摘要
教育资源建设是信息化教学的基础,随着教育信息化的深层次推进,教育资源建设在教育信息化建设中的地位已显得十分重要。但是当前的教育资源建设中普遍存在一些问题:资源存储分散,缺乏广泛的合作;标准不完善,网络的异构;不能大范围共享、利用率不高、重复开发现象严重等。其中主要的问题还是没有形成资源的有效共享。
网格是伴随着互联网而迅速发展起来的,是构筑在因特网上的一种新的基础设施和新技术。2001年,美国Argonne实验室的Ian Foster博士等指出:网格关心的是在动态的、多机构的虚拟组织中协调资源共享和协同解决问题,核心思想是在一组参与节点(资源提供者和消费者)中协商资源共享管理的能力,利用协商得到的资源池共同解决一些问题。因特网技术实现了计算机之间的信息交换,网格试图在互联网上实现异构资源的全面的受控的共享,将整个因特网整合成一台巨大的超级计算机与巨型资源池。网格具有虚拟性、共享性、集成性和协商性等优势。网格根本目的在于消除资源孤岛,实现资源的高度共享,使网络上的资源得以充分得利用。
将网格技术应用于教育资源管理中,将会最大限度地整合现有的教育资源,应用分布式管理思想,对教育资源进行有效的管理,改变目前教育资源管理无序的现状。通过构建一体化的教育智能信息处理平台,消除信息孤岛和资源孤岛,方便教学信息的发布、处理与获取,实现教学资源的共享。
论文在分析已有的研究成果基础之上,对网格环境下教育资源的元数据标准、表现与存储形式进行了研究,探讨了网格环境下教育资源社区模型的构建、社区之间的信息共享与消息扩散、基于社区的小世界模型、社区资源发现等问题。本论文的工作主要包括下面几个方面:
(1)通过对目前一些教育资源的元数据标准进行分析,探讨了基于学习对象的元数据标准LOM(Learning Object Metadata)作为网格环境下教育资源描述实现的标准。结合网格资源RDF(Resource Description Framework)形式实现了基于RDF和LOM的捆绑,建立了基于LOM的RDF模型,为网格环境下教育资源的统一描述提供了一个参考范例。
(2)以LOM中的资源分类标准作为网格社区划分的依据,按照教育资源分类的原则,并根据网格管理体系结构的特点,构建了基于教育资源的网格社区模型作为教育资源管理的框架。
(3)根据网格社区的特点,对网格社区的构建、社区的内部结构进行了探讨,并根据网格中资源分布的特点,提出了构建对等网格社区群的理念。对同类教育资源按照对等社区的理念,通过索引层,使得对等社区之间实现了逻辑上的关联。在社区之间建立了信息共享和消息扩散机制,编写了相应的算法,并对结果进行了仿真与评价。
(4)根据网格社区的特点,在分析研究网格资源发现的基础上,通过引入小世界的概念,分析网格社区中节点群体所具有的小世界特征,建立了基于网格社区的小世界资源查找模型。提出了基于小世界模型的网格社区中教育资源的动态发现策略,并编写了相应的算法,实现了基于社区动态环境下的教育资源快速、准确发现。对查找的链长进行了理论上的分析,并对算法的效果进行了仿真与评价。
基于上述的研究,对基于网格社区中教育资源管理的研究进行了总结,并对今后的研究工作进行了展望。
The construction of education resources is the basis of e-Teaching. With the deep propelling of education information, the building of education resources plays an important role in education information. However, there are some common problems in building education resources currently, which are mainly reflected in the following aspects: scattered information storage and lack of comprehensive cooperation; imperfect standards and heterogeneous networks; non large-scale sharing and low utilization; serious redeveloping phenomena, etc. The main reason for these problems is that an effective way of sharing resources is not formed.
Grid, with the development Internet, is the new infrastructure and technology built on Internet. In 2000, Ian Foste pointed out that grid is concentrated on cooperation of resources sharing and collaboration of solving problems in active and multi-agencies virtual organizations. The core idea is to coordinate with the capability of resources sharing management among array of participating nodes (resource provider and consumer). Internet technology realizes exchange of information between computers, while grid attempts to make heterogeneous resources sharing under control in all aspects and integrates the whole Internet become an enormous supercomputer and gigantic resources pool. Grid has virtual, shared, integrated and negotiated advantages. Its fundamental purpose is to eliminate information islands, achieve a high degree of resources sharing and make full use of resources on Internet.
Utilizing grid technology in education resources management can integrate existing education resources greatly, apply the idea of distributed management to manage education resources effectively, and change the current status of disordered education resources management. Through establishing an integrated education intelligent information processing platform, it can eliminate information islands and resources islands, facilitate to send, process and access teaching information, and realize the sharing of education resources.
Based on analyzing the prior findings, this paper studies metadata standards, performance and storage form of education resources in grid. Also, it discusses the model of education resource communities, information sharing and news spreading among communities, the model of small world, and community resource discovery, etc. It mainly includes the following aspects:
(1) Through analyzing some current standards of education resource metadata, the LOM (Learning Object Metadata) standards as the criteria of realizing education resources description in grid are discussed. With the combination of grid resources RDF and LOM, we realize the RDF and LOM bundle, and establish a RDF model based on LOM. Both the discussion and realizing process provide a reference model for unified description education resources in grid.
(2) This paper takes resource classification standards of LOM as the foundation of division grid community. In accordance with the principles of resources classification and characteristics of grid management architecture, a grid community model based on education resources is built. This model is considered as the framework of education resources management.
(3) According to the community characteristics in grid, the construction and the inner structure of grid community are discussed. In accordance with resources distribution in grid, the idea of building peer-to-peer grid community groups is proposed. The same kind of education resources, with the concept of peer-to-peer communities, can be associated together logically among peer-to peer communities through index-layer. In addition, an information sharing and information spreading mechanism is established, relevant algorism is compiled, and the results are simulated and evaluated.
(4) According to characteristics of grid community, this paper analyzes the features of small world possessed by node groups in grid community through introducing the concept of small world, and establishes a small world model of searching resources in grid communities. Then, a dynamic strategy of finding education resources in grid communities based on small world is proposed, relevant algorism is compiled, and the finding of education resources fast and accurately in dynamic communities is realized. Furthermore, the chain length of searching is analyzed in theory, and the effect of algorism is emulated and evaluated.
Based on the above study, this paper concludes the research of education resources management in grid communities and looks forward to the future research work.
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