=Paper=
{{Paper
|id=Vol-238/paper-4
|storemode=property
|title=User Profile Interchange in a Service-oriented Architecture
|pdfUrl=https://ceur-ws.org/Vol-238/paper4.pdf
|volume=Vol-238
|dblpUrl=https://dblp.org/rec/conf/caise/MusaGWO06
}}
==User Profile Interchange in a Service-oriented Architecture==
https://ceur-ws.org/Vol-238/paper4.pdf
322 Data Integration and the Semantic Web
User Profile Interchange in a Service-oriented
Architecture
Daniela Leal Musa, Renata de Matos Galante, Mariusa
Warpechowski, José P. Moreira de Oliveira
Instituto de Informática – Universidade Federal do Rio Grande do Sul
Av. Bento Gonçalves, 9500, Porto Alegre, RS, Brazil
Fax: +55(51)3316.7308
{musa, galante, mariusa, palazzo} @inf.ufrgs.br
Abstract. An adaptive e-learning system needs meaningful information about
the learners, the user profile, to achieve a correct content tuning for each of the
students. The gathering of this information is a laborious and time-consuming
task motivating the interchange and enhancement of user profile. This paper de-
scribes an approach designed for sharing learners’ profile information among
systems. Our main objective is to provide a standard communication protocol
and architecture that makes possible to different e-learning systems to cooperate
in order to gather a set of learner model information, richer than that found in a
standalone e-learning system. This work is part of a long-term project intended
to allow content adaptation for e-learning systems.
Keywords: User Profile, Web services, Data interchange, E-learning
1 Introduction
Existing e-learning systems are not flexible enough to adapt the content presented to
users according to their dynamic and complex profiles. More than this, the different
systems are not able to exchange the acquired knowledge on the users making the
user’s information acquisition a very limited achievement. News e-learning systems
with adaptation ability are required in order to improve the way in which users learn.
Usually, the adaptive systems provide the same content for different types of users
that have distinct preferences, knowledge, and goals [10]. Brusilovsky defines adap-
tive systems as those systems that can access information as user’s personal data,
characteristics, and preferences harvested and aggregated in a user’s model, and able
to use this information to adapt different aspects of the system, to the user [3]. Some
features of users that can be useful for adaptation include: the knowledge level of
learners about a specific topic, their goals and targets, experiences as well as prefer-
ences. Information about the user, gathered in a user’s model, is crucial when we want
to offer adaptability to an e-learning system or other Web-based systems.
The description of the learner profile must be as complete as possible in order to
provide an adequate adaptation in an e-learning system. One of the main problems in
this issue is the difficulty of acquiring the information about the user. There are two
DISWEB'06 323
main conducts to obtain such information: explicitly or implicitly. Explicitly acquisi-
tion collect data directly as by a feedback form that learners should fill, concerning
personal data, preferences, learning styles, goals, etc. The implicit technique consists
of logging and mining the operations that the learner performs during the interaction
with the system as, for example, recording the pages accessed in a certain period.
Semantic networks, rules bases, and fuzzy logic can be applied to those data to mine
the learner’s preferences and behavior.
In a former research “Tapejara Project” [18] we developed an empirical procedure
used to generate learner’s cognitive profiles (LCP) and associated these profiles with
the learning behavior. The training population sample was composed of 231 employ-
ees randomly chosen in a stratified sampling in a Telecommunications Company. The
learner’s CLP assessment was obtained from the statistical analysis of the Ross Test
data [17]. The CLP learning behavior was obtained from the statistical analysis of the
navigational log data in an experimental training module designed for this purpose.
The statistical results have shown five CLP groups and their style dimensions and the
correlation between each CLP groups and their navigational behavior in the Web
training module. This is the first step to achieve an autonomous adaptive system able
to get implicitly data on the users.
In order to find out which data about the learner are frequently used in e-learning
systems, we carried out a search on open source and commercial systems [16]. The
learner’s model AdaptWeb system [1], for example, contains only personal data and
the level of learner’s knowledge about a topic. In the Claroline environment
(http://www.claroline.net), the learner model is composed of personal data, a list of
courses accomplished, and the quantitative history of actions (i.e. downloads and
forum participation) in each studied course. These systems store learner’s personal
data in different internal structures. However, this learner information is not shared
among different e-learning systems, which forces the learner to re-inform it for each
different system. Data among e-learning systems should be shared, avoiding the
learner burden to provide personal information every time he uses a different system.
Besides, a system can offer information, which another system does not have. For
example, in another project that we conducted, AdaptWeb [1] we are able to provide
information about the learner’s level of knowledge on a specified topic. This learning
environment is extended, from the present limited adaptation possibilities, to a more
developed level of adaptation based in a detailed learner profile and using inference
about this profile to offer a specific learning path for each situation.
In the present research we are particularly interested in investigating how learners’
information can be shared among different e-learning systems on the Web. Achieving
this result we will be able to identify, to exchange and to explore the user model in
order to create a tailored content to each specific user and situation. To make this
possible, we must develop a standard to identify data through the different environ-
ments so that they all can “understand” the same data. In this work, the information
about learner was designed and implemented as a user model. We defined some tech-
niques for data retrieval of learners’ profiles. These techniques were employed in
three different e-learning systems. Also these techniques have been applied on a digi-
tal library with the goal of recovering the documents metadata in an OAI (Open Ar-
chives Initiative) [15] environment as the readers may be modeled in a similar way as
students. For an experimental validation of the user model and the retrieval tech-
324 Data Integration and the Semantic Web
niques, we defined a service-oriented architecture for sharing data between the sys-
tems.
This paper is organized as follows: Section 2 provides a short overview of the re-
lated work. Section 3 describes the approach for user profile interchange. Section 4
describes the services-oriented architecture and prototypes of the system developed
are presented in Section 5. Section 6 concludes the paper and presents the plans for
future research.
2 Related Work
In this section, some solutions that have already been found for the exchange of user
data among systems are described. Dolog [8] presents the conceptualization and im-
plementation of a framework, which provides a common base for the exchange of
learner profiles between several sources. A Java and Web service API was imple-
mented making use of the framework to allow other systems to plug into the standard
based learner modeling component. The learner profiles are described in RDF.
The CPexchange (Customer Profile Exchange) [2] specification is a standard that
facilitates the privacy-enabled exchange of customer profile information. The CPEx-
change specification defines a data model for profile information that relates a cus-
tomer or other business partner, to an enterprise. The CPExchange specification also
defines metadata for associating privacy controls with various subsets of the profile
information, as well as operations for query, delivery, and update of this information.
The Privacy Information Model extends the P3P 1.0 document [6] to describe the
privacy policies covering the profile information being exchanged.
The ebXML [20] allows partners systems to discover each other and to store cen-
tral definitions and the components that are needed to configure the interchange be-
tween them. These can then also be catalogued and shared across a community.
In Dolog’s framework, one system that needs data from other system must access a
RDF schema of the system to know the description of the structure of the model.
Several problems and conflicts could arise because redundant data can occur when
both models hold data on the same learner [7]. This heterogeneity problem was ana-
lyzed in the 90’, in particular the last author has developed research in Multidatabase
Interoperability. This problem is assumed to be conceptually solved. A paradigm for
integrated access to heterogeneous databases was developed, in which conceptual
schema integration is performed via schema mapping [4]. In this approach, available
information for a real world entity is captured from different areas where the object is
represented. Modeling and behavioral conflict resolution is replaced by conflict re-
port, in order to support the complementary access to different parts of a real life
entity and multiple interpretations of stored data. Integrated database access results of
conceptual schema mapping, after the conversion of all schemata into a canonical
object-oriented data model. This solution makes use of concepts presented in loosely
coupled federated databases and the application is straightforward in the present case.
The CPEx and ebXML are specifications to customer profile. These specifications
only defined an XML schema allowing a data exchange among the systems. These
DISWEB'06 325
specifications don’t define which communications protocols must be used and how
this data must be stored.
3. Learner Profile Interchange
In the introduction, we pointed out the limitations of the learner profiles in adaptative
systems and motivated the need of an approach for interchange learner data from
different systems. In our approach, these data are collected from various sources and
presents different formats. To make the data interchange possible, we also have de-
fined a user model for learners. Our proposed approach for learner profile inter-
change, depicted in Figure 1, is composed of three main parts:
1. Learner Ontology: describes the main concepts of the learner model and
offers a canonical view of the data exchanged. This ontology will be em-
ployed for the inference of the preferred user behavior in AdaptWeb [1].
2. Learner Data Retrieval: is composed by four techniques (Search in the
Database, Mapping XML instances, Inference and Gathering) for data
Learner
Learner Ontology
Ontology
Global
Learner
Learner Data
Data retrieval
retrieval schema Central
learner
model
Local schema Local schema
learner learner
System
System AA model
System
System BB model
retrieval in the systems. The techniques retrieve data in a local schema
format used by each system for optimized local use. All these techniques
retrieve data from the local database schema and are necessary to con-
vert data for the global database schema, which is based on the user
model.
3. Central learner model: The central repository stores data gathered in the
others systems. The data are stores in a global schema according with
the user model.
Fig. 1. Learner profile interchange
Our proposal has the advantage of allowing the consistent interchange of learner
profiles between different systems through a user model. In the following subsections
we detail our proposal and how the requirements explained here could be satisfied.
326 Data Integration and the Semantic Web
3.1 Model for Learner Profile
Interoperability and reuse of the learner model can be achieved by having data de-
scribing it in terms of an established standard model to describe the learners’ informa-
tion. The two most important standards for learner profile are IEEE LTSC Personal
and Private Information Standard (PAPI) [14] and IMS Learner Information Package
(LIP) [12]. Both standards deal with several categories related to information about a
learner and present deficiencies in some characteristics. Neither PAPI nor LIP in-
cludes the definitions of either cognitive or learning styles, which are extremely im-
portant for the adaptation effort. The cognitive style is an individual aspect that de-
scribes the way as a person usually approaches or responds to the learning task [11].
The learning style is a collection of individual skills and preferences that affect how a
person perceives, gathers, and process information [9]. Based in these standards, we
defined a learner model with the addition of the behavioral characteristic.
Fig.2. The Learner Model
The learner model, graphically represented in Figure 2, consists of the central class
Learner with properties characterizing the learner personal information. This class
comprises the following PAPI elements: ID, Name, Address, Email and Telephone.
DISWEB'06 327
The learner has both a cognitive and a learning style. The taxonomy of the cogni-
tive style used in this ontology defined by Gregorc [11]. In this work, we used the
learning style classification by Felder [9].
The learner has Preferences technical (video, html and text), communication tools
and languages. This class follow PAPI standard.
The classes QCL (Qualifications, Certificates and Licenses) is IMS-LIP standard
and follow its parameters. Each entry in the QCL has the following elements: Organi-
zation, which defines the institution that has given the certificate, level of certificate,
title, certificate’s date and description.
The class Goal, contains the learner’s objectives and follow IMS-LIP standard. The
elements of this class are: typename (type of learner’s goals) which can be profes-
sional, educational or personal, description of the goal, data to reach a goal and prior-
ity level.
3.2 Learner Data Retrieval
Learner data is extracted from different sources. We distinguish three categories of
data sources: e-learning system database, curriculum and Web. The e-learning system
can provide rich information about the learner, like the personal data, preferences,
which courses attended, etc. The personal Curriculum Vitae and the Web can provide
personal data, educational degree, current topics of interest, conferences and journals
publications, honors and awards, impact index of publications, citations and others.
The user model offers a conceptual and formal base that allows consistent meta-
data integration. To support the metadata retrieval, four techniques were defined to
retrieve data automatically or semi-automatically [21]:
Search in the Database, Mapping XML instances to the learner repository, Infer-
ence and Gathering.
Search in the Database: retrieves information about learners from the system data-
base.
Mapping XML instances: analyses XML documents and retrieves tags values. This
technique can be used to retrieval data from the learner curriculum.
Inference: uses the information about the context as where the learner navigated to
infer data values such cognitive style, learning style and others.
Gathering: gathers data from web pages into a combined data store. This technique
can be used to retrieve data form the learner homepage, Scholar Google, etc.
All these techniques retrieve data from the local database schema and are necessary
to convert data for the global database schema.
4 The Service-Oriented Architecture
In order to validate the approach for user profile interchange, a service-oriented ar-
chitecture was defined and developed which is presented in the following sections.
328 Data Integration and the Semantic Web
4.1 Overview
In a typical service-oriented architecture, a service is made available so that other
systems can use it. The services provider creates a WSDL (Web Service Description
Language) service description that defines the service interface, that is, the operations
of the service and the input and output messages for each operation. The provider
publishes the WSDL service description to a discovery agency. Service requesters
find services via discovery agencies using UDDI (Universal Description, Discovery
and Integration) and use the WSDL description to interact with the service description
that corresponds to a service previously selected.
The federated architecture is composed of systems that collaborate to enrich the
learners’ data profile; these e-learning systems compose a loosely coupled federation
and act as service providers or service requesters. The central repository contains the
WSDL specification mapped to UDDI for publishing and discovering existing ser-
vices. The central repository acts as a broker system and can store data gathered in the
e-learning systems. Figure 2 presents the components of this architecture.
Fig. 3. Service-oriented Architecture
As the repository is dealing with private data, an authentication mechanism is
needed so that e-learning systems can access it, and retrieve data from the repository.
The central repository needs a specific authorization from each of the e-learning sys-
tems in order to be able to retrieve data from its local databases. The repository can
implement a privacy policy that describes the access policies for the information it
will receive. When the e-learning system provides information to the repository, it
determines how the repository will handle this information. The solution we applied is
the P3P standard (Platform for Privacy Preferences Project), which provides the for-
mats by which two parts (client and server) describe and enforce their privacy policy
[13].
Communication between the repository and the component systems is carried
through a Web Service. To exchange the data between different systems it is neces-
sary to have a single data profile, known by all the systems. To do that, we defined a
Learner Profile Exchange Model (LPEM), which was represented in a Web Ontology.
The Ontology will be employed for developing inference to support content adapta-
DISWEB'06 329
tion to specific user’s needs. LPEM is based on the IEEE LTSC Personal and Private
Information Standard (PAPI) [14], and IMS Learner Information Package (LIP) [12].
In this work the information about learner model has a minimum group of informa-
tion, which is enough to this work. Any e-learning system that needs the data stored in
the repository implement an interface for calling the functions in the web service
repository. The communication is made through SOAP (Simple Object Access Proto-
col).
There are two types of systems that can use the data stored in the central reposi-
tory. The first type is represented by the e-learning system B in our architecture (Fig-
ure 3). This system only collects data from the repository to enrich its learner profile.
The exchanged data are represented in XML and follow the LPEM model. The com-
munication is made from e-learning system to Web Service through SOAP. A wrap-
per is necessary to convert data for the system database. The second type of system
represented by repository can retrieve data in any system database. To do that, the
system needs to implement a Web service. This type is represented by the system A in
our architecture (Figure 3).
4.2 The Services Definition
The Web Service accesses the e-learning database, the communication is made from
Web Service to Web Service through SOAP and the received data are in LPEM for-
mat.
The central repository services are related with users’ records and e-learning sys-
tems that will provide data. The e-learning systems that are associated with the
learner’s model federation should provide, at least, the following services P3P, Ac-
cess and Get, described below.
E-learning system provider
P3P Get Access
4 5 1 6
2 3 E-learning system client
P3P
P3P SystemReg. UserReg.
7
Central repository
Statistics Notification Search
10 9 8
Fig. 4. Services to data exchange
The main set of services that the e-learning systems services should provide are:
Access, P3P and at one Get service. Access(1) allows the repository to access its
database. P3P(2) returns privacy policies of the e-learning system, which will be
330 Data Integration and the Semantic Web
compared against the repository’s privacy policies. The Get(3) services are directly
linked to the categories and elements of the LPEM standards. The GetPersonal returns
all elements to the repository (id, name, address, e-mail, telephone) in the LPEM
format, it can be of one or more learners. The GetName, GetAddress, GetEmail, Get-
Telephone services return only the element requested, that is, there can be a service
for each element existent in the standard Personal Information category of the LPEM
standard. The GetAllQCL, GetAllGoal and GetPreferenceList services returns all
elements of the respective category. GetQCL may return only one register that can be
searched by Organization, Level, Title or Date. GetGoal returns only the goals that
are related with the date sent as parameter. GetCognitiveStyle and GetCogni-
tiveLearning return the learner’s cognitive and learning style, respectively.
The e-learning system should be registered in the repository using the SystemReg-
istration(5) service to supply data to the central repository. The register of an e-
learning system involves the description of its services in WSDL and its privacy pol-
icy in P3P. An e-learning system should require the repository’s privacy police before
its registering. The P3P(4) service provides the repository’s privacy policies to the e-
learning system.
The central repository offers the UserRegistration(6) service for users registered in
the repository. On subscription, the user should provide his privacy police in P3P(7).
Only registered users can search or research data through the repository. If a regis-
tered user wants to search the services registered in the repository, he will use the
Search(8) service, which returns the services the user requested. The search for a
service is carried out through categories of the LPEM model categories. For example,
a user may want to search that supplies service that offers the styles of a given learner
(Category Style of the LPEM model). An advanced search can also be made, that is,
the user can discover the systems that provide the cognitive style to the learners
through the Search service.
The Notification(9) service included in the repository sends notifications to regis-
tered users warning that new information that interests him have arrived. The infor-
mation can be: 1) input or output of a new base in the repository; 2) inclusion or al-
teration of a value. This service is implemented through the active ECA rules (event-
condition-action).
The Statistics(10) service is a especial type of search that returns a summary of the
access to the repository. Examples of statistical search are: who searched such infor-
mation, who received the notification before searching data, who received the notifi-
cation and has not searched data.
5 Prototype Implementation
The prototype retrieves personal learners' data from a XML repository and the two
different relational databases (MySQL). This data are store in a central repository.
The retrieval technique “Search in the Database” was implemented as Web service
(Get_Data) and gets data in a system database. The technique “Mapping XML in-
stances” was implemented as Web service and retrieves data stored in a XML docu-
ment. We have chosen these target systems because they contain distinct data models
DISWEB'06 331
and enough data to allow us to carry out our experiment. In this section we will ex-
plain a small parcel of the information exchange; the full implementation is being
integrated to the AdaptWeb [1] system.
In the XML repository has data about the curriculum learner. In Brazil, the whole
research community, from undergraduate learners to senior researchers, must make
their curricula available in the Lattes platform [5] to be able to receive any research
agency funding. This platform offers a XML interface describing all the research and
academic profile. The unique user identification is provided by this repository. In
other countries a unique identifier as a national social security number or the national
identity number may be employed for identification. The other alternative is to deploy
a pattern matching strategy to identify candidates. As an e-learning system needs an
administrative component whit unique student identification the first alternative was
chosen. Figure 5 shows the upper level Lattes’ categories for user data.
Fig. 5. Lattes categories
Data such as those of the Personal Information, Qualifications and Certifications
can be retrieved from Lattes in the XML format. The first Web service was developed
to access the data of Lattes XML repository. In Lattes, personal data are in tag “Gen-
eral Data”. This data must be mapping to LPEM model. Table 1 shows the mapping
from Personal Data of the Lattes to Personal Information of the LPEM model.
Table 1. Mapping Lattes to LPEM
Lattes LPEM
General_Data.CPF Personal_Information ID
General_Data.FullName Personal_Information Name
General_Data Home_Address Personal_Information Address
The first database accessed comes from the AdaptWeb environment [1]. It offers
educational content according to the learner’s profile. ID, name, address, email and
telephone are data from the AdaptWeb learner’s profile, which is stored in a MySQL
base. CPF is Brazilian person identification code. Table 2 presents the mapping from
AdaptWeb to LPEM.
332 Data Integration and the Semantic Web
Table 2. Mapping AdaptWeb to LPEM
AdaptWeb LPEM
CPF Personal_Information.ID
Name Personal_Information.Name
Address Personal_Information.Address
Email Personal_Information.Email
Telephone Personal_Information.telephone
The second database is from the Claroline environment [4]. Claroline is a free-
software platform, developed by the Université Catholique de Louvain (Belgium) and
released under Open Source license (GPL). Table 3 shows Claroline to LPEM map-
ping.
Table 3. Mapping Claroline to LPEM
LPEM
Claroline
Personal Information
Officialcode Personal_Information.ID
Nom + prenome Personal_Information.Name
Address Personal_Information.Address
Email Personal_Information.Email
Username -
Password -
Status -
userID -
- Personal_Information .telephone
The process of a user search data in e-learning system provider is illustrated in
Figure 6.
Browser
Browser
Get_Data
Get_Data
Web Service
AdaptWeb
Lattes
Central
Repository
Get_Data
Claroline
Fig. 6. The interchange data process
DISWEB'06 333
The client makes a query that can retrieve data from one of the repositories (Claro-
line, AdaptWeb or Lattes) or from all of them (All). At this moment, the client also
chooses the type of data from the LPEM model it wants, by clicking on the required
option (Personal Information, Preference, QCL, Goal, Style). The fields correspond-
ing to the type chosen are displayed. The client should fill one or more fields to re-
quest the query. Figure 7 shows the query interface.
Fig. 7. Query Interface
The Get_Data service receives the user’s request in the global schema format
(LPEM) based on the user model and maps to local database schema. After conver-
sion between schemas, the Web service makes the query in the database. The same
mapping should be performed when the query result is sent to the client. At this mo-
ment, each system is responsible for mapping the global schema in the local schema
database.
All data are sent through the HTTPS, which confers safety to data sending proce-
dures. Some data may be available to the public, some data may be private, and other
combinations are possible. The LPEM model information may be administered and
secured separated, e.g., personal learner information is private and secure, while the
learner QCL information is public. The learners and administrators and the require-
ments choose the public nature of the learner information.
6 Conclusion and Future Work
This paper presented an approach for the gathering and exchange of learner’s infor-
mation between systems on the Web. Our goal with this work was to allow different
systems to cooperate with each other in order to reach a set of learner profile richer
than the set currently found in common stand-alone e-learning systems. We have also
defined a learner model that is employed to offer a canonical view of the metadata
exchange performed by the cooperative systems.
With the purpose of validating the approach for user profile interchange; we de-
fined a set of services and a service-oriented architecture. Those services, defined and
334 Data Integration and the Semantic Web
implemented as Web Services, allow not only data exchange but also provide secu-
rity, privacy, and event notification facilities. A system prototype was developed in
PHP language and retrieves learner data from three different systems. Some experi-
ments have been done intended to support the technical validation of the proposed
architecture.
Ongoing work is oriented for the extension of the ontology representation of the
user model in two directions. First, we are extending the ontology for representing the
learner evaluation process thought the addition of the temporal characteristics. Sec-
ond, we are investigating the requirements related to the inference techniques to be
applied for extracting more information concerning the learner evolution along the
time and the consequences for the content sequence presentation. Besides the logical
organization, the architecture includes the definition of a query language to be used
for recovering temporal information concerning the learner evaluation process. All
this process are being implemented and validated in the AdaptWeb environment [1].
The experimental validation process of an adaptive e-learning system, under a con-
trolled situation, needs a detailed experimental protocol and a large sample of stu-
dents. Our efforts will be now directed in the gathering and analysis of this experi-
mental data.
Acknowledgments. This work was partially supported by the Projects
MCT/CNPq/ProTeM-CC grant no. 490058/03-5, Project PERXML, grant
no. 475743/2004-0 and Project DIGITEX-CTInfo grant no. 550845/2005-4. The first
and third author where supported by a scholarship from CAPES. The last author is
partially supported by CNPq under grant no. 305780/2003-4.
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