computer Supported Learning Environments [13[Ref.1]]. Technological innovation on the one hand and the growing popularity and acceptance of the Internet were the reasons for a rapidly increasing number of applications and research projects in the area of Computer Supported Learning in the academic and commercial sector. This development cannot be seen as a positive development without any exception. Many applications make use of the catchword multimedia without an adequate underlying didactical conception that is fundamental for the quality of these applications. Therefore we will describe the basic terminology and characteristics of Computer Supported Learning Environments. The quality of learning depends on the relation of the learning objectives and their corresponding didactical concepts and realizations. To create a theoretical framework in this area, we will establish a classification of learning objectives.
Increasing requirements concerning flexibility, customer orientation and adaptation to changing market conditions cause the growing popularity of Workflow Management Systems. Generally, Workflow Management Systems and the associated Business Process Re-engineering are restricted to processes, which are directly related to the creation of goods and services. Processes necessary to ensure the adequate level of training of the work force are neglected to a large extent. Concerning the opportunities for an integration of learning and business processes, we concentrate – referring to the architecture of WfMS – on the integration of the Build-time component. First of all, we examine the integration of Learning Processes, which can be interpreted as a specialization of business processes, into existing workflow models. During Run-time, Learning Environments are created depending on process- and actor-specific features, such as level of training, experience or behavior. Furthermore, we have to consider that learning contents are not necessarily wellstructured. Therefore classes of learning contents can be represented either as well-structured Production Workflows or unstructured Ad-hoc Workflows. The integration of these information systems contains potentials for the optimization of the whole process of value creation and, for a long-term increase, of the quality of education and products. The use of an integrated system improves the flexibility of education and day-to-day business and reduces costs for time-consuming face-to-face seminars and the development of partial solutions.
2. Computer Supported Learning Environments Due to the enormous amount of publications and research projects over the last two decades, the terms in the field of Computer Supported Learning are rather complex and not standardized. Therefore, we will briefly clarify basic terms. To create a base for further considerations, we will describe the essential characteristics of Computer Supported Learning Environments by outlining an architectural model. A classification concept will allow the integration of Learning Processes into Workflow Management Systems. 2.1. Architecture of Computer Supported Learning Environments Computer Supported Learning (CSL) contains conceptual basics and methodologies as a base for computer assisted learning. A Computer Supported Learning Environment (CSLE) is the realization
of CSL and its concepts and methodologies by information systems. The term CSLE is used in a wide range, e.g. Computer Based Training (CBT), or Intelligent Tutoring Systems (ITS). The goal of this paper concentrates on a comparison of basic concepts and their integration whereas the realization of these concepts will be part of further research. The relevant literature offers a great number of design models and architectures for CSLE [6[Ref.2], 16[Ref.3], 18[Ref.4]]. We present an architecture serving as a base for the prototypical development of a CSLE in our department. This model is used to illustrate the components of a Learning Environment by examples. We do neither claim the completeness of this architecture nor its instances. The main element of a CSLE is a Learning Engine for the steering, control, and coordination of the components presented below. The coordination contains, e.g., the adaptation of specific learning contents to the user’s needs by using corresponding didactical concepts. The Knowledge Base contains learning objectives and learning contents. The learning contents in the Knowledge Base are linked by different relationships and structured depending on the characteristics of the learning objectives. For example, learning objectives can be distinguished into a classification of cognitive, affective and psychomotoric learning objectives with their corresponding sub-classes [5[Ref.5], 13[Ref.6]]. By applying this classification, singular learning objectives can be precisely categorized. Modeling a combination of singular learning objectives approximates complex learning objectives, such as complex decision processes. Based on this classification, we will identify similarities between classes of learning objectives and different classes of workflows (see 3.1 “Control Flow Definitions”). The Knowledge Base is normally dynamic; this means that new or updated information can be added. Furthermore, a form of Knowledge Representation has to be chosen, e.g. Semantic Networks, Frames, or Object Oriented Representation. [15[Ref.7]] The Methods Base of a Learning Environment contains different didactical methods and concepts. The developer of a Learning Environment can apply these concepts to teach different kinds of learning contents [4[Ref.8]]. Traditional static Learning Environments are usually based on a single learning concept, whereas more recent developments adapt methods corresponding to characteristics of users and content.
The Presentation Component allows the generation and presentation of learning contents in different ways. Examples are (with an increasing complexity level) presentation of text, hypertext applications, or multimedia objects including audio, video, and graphical elements. The Communication Component determines the level of interactivity of a Learning Environment. It contains methods of communication, cooperation and its technical realization. Communication between learner, teacher and system has to be coordinated in different ways. [8[Ref.9]] Furthermore, a User Model is designed in the development phase. This model contains the user’s attributes, characteristics and knowledge. In collaborative Learning Environments, information about the group and the group process is modeled. Ideally, the knowledge is adequately presented based on the User Model. Individual learning pace, favorite learning methods, and preferred presentation formats are considered. [7[Ref.10], 11[Ref.11], 12[Ref.12]] The Evaluation Component consists of two levels: On the one hand, it is common practice to provide the learner with tests or ratings to evaluate the Learning Process. On the other hand, a feedback component can be used to evaluate the Learning Environment.
3. Workflow Management Systems Common potentials of Workflow Management Systems (WfMS) might avoid traditional weaknesses of business processes concerning the increasing power and influence of customers in national and international markets. On the one hand, it is the improvement in the effectiveness of the performance by meeting actual needs by a process orientation, on the other hand there is the possibility of gaining a more efficient execution of processes by using modern information and communication technologies [14[Ref.13]]. The Workflow Management Coalition (WfMC) defines a WfMS as “A system that defines, creates and manages the execution of workflows through the use of software, running on one or more workflow engines, which is able to interpret the process definition, interact with workflow participants and, where required, invoke the use of IT tools and applications.” [19[Ref.14]] Workflows coordination by WfMS ensure the correct and complete observance of optimized business processes. The creation of the respective process definitions – in a sense a business process re-engineering - is vitally important for successfully using WfMS.
3.1. Architecture of Workflow Management Systems The Basic Model [19[Ref.15]] represents the tasks of WfMS in a very common and abstract manner. The tasks are distributed over two main phases – the Build-time and the Run-time. The Build-time covers the tasks necessary for the specification of different workflow types or the transformation of business processes respectively: the creation of the workflow model. The main objectives of the Build-time are the creation, the check, and the administration of workflow definitions or models, covering the following fundamental perspectives: [2[Ref.16], 9[Ref.17]] Workflow Definitions describe the tasks to be performed during the workflow execution: “What has to be done?” Additionally, they serve as an environment, which contains the a.m. aspects. Regarding the re-usability of workflows we have to distinguish workflow types in the Build-time in contrast to workflow instances during Run-time. The workflow modeling allows the creation of workflow hierarchies. In an iterative process, composite workflows are refined to subworkflows, and finally to elementary workflows that refer to workflow applications (see below). Data and Data Flow Definitions support one of the primary tasks of WfMS: providing the right data at the right time. To fulfill this task the exchange of data between different workflows, subworkflows, and workflow operations is unalterable. Some of these data will influence the workflow control or the selection of the role. Those so-called control data are discarded as soon as the workflow has terminated. In contrast the so-called production data are not managed by WfMS, even if, sometimes (workflow relevant production data) influence the workflow as well. Control Flow Definitions describe the order of workflows: “When are the (sub)workflows executed?” The degrees of determinacy range from absolutely fix to undetermined or unknown respectively. That range corresponds to workflow classifications like production-, administration-, and ad-hoc workflow [10[Ref.18]]. The control flows are specified using constructs like sequence, parallel/conditional branching, while, repeat until, and any combinations of these. Workflow Application Definitions might handle automated applications as complex systems, simple programs, procedures, or the use of telecommunication and co-operation services as well as manual applications or activities. The Workflow Application Definitions do not cover the implementation of the functions; rather it is a specification of the interfaces and parameters.
Organization Definitions cover the assignment of actors to workflows: “Who executes the workflow?” An actor is described by a resource; it might either be a human being, machine, or information system. Within the organization, resources are defined by a set of certain skills and competencies whose peculiarity defines the role. Using this role concept, the workflow is not directly assigned to the actor, but to the role that covers the required skills and competencies. Finally, evaluating the participants of this particular role group identifies suitable actors. The Audit Trail contains protocol data of all terminated, interrupted and active workflow instances. Those data might be used to identify the actor of a specific operation, to recover a collapsed system, and furthermore for the revision, analysis, and re-engineering of workflow instances. The creation of these definitions includes process analysis and optimization. The workflow model should be evaluated taking into account aspects as critical states, inconsistencies, and not executable activities. The behavior of the workflows might be simulated and animated to gain a deep understanding of the modeled processes and to identify critical paths, required resources, and time requests. [3[Ref.19]] The Run-time covers the control functions of workflow execution: the interpretation of the Buildtime definitions or models respectively. The Workflow Kernel is the central component within the Run-time. It essentially consists of a controller which combines the Build-time workflow definitions with the real world workflows, i.e. the interaction of users and IT application tools (Runtime workflow control functionality). The Run-time activity interactions deal with the management of individual activities within the workflow “[...] concerned with human operations, often realized in conjunction with the use of a particular IT tool [...], or with information processing operations requiring a particular application program to operate on some defined information [...]. Interaction with the process control software is necessary to transfer control between activities, to ascertain the operational status of processes, to invoke application tools and pass the appropriate data, etc.” [20[Ref.20]] The Workflow Shell consists of several external servers which correspond with the above-mentioned perspectives. The complete communication required for the workflow control and execution is transacted via the controller. [2[Ref.21], 9[Ref.22]]
4. Integration of WfMS and CSLE As indicated above, WfMS concentrate on the coordination of workflows that directly refers to the production of goods or services, i. e. they are limited to the core business of enterprises. Although learning is a prerequisite for the successful execution of the workflows, this important aspect is very often neglected. In the following the fundamental Build-time approaches of the integration of CSLE and WfMS are presented. The integration of learning workflows into the existing (business) process models is a prerequisite for the utilization of WfMS resources and concepts. The utilization will lead to several synergy effects resulting from the integrated design of WfMS and CSLE. 4.1. Integration of Learning Processes In the first step of the integration, Learning Processes have to be added to the business workflow models. Thus each Learning Process has to be modeled as a ‘learning workflow’; i.e. each Buildtime perspective (see 3.1) has to be recognized. Similar to the workflow classification, learning contents and processes have to be identified, structured, and classified with regard to their structural degree during Build-time. This kind of integration results in a complete business and learning workflow model indicating learning as part of the core business. [1[Ref.23]] Hence the Workflow Kernel controls and manages the Learning process. It comprises the functionality of the Learning Engine, thus its development can be dropped, which substantially decreases the development expenditure concerning time and costs. Furthermore, the concept of Just-In-Time learning might be supported. This leads to an increasing flexibility of the business processes concerning the availability of adequate skilled actors. 4.2. Integration of CSLE components and WfMS perspectives In the following, fundamental relationships between CSLE components and WfMS Build-time perspectives are pointed out. We focus on the reduction of the modeling expenditure by utilizing existing WfMS resources and concepts.
Knowledge Base – Workflow Definitions: An important task of the CSLE is the transfer of knowledge about the handling of the enterprise’s business processes. The CSLE provides the access of the Knowledge Base to existing Workflow Definitions with the required information. Knowledge Base – Control Flow Definitions: Control Flow Definitions cover timing and pertinent restrictions concerning alternative orders of workflow execution. These orders serve as a base for the navigation through the CSLE. Knowledge Base – Audit Trail/Data Definitions: The access to protocol data of the Audit Trail and (indirectly) the Data Definitions provides real, but not sensitive data to training environments. Thus, presentation of learning contents or case-based learning does not require time-consuming generation of sample cases. User Model – Organization Definitions: The Organization Definitions serve as a base of the User Model. Further skills represent the know-how of the actors in existing (business) workflow models. This part of the Organization Definitions has to be extended by so-called learning skills, which define the learning capabilities and preferences of each actor. Thus, learning contents and methods can be individually assigned to actors. User Model – Audit Trail: The Audit Trail specification has to be extended by specific information of users. The performed learning activities must be recorded. Furthermore, the user’s preferences concerning methods, forms of presentation/communication and evaluation results should be monitored and added to the User Model in order to create adaptive environments. Methods Base – Audit Trail: The Audit Trail has to record the application frequency and probabilities of successful learning activities regarding to learning contents. Analyzing this information enables to draw conclusions concerning usability and success of single methods. Evaluation – Workflow Definitions (to-be data) / Audit Trail (as-is data): The monitoring of longterm learning results is an important aspect in a CSLE. The determination of the results bases on the data recorded during the workflow execution and on the data modeled in the Workflow Definitions. For that reason it is possible to compare as-is and to-be data.
Evaluation – Organization Definitions: Depending on the learning results (short-term and longterm), the skills of the actors might be modified, ensuring to pass into another role which is specified in the Organization Definitions. The integration of WfMS and CSLE leads to further synergy effects, which result from their fundamental characteristics. A WfMS provides well-defined interfaces. It is obvious that existing applications, e.g. the presentation and communication component (such as e-mail and groupware applications), can be easily used for the development of a CSLE. Furthermore, the workflow interoperability enables a combination and co-operation of distributed heterogeneous CSLE.
5. Conclusion Regarding to the increasing importance of flexibility and globalization as well as the rapid progress in technology effective knowledge acquisition and transfer become substantial requirements for successful and competitive enterprises. One step towards meeting those requirements is to take advantage of synergy effects, which result from the integration of existing systems. In this sense existing concepts and resources of WfMS provide an enormous potential for the integration of CSLE. On the one hand the Workflow Kernel can substitute the Learning engine as a tool to control and manage Learning Processes. The identical treatment of learning and business workflows leads to an increasing flexibility concerning the availability of adequately skilled staff. On the other hand there is a significant decrease of modeling expenditures by using specified workflow perspectives as an information and data source for CSLE components. The presented approach serves as a base for an integrated design of WfMS and CSLE. The realization of this concept and an empirical evaluation requires further research. Another focus will be the standardization of interfaces between WfMS and CSLE, i.e., the standardized modeling of learning concepts corresponding to the requirements of traditional workflow modeling.
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