scholarly journals e-Learning objects in the cloud: SCORM compliance, creation and deployment options

2017 ◽  
pp. 449-467
Keyword(s):  
Large Scale ◽  
Global Scale ◽  
Learning Opportunities ◽  
Learning Objects ◽  
Online Learning Environments ◽  
Teaching Resources ◽  
Student Activities ◽  
Learning And Teaching ◽  
E Learning

In the field of education, cloud computing is changing the way learning is delivered and experienced, by providing software, storage, teaching resources, artefacts, and knowledge that can be shared by educators on a global scale. In this paper, the first objective is to understand the general trends in educational use of the cloud, particularly the provision of large scale education opportunities, use of open and free services, and interoperability of learning objects. A review of current literature reveals the opportunities and issues around managing learning and teaching related knowledge in the cloud. The educational use of the cloud will continue to grow as the services, pedagogies, personalization, and standardization of learning are refined and adopted. Secondly, the paper presents an example of how the cloud can support learning opportunities using SCORM interoperable learning objects. The case study findings show that, while the use of SCORM enables a variety of trackable learning opportunities, the constraints of maintaining the currency of the learning also need to be considered. It is recommended that the SCORM content are combined with cloud based student activities. These learning objects can be used to support alternative learning opportunities within blended and online learning environments.

Evaluasi Aksesibilitas Learning Object Berdasarkan Web Content Accessibility Guidelines 2.0

2017 ◽  
Vol 9 (2) ◽  
pp. 67-71
Author(s):  
Herru Darmadi ◽  
Yan Fi ◽  
Hady Pranoto
Keyword(s):  
Learning Objects ◽  
Authoring Tool ◽  
Learning Object ◽  
Web Content ◽  
Web Browser ◽  
E Learning ◽  
Index Terms ◽  
Accessibility Guidelines ◽  
Content Accessibility

Learning Object (LO) is a representation of interactive content that are used to enrich e-learning activities. The goals of this case study were to evaluate accessibility and compatibility factors from learning objects that were produced by using BINUS E-learning Authoring Tool. Data were compiled by using experiment to 30 learning objects by using stratified random sampling from seven faculties in undergraduate program. Data were analyzed using accessibility and compatibility tests based on Web Content Accessibility Guidelines 2.0 Level A. Results of the analysis for accessibility and compatibility tests of Learning Objects was 90% better than average. The result shows that learning objects is fully compatible with major web browser. This paper also presents five accessibility problems found during the test and provide recommendation to overcome the related problems. It can be concluded that the learning objects that were produced using BINUS E-learning Authoring Tool have a high compatibility, with minor accessibility problems. Learning objects with a good accessibility and compatibility will be beneficial to all learner with or without disabilities during their learning process. Index Terms—accessibility, compatibility, HTML, learning object, WCAG2.0, web

Promoting Greater Interactivity and Participative Learning through Collaborative and Virtual Learning Space

2017 ◽  
pp. 125-139
Author(s):  
Chee Leong Lim ◽  
Siew Fun Tang
Keyword(s):  
Transformative Learning ◽  
Tertiary Education ◽  
Learning Opportunities ◽  
Learning System ◽  
Learning Space ◽  
Learning And Teaching ◽  
E Learning ◽  
Participative Learning ◽  
Effective Use ◽  
The University

With the implementation of various innovations and transformative learning and teaching practices, Taylor's University continues to serve as the torchbearer in the sphere of private tertiary education in Malaysia. Since 2012, Taylor's University has embarked on an ambitious journey to re-define student learning for better academic outcomes. The effective use of LMS (Learning Management System) or better known as TIMeS (Taylor's Integrated Moodle e-learning System) @ Taylor's University has yielded highly engaging learning opportunities for students to learn at anytime and anywhere. It is Taylor's University's aim to be in the cutting edge of technology and to implement the finest learning design for its students as the university realizes that learning space plays an important role in producing work-ready graduates.

A Conceptual Educational Data Mining Model for Supporting Self-Regulated Learning in Online Learning Environments

2021 ◽  
pp. 278-292
Author(s):  
Eric Araka ◽  
Robert Oboko ◽  
Elizaphan Maina ◽  
Rhoda K. Gitonga
Keyword(s):  
Data Mining ◽  
Online Learning ◽  
Learning Environments ◽  
Domain Knowledge ◽  
Educational Data Mining ◽  
Online Learning Environments ◽  
Student Activities ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
E Learning

Self-regulated learning is attracting tremendous researches from various communities such as information communication technology. Recent studies have greatly contributed to the domain knowledge that the use self-regulatory skills enhance academic performance. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Modern learning management systems (LMS) allow storage of datasets on student activities. Subsequently, it is now possible to use Educational Data Mining to extract learner patterns which can be used to support SRL. This chapter discusses the current tools for measuring and promoting SRL on e-learning platforms and a conceptual model grounded on educational data mining for implementation as a solution to promoting SRL strategies.

scholarly journals ANNOTATIONS IN E-LEARNING

2014 ◽  
Vol 12 (9) ◽  
pp. 3852-3859
Author(s):  
Anjali Jindia ◽  
Sonal Chawla
Keyword(s):  
Word Processing ◽  
Electronic Publishing ◽  
Learning Opportunities ◽  
Web Based ◽  
Learning And Teaching ◽  
Web Based Learning ◽  
E Learning ◽  
On Line ◽  
Electronic Annotation

Web-based learning has become an important way to enhance learning and teaching, offering many learning opportunities. A limitation of current Web-based learning is the restricted ability of students to personalize and annotate the learning materials. Providing personalized tools and analyzing some types of learning behavior, such as students’ annotation, has attracted attention as a means to enhance Web-based learning. There has been a sharp increase in the volume and quality of electronic publishing on the web in the past few years. Many research journals are going on-line. The advantages of pelectronic publishing are obvious and enormous: instantaneous access to archives, paperless media and fast document search to name a few. However, annotation of documents in electronic form has been surprisingly underdeveloped. Existing word processing software offers some tools for electronic document annotation. But as of today, these annotation features are so modest and limited, that they lose out to the convenient common practice of working with paper versions of documents [1]. The results of a surveys conducted came as no surprise: the absolute majority of researchers and students prefer to print out an electronic paper before reading and annotating it. Our claim is that electronic annotations can not only be as convenient as their paper counterparts, but they are superior in terms of the additional advanced capabilities they can offer. This claim makes the basis of our Annotation Technology (AT). AT is a set of principles that form a foundation for development of advanced and successful electronic annotation systems.

Exploring the Adoptions by Students of Web 2.0 Tools for E-Learning in Higher Education

2019 ◽  
pp. 128-149 ◽  
Author(s):  
Liliana Mata ◽  
Georgeta Panisoara ◽  
Silvia Fat ◽  
Ion-Ovidiu Panisoara ◽  
Iulia Lazar
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Large Scale ◽  
Developed Countries ◽  
Education Quality ◽  
The European Union ◽  
Web 2.0 Tools ◽  
E Learning ◽  
Sustainable Economic Growth

Optimal public policies, including education, have been applied for the sustainable economic growth of the European Union. In European countries, the use of Web 2.0 tools for increasing the education quality is constantly expanding, even if it is divided into two categories. One category consists of developed countries, Organization for Economic Cooperation and Development (OECD) members where there are the strongest of computing tools companies. Another category consists of OECD partner countries which hopes to fulfill the OECD requirements. The main study aim is the exploration of Web 2.0 tools adoptions for e-learning in one OECD candidate. A case study details how behavioral perceptions have been applied. Thus, a survey containing questions about socio-demographic characteristics alongside respondents' perceptions related to Web 2.0 tools for e-learning in higher education was applied. The research outcomes confirm the students' limited knowledge of Web 2.0. Authorities must indicate what measures are necessary for large-scale adoption of all Web 2.0 tools useful for education.

EduOntoWiki Project for Supporting Social, Educational, and Knowledge Construction Processes with Semantic Web Paradigm

2009 ◽  
pp. 195-201
Author(s):  
Corrado Petrucco
Keyword(s):  
Information Filtering ◽  
Learning Objects ◽  
Literacy Skills ◽  
Cognitive Capacity ◽  
Simple Task ◽  
Learning And Teaching ◽  
Educational Processes ◽  
E Learning ◽  
Information Literacy Skills ◽  
The Web

The Web is going to produce a revolution in learning and teaching: the debate on the role of ICT in educational processes leads to a reconsideration of how we deal with information and knowledge. The widespread use in educational contexts is also due to the ease with which learning resources can be retrieved and shared: for example, the recent introduction of learning objects means that the contents which reside in different e-learning platforms is easy to find and access. But knowledge is also deeply embedded in millions of Web pages. Nonetheless, searching for information on the Web is not a simple task and the great number of documents found using search engines, such as Google, is beyond the human cognitive capacity to deal with this information overflow. Teaching information literacy skills or stimulating collaborative information filtering that supports the discovery of resources in a way that is responsive to the context of users may help, but there is a need for more efficient cognitive tools to search, organize, and discuss information in order to codify it in shared knowledge structures.

scholarly journals Developing a university-wide academic integrity E-learning tutorial: a Canadian case

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Lyle Benson ◽  
Kristin Rodier ◽  
Rickard Enström ◽  
Evandro Bocatto
Keyword(s):  
Academic Integrity ◽  
Large Scale ◽  
Academic Misconduct ◽  
Post Secondary ◽  
Qualitative Feedback ◽  
Post Test ◽  
E Learning ◽  
Education Tool ◽  
The University

Abstract Academic integrity has become a significant point of concern in the post-secondary landscape, and many institutions are now exploring ways on how to implement academic integrity training for students. This paper delineates the development of an Academic Integrity E-Learning (AIE-L) tutorial at MacEwan University, Canada. In its first incarnation, the AIE-L tutorial was intended as an education tool for students who had been found to violate the University’s Academic Integrity Policy. However, in a discourse of the academic integrity process, the University reimagined it from only emphasising the increased understanding and strengthened commitment of students found to have committed academic misconduct to a proactive focus with education for all students. The purpose of the present paper is three-fold: first, describe the development of the AIE-L tutorial as an experiential case study; second, improve the content of the AIE-L tutorial through students’ quantitative and qualitative feedback; third, calibrate the pre and post-test questions for content validity for a forthcoming large-scale measurement of the AIE-L tutorial effectiveness.

scholarly journals Student model initialization using domain knowledge ontology representative subset

2020 ◽  
Vol 10 (1) ◽  
pp. 60
Author(s):  
Ani Grubišić ◽  
Branko Žitko ◽  
Slavomir Stankov
Keyword(s):  
Domain Knowledge ◽  
Initial Test ◽  
Student Model ◽  
Student Knowledge ◽  
New Approach ◽  
Learning And Teaching ◽  
Representative Subset ◽  
E Learning ◽  
Model Initialization

In intelligent e-learning systems that adapt a learning and teaching process to student knowledge, it is important to adapt the system as quickly as possible. However, adaptation is not possible until the student model is initialized. In this paper, a new approach to student model initialization using domain knowledge representative subset is described. The approach defines which concepts from domain knowledge should be included in the initial test so the system can make conclusions about what students truly know about domain knowledge. This representative subset of domain knowledge is defined using non-semantic mathematical approach based on graph theory. The initial test, created over a domain knowledge representative subset, guarantees encompassing all concepts that are relevant to domain knowledge. A two-level case study is conducted on what would be the representative subset of one selected domain knowledge. It compares semantically selected domain knowledge representative subsets (semantical analysis was done by domain area experts) to a non-semantical, mathematically selected domain knowledge representative subset. The results of the case study show that problems of inequality of semantically selected domain knowledge representative subsets are easily overcome using the presented approach.

scholarly journals Design and Realization of Big Data Learning Aid System Based on MOOC

2021 ◽  
Vol 275 ◽  
pp. 03017
Author(s):  
HongHai Ping
Keyword(s):  
Big Data ◽  
Online Teaching ◽  
Large Scale ◽  
Main Body ◽  
Ministry Of Education ◽  
Teaching Resources ◽  
Student Activities ◽  
Internet Education ◽  
Teacher Student ◽  
Teachers And Students

At the beginning of 2020, in the face of the sudden new crown epidemic, the Ministry of Education proposed an emergency response policy of “stopping classes without stopping school”, and various teaching units have carried out unprecedented online teaching practices. This large-scale online teaching wave has accelerated the development speed and application scope of “Internet + Education”. Based on the big data learning support system, with teachers and students as the main body, using big data technology to integrate high-quality teaching resources and reduce teaching Cost, design and implement teaching aid system for teachers and students. Based on massive online learning data, through intelligent analysis of academic data, it will provide learners with learning suggestions, online examinations, teacher-student activities, assist teachers in implementing student evaluations, carry out precise teaching and research, and improve the curriculum resource construction system.

scholarly journals Az új infokommunikációs eszközök és közösségek várható elterjedése a felsőszintű oktatásban

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Eszter Monda
Keyword(s):  
Higher Education ◽  
Public Education ◽  
Global Scale ◽  
Learning Resources ◽  
Learning And Teaching ◽  
The Core ◽  
E Learning ◽  
Ict Tools

A tanulmány az infokommunikációs eszközök és az emberi közösségek kapcsolatát és kölcsönhatását vizsgálja a felsőszintű oktatás területén. Az információs és kommunikációs technológiák (infokommunikációs technológiák, továbbiakban IKT) alatt a technológiai eszközök és források különböző készletét értjük, amelyek alkalmasak információk kommunikálására, előállítására, terjesztésére, tárolására és menedzselésére. (Blurton, 1999; Monda, 2014b) A felsőszintű oktatás azért került a fókuszba, mert míg az általános és középiskola rendszerint a hagyományos oktatási formánál maradt, addig a felsőoktatásban már globális szinten az IKT lehetőségeit egyre jobban kihasználó szélesebb tanulási illetve tanítási formák valósultak meg. Az IKT oktatásba való beépüléséhez kapcsolódik az eLearning fogalma. „Az eLearning egy innovatív szemlélet az információk elektronikus szállításához az oktatás számára annak érdekében, hogy a tanulók tudását, képességeit és egyéb teljesítményét növeljék.” (Siritongthaworn et al., 2006, 139). Az eLearning lényege, hogy a tananyagok elektronikus formában elérhetők legyenek és ideális esetben a hallgatóknak többféle módjuk legyen a tanulásra mint például videók, e-bookok, fórumok, wikik stb. formájában.” (Monda, 2014a, 30)* The expected spread of new ICT tools and communities in higher education The paper examines the relations and mutual effects of ICT tools and human communities in the field of higher education. By ICT tools, we refer to the various stocks of tools and sources that are capable of communicating, disseminating, storing and managing information. (Blurton, 1999; Monda, 2014b) Higher education is put into the focus because while public education mostly uses the traditional forms of education, higher education has already implemented a wider spectrum of learning and teaching forms at a global scale. The notion of e-learning is connected to the inclusion of ICT into education.  „E-learning is an innovative way of providing information for education electronically in order that the students’ knowledge, capacities and other performances be improved.” (Siritongthaworn et al., 2006, 139). „The core of e-learning is that the learning resources are available electronically, and in optimal cases the students have the possibility to conduct various forms of learning, e.g. using videos, e-books, fora, wikis etc.” (Monda, 2014a, 30) 

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