Change Support to Maintain Quality in Learning Technology Systems

2017 ◽  
pp. 135-142
Author(s):  
Claus Pahl
Keyword(s):  
Learning Technology ◽  
Technology Systems

Advanced Learning Technology Systems in Mathematics Education

2010 ◽  
pp. 225-248
Author(s):  
Valeria Marina Monetti ◽  
Loredana Randazzo ◽  
Antonello Santini ◽  
Gerardo Toraldo
Keyword(s):  
Mathematics Education ◽  
Learning Technology ◽  
Technology Systems

From Course Management Systems to Open Frameworks and Sustainable Ecology of Educational Systems

2011 ◽  
pp. 331-343
Author(s):  
Vijay Kumar ◽  
Jeff Merriman
Keyword(s):  
Management Systems ◽  
Course Management Systems ◽  
Educational Systems ◽  
Learning Technology ◽  
Course Management ◽  
Educational Tools ◽  
Open Standards ◽  
Sustainable Ecology ◽  
Technology Systems

We propose a trajectory for learning technology systems that represent a departure from closed, monolithic approaches, typically inherent in the design of these systems, to open, standards-based frameworks that can support diverse pedagogy and accommodate heterogeneous technology. Central to this vision is an architectural approach, illustrated by the Open Knowledge Initiative, which supports the development of sustainable educational tools and technology through enabling commoditization and community.

Service-based Grid Architectures to support the Virtualization of Learning Technology Systems

2008 ◽  
pp. 44-61
Author(s):  
Gerard Gleeson ◽  
Claus Pahl
Keyword(s):  
Web Services ◽  
Peer To Peer ◽  
Tool Support ◽  
Learning Technology ◽  
Client Server ◽  
Distribution Of Resources ◽  
E Learning ◽  
Learning Platforms ◽  
Technology Systems

E-Learning has been a topic of increasing interest in recent years, due mainly to the fact that content and tool support can now be offered at a widely affordable level. As a result, many e-learning platforms and systems have been developed. Client-server, peer-to-peer and recently Web services architectures often form the basis. Drawbacks of these architectures are often their limitations in terms of scalability and the availability and distribution of resources. This chapter investigates grid architectures in the context of e-learning as a proposed answer for this problem. The principles and technologies of Grid architectures are discussed and illustrated using learning technology scenarios and systems.

Modeling learning technology systems as business systems

2003 ◽  
Vol 2 (2) ◽  
pp. 120-133 ◽  
Author(s):  
Paris Avgeriou ◽  
Symeon Retalis ◽  
Nikolaos Papaspyrou
Keyword(s):  
Learning Technology ◽  
Business Systems ◽  
Technology Systems

Smart teaching mode based on particle swarm image recognition and human-computer interaction deep learning

2020 ◽  
Vol 39 (4) ◽  
pp. 5699-5711
Author(s):  
Shirong Long ◽  
Xuekong Zhao
Keyword(s):  
Feature Extraction ◽  
Particle Swarm Optimization ◽  
Deep Learning ◽  
Real Time ◽  
Image Recognition ◽  
Particle Swarm ◽  
Learning Technology ◽  
Search Performance ◽  
Swarm Optimization ◽  
Teaching Mode

The smart teaching mode overcomes the shortcomings of traditional teaching online and offline, but there are certain deficiencies in the real-time feature extraction of teachers and students. In view of this, this study uses the particle swarm image recognition and deep learning technology to process the intelligent classroom video teaching image and extracts the classroom task features in real time and sends them to the teacher. In order to overcome the shortcomings of the premature convergence of the standard particle swarm optimization algorithm, an improved strategy for multiple particle swarm optimization algorithms is proposed. In order to improve the premature problem in the search performance algorithm of PSO algorithm, this paper combines the algorithm with the useful attributes of other algorithms to improve the particle diversity in the algorithm, enhance the global search ability of the particle, and achieve effective feature extraction. The research indicates that the method proposed in this paper has certain practical effects and can provide theoretical reference for subsequent related research.

Hard and light gamification in education: Which one to choose?

2020 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
E. V. Karmanova ◽  
V. A. Shelemetyeva
Keyword(s):  
Computer Games ◽  
Educational Process ◽  
Course Development ◽  
Learning Technology ◽  
Training Course ◽  
Resource Requirements ◽  
E Learning ◽  
Characteristic Features ◽  
Game Elements

The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.

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