scholarly journals An Enhanced Learning Technology System Architecture for Web-Based Instructional Design

2016 ◽  
Vol 11 (01) ◽  
pp. 57 ◽  
Author(s):  
Rafiu Mope Isiaka ◽  
Elijah Olusayo Omidiora ◽  
Stephen Olatunde Olabiyisi ◽  
Oludotun O. Okediran
Keyword(s):  
Instructional Design ◽  
System Architecture ◽  
Online Survey ◽  
Control Group ◽  
Learning Technology ◽  
Web Based ◽  
Technology System ◽  
E Learning ◽  
Important Quality ◽  
Quality Control Mechanism

Instructional design (ID) models are proven prescriptive techniques for qualitative lessons that could guarantee learning. Existing Learning Management Systems (LMS) miss-out the roles of this important quality control mechanism by providing a mere plane and passive platform for content authoring, thus becomes vulnerable for poor instructional design. This paper demonstrates an effort to ameliorate this limitation by extending the IEEE Learning Technology System Architecture (LTSA) with ID design processes. The Use Case diagram, Activities diagram and Entity Relation diagram for the extended LTSA are presented. The extended architecture was implemented on Moodle open sourced LMS which was extended and hosted live. Students’ impressions on the functionalities and operational effects of the platform were collated using online survey. The academic effects of the platform on the students’ performance were determined using the class mean. The value obtained was compared with that of the control group in the same session and those from the previous sessions. Consequently, this work demonstrates the feasibility of integrating ID models in E-learning. It also justifies its effects on the quality of learning.

Cultural Adaptation of E-Learning Courseware

2012 ◽  
pp. 192-209
Author(s):  
Randall Stieghorst ◽  
Andrea L. Edmundson
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Ethical Dilemmas ◽  
Code Of Conduct ◽  
Corporate Environment ◽  
Web Based ◽  
Global Organizations ◽  
Learning Modules ◽  
Instructional Design Process ◽  
E Learning

Web-based and self-paced learning modules have become a common-and sometimes primary-tool used by the Ethics & Compliance departments of global organizations to educate employees worldwide. These e-learning modules provide guidance around such topics as the company’s Code of Conduct, specific policies or laws, globally applicable corporate standards, and how best to manage ethical dilemmas in a corporate environment. In this case, the authors describe the instructional design process that were used on various ethics and compliance courses to achieve a more global, regional, or country-specific applicability, including an overview of changes made to content and methodology that was originally perceived as “very American.”

scholarly journals The Life and Times of a Learning Technology System

2013 ◽  
Vol 8 (3) ◽  
pp. 24-41 ◽  
Author(s):  
Claus Pahl
Keyword(s):  
Factor Model ◽  
High Impact ◽  
Learning Technology ◽  
Environmental Constraints ◽  
Web Based ◽  
Technology System ◽  
Web Based Learning ◽  
Change Factor ◽  
Long Life ◽  
The Impact

With the inception of the web now being more than 20 years ago, many web-based learning technology systems (LTS) have had a long life and have undergone many changes, both affecting content and infrastructure technologies. A change factor model can capture the various factors causing LTS to change. Methods for change-aware design of LTS have been suggested. The purpose of this investigation is, firstly, to add empirical results to aspects of these models and methods in order to show the relevance of such a change factor model by specifically looking at an LTS that has been developed, maintained and extended over a period of 20 years. Secondly, these results shall be used to develop a conceptual model capturing and assessing the impact of change. A key observation is an unexpectedly high impact of environmental constraints on the LTS, but also new opportunities emerging over time have had dramatic changes as their consequence.

Implementing a World-Class E-Learning Technology in a Graduate Instructional Design Course

2012 ◽  
Vol 40 (4) ◽  
pp. 389-399
Author(s):  
Dawn Snyder ◽  
Joel Gardner
Keyword(s):  
Instructional Design ◽  
Learning Technology ◽  
Performance Technology ◽  
Industry Standard ◽  
E Learning ◽  
World Class ◽  
And Performance ◽  
Set Up ◽  
Learning With Technology ◽  
Support Students

At Franklin University, we are in the process of creating a master's degree in Instructional Design and Performance Technology. In one of the program courses, Enhancing Learning with Technology, we wanted students to experience applying principles of e-learning while using an industry standard e-learning application. However, we have learned by experience that it can be difficult to set up the appropriate infrastructure and support needed to successfully provide this technology in a course. In this article, we describe the unique instructional design context at Franklin University and the process we used to design and develop this course. We describe the process we used to select the technology, Articulate Rapid E-Learning Studio ‘09. We also describe the steps taken to support students in their use of this technology. We present several obstacles in designing and developing the course, as well as our solutions.

scholarly journals E-Learning: A Milestone in the Research of Data Mining

2012 ◽  
pp. 82-86
Author(s):  
Sabyasachi Pattnaik ◽  
Jui Pattnayak ◽  
Priyaranjan Dash
Keyword(s):  
Data Mining ◽  
Web Service ◽  
Learning Environments ◽  
System Architecture ◽  
Functional Model ◽  
Application Domain ◽  
Service Architecture ◽  
Web Based ◽  
Web Based Learning ◽  
E Learning

Data Mining and Data Warehousing are two most important techniques for pattern discovery and centralized data management in today’s technology. ELearning is one of the most significant applications of data mining. The main objective is to provide a proposal for a functional model and service architecture. The standards and system architecture are analyzed here. This paper gives importance to the integration of Web Services on the e-Learning application domain, because Web Service is the most advanced choice for distance education now. The process of e-Learning can be possible more effectively with the help of Web usage mining. More advanced tools are developed for online customer’s behaviour to increase sales, and profit, but no such tools are developed to understand learner’s behaviour in e-Learning. In this paper, some data mining techniques are discussed that could be used to enhance web-based learning environments.

Exchanging E-Learning Materials, Modules, and Students

2010 ◽  
pp. 20-37 ◽  
Author(s):  
Samuel Leung ◽  
David Martin ◽  
Richard Treves ◽  
Oliver Duke-Williams
Keyword(s):  
Learning Environments ◽  
System Level ◽  
Learning Technology ◽  
Access Management ◽  
Learning Materials ◽  
Web Based ◽  
Electronic Documents ◽  
Single Sign On ◽  
Networked Computers ◽  
E Learning

In contrast to other Web-based resources, e-learning materials are not always exchangeable and shareable. Although transferring electronic documents between networked computers has become almost effortless, the materials may often require careful design and a great deal of adaptation before they can be reused in a meaningful manner. This process involves consideration of pedagogic issues such as course curricula, learning outcomes, and intended audience, as well as technological factors including local institutional virtual learning environments (VLE) and any relevant learning technology standards. This chapter illustrates how these issues have been addressed resulting in the successful exchange of e-learning resources at three levels: (1) at content level, where learning nuggets are created and packaged in a standards-compliant format to guarantee interoperability; (2) at the user level, whereby learners or tutors, rather than the resources, are transferred between VLEs; (3) at a higher system level, where the emerging Web Single Sign-On technology of federated access management is being used to enable truly cross-institutional authentication allowing learners to roam freely in different learning environments.

A Blended Approach to Canadian First Nations Education

2018 ◽  
pp. 1940-1960
Author(s):  
Norman Vaughan ◽  
Neepin Auger ◽  
Martin Sacher ◽  
Mavis Sacher
Keyword(s):  
Academic Success ◽  
Learning Community ◽  
First Nations ◽  
Online Survey ◽  
Web Based ◽  
Online Teachers ◽  
E Learning ◽  
Survey Interviews ◽  
First Nations Education ◽  
Study Participants

This chapter describes a research study that investigated how a blended approach to Canadian First Nations education could be used to foster student engagement and success. The study examined the SCcyber E-Learning Community program through the lens of the Seven Principles of Effective Teaching (Chickering & Gamson, 1999). Data was collected via an online survey, interviews, and site visits. The study participants indicated that the deliberate and intentional integration of mentors at local learning centers with online teachers, who provide synchronous tutorials through the use of a Web-based learning management system and conferencing tool, was the key to academic success.

Web-Based Multimedia Children's Art Cultivation

2011 ◽  
pp. 2004-2008
Author(s):  
Hao-Tung Lin ◽  
Herng-Yow Chen
Keyword(s):  
Language Learning ◽  
Domain Knowledge ◽  
General Purpose ◽  
Multimedia Content ◽  
Learning Technology ◽  
Children's Art ◽  
Web Based ◽  
E Learning ◽  
Multimedia Technologies ◽  
The Web

With the rapid advance in Web and multimedia technologies, authoring various types of multimedia content and distributing them on the Web has been very popular for many years. These technologies are applied in e-learning extensively, such as from language learning (e.g., ESL) to professional domain knowledge (e.g., computer science). In contrast, e-learning systems focusing on art domains, especially for kids or teenagers, are few. This is a notable shortcoming, because from a technical viewpoint, current advances in multimedia technology via the Web promise this kind of application. On the other hand, compared with technologies needed for more general-purpose knowledge, cultivating children’s art through e-learning technology needs much more edutainment ingredients – it must be interesting and interactive and offer multimedia. Realizing this kind of e-learning is really a challenge, not only from a pedagogical viewpoint (the first ingredient) but also technical ones (the latter two ingredients).

Cultural Adaptation of E-Learning Courseware

2011 ◽  
pp. 263-279
Author(s):  
Randall Stieghorst ◽  
Andrea L. Edmundson
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Ethical Dilemmas ◽  
Code Of Conduct ◽  
Corporate Environment ◽  
Web Based ◽  
Global Organizations ◽  
Learning Modules ◽  
Instructional Design Process ◽  
E Learning

Web-based and self-paced learning modules have become a common-and sometimes primary-tool used by the Ethics & Compliance departments of global organizations to educate employees worldwide. These e-learning modules provide guidance around such topics as the company’s Code of Conduct, specific policies or laws, globally applicable corporate standards, and how best to manage ethical dilemmas in a corporate environment. In this case, the authors describe the instructional design process that were used on various ethics and compliance courses to achieve a more global, regional, or country-specific applicability, including an overview of changes made to content and methodology that was originally perceived as “very American.”

Cultural Adaptation of E-Learning Courseware

2015 ◽  
pp. 729-740
Author(s):  
Randall Stieghorst ◽  
Andrea Edmundson
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Ethical Dilemmas ◽  
Code Of Conduct ◽  
Corporate Environment ◽  
Web Based ◽  
Global Organizations ◽  
Learning Modules ◽  
Instructional Design Process ◽  
E Learning

Web-based and self-paced learning modules have become a common-and sometimes primary-tool used by the Ethics & Compliance departments of global organizations to educate employees worldwide. These e-learning modules provide guidance around such topics as the company's Code of Conduct, specific policies or laws, globally applicable corporate standards, and how best to manage ethical dilemmas in a corporate environment. In this case, the authors describe the instructional design process that were used on various ethics and compliance courses to achieve a more global, regional, or country-specific applicability, including an overview of changes made to content and methodology that was originally perceived as “very American.”

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