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.

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 Recommendation System Based On Association Rules For Distributed E-Learning Management Systems

2015 ◽  
Vol 67 (1) ◽  
pp. 99-104 ◽  
Author(s):  
Gabroveanu Mihai
Keyword(s):  
Association Rules ◽  
Management System ◽  
Recommendation System ◽  
Learning Management System ◽  
Distributed Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
User Data ◽  
E Learning ◽  
Learning Management

Abstract Traditional Learning Management Systems are installed on a single server where learning materials and user data are kept. To increase its performance, the Learning Management System can be installed on multiple servers; learning materials and user data could be distributed across these servers obtaining a Distributed Learning Management System. In this paper is proposed the prototype of a recommendation system based on association rules for Distributed Learning Management System. Information from LMS databases is analyzed using distributed data mining algorithms in order to extract the association rules. Then the extracted rules are used as inference rules to provide personalized recommendations. The quality of provided recommendations is improved because the rules used to make the inferences are more accurate, since these rules aggregate knowledge from all e-Learning systems included in Distributed Learning Management System.

scholarly journals Towards Model-Based User Interface Development of e-Learning Management Systems

2012 ◽  
Vol 47 (1) ◽  
pp. 59-71
Author(s):  
Josefina Guerrero-García ◽  
Juan Manuel González-Calleros ◽  
Jaime Muñoz-Arteaga ◽  
Miguel Ángel León-Chávez ◽  
Carlos Reyes-García
Keyword(s):  
User Interface ◽  
Learning Management Systems ◽  
Management Systems ◽  
Model Based ◽  
E Learning ◽  
Learning Management

scholarly journals From Cognitive Landscapes to Digital Hyperscapes

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Jose Bidarra ◽  
Ana Dias
Keyword(s):  
Learning Styles ◽  
Learning Management Systems ◽  
Learning Objects ◽  
Management Systems ◽  
Digital Information ◽  
Cognitive Profiles ◽  
E Learning ◽  
Learning Management ◽  
Key Terms ◽  
Massive Information

<P> The widespread diffusion of e-Learning in organizations has encouraged the discovery of more effective ways for conveying digital information to learners, for instance, via the commonly called Learning Management Systems (LMS). A problem that we have identified is that cognitive variables and pedagogical processes are rarely taken into consideration and sometimes are confused with the mere use by learners of “diversified” hypermedia resources. Within the context of widespread dissemination of multimedia content that has followed the emergence of massive information resources, we discuss the need for more powerful and effective learner-centered tools capable of handling all kinds of design configurations and learning objects. </p> <P class=abstract><B>Key Terms: </B>cognitive profiles, learning styles, mind mapping, multimedia and hypermedia content, hyperscapes, e-Learning, learning objects, Learning Management Systems (LMS).</P>

scholarly journals Edmodo Based E-Learning as a Media of Construction Building Learning

2018 ◽  
Vol 7 (4.33) ◽  
pp. 134
Author(s):  
Ni Putu Diah Untari Ningsih ◽  
Mochamad Bruri Triyono ◽  
Asnul Dahar Minghat ◽  
Adnan Ahmad
Keyword(s):  
Industrial Revolution ◽  
Good Choice ◽  
Building Construction ◽  
Management Systems ◽  
Course Management Systems ◽  
Teaching Materials ◽  
Learning Platform ◽  
Class Management ◽  
E Learning ◽  
Level Of Thinking

Edmodo based E-Learning is a social learning platform for teachers/lecturers, students or for parents that developed in late 2008 by Nic Borg and Jeff O "Hara Edmodo based E-Learning developed based on the principles of group based on class management and also social media. Edmodo based E-Learning is very comprehensive because access is faster and easier to use by using some of the features that function like course management systems. The learning process using teaching materials with Edmodo based E-Learning can be used as a reference in developing appropriate teaching materials for other materials to increase the level of thinking probabilistic learners. Edmodo is certainly a good choice for learning in the fourth industrial revolution era. This study is a literature that tries to express the ideas associated with the use of Edmodo based E-Learning in Building Construction Learning. This study has the following objectives: (1). Describe criteria of Edmodo based E-Learning that good. (2). Describe the material in accordance with the Edmodo based E-Learning in Building Construction learning. (3). Describing the use of Edmodo based E-Learning in Building Construction learning.   

scholarly journals Adaptive doctors: preparing tomorrows doctors for practice in the Anthropocene Epoch

2021 ◽  
Author(s):  
Claudia Slimings ◽  
Emily Sisson ◽  
Connor Larson ◽  
Devin Bowles ◽  
Rafat Hussain
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Curriculum Mapping ◽  
Learning Approaches ◽  
Future Health ◽  
Work Activity ◽  
Planetary Health ◽  
E Learning

Background: The future health workforce needs to be equipped with the knowledge, skills, and motivation to deliver sustainable healthcare and promote planetary health. The aim of this study was to design, implement and evaluate a new suite of planetary health learning activities piloted by medical students for a range of medical professionals. Methods: The study consisted of three components: curriculum mapping, development of learning activities and evaluation. Curriculum mapping involved searching program learning outcomes using relevant search terms. Two learning activities were co-developed with medical students comprising of an e-learning component and an inquiry-based small group workshop presented to 99 2nd year students. Evaluation consisted of pre- and post-learning knowledge quizzes and a student feedback survey. Results: A total of 30 learning outcomes were identified with the majority located in the first two years of the four-year program. The overall evaluation response rate was 49.5%, and 19% completed the feedback survey. The mean pre- and post-lesson scores, respectively, were 7.09 (SD=1.84) and 9.53 (SD=1.69) out of a possible score of 12, increasing by 2.37 points on average (95% confidence interval [CI] 1.66-3.09). Overall, the new activities were rated as excellent/good by 84.2% of respondents. The e-learning module rated more highly as a meaningful learning experience than the workshop (89% v. 63.2%). The most common criticism was the length of time it took to complete the e-learning. Conclusion: Students already had a good understanding of planetary health facts and the e-learning lesson served to confirm, review and update their knowledge. Students embraced the opportunity to engage in interactive learning through the problem-solving group work activity. There is very little vertical alignment of environmental and climate issues across all four years of the medical program in our institution and a variety of learning approaches should be considered when revising the curriculum.

Research on the Implementation of E-learning Tools by Bulgarian and Foreign Universities

2021 ◽  
Vol 48 (5) ◽  
pp. 486-497
Author(s):  
Petar Todorov ◽  
Keyword(s):  
Distance Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Research Subject ◽  
Learning Tools ◽  
Learning And Teaching ◽  
The Past ◽  
E Learning ◽  
Foreign Universities

Over the past two years, the pandemic caused by the COVID-19 virus has put to the test all spheres of life not only in Bulgaria but also worldwide. It can be claimed that the educational sector has acted adequately and has been able to deal with the challenge. The article presents research on the implementation of various e-learning tools by Bulgarian and foreign universities. The research was conducted at the beginning of the pandemic caused by COVID-19 by surveying students and lecturers. It turns out that despite the plethora of e-learning tools, at many universities, even in technologically advanced countries such as China, in most cases, education is delivered through distance learning and course management systems, for instance Moodle. The research objective is to ascertain the degree of implementation of various e-learning tools at Bulgarian and foreign universities. The research subject is the degree of implementation of e-learning tools, whereas the research object is students and lecturers from Bulgarian and foreign universities. The hypothesis, which is proven, is that the implementation of diverse e-learning tools is insufficient, despite the fact that their importance is acknowledged at all levels of learning and teaching.

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