Information Search and Analysis Skill

(ISAS)

“E-Learning at Architecture Session”

Arranged by:
1. Iman Oetama (2120010066)
2. Muhammad Aryaputra Adji (2120010090)

Class:
3SE2

Faculty :
Mr. Tri Agus Riyadi, S.Kom.

Continuing Education Program Center for Computing and Information

Technology
Faculty of Engineering, University of Indonesia

2022
 PREFACE

Alhamdulillah, praise be to God, praise and greatest delivered pray to the

presence of Allah SWT. Sholawat and greetings may always be devoted to the
most human Rasulullah Muhammad SAW. So we can complete this task just in a
week.

The title of the paper given is “E-Learning at Architecture Session” for the
Semester 3 Quarter 5 of ISAS in 2022. The difficulties and obstacles that we
experienced during the making this paper’s assignment can be missed with the
direction and guidance of the various parties so that the authors can accomplish
this task well.

The author conclude this paper is far from perfect, because the author is
expecting criticism and suggestion, in order to refine this paper and useful
especially for writers and readers in general.

As we write this article, we get a lot of support from various parties.

Among others are:

1. Our parents, who always help in the form of spirit and material.

2. Dr. Muhammad Suryanegara ST., M.Sc. as director of CCIT Faculty

of Engineering, University of Indonesia.

3. Mr. Tri Agus Riyadi, S.Kom. as our teachers who have provided
guidance and support and referrals to us so that we can finish ISAS.

4. Our friends who always give the information that they know,
exchange ideas and give encourage to us in writing this article.

Hopefully this ISAS can bring benefits for all readers.

Depok, March 25th 2022

Author

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 TABLE OF CONTENT

TITLE PAGE……………………………………………………………………... i
PREFACE.................................................................................................................ii
TABLE OF CONTENT...........................................................................................iii
TABLES OF FIGURES...........................................................................................iv
CHAPTER I INTRODUCTION...............................................................................1
I.1 Background.....................................................................................................1
I.2 Writing Objectives..........................................................................................1
I.3 Problem Domain.............................................................................................1
I.4 Writing Methodology......................................................................................1
I.5 Writing Framework.........................................................................................1
CHAPTER II BASIC THEORY...............................................................................2
II.1 Definition of Architecture.............................................................................2
II.2 Definition of E-Learning..............................................................................3
II.3 Components of E-Learning...........................................................................3
II.4 Limitations of E-Learning............................................................................4
CHAPTER III PROBLEM ANALYSIS...................................................................5
III.1 Architecture for E-Learning Service Discovery...........................................5
III.1.1 Abstract Architecture E-learning Service Discovery..............................5
III.2 Internal Architecture of the E-Learning Broker............................................8
III.3 Workflow of E-Learning Architecture.......................................................10
III.3 Advantages of E Learning Architecture....................................................10
III.4 Disadvantages of E Learning Architecture................................................12
CHAPTER IV CONCLUSION AND SUGGESTION...........................................13
IV.1 Conclusion..................................................................................................13
IV.2 Suggestion..................................................................................................13
BIBLIOGRAPHY...................................................................................................14

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 TABLES OF FIGURES
Figure III 1 .............................................................................................................. 7
Figure III 2 .............................................................................................................. 9

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 CHAPTER I INTRODUCTION

I.1 Background
Nowadays, everything apparently has to be online. Especially with the pandemic,
even things that are usually not online turn online. For example, some activities
that are usually done by meeting each other and not online, like school, work
meeting, or major religious holidays, they change become online. Therefore, there
must be something new to build to provide the online things, it can be an app, a
web, or a program, one of which is E-Learning.

I.2 Writing Objectives

“E-Learning at Architecture Session” will dissect deeply about E-Learning,

especially the architecture. The architecture means the definition, roles,
component, workflow, advantages and disadvantage, and so on.

I.3 Problem Domain

To know the concept, component of the architecture, how the system works,
advantages, and disadvantages of E-Learning.

I.4 Writing Methodology

The writing method is an observation method. That is the collection of
materials that will be discussed, analyzed and examined from official resources
and also use “learn and do” which is very influental in research, and draws
conclusion from all reports obtained from research.

I.5 Writing Framework

To make it easier in the writing of the ISAS, then the discussion be
organized with the system of writing.

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 1. CHAPTER I Introduction
In this chapter 1 it will talk about the background of the problem, writing
objective, problem domain, the method of writing that used is the system
of writing, and writing framework.
2. CHAPTER II Basic Theory
In this chapter contains theories such as definition, basic concepts and
related information in terms of analysis, especially on problem analysis.

3. CHAPTER III Problem Analysis

This chapter deals with problem analysis such as the definition and the
architecture of big data, how big data works and the advantages also
disadvantages.

4. CHAPTER IV Conclusion and Suggestion

In this chapter contains the conclusions of the results of writing and
suggestions.

5. BIBLIOGRAPHY

In this section will contains the references that we use.

CHAPTER II BASIC THEORY

II.1 Definition of Architecture

Architectural programming is the process of organizing information so that
the correct information can be precisely positioned in the design process and
the right decisions can be made to sharpen the results of the building design.

Architecture of E-Learning which includes architectural programming

involves research and decision making that helps the architect and owner
establish performance requirements and design criteria for the project.
Programming can range broadly from identifying the project’s goals and
objectives to particular elements, such as the precise characteristics of a space.

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 It is an essential first step before the design phase and a critical
communication tool throughout the project. A program guides5 participants
from concept to construction documentation. The architect typically starts
with a general draft at the beginning of the project, then expands and edits it
into a final document.

II.2 Definition of E-Learning

E-Learning is a system for learning that establish goals and procedures for
the application of learning technologies within an organization and the
creation of an architecture that will support these goals and procedures. The
use of computers and the internet forms the major component of E-Learning.

E-Learning has been trusted and used in corporate sector especially when
training programs are conducted by MNCs for professionals across the globe
and employees are able to acquire important skills while sitting in a board
room, or by having seminars, which are conducted for employees of the same
or the different organizations under one roof. The schools which use E-
Learning technologies are a step ahead of those which still have the traditional
approach towards learning.

II.3 Components of E-Learning

There 5 major components that need to be considered when structuring
ELearning course:
1. Audience:
• Know their expectations.
• Think about the learning capacity of the target audience.
• Know if the target audience is equipped with the right hardware and
software.
• Know the job responsibilities of your target audience.
• Know about their preferences.

2. Course Structure:

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 • First, recognize the flow of the course you are going to deliver and
then find how you are going to modulate the information.
• Make sure to choose the appropriate size of the modules. Try to limit
the modules to 8 to 10 pages.
• The course structure must strategically incorporate interactive
concepts.
• To clarify the presented course, it is advisable to use pictures and
illustrations.
3. Page Design:
• See that navigation is manageable and easy to use.
• Make sure that the structure of the course is simple, not confusing.
• Ensure that there is an appropriate balance between the textual
information and graphics on the page.
• See that white space is utilized efficiently when designing e-learning
pages. Also, use predictable fonts and text styles.
4. Content Engagement:
• For additional concepts or definitions, use hyperlinks.
• Try to incorporate intelligent designs in the course.
• To make your course more interactive, leverage tests, quizzes, and skill
assessment report into it.
• Interactive and fun exercises can make your course more engaging and
interesting.
5. Usability:
Once the e-learning course is developed, make sure to test it in an
environment used by the learner to complete the course. Just make sure
that all links, graphics, exercises, tests, quizzes are working properly and
there are no grammatical or spelling mistakes.

II.4 Limitations of E-Learning

In the previous part, some architecture has been presented. It shows that
building architecture for e-learning is challenging task. However, these

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 proposed architectures have some limitations. The users of these architectures
are receiving too much information. To the bet of our knowledge, this is no
architecture for e-learning that has ability to filter e-resources. In more details,
the current architecture of e-learning is not intelligent enough. The user of this
architecture is not receiving its need. In addition, the current e-learning
architecture has lack of restricted feature; the contents are restricted for a
particular time and place. Our proposal approach will be presented in the next
part

CHAPTER III PROBLEM ANALYSIS

III.1 Architecture for E-Learning Service Discovery

The proposed solution describes the design and implementation of Web
Service architecture for e-learning. By moving offline activities online, Web
Services enable partners to (re)use easily applications via the Internet. The
proposed methodology includes:

1. Design of broker for e-learning Web Service discovery

2. Extension to existing WSDL document to incorporate e-Learning
service descriptions
3. Design of e-Learning registry to discovery and save e-learning specific
descriptions
4. Design and Implementation of e-learning discovery mechanism for the
learner’s simple learning needs

III.1.1 Abstract Architecture E-learning Service Discovery

Building a non-centralized system by combining several Web Services to achieve
the same functionality as in traditional e-learning systems leads to the problems of
managing the content for the learners and searching for services to gain the
desired functionality in the moment of demand. The requester’s often use the
UDDI registry to search for Web Services. The UDDI data entities provide

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support for defining both business and service information which conventionally
stored at central site.
To enable learner’s to access learning services, we need to develop the broker
based architecture which facilitates both service centric and learning centric
information storage and retrieval. Figure III.1 shows the abstract architecture of e-
learning Web service architecture for publishing and discovery.

FIgure III 1

The proposed architecture involves five roles and seven architectural interactions
among roles. The roles are: Learner, Provider, Broker, UDDI and E-Learning
Registry. The operations/activities among them are: Register E-learning service,
Publish Service, Publish eLearning Information, Find Service, Find e-Learning
Information, Bind E-Learning Service and Select E-Learning Service.

Learner/e-learning service requester

The learner is the one who wants the E-learning service to consume e-content.

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Learner could be a student, teacher, philosopher or professional. The learner
doesn’t have a direct access to the elearning registry. The learner should
communicate with the broker and search for the required services available in
UDDI. If the required service is available then the broker gives the URI of the
service provider using which the learner can communicate with the service
provider.

E-learning Service Provider

The e-learning service provider provides various services to the learners. E-
learning service providers can be categorized based on the nature of the service
and the type of learning content and the topic of learning. The e-learning service
providers must first register its service with the broker in order to be available to
the learners.

UDDI
UDDI registry is normally used to search and publish Web Services. The UDDI
data entities provide support for defining both business and service information.
The service description information defined in WSDL is complementary to the
information found in a UDDI registry. The UDDI refers to the entity tables
defined in it, to provide the services requested by the Broker. The entities referred
by the UDDI are Business Entity, Business Service and Binding Template. The
service specific information of e-learning services is published in UDDI for the
global visibility.

E-learning Registry
The E-learning registry is designed to discover and save e-leaning specific
descriptions and other necessary information related to learning contents. The
UDDI does not provide facilities to store content information. Thus we need to
provide an additional registry that can handle such data. This registry can handle

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elearning specific information required for the discovery of services by various
elearners.

E-Learning Broker
The important role in this e-learning architecture is played by the e-learning
Service broker. The broker could be a Web Service or a Portal with service API
using which a learner can avail various learning services. The broker
communicates with the service provider who wants to register and pr/ nbgff ovide
its learning materials. The broker also interacts with the learner when he wants to
search for a particular learning material. It also searches the e-learning registry
and UDDI when the service provider and the learners perform publish and search
operations vvv1respectively.

III.2 Internal Architecture of the E-Learning Broker

The e-learning broker consists of five components which facilitate the effective
elearning service publishing and discovery. Figure III.2 shows the detailed
internal architecture of e-learning service broker. The component descriptions are
given below:

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 FIgure III 2

Service Selector
This module helps to select the relevant service from the set of services retrieved
from the UDDI. This module is also responsible for the communication with Data
Dictionary. The service selector also provides the services for the service
composition (if any) and then this service is returned to the learner who requested/
searched for that service.

Data Dictionary
It contains domain specific information related to E Learning. Data Dictionary is
also called as a metadata repository. It has some information related to the data in
the UDDI. The contents of it are automatically updated as changes occur in the

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database. It may interact with the modules and provide the necessary information
for its functioning.

Service Publisher
For the provider, this module will helps to register e-learning service with the
broker. Service publisher then publishes the service specific information into
UDDI and e-learning specific information in the e-learning registry.

Request Analyzer

From the learners’ point of view, this module helps the learner to search for
elearning service using this broker. This then, retrieves the information about the
service provider from the UDDI and the E-learning information about the content
from the E-learning registry.

E-Learning Registry
This registry is used to store the e-learning content specific information into
registry. The registry contains one record for each service with service Id, learning
object Id, learning action, learning object name, learning object type, learning
object qualifier and binding template key. The architecture assumes that, the
mechanism adopts the functional semantic [16] concepts to build both request
query and service publishing.

III.3 Workflow of E-Learning Architecture

From Learner :
1. Learner looks for activities that match what the user wants
2. In the request analyzer, analyze the activities that the learner is looking for
3. If the activity you are looking for does not require service, the data will
enter the data dictionary
4. If the activity you are looking for requires the right service then it will be
continued in UDDI for description and contionue into the service selector
5. In the data selector service in grouped to continue to the data dictionary

From Service Provider :

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 1. Service providers arrange the maintance and provision of internet access
and promote that the website or application is visited by internet users
2. After that, proceed to the publisher service
3. In the service publisher, the information desired by the service provider
will be published in the E Learning registry if the data is informational or
will be published to UDDI if the data service
4. If the data is directly entered into UDDI, the data will be immediately
classified into the service selector group
5. If the data is entered into the E Learning registry, the data will be directly
analyzed by the request analyzer to continue into UDDI
6. In UDDI the data will be described and combined to find the right service
7. After the description and finding the right service, the data will be grouped
by the service selector which will then be stored in the data dictionary

III.3 Advantages of E Learning Architecture

There are several advantages to using e learning architecture, including :
1. Flexibility
The first advantage of e-learning is flexibility in terms of time and place.
Learning content is usually made available in short modules and can be
paused at any time. Whether you log on while commuting, at work or during
your free time- the learning material can be easily made part of your daily
routine. Even if you miss a live online workshop, written summaries or a
video of the session is usually available to be downloaded. E-learning is
therefore ideal for people working or in education, or simply people who want
to know more about their favourite hobbies or interests.

2. Availability
The organization of teaching content at universities is almost unimaginable
without platforms such as Moodle and Blackboard, but online courses also
save vast amounts of time in the private sector. Without physical limitations,

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 anyone with Internet access can simultaneously access learning opportunities
– provided that the servers are stable to withstand.

3. Efficiency
Since e-learning packages adapt to the individual learner, the time required to
complete a course is significantly reduced. Conventional courses are designed
to meet the needs of the entire group. But rarely does a single person need
everything that is offered to the group. And, of course, there is no need to
travel to the course.
4. Low Cost
An e-learning package can be reused as often as the user wishes without
additional costs. In addition, there are numerous free course offers as well as
“freemium access”. Since e-learning usually allows more course participants
at the same time, it is often less expensive than conventional learning
offerings.
5. Mobile
E-learning takes place wherever you want! All you need is an internet
connection. Learning materials, tutorials, transcripts – everything is stored in
digital cyberspace and cannot be lost with a good backup. These advantages
alone show the near-unlimited potential of e-learning. Nevertheless, there are
also numerous reasons why traditional learning methods are far from obsolete.

III.4 Disadvantages of E Learning Architecture

1. Internet connection
The most obvious problem is certainly a lack of Internet access and this still
affects over 40% of the world’s population. There can be problems with
highspeed Internet, insufficient data volume or connection problems that
cannot be fixed straight away.

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 2. Discipline
If you can learn anytime and anywhere, it is so easy to procrastinate. For
many, learning in a separate environment is an important factor to discipline
as well as being in the same room with other people that are learning with you
awakens ambition and openness to new ideas.
3. Distraction
There is much more to discover on the Internet than just the learning material.
Moreover, you are usually online on your email account or social media at the
same time. In addition, partners, roommates and children tend to disturb and
make noise at home. It requires a lot of planning and concentration to stay
focused in such an environment.[6]
4. Social isolation
Working at home, learning at home, living at home – the social aspects of life
are still important for children to gain social intelligence and develop healthy
relationship patterns.

CHAPTER IV CONCLUSION AND SUGGESTION

IV.1 Conclusion
Web Services provide an attractive alternative for businesses to reach out to their
potential customers. This paper addresses the issues related to e-learning service
discovery. The quest of learner to find the appropriate learning material can be
fulfilled by using this architecture. This research work comprises of the discovery
mechanism used to search for the appropriate learning content or digital material.
In order to minimize the search only the appropriate synonyms of the service
requester’s query are obtained from the WordNet which gives better search
results.

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IV.2 Suggestion
This paper implements a broker-based architecture that helps overcome the
weaknesses of traditional e-learning systems. Therefore, using this method is
expected to simplify the work of searching, categorizing and presenting learning
service information. It also makes it easier for students to navigate to various
elearning service providers and thus saves students time and effort in finding
suitable learning content.

BIBLIOGRAPHY

[16-09-2022]

https://herusu71.wordpress.com/2011/09/21/apakahpemrograman-arsitektur

[16-09-2022]https://talentgarden.org/en/digital-transformation/

onlinelearning-the-advantages-and-disadvantages-of-e-learning

[18-09-2022] http://ciit.finki.ukim.mk/data/papers/6CiiT/6CiiT-09.pdf

[18-09-2022] http://www.ijke.org/vol2/45-K002.pdf

[22-09-2022] https://www.pearson.com/content/dam/one-dot-com/onedot-

com/us/en/pearson-ed/downloads/eLearning-Design-Architecture.pdf

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[22-09-2022] https://www.dynamicpixel.co.in/blog/what-are-

thecomponents-of-e-learning/

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