E-Learning Standards for Content Management

2010 ◽  
pp. 131-156 ◽  
Author(s):  
Salvador Sánchez-Alonso ◽  
María Gertrudis López ◽  
Dirk Frosch-Wilke
Keyword(s):  
Content Management ◽  
Learning Standards ◽  
E Learning

scholarly journals Beyond xMOOCs in Healthcare Education: Study of the Feasibility in Integrating Virtual Patient Systems and MOOC platforms

2014 ◽  
Author(s):  
Natalia Stathakarou ◽  
Nabil Zary ◽  
Andrzej A. Kononowicz
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Healthcare Education ◽  
Single Sign On ◽  
Domain Specific ◽  
Learning Standards ◽  
Technical Requirements ◽  
E Learning ◽  
Fundamental Requirement

Background: Massive Open Online Courses (MOOCs) are an emerging method of online teaching. However in the field of healthcare education their technology is not adopted yet. Reaching beyond the xMOOC type of courses in order to foster interactivity in the healthcare education requires domain specific software. Virtual Patients (VPs) have been integrated in the past with Virtual Learning Environments (VLEs) but extending MOOCs with VPs has not yet been discussed. Objective: To investigate the technical possibilities of integrating VPs with MOOCs for the purpose of discovering a pragmatic basis were the potential pedagogical benefits can be later studied. Methods: We selected OpenEdx and Open Labyrinth as examples of a MOOC platform and of a VP system. We conducted a literature review to identify technical requirements and e-learning standards apt for the integration. One fundamental requirement was prototyped and verified by use cases. Results: A Single–Sign on mechanism connecting Open Labyrinth with OpenEdx, employing the IMS LTI standard, has been successfully implemented and verified. Conclusion: We investigated the technical perspective of integrating VPs in MOOCs, aiming to set a base for future investigation on the topic. The results point out new opportunities arising from the infrastructure of MOOCs for integrating specialized software aiming to support the healthcare education.

scholarly journals Beyond xMOOCs in Healthcare Education: Study of the Feasibility in Integrating Virtual Patient Systems and MOOC platforms

2014 ◽  
Author(s):  
Natalia Stathakarou ◽  
Nabil Zary ◽  
Andrzej A. Kononowicz
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Healthcare Education ◽  
Single Sign On ◽  
Domain Specific ◽  
Learning Standards ◽  
Technical Requirements ◽  
E Learning ◽  
Fundamental Requirement

Background: Massive Open Online Courses (MOOCs) are an emerging method of online teaching. However in the field of healthcare education their technology is not adopted yet. Reaching beyond the xMOOC type of courses in order to foster interactivity in the healthcare education requires domain specific software. Virtual Patients (VPs) have been integrated in the past with Virtual Learning Environments (VLEs) but extending MOOCs with VPs has not yet been discussed. Objective: To investigate the technical possibilities of integrating VPs with MOOCs for the purpose of discovering a pragmatic basis were the potential pedagogical benefits can be later studied. Methods: We selected OpenEdx and Open Labyrinth as examples of a MOOC platform and of a VP system. We conducted a literature review to identify technical requirements and e-learning standards apt for the integration. One fundamental requirement was prototyped and verified by use cases. Results: A Single–Sign on mechanism connecting Open Labyrinth with OpenEdx, employing the IMS LTI standard, has been successfully implemented and verified. Conclusion: We investigated the technical perspective of integrating VPs in MOOCs, aiming to set a base for future investigation on the topic. The results point out new opportunities arising from the infrastructure of MOOCs for integrating specialized software aiming to support the healthcare education.

Web Mining Overview

2011 ◽  
pp. 2085-2089 ◽  
Author(s):  
Bamshad Mobasher
Keyword(s):  
Web Mining ◽  
Relevant Information ◽  
Content Management ◽  
Heterogeneous Data ◽  
Web Content ◽  
Web Structure ◽  
Web Structure Mining ◽  
Content Mining ◽  
E Learning ◽  
Intelligent Tools

In the span of a decade, the World Wide Web has been transformed from a tool for information sharing among researchers into an indispensable part of everyday activities. This transformation has been characterized by an explosion of heterogeneous data and information available electronically, as well as increasingly complex applications driving a variety of systems for content management, e-commerce, e-learning, collaboration, and other Web services. This tremendous growth, in turn, has necessitated the development of more intelligent tools for end users as well as information providers in order to more effectively extract relevant information or to discover actionable knowledge. From its very beginning, the potential of extracting valuable knowledge from the Web has been quite evident. Web mining (i.e. the application of data mining techniques to extract knowledge from Web content, structure, and usage) is the collection of technologies to fulfill this potential. In this article, we will summarize briefly each of the three primary areas of Web mining—Web usage mining, Web content mining, and Web structure mining— and discuss some of the primary applications in each area.

Standards for Learning Objects and Learning Designs

2011 ◽  
pp. 827-850
Author(s):  
Morag Munro ◽  
Claire Kenny
Keyword(s):  
Future Development ◽  
Education And Training ◽  
Learning Objects ◽  
Design And Development ◽  
Learning Standards ◽  
E Learning ◽  
Critical Overview ◽  
And Training ◽  
Current Standards

E-learning standards are a contentious topic amongst educators, designers, and researchers engaged in the development of learning objects and learning designs. There is disagreement regarding the relative benefits and limitations of standards, while the relevance of standards to some education and training contexts has been questioned. It may be difficult for designers and educators to be sure that they need to implement standards, let alone to choose the most appropriate one from the plethora available. This chapter aims to provide individuals involved in the design and development of learning objects and learning designs with a wide-ranging critical overview of e-learning standards. It first traces the evolution of standards, and then examines their application in the present day. Finally, the chapter considers some of the limitations and criticisms of current standards, and suggests some possible directions for future development.

UNDERGRADUATE HEALTHCARE STUDENTS’ ATTITUDE TO E-LEARNING AT MEDICAL UNIVERSITY - PLOVDIV

2017 ◽  
Vol 5 ◽  
pp. 855-861 ◽  
Author(s):  
Yordanka Tsokova ◽  
Tanya Taneva ◽  
Biyanka Tornyova ◽  
Todor Cherkezov
Keyword(s):  
Time Management ◽  
Management System ◽  
Learning Experience ◽  
Content Management ◽  
University Education ◽  
First Year ◽  
First Year Students ◽  
E Learning ◽  
Traditional Classroom Teaching ◽  
Medical University

E-learning is seen as a possible solution to the problem of modernization of the university education in response to the changing needs of the society. In undergraduate healthcare training, e-learning is implemented predominantly as blended learning in addition to the traditional classroom teaching. A major factor in the success of e-learning are learners’ attitudes, beliefs and concerns. The aim of the present study was to investigate undergraduate healthcare students’ attitude to e-learning at Medical University – Plovdiv. In this case, e-learning is considered to be electronic educational resources organized as an interactive e-learning unit or course, provided through a learning content management system. The survey was carried out in 2016 through a self-reported questionnaire among 270 first year students from ten healthcare specialties. Participants were asked to express a degree of agreement with nine statements on a five point Likert scale. The influence of gender, age, specialty and previous e-learning experience on the opinion of students was investigated. The results showed that students’ attitudes towards e-learning were positive, but learners were not enthusiastic about it. Genders have different views about e-learning implementation – women are more likely to accept it. The experience first year students had did not allow them to judge if e-learning supports better time-management or life-long learning skills. Students agreed that implementation of e-learning depends on the subjects and there are disciplines that can be provided as distant courses within the learning management system.

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