scholarly journals Evaluation of software tools supporting outcomes-based continuous program improvement processes

2013 ◽  
Author(s):  
James Kaupp ◽  
Brian Frank ◽  
Christopher Watts
Keyword(s):  
Learning Outcomes ◽  
Content Management ◽  
Software Tools ◽  
Program Improvement ◽  
Management Systems ◽  
Assessment Data ◽  
Course Content ◽  
Learning Outcomes Assessment ◽  
Data Informed ◽  
Compare And Contrast

The Canadian engineering accreditation board (CEAB) mandate tasked each engineering programto assess student outcomes in the form of graduate attributes and develop a data-informed continuous program improvement stemming from those assessments. Administering, collecting and organizing the breadth assessment data is an extensive process, typically centralized through the use of software tools such as learning management systems (LMS), content management systems (CMS), continuous program improvement systems (CPI). These systems serve av ariety of roles, ranging from course content delivery, elearning, distance education, learning outcomes assessment, outcomes data management and learning outcomes analytics. Vendors have been developing various solutions to accommodate the shift towards outcomes based assessment as part of a continuous improvement processes.This paper will compare and contrast software tools supporting outcomes based assessment as part of acontinuous improvement process such as eLumen, Canvas, Moodle, WaypointOutcomes, Desire2Learn and LiveText.

scholarly journals Evaluation of software tools supporting outcomes-based continuous program improvement processes: Part 2

2015 ◽  
Author(s):  
Jake Kaupp ◽  
Brian Frank
Keyword(s):  
Student Outcomes ◽  
Software Tools ◽  
Development Project ◽  
Program Improvement ◽  
Curriculum Planning ◽  
Management Systems ◽  
Curriculum Mapping ◽  
E Learning ◽  
Data Informed ◽  
Compare And Contrast

The Canadian engineering accreditationboard (CEAB) mandate tasked each engineering programto assess student outcomes in the form of graduateattributes and develop a data-informed continuousprogram improvement stemming from those assessments.Administering, collecting and organizing the breadthassessment data is an extensive process, typicallycentralized through the use of software tools such aslearning management systems (LMS), contentmanagement systems (CMS), Assessment Platforms (AP)and Curriculum Planning & Mapping tools. Thesesystems serve a variety of roles, ranging from coursecontent delivery, e-learning, distance education, learningoutcomes assessment, outcomes data management andlearning outcomes analytics. Vendors have beendeveloping various solutions to accommodate the shifttowards outcomes based assessment as part of acontinuous improvement process.This paper will continue where the original paperpresented at CEEA 2013 left off. It will introduce the newclassifications of tools, how well each tool aligns with theEGAD (Engineering Graduate Attribute Development)project 5-step process and compare and contrast softwaretools supporting outcomes based assessment as part of acontinuous improvement process such as Chalk & Wire,Atlas Curriculum Mapping, Entrada, CoursePeer andother systems.

scholarly journals Evaluation of software tools supporting outcomes-based continuous program improvement processes: Part 3

2015 ◽  
Author(s):  
Jake Kaupp ◽  
Brian Frank
Keyword(s):  
Student Outcomes ◽  
Software Tools ◽  
Development Project ◽  
Program Improvement ◽  
Curriculum Planning ◽  
Management Systems ◽  
Step Process ◽  
E Learning ◽  
Data Informed ◽  
Compare And Contrast

The Canadian engineering accreditationboard (CEAB) mandate tasked each engineering programto assess student outcomes in the form of graduateattributes and develop a data-informed continuousprogram improvement stemming from those assessments.Administering, collecting and organizing the breadthassessment data is an extensive process, typicallycentralized through the use of software tools such aslearning management systems (LMS), contentmanagement systems (CMS), Assessment Platforms (AP)and Curriculum Planning & Mapping tools. Thesesystems serve a variety of roles, ranging from coursecontent delivery, e-learning, distance education, learningoutcomes assessment, outcomes data management andlearning outcomes analytics. Vendors have beendeveloping various solutions to accommodate the shifttowards outcomes based assessment as part of acontinuous improvement process.This paper will continue from the first and secondpapers presented at previous CEEA meetings. It willgauge how well each tool aligns with the EGAD(Engineering Graduate Attribute Development) project 5-step process and compare and contrast software toolssupporting outcomes based assessment as part of acontinuous improvement process.

The Usability of Content Management Systems

2001 ◽  
Author(s):  
Gordon Montgomery ◽  
Paola Di Maio
Keyword(s):  
Real Time ◽  
Content Management ◽  
Software Tools ◽  
Management Systems ◽  
Clear Vision ◽  
Exchange Information ◽  
Networked Economy ◽  
Content Management Systems

Content Management Systems are software tools of different degrees of complexity that allow individuals and organizations worldwide to connect, exchange information in real time and participate in the emerging global networked economy. There are obstacles. Some are of political nature, other are technical. At content-wire we believe that obstacles need to be challenged with knowledge, clear vision, and determination. Every day we log on in search of positive clues that technology can be an instrument of change, and it does not need to be evil. We do a painstaking daily job of sifting the news and understand how commercially manipulated media sources disseminate disinformation. CMS technology can change the planet, and we want to make sure that we know all about how to use it

scholarly journals Approaching the Loop: A Brief Review of Effective Practises in Continuous Program Improvement

2015 ◽  
Author(s):  
Jake Kaupp ◽  
Brian Frank
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Continuous Improvement ◽  
Closed Loop ◽  
Outcomes Assessment ◽  
Program Improvement ◽  
Engineering Programs ◽  
Learning Outcomes Assessment ◽  
Improvement Process ◽  
Closing The Loop

Using the results of outcomes basedassessment for the purposes of continuous improvement,or closing the loop, is a frequent topic of discussion inhigher education, and is becoming more commonplaceamongst Canadian engineering programs. There havebeen several organizations and institutions in the UnitedStates that have been investigating outcomes assessmentand how institutions use the data for improvementpurposes. Most notable of these are the National Institutefor Learning Outcomes Assessment and the schoolsparticipating the in the Wabash Study. Despite theseinvestigations and discussions, there is no clearconsensus of what a functioning closed loop resembles,due to the diversity that exists between one institution andthe next. Ultimately it will be the decision of an individualinstitution as to what the final process will resemble, butthere are some key or effective practises for continuousimprovement that can help institutions guide and shapetheir approach to closing the loop.This paper will briefly review the current landscape incontinuous improvement in higher education, and presenteffective practises, common themes and techniques forclosing the loop. The intent of this paper is to provide aresource collection of effective practises to help develop ameaningful, sustainable and practical data-informedcontinuous improvement process with a focus onengineering.

scholarly journals An analysis of users’ preferences on learning management systems: a case on German versus Spanish students

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Hasan Tinmaz ◽  
Jin Hwa Lee
Keyword(s):  
Information And Communication Technologies ◽  
Age Groups ◽  
Learning Management Systems ◽  
Content Management ◽  
Ease Of Use ◽  
Management Systems ◽  
Smart Learning ◽  
School Year ◽  
Design For All ◽  
Learning Management

Abstract The recent advancements in information and communication technologies have altered instructional contexts and re-shaped them into smart learning environments. One of the most common practices of these environments are learning management systems (LMS) where the learners and instructors utilize a software platform to fulfill, support and manage instructional activities around predefined objectives. Successful implementations of LMS have brought a variety on its usage from different cultures, genders, age groups or schooling levels. Hence, this study focuses on understanding the role of culture on LMS design, in along with the effects of gender, age and school year variables. The study participants were German (n = 83) and Spanish (n = 83) university students attending a fully online course offered by a South Korean university. At the end of the course, the students were asked to fulfill a survey on effective LMS design by pointing which features of LMS were more important for them. The survey included twenty questions on four major design factors; content management (six items), ease of use (five items), communication within LMS (four item) and screen design (five items). The dataset was analyzed by non-parametric statistical techniques around four variables on four dimensions (and their related survey questions). The most important result was insufficiency of one unique LMS design for all students which demonstrates the necessity of student demographics tailored smart systems. Additionally, age and gender variables were not making significant differences on LMS design as much as culture and school year variables. The study also revealed that while German students would appreciate goal-oriented individual learning, Spanish students would value process-oriented group learning with active communication. Furthermore, many features of LMS were highly valued by the freshman students more than other levels. The paper discusses these variables with possible explanations from the literature and depicts implementations for future design practices.

scholarly journals Past, present, and future of smart learning: a topic-based bibliometric analysis

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Xieling Chen ◽  
Di Zou ◽  
Haoran Xie ◽  
Fu Lee Wang
Keyword(s):  
Cloud Computing ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Content Management ◽  
Research Field ◽  
Smart Devices ◽  
Major Research ◽  
Research Issues ◽  
Course Content ◽  
Smart Learning

AbstractInnovative information and communication technologies have reformed higher education from the traditional way to smart learning. Smart learning applies technological and social developments and facilitates effective personalized learning with innovative technologies, especially smart devices and online technologies. Smart learning has attracted increasing research interest from the academia. This study aims to comprehensively review the research field of smart learning by conducting a topic modeling analysis of 555 smart learning publications collected from the Scopus database. In particular, it seeks answers to (1) what the major research topics concerning smart learning were, and (2) how these topics evolved. Results demonstrate several major research issues, for example, Interactive and multimedia learning, STEM (science, technology, engineering, and mathematics) education, Attendance and attention recognition, Blended learning for smart learning, and Affective and biometric computing. Furthermore, several emerging topics were identified, for example, Smart learning analytics, Software engineering for e-learning systems, IoT (Internet of things) and cloud computing, and STEM education. Additionally, potential inter-topic directions were highlighted, for instance, Attendance and attention recognition and IoT and cloud computing, Semantics and ontology and Mobile learning, Feedback and assessment and MOOCs (massive open online courses) and course content management, as well as Blended learning for smart learning and Ecosystem and ambient intelligence.

scholarly journals Content Management Systems Performance and Compliance Assessment Based on a Data-Driven Search Engine Optimization Methodology

Information ◽  
2021 ◽  
Vol 12 (7) ◽  
pp. 259
Author(s):  
Ioannis Drivas ◽  
Dimitrios Kouis ◽  
Daphne Kyriaki-Manessi ◽  
Georgios Giannakopoulos
Keyword(s):  
Search Engine ◽  
Common Knowledge ◽  
Organizational Structures ◽  
Content Management ◽  
Data Driven ◽  
Management Systems ◽  
Search Engine Optimization ◽  
Optimization Methodology ◽  
Content Management Systems ◽  
The Web

While digitalization of cultural organizations is in full swing and growth, it is common knowledge that websites can be used as a beacon to expand the awareness and consideration of their services on the Web. Nevertheless, recent research results indicate the managerial difficulties in deploying strategies for expanding the discoverability, visibility, and accessibility of these websites. In this paper, a three-stage data-driven Search Engine Optimization schema is proposed to assess the performance of Libraries, Archives, and Museums websites (LAMs), thus helping administrators expand their discoverability, visibility, and accessibility within the Web realm. To do so, the authors examine the performance of 341 related websites from all over the world based on three different factors, Content Curation, Speed, and Security. In the first stage, a statistically reliable and consistent assessment schema for evaluating the SEO performance of LAMs websites through the integration of more than 30 variables is presented. Subsequently, the second stage involves a descriptive data summarization for initial performance estimations of the examined websites in each factor is taking place. In the third stage, predictive regression models are developed to understand and compare the SEO performance of three different Content Management Systems, namely the Drupal, WordPress, and custom approaches, that LAMs websites have adopted. The results of this study constitute a solid stepping-stone both for practitioners and researchers to adopt and improve such methods that focus on end-users and boost organizational structures and culture that relied on data-driven approaches for expanding the visibility of LAMs services.

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