Learning Management Systems and Learning 2.0

2012 ◽  
pp. 197-213 ◽  
Author(s):  
Alexandros Soumplis ◽  
Eleni Koulocheri ◽  
Nektarios Kostaras ◽  
Nikos Karousos ◽  
Michalis Xenos
Keyword(s):  
Web 2.0 ◽  
Learning Management Systems ◽  
Management Systems ◽  
Traditional Learning ◽  
Learning Needs ◽  
Learning Networks ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Learning Content ◽  
Learning Management

The unprecedented growth of Web 2.0 has affected learning and has made the growth of learning networks possible. Learning networks are shaped by communities to help their members acquire knowledge in specific areas and are the most notable feature of Learning 2.0, the new learning era that focuses on individual learning needs. The evolution of learning forces traditional Learning Management Systems (LMS) to incorporate more Web 2.0 features and slowly transform to Personal Learning Environments (PLEs). A Personal Learning Environment is a loosely structured collection of tools with strong social networking characteristics, which gives users the ability to create, maintain, and redistribute their own learning content. This paper is a field study of the most well-known and established LMSs and their support for specific features within several categories of tools of Web 2.0. The incorporation of Web 2.0 features within those LMSs differentiates them regarding their ability and potential to be used as PLEs.

Learning Management Systems and Learning 2.0

2011 ◽  
Vol 6 (4) ◽  
pp. 1-18 ◽  
Author(s):  
Alexandros Soumplis ◽  
Eleni Koulocheri ◽  
Nektarios Kostaras ◽  
Nikos Karousos ◽  
Michalis Xenos
Keyword(s):  
Web 2.0 ◽  
Learning Management Systems ◽  
Management Systems ◽  
Traditional Learning ◽  
Learning Needs ◽  
Learning Networks ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Learning Content ◽  
Learning Management

The unprecedented growth of Web 2.0 has affected learning and has made the growth of learning networks possible. Learning networks are shaped by communities to help their members acquire knowledge in specific areas and are the most notable feature of Learning 2.0, the new learning era that focuses on individual learning needs. The evolution of learning forces traditional Learning Management Systems (LMS) to incorporate more Web 2.0 features and slowly transform to Personal Learning Environments (PLEs). A Personal Learning Environment is a loosely structured collection of tools with strong social networking characteristics, which gives users the ability to create, maintain, and redistribute their own learning content. This paper is a field study of the most well-known and established LMSs and their support for specific features within several categories of tools of Web 2.0. The incorporation of Web 2.0 features within those LMSs differentiates them regarding their ability and potential to be used as PLEs.

scholarly journals Open Social Learning y educación superior. Oportunidades y retos

2012 ◽  
Vol 60 ◽  
pp. 191-203 ◽  
Author(s):  
Inés Gil-Jaurena ◽  
Daniel Domínguez Figaredo
Keyword(s):  
Social Learning ◽  
Learning Environment ◽  
Learning Management Systems ◽  
Management Systems ◽  
Educación Superior ◽  
Personal Learning ◽  
Educacion Superior ◽  
Personal Learning Environment ◽  
Learning Management ◽  
Modelo Pedagógico

El texto que se presenta analiza la potencialidad del Open Social Learning (osl), aprendizaje social abierto, en la educación superior a distancia. Tras comentar algunos aspectos acerca de las herramientas tecnológicas más extendidas en este ámbito, como son los sistemas de gestión de recursos (lms por las siglas en inglés de learning management systems), se revisa el concepto de osl y sus rasgos más relevantes: la noción de abierto, el carácter social y la centralidad del aprendizaje; se repasan las oportunidades que ofrece para facilitar aspectos como la generación de entornos personales de aprendizaje (ple por personal learning environment); la creación de comunidad; la validación colectiva de los contenidos, etc. Sin embargo, la implantación del osl genera reticencias y presenta retos para su integración en los sistemas de educación superior, retos que también se analizan y que se encuentran ligados, fundamentalmente, a la gestión del proceso de cambio del modelo pedagógico y a la evaluación de los aprendizajes.

A New Method for Measuring Text Similarity in Learning Management Systems Using WordNet

2014 ◽  
Vol 9 (2) ◽  
pp. 1-13
Author(s):  
Bassel Alkhatib ◽  
Ammar Alnahhas ◽  
Firas Albadawi
Keyword(s):  
Learning Management Systems ◽  
Learning System ◽  
New Method ◽  
Management Systems ◽  
Similarity Learning ◽  
Text Similarity ◽  
Learning Content ◽  
E Learning ◽  
Learning Management ◽  
Automatic Collection

As text sources are getting broader, measuring text similarity is becoming more compelling. Automatic text classification, search engines and auto answering systems are samples of applications that rely on text similarity. Learning management systems (LMS) are becoming more important since electronic media is getting more publicly available. As LMS continuously needs content enrichment and the web is getting richer, automatic collection of learning materials becomes an innovative idea. Intelligent agents can be used with a similarity measurement method to implement the automatic collection process. This paper presents a new method for measuring text similarity using the well-known WordNet Ontology. The proposed method assumes that a text is similar to another if it represents a more specific semantic. This is more suitable for LMS content enrichment as learning content can usually be expanded by a more specific one. This paper shows how the hierarchy of WordNet can be taken advantage of to determine the importance of a word. It is also shown how similarity method within an e-learning system is exploited to achieve two goals. The first one is the enrichment of the e-learning content, and the second is the detection of semantically similar questions in e-learning questions banks.

scholarly journals O USO DE UM AMBIENTE VIRTUAL DE APRENDIZAGEM COMO APOIO PARA O ENSINO DE INGLÊS NA PERSPECTIVA DE LÍNGUA COMO DISCURSO

2015 ◽  
Vol 17 (20) ◽  
Author(s):  
Edna Marta Oliveira da Silva ◽  
Adriana Cristina S. de Mattos Brahim ◽  
Iara Maria Bruz
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Undergraduate Students ◽  
English Language ◽  
Learning Management Systems ◽  
Management Systems ◽  
Office Management ◽  
Learning Management ◽  
The Impact ◽  
The Web

<p align="center"><strong>RESUMO</strong></p><p>O presente artigo tem por objetivo apresentar algumas reflexões a respeito do uso de ambientes virtuais de aprendizagem no ensino de língua inglesa em um curso de graduação de Secretariado Executivo Trilíngue na modalidade presencial, a partir de uma pesquisa realizada em uma instituição de ensino superior (IES). São apresentadas algumas questões sobre o impacto das tecnologias nos modos de vida dos indivíduos e do uso das tecnologias de informação e comunicação (TICs) no âmbito educacional. Em se tratando dos processos de aprendizagem mediado pelas TICs, discutiremos aspectos relacionados ao ciberespaço e as possibilidades de seu uso em ambientes virtuais de aprendizagem (AVA). Nesse sentido, não poderíamos deixar à parte a discussão a respeito da interatividade, característica da Web 2.0 e, consequentemente, como os estudos sobre o interacionismo proposto por Vygotsky podem ser aí aplicados. Ainda, por tratarmos de língua estrangeira, concepções sobre língua são apresentadas e vinculadas ao seu ensino mediado pelas TICs.  Por fim, são apresentadas conclusões e possibilidades obtidas a partir da pesquisa realizada com alunos do curso de Secretariado Executivo Trilíngue em relação ao uso de um AVA durante dois semestres letivos.<strong>  </strong>A pesquisa mostrou que apenas o uso do AVA não leva o aluno a utilizar a praticar a língua alvo dentro de uma concepção de língua como discurso.</p><p><strong> </strong></p><p><strong>Palavras-chave: </strong>ambientes virtuais de aprendizagem; TICs; língua inglesa; ensino e aprendizagem.</p><p> </p><p align="center"><strong>ABSTRACT</strong></p><p>The present article aims to present some reflections on  the use of   learning management system environments in the teaching of English language in a Trilingual Office Management undergraduate course from a research conducted in an institution of  higher education. Some questions about the impact of technologies in the way  of life of the individuals and the use of information and communication technologies (ICTs) within education are presented. In the case of the learning processes mediated by ICTs,  we intend to discuss some aspects related to cyberspace and the tools available on the Web 2.0 as well as the possibilities for their use in learning management systems (LMS)  which presence is paramount  in distance education courses. In this sense, it is necessary to mention some issues on about interactivity, which is a fundamental characteristic of  the Web 2.0 and, consequently, as the studies on the interactionism proposed by Vygotsky can be applied to such space. Moreover, as we are dealing with a foreign language, conceptions about language are presented and linked to its teaching mediated by ICTs. Finally, conclusions and possibilities obtained from the study carried out with undergraduate  students of the Trilingual Office Management course  in relation to the use of a AVA during two school semesters are presented.</p><p> </p><p><strong>Key words:</strong> learning management systems; ICTs; English language; teaching and learning.</p>

scholarly journals Learning Management Systems (LMS): Inside Matters

2011 ◽  
Vol 3 (4) ◽  
pp. 206-216 ◽  
Author(s):  
Shakeel Iqbal
Keyword(s):  
Learning Management Systems ◽  
Discussion Board ◽  
Management Systems ◽  
Educational Institutions ◽  
Learning Needs ◽  
Learning Technology ◽  
Student Groups ◽  
Group Problem Solving ◽  
E Learning ◽  
Learning Management

By the end of last millennium, many universities and colleges started using internet to meet their distance learning needs. Different course management systems (CMS) were developed to meet the needs of online and hybrid courses. These CMS later on transformed into Learning Management Systems (LMS). Many educational institutions have already started using LMS and there are still many who are considering adopting one. The big question before the late adopters of this online learning technology is which LMS they should opt for? This study will be useful for those who are in the process of selecting an LMS as well as those who are in the business of designing one. A survey was conducted to get feedback from the faculty of higher education institutions to find out the major barriers in adoption of e-learning and to find out what kind of functionalities and teaching methodologies should be supported by LMSs. Results indicate lack of training, lack of incentives to use e-learning, lack of technical support and lack of time to develop e-courses are the major barriers in adoption of e-learning by the faculty members. As far as the desired functionalities in an LMS are concerned ability to create student groups for group activities, availability of discussion board, announcement board and online quizzes, file sharing/transfer functionality were the most sought functionalities. The most desired method of teaching that need to be supported by LMS had been group problem solving, discussion based strategies, problem based learning and simulation. The results of survey will be helpful for the adopter as well as designers of LMS.

scholarly journals Definition and Validation of the Subset of SCORM Requirements for the Enhanced Reusability of Learning Content in Learning Management Systems

2020 ◽  
Vol 25 (2) ◽  
pp. 134-144
Author(s):  
Sintija Petrovica ◽  
Alla Anohina-Naumeca ◽  
Andris Kikans
Keyword(s):  
Learning Management Systems ◽  
Management Systems ◽  
Authoring Tools ◽  
Learning Content ◽  
Development Tool ◽  
Content Development ◽  
Industry Standards ◽  
E Learning ◽  
Learning Management ◽  
Very High

AbstractNowadays, interoperability of learning management systems is still not very high. The authoring tools can help transfer e-learning content between different learning management systems. However, in this context, they should be able to produce learning content that is compliant with some industry standards. One of the most widely used standards is the SCORM 1.2 release. The research addresses the extension of the functionality of the previously developed content development tool EMMA by incorporating into it the support for the subset of SCORM 1.2 requirements. The paper describes the process of the acquisition, implementation, and validation of the defined requirements. Moreover, it presents the results of the analysis of 33 SCORM authoring tools and 16 SCORM players.

Sign in / Sign up

Export Citation Format

Share Document