ISMAEL : un agente BDI como cerebro de una plataforma de tele-educación

Resumen tomado del autor

Camtasia Mania: Using Video in Exemplary Online Course Design

This basis of our presentation is to share a method of creating a fully online course experience for the student. The LMS (Learning Management System) in our presentation will be Blackboard. Our presentation will include the course design (following a weekly syllabus or course weekly module, the various content areas of the course and most importantly, the rich media included in the course. Our presentation will also include the creation process via CAMTASIA, video production software.

Planejamento de um ambiente virtual de aprendizagem baseado em interfaces dinâmicas e uma aplicação ao estudo de potência elétrica

Pós-graduação em Engenharia Elétrica - FEIS

Sincronización del sistema de información de la ULPGC con Moodle

Se ha desarrollado un conjunto de extensiones para LMS (Learning Management System) Moodle que permiten sincronizar su contenido con la información académica de la ULPGC, almacenada en una base de datos institucional. Se minimiza la intervención humana, garantizando que el Campus Virtual de la ULPGC sea un reflejo de su estructura presencial, incluyendo titulaciones, asignaturas, profesores y alumnos. Se han seguido las directrices marcadas por los desarrolladores de Moodle, respetando la arquitectura de este software y utilizando la API que incorpora. Las extensiones se han desarrollado con la vista puesta en su uso por terceros, por lo que, con pequeños cambios de configuración, se pueden utilizar en cualquier instalación de Moodle con características similares a las de la ULPGC.

Ecucational data mining (EDM) para la determinación de comportamientos en estudiantes de ingeniería en la modalidad virtual de UDE

[ES]En este artículo se describe la experiencia de la aplicación de técnicas de EDM (clustering) a un curso disponible en la plataforma Ude@ de la Universidad de Antioquia. El objetivo es clasificar los patrones de interacción de los estudiantes a partir de la información almacenada en la base de datos de la plataforma Moodle. Para ello, se generan informes sobre el uso de los recursos y la autoevaluación que permiten analizar el comportamiento y los patrones de navegación de los estudiantes durante el uso del LMS (Learning Management System).

MAIS(F) : Moodle : Android : interface simplificado para utilização de fóruns

É crescente a utilização dos dispositivos móveis com ecrãs maiores e melhores, mais memória, maiores capacidades multimédia e métodos mais refinados para introduzir dados. Dispositivos que integram comunicações, acesso à internet e diversos tipos de sensores possibilitarão, seguramente, abordagens inovadoras e criativas em atividades pedagógicas, em contraste com as utilizações atuais nos computadores pessoais. A análise das aplicações que atualmente integram os módulos do Moodle nos dispositivos móveis mostra que existe ainda um longo caminho a percorrer. As aplicações existentes têm, quase na sua totalidade, como objetivo adaptar o interface aos dispositivos móveis, o que é apenas o primeiro passo no sentido de aproveitar todas as potencialidades destes dispositivos. É, pois, possível imaginar um futuro próximo, onde as potencialidades dos dispositivos móveis darão origem a aplicações com um enorme potencial de aprendizagem, que advém do facto de os estudantes encontrarem conexões entre as suas vidas e a sua educação, através da realização de atividades em contexto no dispositivo móvel, sempre omnipresente. Com este trabalho de investigação e desenvolvimento pretende-se: a) avaliar o estado da arte do mobile learning, na área dos Learning Management System (LMS); b) refletir sobre as funcionalidades que deve oferecer uma aplicação para dispositivos móveis, com enfoque no sistema operativo Android, que permita a gestão e atualização dos fóruns e ficheiros do Moodle; c) conceber e produzir a referida aplicação, de acordo com as especificações consideradas relevantes; d) avaliar o seu impacto educativo e funcional. É demonstrado neste estudo que o recurso a dispositivos móveis potencia a aprendizagem baseada em LMS (Learning Management System), identificando-se as vantagens da sua utilização. São também apresentadas as funcionalidades da aplicação Mais(f), desenvolvida no âmbito da investigação, a avaliação da mesma pelos participantes no estudo, bem como as perspectivas futuras de utilização da aplicação Mais(f).

Integration of e-portfolios in learning management systems

The LMS plays a decisive role in most eLearning environments. Although they integrate many useful tools for managing eLearning activities, they must also be effectively integrated with other specialized systems typically found in an educational environment such as Repositories of Learning Objects or ePortfolio Systems. Both types of systems evolved separately but in recent years the trend is to combine them, allowing the LMS to benefit from using the ePortfolio assessment features. This paper details the most common strategies for integrating an ePortfolio system into an LMS: the data, the API and the tool integration strategies. It presents a comparative study of strategies based on the technical skills, degree of coupling, security features, batch integration, development effort, status and standardization. This study is validated through the integration of two of the most representative systems on each category - respectively Mahara and Moodle.

Personal learning environments: integration of Web 2.0 applications and content management systems

This paper presents an ongoing project that implements a platform for creating personal learning environments controlled by students, integrating Web 2.0 applications and content management systems, enabling the safe use of content created in Web 2.0 applications, allowing its publication in the infrastructure controlled by the HEI. Using this platform, students can develop their personal learning environment (PLE) integrated with the Learning Management System (LMS) of the HEI, enabling the management of their learning and, simultaneously, creating their e-portfolio with digital content developed for Course Units (CU). All this can be maintained after the student completes his academic studies, since the platform will remain accessible to students even after they leave the HEI and lose access to its infrastructure. The platform will enable the safe use of content created in Web 2.0 applications, allowing its protected publication in the infrastructure controlled by HEI, thus contributing to the adaptation of the L&T paradigm to the Bologna process.

Integrating rich learning applications in LMS

Currently, a learning management system (LMS) plays a central role in any e-learning environment. These environments include systems to handle the pedagogic aspects of the teaching–learning process (e.g. specialized tutors, simulation games) and the academic aspects (e.g. academic management systems). Thus, the potential for interoperability is an important, although over looked, aspect of an LMS. In this paper, we make a comparative study of the interoperability level of the most relevant LMS. We start by defining an application and a specification model. For the application model, we create a basic application that acts as a tool provider for LMS integration. The specification model acts as the API that the LMS should implement to communicate with the tool provider. Based on researches, we select the Learning Tools Interoperability (LTI) from IMS. Finally, we compare the LMS interoperability level defined as the effort made to integrate the application on the study LMS.

An analysis of the moderating effects of age in the acceptance of Learning Management Systems. 'Análisis del efecto moderador de la edad en la aceptación de sistemas e-learning LMS'.

Resumen basado en el de la publicación

Developing and Deploying an XML-based Learning Content Management System at the FernUniversität Hagen

This paper is a report about the FuXML project carried out at the FernUniversität Hagen. FuXML is a Learning Content Management System (LCMS) aimed at providing a practical and efficient solution for the issues attributed to authoring, maintenance, production and distribution of online and offline distance learning material. The paper presents the environment for which the system was conceived and describes the technical realisation. We discuss the reasons for specific implementation decisions and also address the integration of the system within the organisational and technical infrastructure of the university.

Enhancing student learning experience through a novel electronic coursework assessment and feedback management system

Recent National Student Surveys revealed that many U.K. university students are dissatisfied with the timeliness and usefulness of the feedback received from their tutors. Ensuring timeliness in marking often results in a reduction in the quality of feedback. In Computer Science where learning relies on practising and learning from mistakes, feedback that pin-points errors and explains means of improvement is important to achieve a good student learning experience. Though suitable use of Information and Communication Technology should alleviate this problem, existing Virtual Learning Environments and e-Assessment applications such as Blackboard/WebCT, BOSS, MarkTool and GradeMark are inadequate to support a coursework assessment process that promotes timeliness and usefulness of feedback while maintaining consistency in marking involving multiple tutors. We have developed a novel Internet application, called eCAF, for facilitating an efficient and transparent coursework assessment and feedback process. The eCAF system supports detailed marking scheme editing and enables tutors to use such schemes to pin-point errors in students' work so as to provide helpful feedback efficiently. Tutors can also highlight areas in a submitted work and associate helpful feedback that clearly links to the identified mistakes and the respective marking criteria. In light of the results obtained from a recent trial of eCAF, we discuss how the key features of eCAF may facilitate an effective and efficient coursework assessment and feedback process.

Facilitating intuitive-guided learning in a serious game through integration with a learning content management system

Increased global uptake of entertainment gaming has the potential to lead to high expectations of engagement and interactivity from users of technology-enhanced learning environments. Blended approaches to implementing game-based learning as part of distance or technology-enhanced education have led to demonstrations of the benefits they might bring, allowing learners to interact with immersive technologies as part of a broader, structured learning experience. In this article, we explore how the integration of a serious game can be extended to a learning content management system (LCMS) to support a blended and holistic approach, described as an 'intuitive-guided' method. Through a case study within the EU-Funded Adaptive Learning via Intuitive/Interactive, Collaborative and Emotional Systems (ALICE) project, a technical integration of a gaming engine with a proprietary LCMS is demonstrated, building upon earlier work and demonstrating how this approach might be realized. In particular, how this method can support an intuitive-guided approach to learning is considered, whereby the learner is given the potential to explore a non-linear environment whilst scaffolding and blending provide guidance ensuring targeted learning objectives are met. Through an evaluation of the developed prototype with 32 students aged 14-16 across two Italian schools, a varied response from learners is observed, coupled with a positive reception from tutors. The study demonstrates that challenges remain in providing high-fidelity content in a classroom environment, particularly as an increasing gap in technology availability between leisure and school times emerges.

Learning Management Systems (LMS) and e-learning management: an integrative review and research agenda

Information Technology (IT) can be an important component for innovation since enabling e-learning it can provide conditions to which the organization can work with new business and improved processes. In this regard, the Learning Management Systems (LMS) allows communication and interaction between teachers and students in virtual spaces. However the literature indicates that there are gaps in the researches, especially concerning the use of IT for the management of e-learning. The purpose of this paper is to analyze the available literature about the application of LMS for the e-learning management, seeking to present possibilities for researches in the field. An integrative literature review was performed considering the Web of Science, Scopus, Ebsco and Scielo databases, where 78 references were found, of which 25 were full papers. This analysis derives interesting characteristics from scientific studies, highlighting gaps and guidelines for future research.

Learning management systems usage on higher education institutions

Learning Management Systems (LMS) are used all over Higher Education Institutions (HEI) and the need to know and understand its adoption and usage arises. However, there is a lack of information about how LMSs are being used, which are the most adopted, whether there is a country adoption standard and which countries use more LMSs. A research team is developing a project that tries to fill this lack of information and provide the needed answers. With this purpose, on a first phase, it a survey was taken place. The results of this survey are presented in this paper. Another purpose of this paper is to disseminate the ongoing project.