A middleware for the integration of third-party learning tools in SOA-based Learning Management Systems: Supporting instance management and data transfer

2010 ◽  
Author(s):  
Jorge Fontenla Gonzalez ◽  
Manuel Caeiro Rodriguez ◽  
Martin Llamas Nistal ◽  
Elio Sancristobal ◽  
Manuel Castro
Keyword(s):  
Data Transfer ◽  
Learning Management Systems ◽  
Third Party ◽  
Management Systems ◽  
Learning Tools ◽  
Learning Management

Integrating the LMS in Service Oriented eLearning Systems

2011 ◽  
Vol 2 (2) ◽  
pp. 1-12 ◽  
Author(s):  
José Paulo Leal ◽  
Ricardo Queirós
Keyword(s):  
Web Services ◽  
Multiple Choice ◽  
Heterogeneous Systems ◽  
Learning Management Systems ◽  
Management Systems ◽  
Automatic Evaluation ◽  
Learning Tools ◽  
Large Classes ◽  
Service Oriented ◽  
Learning Management

Learning management systems are routinely used for presenting, solving and grading exercises with large classes. However, teachers are constrained to use questions with pre-defined answers, such as multiple-choice, to automatically correct the exercises of their students. Complex exercises cannot be evaluated automatically by the LMS and require the coordination of a set of heterogeneous systems. For instance, programming exercises require a specialized exercise resolution environment and automatic evaluation features, each provided by a different type of system. In this paper, the authors discuss an approach for the coordination of a network of eLearning systems supporting the resolution of exercises. The proposed approach is based on a pivot component embedded in the LMS and has two main roles: 1) provide an exercise resolution environment, and 2) coordinate communication between the LMS and other systems, exposing their functions as web services. The integration of the pivot component in the LMS relies on Learning Tools Interoperability (LTI). This paper presents an architecture to coordinate a network of eLearning systems and validate the proposed approach by creating such a network integrated with LMS from two different vendors.

Integrating the LMS in Service Oriented eLearning Systems

2012 ◽  
pp. 1261-1271
Author(s):  
José Paulo Leal ◽  
Ricardo Queirós
Keyword(s):  
Web Services ◽  
Multiple Choice ◽  
Heterogeneous Systems ◽  
Learning Management Systems ◽  
Management Systems ◽  
Automatic Evaluation ◽  
Learning Tools ◽  
Large Classes ◽  
Service Oriented ◽  
Learning Management

Learning management systems are routinely used for presenting, solving and grading exercises with large classes. However, teachers are constrained to use questions with pre-defined answers, such as multiple-choice, to automatically correct the exercises of their students. Complex exercises cannot be evaluated automatically by the LMS and require the coordination of a set of heterogeneous systems. For instance, programming exercises require a specialized exercise resolution environment and automatic evaluation features, each provided by a different type of system. In this paper, the authors discuss an approach for the coordination of a network of eLearning systems supporting the resolution of exercises. The proposed approach is based on a pivot component embedded in the LMS and has two main roles: 1) provide an exercise resolution environment, and 2) coordinate communication between the LMS and other systems, exposing their functions as web services. The integration of the pivot component in the LMS relies on Learning Tools Interoperability (LTI). This paper presents an architecture to coordinate a network of eLearning systems and validate the proposed approach by creating such a network integrated with LMS from two different vendors.

Maximizing Learning Management Systems to Support Mathematical Problem Solving in Online Learning

2021 ◽  
pp. 004005992199673
Author(s):  
Ling Zhang ◽  
Haidee A. Jackson ◽  
Tiffany L. Hunt ◽  
Richard Allen Carter ◽  
Sohyun Yang ◽  
...  
Keyword(s):  
Online Learning ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Cognitive Activity ◽  
Learning Management Systems ◽  
Management Systems ◽  
Mathematical Problem Solving ◽  
Learning Tools ◽  
Inclusive Learning ◽  
Learning Management

Mathematical problem solving is a complex cognitive activity, which poses difficulties for students with and without disabilities in inclusive learning environments. With a variety of functions, Learning Management Systems (LMSs) have the potential to enhance personalized learning to meet the diverse needs of all students. This paper provides teachers guidance on using LMSs to implement evidence-based practices for math problem solving in an online learning environment. This paper introduced multiple functions commonly available in most LMSs, such as quiz, multimedia content editor, Learning Tools Interoperability (LTI), and learning analytics. Guidance is provided to teachers to leverage these features to maximize student learning experiences, such as engaging in multimedia learning activities, interacting with the teacher and peers, and receiving tailored feedback.

scholarly journals Using Multi-Attribute Decision-Making Approach to Evaluate Learning Management Systems

2021 ◽  
Vol 16 (4) ◽  
pp. 117-131
Author(s):  
Alaa M. Momani
Keyword(s):  
Decision Making ◽  
Teaching And Learning ◽  
Technology Development ◽  
Educational Institution ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Tools ◽  
E Learning ◽  
Multi Attribute Decision Making ◽  
Learning Management

E-learning is one of the fastest growing areas of the high technology development, especially in the academic environments. However, the instructor is a very important factor in the learning process, but the advantages of e-learning change the role which the instructor plays in this process. E-learning gives an opportunity to anyone to learn in a rapid and customised way. Nowadays, many learning management systems (LMSs) available in the marketplace offer electronic teaching and learning tools. Choosing the most appropriate LMS that fits the needs and requirements of instructor and the learner is one of the most confusing and difficult decisions to any educational institution. Accordingly, the need to a computer-based tool for getting help in taking such a decision is rising on. This paper offers a solution to this problem. It provides a description about a web-based decision support system named Easy Way to Evaluate LMS (EW-LMS). It has been developed by adopting multi-attribute decision-making algorithm in order to select the best LMS depending on the user needs.

Integrating the LMS in Service Oriented eLearning Systems

2012 ◽  
pp. 1265-1275
Author(s):  
José Paulo Leal ◽  
Ricardo Queirós
Keyword(s):  
Web Services ◽  
Multiple Choice ◽  
Heterogeneous Systems ◽  
Learning Management Systems ◽  
Management Systems ◽  
Automatic Evaluation ◽  
Learning Tools ◽  
Large Classes ◽  
Service Oriented ◽  
Learning Management

Learning management systems are routinely used for presenting, solving and grading exercises with large classes. However, teachers are constrained to use questions with pre-defined answers, such as multiple-choice, to automatically correct the exercises of their students. Complex exercises cannot be evaluated automatically by the LMS and require the coordination of a set of heterogeneous systems. For instance, programming exercises require a specialized exercise resolution environment and automatic evaluation features, each provided by a different type of system. In this paper, the authors discuss an approach for the coordination of a network of eLearning systems supporting the resolution of exercises. The proposed approach is based on a pivot component embedded in the LMS and has two main roles: 1) provide an exercise resolution environment, and 2) coordinate communication between the LMS and other systems, exposing their functions as web services. The integration of the pivot component in the LMS relies on Learning Tools Interoperability (LTI). This paper presents an architecture to coordinate a network of eLearning systems and validate the proposed approach by creating such a network integrated with LMS from two different vendors.

Integrating the LMS in Service Oriented eLearning Systems

2013 ◽  
pp. 180-190
Author(s):  
José Paulo Leal ◽  
Ricardo Queirós
Keyword(s):  
Web Services ◽  
Multiple Choice ◽  
Heterogeneous Systems ◽  
Learning Management Systems ◽  
Management Systems ◽  
Automatic Evaluation ◽  
Learning Tools ◽  
Large Classes ◽  
Service Oriented ◽  
Learning Management

Learning management systems are routinely used for presenting, solving and grading exercises with large classes. However, teachers are constrained to use questions with pre-defined answers, such as multiple-choice, to automatically correct the exercises of their students. Complex exercises cannot be evaluated automatically by the LMS and require the coordination of a set of heterogeneous systems. For instance, programming exercises require a specialized exercise resolution environment and automatic evaluation features, each provided by a different type of system. In this paper, the authors discuss an approach for the coordination of a network of eLearning systems supporting the resolution of exercises. The proposed approach is based on a pivot component embedded in the LMS and has two main roles: (1) provide an exercise resolution environment, and (2) coordinate communication between the LMS and other systems, exposing their functions as web services. The integration of the pivot component in the LMS relies on Learning Tools Interoperability (LTI). This paper presents an architecture to coordinate a network of eLearning systems and validate the proposed approach by creating such a network integrated with LMS from two different vendors.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

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