alert driven communications management for distance learning
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Alert Driven Communications Management for Distance
Learning
Dickson K.W. Chiu, Senior Member, IEEEDickson Computer Systems, Hong Kongkwchiu@acm.org, dicksonchiu@ieee.org
Samuel P.M. Choi School of Business and Administration,
The Open University of Hong Kong. schoi@ouhk.edu.hk
Alerts for Distance Learning EEE05-2
Introduction Increasing mobility of students and educators Awareness, accessibility, and responsiveness Using innovative technology to facilitate learning Process integration and data integration are
required among education partners Managed multi-channel communications Alerts - urgent requests and critical messages Experience from healthcare alert system Alert Management System (AMS)
Routing, monitoring, and logging the alerts Find suitable service - application specific
considerations like costs, waiting time, service time
Alerts for Distance Learning EEE05-3
Stakeholders of Distance Learning: OUHK
Both human and computerized systems involved Different degree of computerization
InternetInternet
Shenzhen Office
Course CoordinatorCall Center
Distant LearningPlatforms
AdministrativeIS
Partner Institution
Tutor
Staff
Student
Alerts for Distance Learning EEE05-4
Main problems and requirements
Traditional communications are no longer adequate online learning platforms web-based administrative services cellular phones and pagers email or instant messenger
Main problems and requirements Large number of messages require timely communication Managed multi-channel communications Seamless Integrations
Web Services supports both type of interaction in a single framework
Both human and computerized systems involved Different degree of computerization
Alerts for Distance Learning EEE05-5
Role of Alerts in IS
Information Systems and Workflows
Event /Exception Handling
Data/Process Requirements
Alerts Managed by AMS
Web Services and Mobile Devices
What are Alerts? Different from general events, alerts
have more specific attributes, e.g., urgency and service requirements.
Different from exceptions, they need not relate to abnormal behaviors.
asynchronously received by external events / exceptions, incoming E-service requests
synchronously generated by internal E-service application.
handled by the AMS by requesting services:
internal information systems human service provider external E-service providers
Alerts for Distance Learning EEE05-6
Alert Conceptual Model
Schedule
Response
Flexible Task
Role
1..*
require
Specific Task
1..*
Human Sevice Provider
1..*1..*Web Service Provider
Service Provider
0..n
1
0..n
11..*1..*
Capability Profile
11
specify
Devices* 1..** 1..*
Service Access Points1..*1..*
Alert
0..1
1
0..1
1
0..*0..*
send send
Data Request
Process Request
AMS Task
0..*1 0..*1
generates
generates
Alerts for Distance Learning EEE05-7
System Architecture
Database
The Outgoing Alert Monitor
Process / AlertDefinition Module
Alert Management System (AMS)
Process Execution Module
alerts
Role Matching Module
Urgencies Strategy Definition Module
Service ProviderMonitoring Module
Incoming Alerts
Incom
ing A
lert
Mo
nito
r
Outgoing Alerts
Response o
f In
com
ing A
lerts
Web ServicesServer
AMS
Web Server
Counterparty
AMS
Web Server
Counterparty
AMS
Web Server
PartnerInstitutes
Internet
Responses for Outgoing Alerts
Incoming Alerts
Responses for Incoming Alerts
ICQ, SMS, Email alerts
Use
r Inte
rface
Distant Learning Platform and Workflow
Web, WAP, SMS, email reply
ExecuteAlert Handlers Create
Alerts
Call CenterPersonnel
Human Service Providers: Tutor, Staff, and Course Coordinators
Alerts for Distance Learning EEE05-8
Phased System Implementation
Phase 1 – Call center support system Phase 2 – Upgrade existing system to
support also alerts Tutoring and discussion system Venue management system Assignment management system Student and tutor monitoring system Complaint and exception management
system
Alerts for Distance Learning EEE05-9
Alert Life Cycle
Send alert
Log Alert
Check if response received by deadline
Check if service performed upon service due
Find matching service provider
Generate new alert to admin staff
[ no ]
Increase Alert Urgency
[ no ]
Determine device / web service access point
[ yes ]
[ yes ]
[ flexible task ]
[ specific task ]
Alerts for Distance Learning EEE05-10
Alert Urgency Strategy Definition Defining the policies according to which
the urgencies of the alert will evolve Example
dtdtdtTdtdtT CriticalVery
dtdtTdtT Critical
dtTTt Very Urgen
(default) T Urgent
)(002
32121
211
1
t
t
t
t
tU
Urgency002 Action
Urgent default
Very Urgent Submit a second alert to the same service provider, notifying about the approaching deadline
Critical Redirect the alert to another SP that has the best response time
Very Critical Send the alert to several SPs and accept the results of the one that response first, notify an administrator
Alerts for Distance Learning EEE05-11
Advantage from student’s perspective
full-time job during their part-time study senior management positions: travel frequently availability of flexible, anytime, anyplace help
from tutors though quality responses are often more
important than the response time AMS reliably routes their questions finds alternative tutors for assistance communications among peer students for
discussions and group work communicate with the course coordinator upon
exceptions: assignment extensions, attending another tutorial class, changing the tutorial group, or even deferral of examinations and studies
Alerts for Distance Learning EEE05-12
Advantage from educator’s perspective
similar anytime anyplace requirement for the access and management of messages
AMS help keep track of the messages, esp. important and urgent ones
avoid being overwhelmed by the large amount of messages from the students
full-time course coordinators monitor the performance of the tutors (e.g. marking lateness)
Alerts for Distance Learning EEE05-13
Advantage from administrator’s perspective
coordinates the partner institutions’ communication with the students and the tutors
especially upon exceptions such as changes in tutorial venue and tutor absences or substitutions
call center automation forming a tutor pool to answer student queries:
better response time and substitution monitor the tutors’ performance data integration with the partner institutes
Alerts for Distance Learning EEE05-14
Conclusions A conceptual model for specifying alerts
based on the requirements of distance learning
A practical architecture for the AMS based on contemporary Web Services – supports human and programmatic interfaces
matching service providers to alert requirements
A mechanism for (re-)routing alerts and increasing their urgency when alerts are not acknowledged or processed within deadline.
Applicability for distance learning flexible and reusable AMS can be plug into
other systems
Alerts for Distance Learning EEE05-15
Future Work
Interfacing and platform-specific issues Inter-relations among alerts Failure of commitments and their relation to
contract enforcement managing the diary of the personnel with
agents Impact of cancellations, other possible
exceptions Tradeoff between quality/response time and
cost, and service negotiation Location dependent applications
Workforce management Mobile CRM
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