This paper discusses the communication patterns between courseware objects in Extensible Learning Environment with Courseware Object Architecture (ELECOA). ELECOA is intended to provide flexibility to enhance functions of learning environments without losing content reusability. A key concept of ELECOA is 'courseware objects' which are program modules included to implement new functions. This paper investigates communication patters between courseware objects to allow any combinations of courseware objects. The results show that four communication patterns defined for the original ELECOA-based self-learning environment can be applied to the group learning environment, implying that existing self-learning materials can be reused in the group learning environment.

This paper describes an investigation in which the Extensible Learning Environment with Courseware Object Architecture (ELECOA) was applied to a learning environment where problems are posed by learners. The aim of ELECOA is to provide a flexible learner-adaptive system that ensures both function extensibility and content reusability. To achieve this goal, the concept of a “courseware object” has been introduced to allow incremental implementation of various educational functionalities. Several learning environments have been based of this concept, including a self-learning environment compliant with the SCORM 2004 specification and a group-learning environment based on the Learning Design specification. This paper reports the results of a prototype implementation of ELECOA in an environment for learning by problem posing that is a mixture of self-learning and group-learning.

This paper discusses the application of Extensible Learning Environment with Courseware Object Architecture (ELECOA), an extensible learner-adaptive system, to a collaborative learning environment. ELECOA is designed to provide a learning environment supporting both function extensibility and content reusability. To achieve this goal, ELECOA introduces the concept of a "courseware object", which is a program module that is used to incrementally implement various educational functionalities. On the basis of this concept, a self-learning environment has been implemented that is fully compliant with the SCORM 2004 specification. This paper describes the results of an investigation into a collaborative learning environment based on the Learning Design specification within the ELECOA framework.

We have proposed a new architecture for e-learning systems, named ELECOA, and developed Moodle plug-ins that support it. ELECOA is an architecture that fulfills both function extensibility and content interoperability, and the Moodle plug-ins we developed can run content based on ELECOA. We have also implemented the functions of SCORM on ELECOA, so the plug-ins can also run SCORM content.

This paper describes the development of an adaptive self-learning environment in which both mobile phones and personal computers can be used as client terminals. The SCORM 2004 specification was used to implement a standard-based learner adaptive function. The specification was extended to enable offline learning using mobile phones and sharing of course structure and learner tracking information for learning activities using both mobile phones and personal computers. Because the application-programming environment of mobile phones varies from carrier to carrier, a common content format was specified for the learning content rendered by the browsers developed for each carrier's environment. The system can provide adaptive courses such that results of a pre-test taken on a mobile phone modify the lecture content on a personal computer, fitting it to each learner's level of knowledge and understanding.

The paper describes the design and implementation of library module components for WBT systems conforming to the WBT standards such as AICC CMI specification or ADL SCORM specification. These components provide high level APIs for a WBT application program to handle WBT content data models defined in the specifications.

In order to promote computer-based education and training, it is crucial to establish interoperability of learning contents, learner information, and learning system components. In the US, Europe and Asia, government, industry and academia are paying attention and making effort toward this direction. Several learning technology standardization initiatives are developing specifications covering quite large field such as platform, multimedia data, learning contents, learner information, and competency definitions. This paper discusses the needs of learning technology standards, summarizes the efforts in each initiative, and describes the future direction of standardization effort.

K2 is a distributed-memory parallel processor designed to support a multi-user, multi-tasking, time-sharing operating system and an automatically parallelizing FORTRAN compiler. This paper presents the architecture and the hardware implementation of K2, and focuses on the architectural features required by the operating system and the compiler. A prototype machine with 24 processors is currently being developed.