Knowledge Management and Sharing through Interactive Web-based E-learning and Training Opportunities for Lifelong Learning in Developing Countries

2008 ◽  
Vol 28 (5) ◽  
pp. 13-17
Author(s):  
S.C. Kumaresan
Keyword(s):  
Developing Countries ◽  
Knowledge Management ◽  
Lifelong Learning ◽  
Web Based ◽  
E Learning ◽  
Training Opportunities ◽  
And Training

Towards Active Citizen-Centric E-Government Systems for Developing Countries

2012 ◽  
Vol 4 (2) ◽  
pp. 52-64
Author(s):  
Olusegun Folorunso ◽  
Catherine Chen ◽  
Nazim U. Ahmed ◽  
Thomas Harris
Keyword(s):  
Developing Countries ◽  
Knowledge Management ◽  
Online Discourse ◽  
Web Based ◽  
Limited Success ◽  
Architectural Framework ◽  
Active Citizen ◽  
Citizen’S Participation

The importance of citizen’s participation in government cannot be overemphasized. Governments in many developing countries have made efforts, in spite of their infrastructural and financial limitations, to uphold the virtues of participatory e-governance with limited success. A major cause of this elusive success is the design of e-government platforms, which doesn’t encourage usage by the stakeholders of e-government. Many governments in developing countries are settling for other means to communicate with citizens. In this work, a new architectural framework is proposed that uses knowledge management facilities to enhance web-based e-governance and encourage participation, thus allowing for the elicitation of knowledge from online discourse. The country examined in this article is Nigeria. However, it is likely that many other African and developing countries have similar experiences. This work will aid in the improvement of web-based e-government platforms for such countries.

Advanced E-Learning Services for Teachers

2012 ◽  
Vol 3 (4) ◽  
pp. 85-96 ◽  
Author(s):  
Anna Kamakari ◽  
Athanasios Drigas
Keyword(s):  
Knowledge Management ◽  
Hybrid Model ◽  
Video Conferencing ◽  
Training And Development ◽  
Training System ◽  
Learning Framework ◽  
E Learning ◽  
And Training

In Greece, the training system and education can be adapted to distance lifelong e-learning and the teachers, the society and the economy can be benefited via the introduction and training of in-service teachers in (a) the Video Conferencing (VC) technology and mode of distant training, granted that VC is put into a learning framework, and (b) Knowledge Management (KM) methodology, through lectures and seminars. Incidentally, VC technology and KM methodology can be integrated into in-service teacher distance lifelong training and development, and to this end, an example, a hybrid model, of the manner VC technology and KM methodology can be integrated into in-service teacher distance lifelong training and development, that is, a microteaching session via VC and KM, which is advisable for Greek teachers of all specialisations in Greece or abroad, is given.

scholarly journals On a Design of SCORM-Compliant SMIL-Enabled Multimedia Streaming E-Learning System

2008 ◽  
pp. 419-434
Author(s):  
S. T. Li ◽  
C. H. Lin ◽  
P. T. Yu
Keyword(s):  
Knowledge Management ◽  
Learning Management Systems ◽  
Learning System ◽  
Multimedia Streaming ◽  
The Other ◽  
Web Based ◽  
Java Applet ◽  
E Learning ◽  
Multimedia Technologies ◽  
Shed Light

E-learning plays a key enabling role in knowledge management for individuals, schools, and enterprises. Nevertheless, the lack of standards in content and learning management systems (LMSs) makes the reusability and interoperability of learning resources infeasible. The emergence of the SCORM specification has shed light on the standardization of e-learning. Unfortunately, the existing SCORM-compliant asset model is simplified; only a few asset types are allowed. On the other hand, W3C’s declarative-style SMIL (Synchronized Multimedia Integration Language) is becoming prevalent in designing Web-based instructions with the consideration of temporality and spatiality of presentations. In addition, advances in real-time multimedia technologies can vitalize further these instructions. In this study, we propose an SMIL-enabled asset model with the enhancement of multimedia streaming. To render SCORM-compliant SMIL-enabled streaming contents, a Java applet-based SMIL RTP/RTSP LMS system is designed. We develop the proposed system in the Java EJB environment to tackle the issue of platform interoperability. The resulting system demonstrates an encouraging direction towards a more vivid and interactive SCORM-compliant e-learning.

scholarly journals The What, Why, Which and How of Digital Learning Role Profiles and Training Guidelines

2015 ◽  
Vol 8 (4Β) ◽  
Author(s):  
Adamantia Spanaka ◽  
Clive Shepherd ◽  
Achilles Kameas
Keyword(s):  
Lifelong Learning ◽  
Emerging Technology ◽  
Vocational Education And Training ◽  
Digital Learning ◽  
Complete Structure ◽  
Job Roles ◽  
E Learning ◽  
Role Profiles ◽  
Learning Professionals ◽  
And Training

What we mean by digital learning? Why digital learning matters? Which are the main skills that will help to boost the employability of digital learning professionals? How can we structure a good training course? Based on these questions, the eVirtue project (http://groupspaces.com/eVirtue/), funded by the European Commission in the context of LifeLong Learning Programme, conducted an in-depth research of the competences and skills necessary for trainers so that they meet the requirements of emerging, technology-based training job roles. In addition, a set of guidelines to design trainings that would provide qualifications that match the specifications of each of the new role roles has been developed, to be used by Vocational Education and Training (VET) providers, employers and employees. These are based on a thorough review of current training and educational offers and present in a practical way a complete structure of learning units that should be designed by VET organisations who are active in the field of e-learning professions.

Digital Engineering Campus

2011 ◽  
pp. 344-358
Author(s):  
Milind J. Mahajan ◽  
Sunil S. Umrani ◽  
Narendra S. Chaudhari
Keyword(s):  
Developing Countries ◽  
Developed Countries ◽  
Growth Potential ◽  
Learning Approaches ◽  
Educational Facilities ◽  
Web Based ◽  
E Learning ◽  
Web Based Education ◽  
Digital Engineering

In this chapter, we introduce two existing web-based, e-learning approaches, and examine economic and social aspects of their usage in society. Specifically, we briefly introduce an e-learning initiative in Singapore. Secondly, we give a detailed description of a case study regarding the experiment called “Digital Engineering Campus,” which is an NGO initiative to provide supplementary educational facilities for engineering colleges in India. Considering the economic as well as social benefits, using our detailed case-study of Digital Engineering Campus, we argue that developing countries like India have tremendous growth potential in web-based education. Further, the experiences of developed countries with web-based education will prove to be highly beneficial for developing countries like India.

Primacy of Commodified Knowledges

2010 ◽  
pp. 107-127
Author(s):  
Karim A. Remtulla
Keyword(s):  
Knowledge Management ◽  
Adult Education ◽  
Business Processes ◽  
Education And Training ◽  
Knowledge Based ◽  
Cultural Paradigm ◽  
Knowledge Based Economy ◽  
E Learning ◽  
Learning Scenarios ◽  
And Training

This chapter discusses the cultural paradigm of ‘commodified knowledges’ in the workplace. This cultural paradigm is the second of two paradigms discussed in this book that shape socio-culturally insensitive, technological artefactual approaches to workplace e-learning research and study. Subsequently, this paradigm also socially reshapes workplace e-leaning historicity for workplace adult education and training, resulting in socio-cultural impacts on the workforce. ‘The knowledge-based economy’ as a concept of the global age comes from the various schools of thought. Each of the theories forwarded by these schools of thought continues to influence knowledge-based economic policy today, whether in regards to information-based societies; knowledge products; knowledge workers; or, technological innovations. These are the global policies that afford commodified knowledges their priority in the (knowledge-based) workplace. Organizations specifically concerned with knowledge governance, now invest in practices better known as ‘knowledge management’. Organizational apparatuses such as strategic priorities, value chains, and business processes, all become appropriated towards the materialization and reification of knowledge as an economic commodity for the benefit of the workplace. ‘Business process reengineering’ continues to have impact on the workplace as both a mandate and method for knowledge management towards the commodification of knowledge in the workplace. Workplace e-learning for workplace adult education and training now becomes another means for commodified knowledges through continuously reengineered knowledge management apparatuses. For workplace e-learning, adherence to the belief in the primacy of commodified knowledges leads to two workplace e-learning scenarios: (a) dehumanizing ideologies (see Chapter 9); and, (b) social integration (see Chapter 10).

Web-based training in opinions of students from Norwegian and Polish prison service

2017 ◽  
Vol 4 (1) ◽  
pp. 2-7
Author(s):  
Knut Andersen ◽  
Marcin Strzelec ◽  
Sven-Erik Skotte
Keyword(s):  
Blended Learning ◽  
Web Based ◽  
Training Models ◽  
Joint Actions ◽  
Two Systems ◽  
E Learning ◽  
Bilateral Cooperation ◽  
Training Schemes ◽  
And Training ◽  
Research Analysis

The article describes essential observations and research analysis which resulted from joint actions between educators of penitentiary training centers in Poland and Norway. This is a summary of the report The effects of bilateral cooperation between Polish and Norwegian penitentiary education centers (Andersen et al., 2015). Training schemes in the prison services touch very peculiar areas of education, where there are not many researches describing this subject, and even fewer comparisons describing tasks and training models of two penitentiary systems. Thus this paper presents the research which is probably being the only one joint attempt of examining two systems of trainings for prison service in Poland and Norway. The general conclusion resulting from the researched material is that the use of e-learning in Norwegian penitentiary system trainings is backed up by greater experience which is obviously noticeable, while the respondents of both penitentiary institutions have the same and decent views about blended-learning.

scholarly journals The What, Why, Which and How of Digital Learning Role Profiles and Training Guidelines

2015 ◽  
Vol 8 (4Β) ◽  
Author(s):  
Adamantia Spanaka ◽  
Clive Shepherd ◽  
Achilles Kameas
Keyword(s):  
Lifelong Learning ◽  
Emerging Technology ◽  
Vocational Education And Training ◽  
Digital Learning ◽  
Complete Structure ◽  
Job Roles ◽  
E Learning ◽  
Role Profiles ◽  
Learning Professionals ◽  
And Training

What we mean by digital learning? Why digital learning matters? Which are the main skills that will help to boost the employability of digital learning professionals? How can we structure a good training course? Based on these questions, the eVirtue project (http://groupspaces.com/eVirtue/), funded by the European Commission in the context of LifeLong Learning Programme, conducted an in-depth research of the competences and skills necessary for trainers so that they meet the requirements of emerging, technology-based training job roles. In addition, a set of guidelines to design trainings that would provide qualifications that match the specifications of each of the new role roles has been developed, to be used by Vocational Education and Training (VET) providers, employers and employees. These are based on a thorough review of current training and educational offers and present in a practical way a complete structure of learning units that should be designed by VET organisations who are active in the field of e-learning professions.

scholarly journals Editorial: Web-based learning: Innovations and challenges

2010 ◽  
pp. 337-339
Keyword(s):  
Knowledge Management ◽  
Teaching And Learning ◽  
Research Community ◽  
Special Issue ◽  
Web Based ◽  
Web Based Learning ◽  
E Learning ◽  
Implementation Models ◽  
Web Based Education ◽  
The Web

This special issue of the Knowledge Management & E-Learning: an international journal(KM&EL) aims to stimulate interest in the web based issues in both teaching and learning, expose natural collaboration among the authors and readers, inform the larger research community of the interest and importance of this area and create a forum for evaluating innovations and challenges. We intend to bring together researchers and practitioners interested in developing and enhancing web-based learning environment. The objectives for this attempt are to provide a forum for discussion of ideas and techniques developed and used in web based learning. In addition the issue can also be used for educators and developers to discuss requirements for web-based education. Both theoretical papers and papers reporting implementation models, technology used and practical results are included in the issue.

Utilisation of Expert Online Retrieval Tools

2010 ◽  
pp. 153-176
Author(s):  
Roberta Sturm ◽  
Christoph Igel
Keyword(s):  
Knowledge Management ◽  
Management System ◽  
Knowledge Management System ◽  
Analytic Approach ◽  
Web Based ◽  
Potential Barriers ◽  
University Level ◽  
And Training ◽  
Web Based System

This chapter focuses on analysing system utilisation patterns, in connection with the use of the “Movement and Training” knowledge management system. Developed with the aim of supporting teaching courses at university level, or more precisely their preparation, realisation and follow-up, this web-based system is free of charge and has been available to a general educational audience since 2005. The authors present an analytic approach, which, in the first instance and from the user’s perspective, illustrates whether the intended utility and added values for instructors and learners have been achieved. A further intention was to identify any potential barriers that would obstruct utilisation of the system. In combination with basic theoretical principles and empirical findings relating to knowledge management, the authors derive implications for modifying the system with the aim of facilitating its future use.

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