Presentation on theme: "Academic Education Chain Operation Model"— Presentation transcript:
1Academic Education Chain Operation Model Petko Ruskov, Andrey RuskovSofia University “St. Kliment Ohridski”
2Content1 INTRODUCTION2 BUSINESS PROCESS MANAGEMENT SYSTEMS AND ACADEMIC PROCESSES MANAGEMENT3 METHODOLOGY AND PREVIOUS WORKS4 AN ACADEMIC CHAIN OPERATIONS MODEL5 CONCLUSION
3IntroductionThis paper presents one approach for modeling the educational processes as a value added chain. We attempt to interpret and compile existing business, governance and education processes reference models and suggest an example Academic Chain Operation Model (ACOM). The latter can be used to develop an Academic Chain Operation Reference Model (ACORM) in the same way it is with already established business models.
4Methodology and previous works We follow the BPM methodology. Our approach uses BPM tool to describe, model, animate and simulate the chosen processes.Previous worksEducation and Training ModelsThe Sharable Content Object Reference Model (SCORM)Blended Learing System Structure (BLESS)The Value Chain Operations Reference model – VCORInformation Technology Infrastructure Library (ITIL®)FEA Consolidated Reference ModelSupply Chain Operations Reference Model (SCOR)Design Chain Operations Reference model (DCOR)…
5Blended Learing System Structure (BLESS) Source: M. Derntl, R. Motschnig-Pitrik /Internet and Higher Education 8 (2005)
9Federal Enterprise Architecture (FEA) Consolidated Reference Model V. 2.0 Source: Federal Enterprise Architecture (FEA) Program
10FEA consists of a set of interrelated “reference models” Performance Reference Model (PRM)Business Reference Model (BRM)Service Component Reference Model (SRM)Technical Reference Model (TRM)Data Reference Model (DRM)
16Process Group Curriculum process group chain model
17For each of the above model’s processes we have to describe MissionGoalsScopeIncludesExcludesKey Performance IndicatorsWorkflowRoles
18Process A very simple example Seminar process model
19Visual Models, Patterns We can make goodpractices explicitand reusable.
20ConclusionOur dynamic life requires from us to implemented new educational methods and forms, according to various existing needs. The elements of ACOM have been developed to model the academic activities associated with selected phases of the educational process. It shows the approach how to model and simulate educational activities and in this way to satisfy the learner's demand and to synchronise activities between educational institutions.
21*Acknowledgement*The work on this chapter has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract (www.tencompetence.org)
22Thank you Q&A Petko Ruskov Sofia University “St. Kliment Ohridski” Mobile: