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TELOS Operation System


 The TELOS system embodies  innovative principles such as ontology-driven and service-oriented architecture, platform generation at different levels, multi-actor scenario orchestration graphic tools, tele-presence interfaces.

For information or demonstration:
Michel Léonard  michel.leonard@licef,ca

 In the last four years, within the LORNET research network, the LICEF team has been designing and developing TELOS, an innovative operation system for eLearning and knowledge management environments. we have developed a new approach to LMS/CMS/VLE learning systems. The figure displays the main TELOS interface in a Web browser, with the three main tools open: the Resource Manager, the Scenario Editor and the Task Manager.

The Resources Manager gives access to all the available resources classified according to the technical ontology. On the figure, the aggregates’ class is expanded and the “My scenarios” class is selected showing the available scenarios on its right side. One scenario has been selected and is displayed in the Scenario Editor as a graphic interface showing a learning workflow involving three actors and four learning units organized sequentially. In the resource manager interface, it is possible to execute, edit or view any of the resources. The scenario editor provides the functionalities to link graphic objects in the scenario to the technical ontology and when this is done, users can run the scenario o by following the activity flow in the Task Manager.

The TELOS system embodies  the following principles.

  • Global Systemic View. The Virtual Campus (VC) model of TELOS takes a global view to provide cohesion to Virtual Campus activities. At the upper level, an institution can create a global workflow to coordinate the major processes where different categories of personnel interact to provide services to the students. At the next level, more specific workflows are designed and tools, documents and activities are orchestrated into a platform or a portal. Then, within a portal, a number of learning scenarios (courses) or workflows are designed as application portals. Finally each scenario or knowledge management flows is used by end users to produce results.

  • Extended set of actors. Compared to the actual LCMS in operation, and also to our initial VC model, TELOS supports an unlimited set of actors. At any level, in principle, any number of actors can be defined and supported.

  • Better process coordination. The fact that the TELOS system holds a model of the VC processes and support resources leads to better process coordination. Especially in distance universities, this provides better assurance that the quality of services will be maintained when the personnel changes, especially when it must provide products of his activities to other actors.

  • Visible scenarios and workflows. Learning scenarios or workflows can always be consulted in a Web portal interface, changes to components or actors can be seen right away. Each user taking an actor’s role within a TELOS environment can visually see the context of the activities he has to perform, what resources to use or produce and with whom he is to interact with.

  • Flexible and adaptable environments. Each TELOS-based environment operates according to a technical ontology representing the Virtual Campus model, which is part of the system. This enables very flexible and adaptable environments. If a new kind of actor, activity or resource needs to be introduced, this is done simply by modifying the ontology, without changing the main operations of the system.

  • Resource reusability is a goal pursued by many advocates of learning object repositories, but it is not that easy to achieve. Using ontologies to model each resource within the TELOS framework, and adding connecting operations to take care of possible technology mismatches brings solutions to resource reusability problems.

  • System interoperability. With the new TELOS VC model, it is possible to bring different technologies and different platforms to work together. For example, a designer could build a course using a scenario editor in one platform, and transfer it to another platform to add new functionalities, for example personalized assistance. This process can be designed by defining the aggregation scenario between platforms and building ontology alignment operations.

  • Modeling for all. Modeling is not an easy task but it is important enough to be made accessible not only to engineers and technologists, but also to instructional designers, learners and trainers. User-friendly visual modeling languages are made available at all levels of the TELOS system.

  • Focus on learning and work designs. Finally, we hope the proposed approach to Virtual Campus modeling and operation will reduce the technology noise that is often present in eLearning applications when too much time is devoted to solving pure technology problems, instead of focusing on learning problems. We suggest that the activities will be more focused on pedagogy and quality of educational services.

Papers on TELOS


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