A Cloud-Based Learning Platform

2016 ◽  
pp. 106-122 ◽  
Author(s):  
Rocael Hernandez Rizzardini ◽  
Christian Gütl
Keyword(s):  
Web 2.0 ◽  
Web Application ◽  
Learning Experience ◽  
Semantic Web Technologies ◽  
Web 2.0 Tools ◽  
Web Technologies ◽  
Massive Open Online Course ◽  
Learning Platform ◽  
Wide Range ◽  
Application Programming

A wide range of innovative Web 2.0 tools can be used for STEM education; however, learning orchestration issues arise in terms of management, adaption, and intervention. These issues can be solved through the manipulation of the tools' Web application programming interfaces (APIs) in order to orchestrate the learning experience. In this chapter, the authors present a learning platform that is capable of orchestrating learning activities through Web interoperability with Web 2.0 tools. This interoperability is realized through advanced Semantic Web technologies such as JSON-LD and Hydra, and a specialized architecture to automatically recognize, process, and use the tools' Web APIs. Finally, an evaluation of the architecture in a Massive Open Online Course is presented which reveals satisfactory usability and emotional evaluation results.

scholarly journals A literature review of current technologies on health data integration for patient-centered health management

2019 ◽  
Vol 26 (3) ◽  
pp. 1926-1951
Author(s):  
Cong Peng ◽  
Prashant Goswami ◽  
Guohua Bai
Keyword(s):  
Literature Review ◽  
Data Integration ◽  
Web Application ◽  
Health Management ◽  
Application Programming Interface ◽  
Health Data ◽  
Patient Centered ◽  
Semantic Web Technologies ◽  
Web Technologies ◽  
Application Programming

Health data integration enables a collaborative utilization of data across different systems. It not only provides a comprehensive view of a patient’s health but can also potentially cope with challenges faced by the current healthcare system. In this literature review, we investigated the existing work on heterogeneous health data integration as well as the methods of utilizing the integrated health data. Our search was narrowed down to 32 articles for analysis. The integration approaches in the reviewed articles were classified into three classifications, and the utilization approaches were classified into five classifications. The topic of health data integration is still under debate and problems are far from being resolved. This review suggests the need for a more efficient way to invoke the various services for aggregating health data, as well as a more effective way to integrate the aggregated health data for supporting collaborative utilization. We have found that the combination of Web Application Programming Interface and Semantic Web technologies has the potential to cope with the challenges based on our analysis of the review result.

scholarly journals IMS Compliant Ontological Learner Model for Adaptive E-Learning Environments

2019 ◽  
Vol 14 (16) ◽  
pp. 97
Author(s):  
Othmane Zine ◽  
Aziz Derouich ◽  
Abdennebi Talbi
Keyword(s):  
Learning Experience ◽  
International Standards ◽  
Semantic Web Technologies ◽  
Learner Model ◽  
Web Technologies ◽  
Intelligent Learning Environment ◽  
Wide Range ◽  
E Learning ◽  
Customized Learning ◽  
The One

It has been proven that adopting the “one size fits one” approach has better learning outcomes than the “one size fits all” one. A customized learning experience is attainable with the use of learner models, the main source of variability, in adaptive educational hypermedia systems or any intelligent learning environment. While such a model includes a large number of characteristics which can be difficult to incorporate and use, several standards that were developed to overcome these complexities. In this paper, the proposed work intents to improve learner’s model representation to meet the requirements and needs of adaptation. We took IMS-LIP, IMS-ACCLIP and IMS-RDCEO standards into consideration and incorporated their characteristics to our proposed learner model so that it conforms to international standards. Moreover, the suggested learner model takes advantage of the semantic web technologies that offer a better data organization, indexing and management and ensures the reusability, the interoperability and the extensibility of this model. Furthermore, due to the use of ontologies, the metadata about a learner can be used by a wide range of personalization techniques to provide more accurate customization.

scholarly journals Derivation of electronic course templates for use in higher education

2012 ◽  
Vol 20 ◽  
Author(s):  
Robin K. Hill ◽  
Jill W. Fresen ◽  
Fawei Geng
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experience ◽  
Learning Technology ◽  
Pedagogical Practice ◽  
Technology Support ◽  
Initial State ◽  
Web Technologies ◽  
Learning Platform

Lecturers in higher education often consider the incorporation of web technologies into their teaching practice. Partially structured and populated course site templates could aid them in getting started with creating and deploying webbased materials and activities to enrich the teaching and learning experience. Discussions among instructional technology support staff and lecturers reveal a paucity of robust specifications for possible course site features that could comprise a template. An attempted mapping from the teaching task as understood by the instructor to the envisaged course website properties proves elusive. We conclude that the idea of an initial state for a course site, embodied in a template, remains useful and should be developed not according to a formula but with careful attention to the context and existing pedagogical practice. Any course template provided for the use of lecturers should be enhanced with supporting instructions and examples of how it may be adapted for their particular purposes.Keywords: course template; learning platform; pedagogical dimensions; course site properties(Published: 17 December 2012)Citation: Research in Learning Technology 2012, 20: 18665 - http://dx.doi.org/10.3402/rlt.v20i0.18665

Using Ontological E-Services Framework to Orchestrate E-Business Process Services

2018 ◽  
pp. 605-630
Author(s):  
Tung-Hsiang Chou ◽  
Ching-Chang Lee ◽  
Chin-Wen Lin
Keyword(s):  
Web Services ◽  
Web 2.0 ◽  
Business Models ◽  
Service Providers ◽  
The Internet ◽  
Semantic Web Technologies ◽  
Internet Service ◽  
Web Technologies ◽  
Framework Design ◽  
Internet Users

The Internet has come a long way over the past twenty years, and many Internet-era enterprises have had to face daunting challenges while trying to create innovative business models. Many types of Internet interactions can facilitate networking (e.g., The Web, Web services). Since the advent of the Internet, service requesters and service providers have generated diverse electronic services (e-services), and since 2003, many experts have proposed the concept of Web 2.0. People rely on Internet e-services to execute activities and meet requirements; however, e-services lack a standardization method for constructing and managing them. The current study presents a framework design and a comprehensive interface for e-service providers and requesters. The study adopts the concept of Web 2.0 by using Web services with related standards for developing the framework design. Specifically, the study uses semantic Web technologies to complete the construction of e-services. After that, Internet users can quickly and conveniently access the framework to obtain suitable e-services.

Promoting Digital Competences through Social Software

2012 ◽  
pp. 408-429
Author(s):  
Teresa Torres-Coronas ◽  
María Arántzazu Vidal-Blasco
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Web 2.0 ◽  
Gender Equality ◽  
Knowledge Creation ◽  
Labor Relations ◽  
Learning Experience ◽  
Social Software ◽  
Formal Learning ◽  
Web 2.0 Tools

In the present landscape of technological change there is increasing awareness of the need to support the acquisition of digital competences. In this chapter, we address how digital competences can be developed through formal learning. We show how to design a web 2.0 learning experience that was undertaken at Universitat Rovira i Virgili1 and which developed both digital competences and management knowledge. In particular, the case presented focuses on the field of gender equality within the framework of labor relations in a non-real company created for this purpose, “Quadratonics SA”. Through Quadratonics’, web 2.0 tools and social software students improve their digital competences and, at the same time, are exposed to the most up-to-date innovations in ICT. Our final reflection is that higher education academics should continue to expand their awareness of web 2.0 applications and the role they can play in optimizing learning and knowledge creation among students, who will be the digital workers of the future.

Towards a Flexible Cloud Education Environment

2016 ◽  
pp. 133-158
Author(s):  
Rocael Hernandez Rizzardini ◽  
Christian Gütl
Keyword(s):  
Cloud Services ◽  
Semantic Web Technologies ◽  
Holistic Model ◽  
Web 2.0 Tools ◽  
Web Technologies ◽  
Education Environment ◽  
E Learning ◽  
Definition Of ◽  
And Training ◽  
Semantic Definition

Web 2.0 tools offer innovative technologies for learning and training, and it exists a strong pedagogical foundation to include such tools in education. As a consequence of its more widespread usage arise issues in the context of managing these cloud services, such as to create adapted instances tool resources, to assign such resources to teachers and learners, and others. Web and educational interoperability technologies have provided initial paths toward building this type of e-Learning 3.0 cloud education environments, however, fundamental challenges remain such as granular tool resources management, and the lack of use of Semantic Web technologies to leverage automatic machine-processable tool API. To overcome these issues, an holistic model for flexible interoperability is contributed in this chapter. Covered aspects includes a semantic definition of tools' API, an interoperability service framework capable to automatically process APIs, a semantic proxy that enables usage of current APIs, and a system for learning activities orchestration using these tools. Furthermore, advanced semantic technologies to support the model for flexible interoperability are analyzed.

scholarly journals STUDENTS EXPERIENCES ON THE USE OF GOOGLE CLASSROOM: CASE STUDY OF A UNIVERSITY IN RWANDA

2021 ◽  
Author(s):  
Ayodele Ogegbo ◽  
◽  
Oyebimpe Adegoke ◽  
Keyword(s):  
Web 2.0 ◽  
Stem Education ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
User Friendliness ◽  
Immediate Feedback ◽  
Web 2.0 Tools ◽  
Course Content ◽  
Learning Platform ◽  
Quantitative Descriptive

Google is a popular Web 2.0 tools with many interesting facilities and applications. Like many other Web 2.0 tools, Google classroom has potential for teaching and learning due to its unique built-in functions that offer pedagogical, social and technological affordances. With this in mind, Google classroom as an open-source learning platform created in 2015 to simplify and enhance user collaboration, was considered a prominent technology tool used to enhance teaching and learning at a particular University in Rwanda. This study adopts a quantitative descriptive design to investigate university students' Google classroom experiences in Rwanda after participating in an online STEM education course. Data were collected using questionnaires sent to students via a Google form link. The collected data were analyzed using frequency and descriptive analysis. The study has generally confirmed that students have a positive cognitive, affective, and behavioural attitude towards Google classroom use. The study also revealed immediate feedback, accessibility, user-friendliness, collaboration, effective and efficient communication as positive experiences recognized by students using Google classroom in their online STEM education course. Nevertheless, students faced problems such as poor internet connection, lack of technology to access the classroom, insufficient time to submit tasks, lecturers inadequate and untimely response to students’ questions, isolated learning, poor knowledge about the user interface, inadequate skills on how to use the classroom. To further encourage the use of google classroom particularly as a learning management system in Rwandan universities and other universities across Africa, findings from this study recommends that education institutions provide students and lecturers with adequate training and platform on how to use the google classroom interface, improve ICT infrastructures, lecturers’ use of video chat or asynchronous mode to provide adequate and timely feedback to students within stipulated virtual office hours, ensure quality course content.

Applications, Methodologies, and Technologies for Linked Open Data

2020 ◽  
Vol 16 (3) ◽  
pp. 53-69
Author(s):  
Cecilia Avila-Garzon
Keyword(s):  
Semantic Web ◽  
Open Data ◽  
Linked Open Data ◽  
Business Culture ◽  
Semantic Web Technologies ◽  
Web Technologies ◽  
Wide Range ◽  
Research And Education ◽  
User Friendly ◽  
Culture Education

Advances in semantic web technologies have rocketed the volume of linked data published on the web. In this regard, linked open data (LOD) has long been a topic of great interest in a wide range of fields (e.g. open government, business, culture, education, etc.). This article reports the results of a systematic literature review on LOD. 250 articles were reviewed for providing a general overview of the current applications, technologies, and methodologies for LOD. The main findings include: i) most of the studies conducted so far focus on the use of semantic web technologies and tools applied to contexts such as biology, social sciences, libraries, research, and education; ii) there is a lack of research with regard to a standardized methodology for managing LOD; and iii) a plenty of tools can be used for managing LOD, but most of them lack of user-friendly interfaces for querying datasets.

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