Integrated collaboration environments (ICEs) are widely used by corporations to increase productivity by fostering groupwide and interpersonal collaboration. In this article, we discuss the enhancements of such environment needed to build an educational ICE (E-ICE) that addresses the specific needs of educational users. The motivation for the research was the Małopolska Educational Cloud (MEC) project conducted by AGH University and its partners. The E-ICE developed by MEC project fosters collaboration between universities and high schools by creating an immersive virtual collaboration space. MEC is a unique project due to its scale and usage domain. Multiple online collaboration events are organized weekly between over 150 geographically scattered institutions. Such events, aside from videoconferencing, require various services. The MEC E-ICE is a complex composition of a significant number of services and various terminals that require very specific configuration and management. In this article, we focus on a model-driven approach to automating the organization of online meetings in their preparation, execution, and conclusion phases. We present a conceptual model of E-ICE-supported educational courses, introduce a taxonomy of online educational services, identify planes and modes of their operation, as well as discuss the most common collaboration patterns. The MEC E-ICE, which we present as a case study, is built in accordance with the presented, model-driven approach. MEC educational services are described in a way that allows for converting the declarative specification of E-ICE application models into platform-independent models, platform-specific models, and, finally, working sets of orchestrated service instances. Such approach both reduces the level of technical knowledge required from the end-users and considerably speeds up the construction of online educational collaboration environments.

中文翻译：

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基于云的环境中在线教育协作的自动编排

企业广泛使用集成协作环境 (ICE) 来通过促进整个团队和人际协作来提高生产力。在本文中，我们讨论了构建满足教育用户特定需求的教育 ICE (E-ICE) 所需的此类环境的增强。该研究的动机是 AGH 大学及其合作伙伴开展的小波兰教育云 (MEC) 项目。MEC 项目开发的 E-ICE 通过创建沉浸式虚拟协作空间来促进大学和高中之间的协作。由于其规模和使用领域，MEC 是一个独特的项目。每周在 150 多个地理位置分散的机构之间组织多个在线协作活动。除了视频会议之外，此类活动还需要各种服务。MEC E-ICE 是由大量服务和各种终端组成的复杂组合，需要非常具体的配置和管理。在本文中，我们将重点介绍一种模型驱动的方法，用于在准备、执行和结束阶段自动组织在线会议。我们提出了 E-ICE 支持的教育课程的概念模型，介绍了在线教育服务的分类，确定了它们的操作平面和模式，并讨论了最常见的协作模式。我们作为案例研究提出的 MEC E-ICE 是根据提出的模型驱动方法构建的。MEC 教育服务的描述方式允许将 E-ICE 应用程序模型的声明性规范转换为独立于平台的模型、特定于平台的模型，以及，最后，协调服务实例的工作集。这种方法既降低了最终用户所需的技术知识水平，又大大加快了在线教育协作环境的构建。