Assignment 3 Enterprise Architecture as a Business Strategy: Archimate Group 05: van Delft, Incze, Nelissen, Peijnenburg, Rousseau and Seerden

Archimate: A Digital Course Enterprise Architecture as a Business Strategy - Team Assignment 3

Group 05: Tjarco van Delft Gáspár Incze Mike Nelissen Jem Peijnenburg Joseph Rousseau Xander Seerden Tilburg University, TiSEM Warandelaan 2 5037 AB, Tilburg THE NETHERLANDS

Table of Contents

Note: The complete models are available in separate files.

Introduction ........................................................................................................................... 1 Core assumptions ................................................................................................................. 1 Management Overview ......................................................................................................... 2 Stakeholders’ primary motivations ..................................................................................... 2 Additional management considerations ............................................................................. 3 Summary: Business layer .................................................................................................. 5 Summary: Application layer ............................................................................................... 5 Summary: Infrastructure layer ........................................................................................... 6 Baseline Model ..................................................................................................................... 7 Business layer ................................................................................................................... 7 Application layer ................................................................................................................ 9 Infrastructure layer........................................................................................................... 10 Target Model ....................................................................................................................... 12 Business layer ................................................................................................................. 12 Application layer .............................................................................................................. 13 Infrastructure layer........................................................................................................... 14 GAP Analysis ...................................................................................................................... 16 Business layer ................................................................................................................. 16 Application layer .............................................................................................................. 16 Infrastructure layer........................................................................................................... 17 Conclusion .......................................................................................................................... 18 Appendix A ...................................................................................................................... 18

van Delft, Incze, Nelissen, Peijnenburg, Rousseau and Seerden

Introduction The digital trends demand an ever increasing change in our world and this is including how education is realized as well. With more and more people having the possibility to access the internet, prospective students are less tied to physical locations. Educational institutions can provide great added value by not mandating physical presence whenever it is not absolutely required. Given the availability of modern online collaborative tools it is getting trivial to share thoughts, feedback and have real-time communication between students, groups and professors. High quality video and ample bandwidth is getting a cornerstone of modern civilization and is also getting increasingly available. By 2015, more than 40% of all people has access to the World Wide Web at home1. With this data it can be assumed that at least half of humanity can access internet in one way or another. Universities also need to embrace change as the contest for reputation and attracting the best talents is also on the rise. As a result, the concept and foundations of a new, digital education is being worked upon. Although this assignment addresses a fictional transition project, the underlying thought is indeed very real and already happening in many parts of the world.

Core assumptions Due to the lack of detailed ‘inside’ information, many assumptions had to be made. Here, we provide the core assumptions that need to be known before reading the model. Other (smaller) assumptions are integrated in the descriptions of the models. First, this is a pilot program to discover how students work in a purely digital environment. To increase internal validity, the face-to-face option will not be present for this experimental course, where in the baseline situation the face-to-face option is assumed to be the only option for processes such as doing the assignments, correcting the exam and giving the lectures. The main hypothesis here is that going full digital can even increase general collaboration among all students throughout the whole class. Secondly, the architecture diagrams are focusing on the requirements of this one course, excluding everything that is not relevant to it due to it lying outside of the scope of the course. Furthermore, to enable all stakeholders to read the model, low-level details are left out of the model. Finally, the University budget to make the course fully digital is considered limited and reusing as many components as possible is highly desirable. These principles guided us throughout the design process. For the complete list of assumptions, please refer to the appendix.

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Management Overview The demand for flexible education is getting higher every year, the success of massive open online course (MOOC) platforms (such as Coursera or EdX) confirms the fact that student value a flexible course schedule. Therefore, the decision has been made to go with digitalization. Three major stakeholders have been identified: a Student can be considered as customer who actually “vote” with the application to a university, the University management and also Society who is represented by the government and possibly other education associations and expert groups. Primary objectives of the university management are depicted and also detailed below.

Figure 1: Stakeholders’ primary motivations

Stakeholders’ primary motivations Although we have stated that we focus on digitizing one single course, it is inevitable to take a look at the big picture containing the long-term motivations. The vision for a digitally-enabled education is a long journey and providing the first course in a purely digital way is an important first step on this road.

Students Find a flexible way of education With the traditional model students need to travel to the university for every class. This is not a flexible approach at all. Ensuring more choice is good for students so that special life circumstances can be taken into consideration. Students are encouraged to think about furthering their university studies and advance their careers even in cases where this was not possible before.

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University management Innovation in Education Innovation is a key topic in the information age to maintain competitiveness, educational institutions are no exception even if changes are slower than in other industries. Being able to shape and lead a specific field is vital to get and maintain a good reputation. Onboarding and having new technologies available provide an up-to-date knowledge for students. It is also important to constantly seek new ways how technology can aid the learning process, making it a more effective and better experience. It can be seen as a trend that not only the what (content) but the way of delivering knowledge (the how) is getting more important. For example, educational materials using the concept of gamification prove it’s not only a fun way of learning but also a more effective one. Attract students by providing flexible education Attracting students and improving student satisfaction is possible with providing more flexible tuition. Reacting to this need means that many students could also do studies besides work or special life circumstances and so a digital offering is valuable to attract new students. These two motivations are highly connected - better student satisfaction means a higher reputation and leading to more students wanting to choose such an offer. Deal with capacity issues For the management it has been identified (assumed) that decreasing the load on rooms is a primary goal since such constraint can significantly decrease the perceived quality of education. The ability to manage the available capacity flexibly (e.g. if a renovation is needed, the education experience doesn’t need to suffer due to overcrowding remaining rooms) is giving the management a lot more freedom in decisions without compromising education quality.

Society Developed societies invests a lot in education and it is done for a good reason. Most scholars would argue that it is one of the best if not the best investment for enriching society in every possible way (increased chance for a long, fulfilling life; increased stability, well-being, and economical power in a country, etc.). All the great visionary leaders emphasize that the foundation of strong nation lies in the high number of highly educated people. Many research have proved that having access to education is the best way of getting out of poverty. Additionally, social goals are important as well to provide equal chances for people regardless of geographical locations or other conditions (e.g. disabilities). In this case, providing digital courses are a great way to empower people who suffered from a lot of inequalities before.

Additional management considerations Educational quality Having a purely digital course may actually lead to more cooperation. In MOOC-like settings students are more encouraged to discuss even general course contents. This pilot is a great way to test this assumption. 3

van Delft, Incze, Nelissen, Peijnenburg, Rousseau and Seerden It is also possible, that digitally available contents lead to a better quality in education. For example, if someone is missing class for any reason, they have the possibility to watch videos later on-demand. Asynchronous interactions are encouraged and peers can help each other with a lot of issues. Since the written conversations are public and recorded the large part of the thoughts and value are also captured. This is not the case in a physical setting. If a professor’s help is desired, they can be (and should be) also easily reached, so the interactivity is not decreased but rather increased.

Staff satisfaction Addressing potential concerns from the staff (e.g. collecting and addressing questions regarding video recording, changed workflows, etc.) are important to secure a successful outcome of the project. We assume that the professors in this pilot are ready to experiment with diverse ways of teaching. In case of difficulties, it is important to periodically reinforce the primary motivations why this pilot is an important step to gather experience that ultimately can be used to create a better education.

Investments For any management decisions it is important to see the costs related to any new project. Technology investments must be kept at a relatively low level and decisions bear a high importance. Once committed, a decision may affect the university’s possibilities even for a relatively longer period. Therefore reuse is encouraged throughout the project as well as using flexible, elastic public cloud providers who provide a pay as you go service and giving excellent transparency on the large part of additional infrastructure costs without requiring high upfront investments. As for physical requirements, we have not defined any special types of room to record digital classes. Therefore any sufficiently quiet environment is suitable and modern noisecancelling microphones can provide an outstanding sound recording even in a regular office environment.

Staffing and Training University management also needs to consider staffing requirements. Depending on the actual realization of the course recording, additional staff or additional training is required. In the future, the new requirements need to be incorporated into hiring policies. In time, this will ensure the presence of adequate digital skills among future professors.

Information Security Security and privacy are also important factors to make decisions. The target systems should take care of this dimensions regarding the whole spectrum of Information Security. This is including confidentiality, availability and integrity. In addition to the traditional sense of security (e.g. limiting attack surfaces, limiting resource usage to authorized users) it is also important to take into consideration performance-related issues (e.g. not to cripple throughput on already burdened university networks).

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Contract and commitments The proposed solution introduce no long-term contractual obligations, cloud services can be used in a “pay as you go” model. This is beneficial as this project will not lock down the direction of IT investments for long years and also not resulting in vendor lock-in.

Business layer Here, we summarize the target model as a management overview. The business layer consists of actors (the course participant and other actors that act in the processes), services that the course participant can utilize (to register for the course, to follow the course and to do an exam and receive grading), processes of which the whole course exists and objects that are used in these processes. The current business layer for the specific course only supports the traditional classroom delivery. To make the full transition to the online course, some processes are adjusted to fit the new requirements. Although some processes are adjusted, the basic processes remain the same. Also, some items connecting to physical locations (e.g. room schedule) are deprecated and can be removed from the course-specific architecture.

Figure 2: Management overview - Business layer

Application layer In the application layer the new needs were identified to support the changed class format. New collaboration and service delivery applications were introduced to fit the requirements. Using existing free external communication tools (e.g. Skype) is proposed to prevent a bloated project scope and concentrate on the important core developments. To reduce costs, some already existing software modules can be reused from the Blackboard system. The new streaming service supported by the slightly extended authentication system is also a lightweight application since the media content distribution is done by a third-party provider.

Figure 3: Management overview - Application layer

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Summary: Infrastructure layer Finally the Infrastructure Layer had to be extended to cope with online streaming requirements. Since the campus infrastructure was not designed to support high-definition video streaming (especially in terms of bandwidth), including a public cloud provider is proposed who has experience with delivering video streams and on-demand video through their own worldwide Content Delivery Network (CDN). This ensures cost-effectiveness and high transparency for the most significant part of infrastructure costs related to the digital course project.

Figure 4: Management overview – Infrastructure layer

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Baseline Model The baseline model reflects the as-is situation of a regular course at the university. It is the starting point from where we can model the to-be situation. The baseline model only includes the processes between the registration of a student and receiving the grade. We therefore assume that the student is already enrolled at the university. Notice also that the model elements that are described here can perform other activities as well, but only the activities that are relevant and within our scope are described here. This chapter is divided in three sections in according with the three layers of Archimate: business, application and infrastructure. The model elements are referred to in italic.

Business layer

Figure 5: Baseline - Business layer

Actor and Role Our baseline model begins with the customer. Student is the customer of the baseline model and is modelled as a business actor, because the student is getting the education from the business by following the course. Therefore, the student fulfills the business role Course participant.

Services and Products There are three business services that fulfill the business needs of the course participant. These business services are external and customer-facing services and consists of Student registration service, Course service and Examination service. Student registration service is the first business service in which the course participant is registered for the course. Course service includes all the processes to provide the course to the course participant. It can therefore be seen as one service that exists of a collection of smaller services to provide the course. The Examination service revolves around the examination of the course, which includes the participant taking the exam, the professor correcting and grading the exam and assigning ECTS (or not) to the participant. The business service Course service aggregates

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van Delft, Incze, Nelissen, Peijnenburg, Rousseau and Seerden several business products. These business products are a coherent collection of services (as explained, Course service is a collection of services) and offered as whole to the course participant. The product Room schedule encapsulates services that specify the rooms where the lectures will be given. Moreover it specifies a service at what time the lectures will be given. Course information contains all services that provide the basic information about the course, such as the goal of the course, information about the lecturer, announcements, and the type of course. Study materials consists of services that provide materials that are needed to follow the course, such as offline articles, books and slides to study.

Interfaces The functionalities of the three business services are exposed through a couple of business interfaces to the course participant (provided interface). The course participant can make use of several Education interfaces: Face-to-face, Phone, Mail and Internet. Face-to-face will be used for making the group assignments, receiving feedback from the lecturer or when a lecture is provided. Phone can be used when discussing about the assignments with group members. Mail is used when contacting the lecturer or group members. The Internet is used when making use of the application services provided by the University or external parties.

Processes The three business services are realized by a set of business processes. This whole set of business processes is defined as Deliver course. Deliver course starts with Register student, which is the internal process that realizes the Student registration service. The Register student process takes care of internally registering the student for the course in the system. After the student is registered, the course is provided to the student. Provide course consists of two parallel processes, which progress at the same time. Process assignment contains of explaining the assignment, group meetings and discussions with the lecturer. These are all physical processes without use of any systems. After the assignment is handed in on paper, the student gets feedback. Create feedback is the process which entails the creation of the feedback on paper by the lecturer and the physically provision of the feedback to the group. After the feedback session, the group is able to further process the assignment. At the same time the lecture rooms are scheduled in the process Schedule rooms. The process Schedule rooms triggers Provide lectures process where lectures are provided to the students in the scheduled rooms. When the lectures are provided and the final papers of the assignments are handed in, the student proceed to the Exam process. Exam registration process specifies the exam participants, exam supervisors, exam room and the time that the exam will take place. The exam will be physically executed in the Execute exam process. Determine grade involves physically reviewing the exam and processing the grades in the system. As can be derived from this explanation, we assume that most processes such as the process assignments are done physically and offline for the baseline situation. We understand that some activities, such as providing feedback, might be done online, but we have made this assumption for the sake of simplicity and the show the differences with the target situation more clearly.

Objects The Deliver course process has access to several Course objects. Course objects are business objects and represents actual instances of information produced and consumed by 8

van Delft, Incze, Nelissen, Peijnenburg, Rousseau and Seerden the Deliver course processes. When registering a student, the Intake policy is used to determine who is allowed to follow the course. Assignment information consist of the assignment requirements, the outcomes of the assignments and the feedback on the outcomes. Feedback is the physical representation of the feedback on the assignment. Room schedule consists of the scheduled rooms and associated time slots. It is produced by Scheduled rooms and used within the Provide lectures process. Course participants lists all participating students for the particular course and is done by the Register student process. Exam information contains information that is produced and consumed within the Exam process. It contains exam rooms, time, participants and supervisors. Exam participants is accessed by Execute exam to check if everyone is available. The participants are listed on this physical paper to also check who is present when the exam is taking place.

Actors The Deliver course process involves multiple actors. The University actors aggregates these actors. The professors creates the feedback, provide the lectures, makes the exam and determines the grade. The Program director supervises the Deliver course process. The UVT IT office is involved, because they have to make sure that the process can make use of the applications services. The Exam committee is responsible for the Exam registration and they make sure the exam can be executed smoothly. The Education administrators register the student at the particular course. The Student is involved as a course participant and is a necessary actor to complete the processes.

Application layer

Figure 6: Baseline – Application layer

Services Some business processes are supported by external application services. These application services are services that expose automated behavior. Student registration service is used by the Register student process. The Schedule service provides the functionalities to schedule rooms and associated time slots for the lectures. The Exam management service is used by the Exam registration process to determine the supervisors, exam room, exam time and the participants. Finally, the Grade service can be used by the Determine grade process to import the grades.

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Interfaces, objects and components Currently, the application services are all integrated in the Blackboard interface. Within the Blackboard interface the My personal study guide interface is accessible. The My personal study guide interface is a point of access where some Exam management services and Grade service are made available to the student. The Supporting application is composed of the interfaces. The MySIS/ student registration system couples the student to the courses by accessing the Participants data. The Blackboard has access to Course data for further processing. The grades will be entered in the Grading system and processed for further use. The Room management system is concerned with scheduling lecture rooms and exam rooms accessing the Room data. The COMAP / exam registration system fulfills the other functionalities for the exam management, such as registering participants and supervisors. This system accesses the Exam data.

Infrastructure layer

Figure 7: Baseline – Infrastructure layer

Services and nodes The supporting applications make use of the infrastructure services. The infrastructure services are defined as an externally visible unit of functionality, provided by nodes. The infrastructure services are divided into: Application service, File service, Database service and Authentication service. Application service are supplying the running environment for various applications. File service provides networked file access. This facilitates easy sharing of files among applications and also students can have their own persistent data storage no matter which university workstation they login from. Database service providing traditional relational databases for structured data. Finally, the Authentication service authenticates and authorizes

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van Delft, Incze, Nelissen, Peijnenburg, Rousseau and Seerden users, granting or denying access to applications. Access requests and outcomes are logged to have an audit trail. Each infrastructure service is realized by the corresponding server in the Node.

Networks and communication paths The servers in the Node are linked with the Tilburg University network. The university network connects to the internet through its main router and Surfnet, the national educational network. To access certain functionality (such as accessing to university-subscribed publications) users can also connect through Tilburg University VPN to the internal university network. This VPN connection is also useful in cases if someone wants to print a document on a university printer using for example his or her own laptop.

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Target Model For the elements of the model that do not differ from the baseline model, please refer to the description of the baseline model. These (unchanged) elements will be briefly stated here without fully describing them. This is done to reduce redundancy. To refer to the model elements, we use italic.

Business layer

Figure 8: Target – Business layer

Actor, Role, Services and Products The target model defines Student as the external customer. The Student is assigned to the role of Course participant. The Course participant makes use of three business services: Student registration service, Course service and Examination service. The Course service is aggregated of three products: Time schedule, Course information and Study materials. The Time schedule consists of services which determine when the live streaming of the lectures take place. The Study materials services provides online articles, books and slides.

Processes and Interfaces The business services are provided through the external Education interfaces. The Education interfaces consists of Phone, Mail and the Internet. The business services are realized through the processes within the Deliver course process. The first process Register student realizes the Student registration service. Register student triggers two processes. First the Process assignments. During this process groups have to make the assignment. The groups do not communicate face to face, but only through online communication channels. The lecture provides online feedback in the Create feedback process, so that the assignment can be revised. Second is Schedule rooms which will schedule rooms for recording the lecture. This triggers the Provide lectures process. The lectures are provided through a live-stream or saved as on-demand videos. When both processes are done, the student proceeds to the Exam registration. This process covers scheduling rooms for the supervisor to monitor the exam participants, lists exam participants, schedule supervisors and schedule time slots. The exam

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van Delft, Incze, Nelissen, Peijnenburg, Rousseau and Seerden will be executed from a computer at home in the Execute exam process. When the exam is handed in online, the Determine grade process determines the grade online.

Actors and objects The actors involved in this process are: Professors, Program director, UVT IT office, Exam committee, Education administrators and the Student. The Professor provides live-streaming lectures, gives online feedback and determines the grades online. The UVT IT office takes care for the live streaming equipment. The Exam Committee schedules the participants, supervisors, time slots and recording rooms. The business objects accessed by the business processes consist of: Intake policy, Assignment information, Course participants, Room schedule and Exam information. The Feedback is an online representation of the feedback provided to the groups. The Room schedule is produced by Schedule rooms and assessed by Provide lectures. It contains only the scheduled rooms for recording the live streams.

Application layer

Figure 9: Target – Application layer

Services and Interfaces The application services are used by the business processes. The Register student process makes use of the Student registration service. The Collaboration service is used by the Process assignments and Create feedback processes. The collaboration service has functionalities that are used to communicate and work online on the assignment. Feedback is also given to the groups by using the collaboration service. The Schedule service is used by Schedule rooms to schedule rooms for recording the lecture. The Streaming service facilitates functionalities to set up a live-stream or save the live-stream for on-demand videos. The Exam management service is used by the Exam registration process to determine the supervisors, the supervisor monitoring rooms, exam time and the participants. The Online exam service enables the ability to make the exam online. When the exam is finished, the exam is send to the Determine grade process. The Grade service will import the exam to help the lecturer the review the exam through online functionalities. All the application services are assigned to the Blackboard interface. The Collaboration service makes use of the Blackboard interface through uploading the feedback to Blackboard. Collaboration services also make use of External collaboration interfaces. These interfaces are delivered by external parties. This saves universities bandwidth and thus costs. Moreover, 13

van Delft, Incze, Nelissen, Peijnenburg, Rousseau and Seerden students are free to use which application they like. These External collaboration applications are for example Skype, Facebook and Google Drive. The Streaming service will get its own Streaming interface integrated in the Blackboard interface. This will provide videos for on demand watching and live streams. The Online exam interface will also be integrated in the Blackboard interface. The Online exam interface will ensure that other components of blackboard could not be used and thus providing an enclosed environment. This prevents the student from cribbing on files at the computer.

Application components The blackboard interface composites of the following Supporting applications: MySis / Student registration system, Blackboard, Room management system, Streaming system, COMAP / Exam registration system, Online exam system and a Grading system. The Room management system will schedule recording rooms. The Streaming system will ensure that the live-streams run smoothly and will be saved for students to watch the streams after the live-stream (on demand). The Online exam system ensures that the exam can be done online and is continuously saved. The Grading system will provide the professor with supporting tools to review the exam and to calculate the grade.

Infrastructure layer Services and nodes The target model will also consist of the Application service, File service, Database service and Authentication service as detailed before. In addition to the baseline model, the target infrastructure has been extended to meet the requirements given by the course digitalization. Although there is a seemingless integration with the Blackboard interface, the video stream itself was chosen to be sourced from external providers. Accessing the course stream and ondemand video is tied to authentication with university credentials but a way was found to decouple media content delivery from the university network. The login process through the website or VPN leaves a Streaming authentication token (e.g. browser cookie) on the user’s computer. This token enables a third-party provider to ask for authentication and authorization from the university Authentication Service. Using this token, it is feasible to load only the website elements from the university network while loading the more bandwidth-intensive videos from a Content Delivery Network (CDN), in this case a Streaming Delivery Network, geographically closest to the user’s location. This is critical to provide low response times for users and not overloading university resources (especially bandwidth) by a large volume of video traffic.

Networks and communication paths The Tilburg University network remains largely unchanged. The university internet connection will remain on Surfnet and Tilburg University VPN can be still used to connect to the internal university network. In the Target model there is an additional communication path between the Authentication server and the third-party Public cloud provider delivering the Streaming service.

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Figure 10: Target – Infrastructure layer

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GAP Analysis Business layer In the business layer the Time schedule has been introduced to provide the timing information regarding the video streaming service. This product is different as it takes into consideration the digital nature of the class, also including more details such as time zone information that can be useful for students connecting from abroad. The Room schedule and the Exam participants however are marked to be excluded from the target model. Because of the considerations mentioned in the motivations part, it has been decided that this course will be available only in digital form therefore the face-to-face interface has been also marked to be removed.

Figure 11: GAP – Business layer

Application layer To support the new approach, to deliver the course online, a new collaboration service has been introduced to support a group of student and professors to communicate and co-create materials. We have chosen External collaboration interfaces and applications to utilize the trend of students using all sorts of collaboration applications, such as Skype, Google Drive and collaboration enabled modelling tools. Feedback can be synchronous during class and asynchronous after it, providing the greatest flexibility. Since assignments are also submitted and evaluated online, it is represented as an Assignment data object. Next, a streaming service had to be introduced that will support the delivery (in cooperation with an external Streaming Delivery Network) of video stream created by the professor. Finally, an online exam service will cover the examination schedule and procedure. This is needed because the exam is shifted from physical to a digital location.

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Figure 12: GAP – Application layer

Infrastructure layer As previously described, the target infrastructure system will be extended with an enhanced authentication capability along with an efficient way to distribute online video content. It was assumed that the current Authentication server is capable and is the right place to add the extra functionality of providing authentication tokens to students logging in from external networks. This solution provides a great user experience and spare the university network from excessive load. In addition, management is free to choose from a wide range of public cloud providers who are capable of delivering a geographically dispersed Streaming Delivery Network. Choosing such solution results in a cost efficient, elastic, pay-as-you-go solution and avoiding vendor lock-in is a good way not to tie down IT strategy for longer periods.

Figure 13: GAP – Infrastructure layer

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Conclusion We have created a proposal to support the vision of providing a digital course to future students. We believe that we have found an efficient way to deal with the challenge, taking into account user experience, cost-efficiency and even higher cost transparency. Reuse of existing systems are encouraged wherever possible to keep costs down. Also, by providing a relatively smaller scope, the eventual success of the project is higher by limiting the risk of running over budget and/or time. Instead of aiming for developing e.g. a completely new collaboration platform, the well-known Blackboard interface is used leveraging existing tools from in-house and also from third-party providers (e.g. Skype can be used for real-time group conversations). We wholeheartedly recommend our proposal for consideration to achieve the University’s and other stakeholders’ strategic goals to provide an innovative, more flexible and more inclusive education.

Appendix A Assumptions -

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Some business processes, applications and technology had to be assumed upon, given a lack of detailed ‘inside’ information. First, this is a pilot program to discover how students work in a purely digital environment. To increase internal validity, the face-to-face option will not be present for this experimental course, where in the baseline situation the face-to-face option is assumed to be the only option for processes such as doing the assignments, correcting the exam and giving the lectures. The scope of our assignment is on this one course, therefore excluding everything that is irrelevant and outside of our scope. The University budget to change this course is limited and reusing as many components as possible is desirable. The student is already informed about the course contents in advance. The student is already enrolled at Tilburg University. Therefore, the process starts at the registration of the student for the course. For the same reason, payment options were not considered. The application and technology elements that are used can perform other activities outside of our scope as well, but these activities are irrelevant and are therefore excluded from the model. The business service Course service includes all processes needed to provide the course to the course participant. For simplicity, we modelled this as one service. The Examination service includes all activities and processes that revolve around the examination, such as taking the exam, correcting the exam and assigning ECTS (or not) to the participant. This is also modelled as one service for simplicity. We assume that students can revise the assignments once, after receiving feedback. The Exam management service takes care of supervisors, exam room, exam time and the participants for the exam. All interfaces for students as well as for other business actors are assumed to be integrated in the blackboard interface.

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van Delft, Incze, Nelissen, Peijnenburg, Rousseau and Seerden -

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The rooms in which (face-to-face) lectures were given are also suitable to record the lectures when the course is fully digital. The lecture and exam rooms scheduling is done by the same system. Note that is is not done by the same (application) service. Students have enough knowledge about computing and the available (external) collaboration services. We assume documentation and/or training will be made available outside the scope of this course for the students that do not have sufficient knowledge on the matter. The IT office has enough technology and knowledge available to assist in recording the lectures. An enclosed environment within the blackboard interface can be made available to execute online exams, including the functionalities needed to reduce the chance of committing fraud. The grading system includes supporting tools for the professor to correct and grade the exams. We do not model distinctions between different rooms (computer rooms, large rooms, small rooms, and etcetera). We therefore assume the rooms reservation system takes care of that. The (external) collaboration services can be used by the teacher and course participants to collaborate for free. Having the technology layer in the target situation, we assume it is possible to get an authentication token directly from the University website. We also propose that any University VPN connection must closed before the video stream can be started to avoid unnecessary bandwidth usage at the University network. Studying for the exam and learning from lectures and assignments is not modelled, because a course participant can do this for himself (and can also choose not to, in which case ECTS will probably not be assigned to this participant).

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