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Abstract： This paper proposes a method based on cloud computing technology make container yard and spread more easily through the network platform practice workflow-enabled virtual community held CSCW practitioners. At present there are several important ESCOLE prototype faults： no children space concept， the rigidity of the event management service， so no graphics workflow model， editing， limit the workflow ductility， etc. We design production platform to solve these problems Library Source （puting； J2EE
（3） The platform should provide basic cooperative tools and CSCL tools， selectively accessible from the different workspaces. The basic cooperative toolset includes production tools （e.g.， shared editors， document sharing facility）， communication tools （e.g. ， news， forums， chat， wiki）， and coordination tools （e.g.， shared calendar， vote facility）. Of course， in their private spaces， all participants can continue to use their preferred production tools. In addition， learning sessions make use of different kinds of synchronous CSCL tools， either dedicated to a specific task or generic， i.e. parameterized by explicit models of learning processes. Unlike basic cooperative tools， CSCL tools rely on well-identified learning theories， such as creating Piagetian socio-cognitive conflicts or participating in social processes of knowledge production in line with Vygotsky's ideas.
（4） Platform should provide active help and guidance teachers and students. The diversity of characters and situations that can't restrain learning activities follow some predefined education project structure [3]， or some general the cooperation pattern， such as Researching-Confronting-Structuring model [4]. Through the guidance and assistance should， at least in part on the interpretation of a more
1. Initial summarization step： each student， of a all group of three to five， writes an initial summary of the text containing the knowledge to be acquired.
2. Chat step： during a synchronous session without any active tutor or expert， students follow the COTEXT method. The text is divided into as many sections as there are students. To each section is associated two steps iteration （Chat process model）：
2.1. Production step： a stud
2.2. Review step： the other students act as Commentators in accordance with the EXP protocol depicted in Fig.1 （Chat protocol model）. The iteration ends when there are no more Corrections or Complements. At the beginning of iteration the Summarizer role is taken by the next student.
3. Final summarization step： each student produces individually a new summary. With all initial and final summaries teachers can evaluate the efficiency of the collective learning process.
1 Introduction
Research shows that， the compute源于：论文 格式www.udooo.com
r supported cooperative learning tool is slow and challenging expansion and simple content delivery systems. Lack of technology and education technology， concrete training， support teachers make difficult reason， according to the China Daily newspaper education life tools . This paper introduces a kind of technical methods and spread to China. In this approach， a powerful workflow-enabled computer mainframe virtual community network platform teachers and volunteer experts for container yard design， implementation， and coach the meeting （process）， analyzes the results， discussed the technology and pedagogical problem. All the participants， including students， remote access the system through a standard browser. The use of such a platform， we can clean up for teachers of the interests of the online learning environment， such as flexible time and place， and support knowledge building， and so on. The following section defines the main platform and the corresponding user requirements from the point of view of the logical framework. The third part is introduced ESCOLE prototype platform based on j2ee implementation. Conclusion the prototype of the discussion of the defectsand the comparison of the method and relevant work， and hope the article puts forward an improved production platform.2 Requirements and logical architecture
（1） Platform should also support the teachers' and students' learning. The teacher education development can take different forms. Newcomers can learn about education， technology and practical problem， directly through observing the process （meeting）， in a similar way to the description of the open source community . They can study also indirectly， through reading the report and best practices of directory， and communication and the experts and other teachers. Later， the observer can start to participate in collective learning activity definition and design. Finally， they can tutor activities， may help the more experienced teachers.（2） Platform should provide a professional sharing space. Teachers and experts believe that education space share their complete all preparation， evaluation and discussed the project. The education space includes a level engineering subspace. Set up a production space each and every one of the organizers of the learning process. In this space students perform the collective activities of the provisions of the container yard， general under the control of the teacher. When necessary， a production space can be divided into different categories of subspace professional or groups. Participants （teachers and students can complete personal work in personal computers can provide private space.（3） The platform should provide basic cooperative tools and CSCL tools， selectively accessible from the different workspaces. The basic cooperative toolset includes production tools （e.g.， shared editors， document sharing facility）， communication tools （e.g. ， news， forums， chat， wiki）， and coordination tools （e.g.， shared calendar， vote facility）. Of course， in their private spaces， all participants can continue to use their preferred production tools. In addition， learning sessions make use of different kinds of synchronous CSCL tools， either dedicated to a specific task or generic， i.e. parameterized by explicit models of learning processes. Unlike basic cooperative tools， CSCL tools rely on well-identified learning theories， such as creating Piagetian socio-cognitive conflicts or participating in social processes of knowledge production in line with Vygotsky's ideas.
（4） Platform should provide active help and guidance teachers and students. The diversity of characters and situations that can't restrain learning activities follow some predefined education project structure [3]， or some general the cooperation pattern， such as Researching-Confronting-Structuring model [4]. Through the guidance and assistance should， at least in part on the interpretation of a more
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complete workflow model workflow service into platform. The same idea can be found in virtual campus platform， mainly for the curriculum management. This process， our hearts is a little different： time synchronization China often into big collective learning process， including cooperation task loosely coupled， students and teachers only to share files. For example， a process analysis and comprehensive development ability from each of the students can assess initial abilities （such as by writing a synopsis of some of the complex documents）. The second step is to container yard's meeting， the use of such as synchronous argumentation of tools， learning the same text. In a new personal process terminates and production efficiency evaluation summary collective argument for each student. Platform must support the mixed collective learning processes. In addition， the community process going to study process， usually including the daily management work， also can workflow-enabled.摘自：论文查重www.udooo.com
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The collective learning process defined and used during our scenario aims at studying how collaborative work can improve the skill at understanding and summarizing complex documents. The global workflow model has the following structure：1. Initial summarization step： each student， of a all group of three to five， writes an initial summary of the text containing the knowledge to be acquired.
2. Chat step： during a synchronous session without any active tutor or expert， students follow the COTEXT method. The text is divided into as many sections as there are students. To each section is associated two steps iteration （Chat process model）：
2.1. Production step： a stud
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ent， playing the Summarizer learning role， produces a summary.2.2. Review step： the other students act as Commentators in accordance with the EXP protocol depicted in Fig.1 （Chat protocol model）. The iteration ends when there are no more Corrections or Complements. At the beginning of iteration the Summarizer role is taken by the next student.
3. Final summarization step： each student produces individually a new summary. With all initial and final summaries teachers can evaluate the efficiency of the collective learning process.