Tools Interoperability for Learning Management Systems

2017 ◽  
pp. 25-49 ◽  
Author(s):  
Nikolas Galanis ◽  
Enric Mayol ◽  
María José Casany ◽  
Marc Alier
Keyword(s):  
Teaching And Learning ◽  
Learning Tools ◽  
Educational Tools ◽  
Learning Platform ◽  
Service Oriented ◽  
E Learning ◽  
Integral Element ◽  
Learning Institutions ◽  
External Learning ◽  
Oriented Approach

E-learning has experienced an extraordinary growth over the last years. We have reached a point in time when most learning institutions have adopted an LMS as an integral element of their teaching and learning infrastructure. In parallel, the number of educational tools available for learning is increasing and keeps evolving. This variety means that it is not always easy or possible to add these educational tools into LMSs to enhance the learning process. It would, however, be in everyone´s interest for these tools to interact with the LMSs. To solve the problem of interoperability between LMS and learning tools, several interoperability standards define ways so that LMSs can interface with external learning tools in order to make them accessible from within the learning platform in an intuitive and concise way. This chapter is focused on the service-oriented approach to interoperability and specifically on the IMS LTI standard and the TSUGI hosting environment that aims to simplify the integration of external learning tools.

Open and Distance Learning Tools and Strategies

2008 ◽  
pp. 34-47
Author(s):  
Cristina Girona
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Learning Tools ◽  
Educational Models ◽  
E Learning ◽  
Technological Means ◽  
The University ◽  
Learning Institutions

There exists nowadays an enormous variety of models of e-leaning, from the technological, methodological and management perspective. At the university level, but also in company-training, in schools and formal education institutions, the different educational models appear, moving in a continuum from those who use technology as a complement or support to traditional attended sessions, to those that base the teaching and learning process in completely online environments. They try a variety of teaching methods while using differing degrees of virtualisation in the organisation (Bates, 2005). Years ago, when ICT in education started to be widely used, the success of the e-learning experience and the institutions themselves depended on their technological means; the platform was the most important of the model adopted by e-learning institutions. Initial efforts were put in market analysis aiming at finding out which was the best platform developed by ICT providers. Major investments in economical terms were dedicated to the acquisition of what was considered “the best” platform. Some years later, it was seen that institutions were different from the rest, and that not all educational platforms could cover all their needs. They realised that the success of their educational offer could not only be based on technology but in the learning materials provided. At that moment, the industry of online resources and hypermedia materials for educational uses grew up quickly. For some years, the success of e-learning mainly depended on the quality of the online materials provided, and that distinguish one institution from others.

scholarly journals The Application of E-learning in English Teaching at Dong Nai Technology University

2021 ◽  
Vol 25 (1) ◽  
pp. 544
Author(s):  
Lien Cam
Keyword(s):  
Teaching And Learning ◽  
Study Data ◽  
Foreign Languages ◽  
Efl Learners ◽  
Learning Platform ◽  
Learning Programs ◽  
E Learning ◽  
Efl Students ◽  
Learning Platforms ◽  
The University

Many colleges and universities in Vietnam have employed e-learning platforms in teaching English with the hope to better students’ English proficiency. Recently, e-learning programs such as DNTU-LMS and Canvas have been implemented at Dong Nai Technology University. With their features of flexibility and efficiency, they have been being used as crucial tools for teaching and learning in various faculties in the university especially during the widespread of Covid-19 pandemic. The present study aimed at identifying the views of the EFL learners from Faculty of Foreign Languages on the application of e-learning platform. A group of 100 EFL students was chosen randomly to participate in this study. Data was collected using questionnaire. After analyzing student’s responses, the results proved that the introduction of e-learning was effective. E-learning also stimulates students to learn English and brings them comfort and joy.

Enhancing the management of unstructured data in e-learning systems using MongoDB

2015 ◽  
Vol 49 (1) ◽  
pp. 91-114 ◽  
Author(s):  
Milorad Pantelija Stevic ◽  
Branko Milosavljevic ◽  
Branko Rade Perisic
Keyword(s):  
Service Oriented Architecture ◽  
Structured Data ◽  
Learning Systems ◽  
Unstructured Data ◽  
Development Effort ◽  
Content Type ◽  
Learning Platform ◽  
Service Oriented ◽  
E Learning ◽  
Learning Platforms

Purpose – Current e-learning platforms are based on relational database management systems (RDBMS) and are well suited for handling structured data. However, it is expected from e-learning solutions to efficiently handle unstructured data as well. The purpose of this paper is to show an alternative to current solutions for unstructured data management. Design/methodology/approach – Current repository-based solution for file management was compared to MongoDB architecture according to their functionalities and characteristics. This included several categories: data integrity, hardware acquisition, processing files, availability, handling concurrent users, partition tolerance, disaster recovery, backup policies and scalability. Findings – This paper shows that it is possible to improve e-learning platform capabilities by implementing a hybrid database architecture that incorporates RDBMS for handling structured data and MongoDB database system for handling unstructured data. Research limitations/implications – The study shows an acceptable adoption of MongoDB inside a service-oriented architecture (SOA) for enhancing e-learning solutions. Practical implications – This research enables an efficient file handling not only for e-learning systems, but also for any system where file handling is needed. Originality/value – It is expected that future single/joint e-learning initiatives will need to manage huge amount of files and they will require effective file handling solution. The new architecture solution for file handling is offered in this paper: it is different from current solutions because it is less expensive, more efficient, more flexible and requires less administrative and development effort for building and maintaining.

Ideas on the Future of Intelligent Web-Based E-Learning

2018 ◽  
pp. 2274-2287
Author(s):  
Utku Kose
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Current Status ◽  
Learning Approaches ◽  
Learning Tools ◽  
Web Based ◽  
The Future ◽  
Teachers And Students ◽  
Important Approach ◽  
E Learning

With the outstanding improvements in technology, the number of e-learning applications has increased greatly. This increment is associated with awareness levels of educational institutions on the related improvements and the power of communication and computer technologies to ensure effective and efficient teaching and learning experiences for teachers and students. Consequently, there is a technological flow that changes the standards of e-learning processes and provides better ways to obtain desired educational objectives. When we consider today's widely used technological factors, Web-based e-learning approaches have a special role in directing the educational standards. Improvements among m-learning applications and the popularity of the Artificial Intelligence usage for educational works have given great momentum to this orientation. In this sense, this chapter provides some ideas on the future of intelligent Web-based e-learning applications by thinking on the current status of the literature. As it is known, current trends in developing Artificial Intelligence-supported e-learning tools continue to shape the future of e-learning. Therefore, it is an important approach to focus on the future. The author thinks that the chapter will be a brief but effective enough reference for similar works, which focus on the future of Artificial Intelligence-supported distance education and e-learning.

Future Developments of E-Modules

2013 ◽  
pp. 147-153
Author(s):  
Alina Christova
Keyword(s):  
Higher Education ◽  
European Union ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Content Structure ◽  
Knowledge And Skills ◽  
Future Developments ◽  
Learning Platform ◽  
Interactive Tools ◽  
E Learning

E-learning tools can be found on an occasional basis in higher education, in particular regarding social sciences. This paper concentrates on envisaged future developments of E-Modules, the innovative e-learning platform on European Union matters created by the Institute for European Studies, which is an autonomous department of the Free University Brussels. First, it provides an overview of the strategy and the concept of E-Modules as well as content, structure and main features of the e-learning tool including best practices and current challenges. The author also explores in depth the role interactive tools and multimedia can play in enhancing the transfer of knowledge and skills to the users of the E-Modules.

Virtual Territorial Heritage in Education through mLearning Resources

2016 ◽  
pp. 162-195 ◽  
Author(s):  
Jorge Joo Nagata ◽  
José Rafael García-Bermejo Giner ◽  
Fernando Martínez-Abad
Keyword(s):  
Teaching And Learning ◽  
Historical Context ◽  
Optimized Design ◽  
Traditional Teaching ◽  
Navigation Systems ◽  
Learning Tools ◽  
Pedestrian Navigation ◽  
Learning Platform ◽  
Historical Heritage ◽  
Mobile Context

This research aims to establish the meanings and relations that exist between creating educational content for an application featuring Mobile Pedestrian Navigation Systems (MPNS) and Augmented Reality (AR), and the processes involved in Mobile Learning (mLearning). In this mobile context, the study aims to develop a training process linked to territorial information about the corresponding architectural and historical heritage of the cities of Salamanca (Spain) and Santiago (Chile), proving their educational importance. Methodologically, this research focuses on two main areas: (1) The optimized design of a learning platform with AR and MPNS resources in a historical context; and (2) the validation of the software's educational effectiveness in relation to other traditional teaching and learning tools. Finally, the study is in the process of creating a thematic heritage model determining the scope of this tool in the processes of mLearning, considering the elements of identity and local culture.

Virtual Territorial Heritage in Education through mLearning Resources

2018 ◽  
pp. 345-377
Author(s):  
Jorge Joo Nagata ◽  
José Rafael García-Bermejo Giner ◽  
Fernando Martínez-Abad
Keyword(s):  
Teaching And Learning ◽  
Historical Context ◽  
Optimized Design ◽  
Traditional Teaching ◽  
Navigation Systems ◽  
Learning Tools ◽  
Pedestrian Navigation ◽  
Learning Platform ◽  
Historical Heritage ◽  
Mobile Context

This research aims to establish the meanings and relations that exist between creating educational content for an application featuring Mobile Pedestrian Navigation Systems (MPNS) and Augmented Reality (AR), and the processes involved in Mobile Learning (mLearning). In this mobile context, the study aims to develop a training process linked to territorial information about the corresponding architectural and historical heritage of the cities of Salamanca (Spain) and Santiago (Chile), proving their educational importance. Methodologically, this research focuses on two main areas: (1) The optimized design of a learning platform with AR and MPNS resources in a historical context; and (2) the validation of the software's educational effectiveness in relation to other traditional teaching and learning tools. Finally, the study is in the process of creating a thematic heritage model determining the scope of this tool in the processes of mLearning, considering the elements of identity and local culture.

Student Perceptions and Pedagogical Applications of E-Learning Tools in Online Course

2010 ◽  
pp. 440-454 ◽  
Author(s):  
C. Candace Chou
Keyword(s):  
Student Perceptions ◽  
Social Presence ◽  
Teaching And Learning ◽  
Personal Identification ◽  
Online Course ◽  
Pedagogical Practice ◽  
Learning Tools ◽  
Student Views ◽  
E Learning ◽  
Meaningful Interaction

This study explores student views of various E-Learning tools as teaching and learning media in an online course for pre-service and in-service teachers. This chapter also examines the pedagogical applications of E-Learning tools in an online course. The capabilities of a system that allows meaningful interaction, reflection, personal identification, and a sense of community play a key role in the degree of social presence. This study highlights some key findings regarding the efficacy of E-Learning tools from student perspectives and make recommendations for future pedagogical practice.

Impact of E-Adoption on Teaching and Learning in the Context of Teaching French

2012 ◽  
pp. 245-257
Author(s):  
Christèle Joly ◽  
Nathalie Iseli-Chan
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Face To Face ◽  
Learning Platform ◽  
Chinese University ◽  
Conventional Teaching ◽  
Language Courses ◽  
E Learning ◽  
Ict Tools ◽  
Technology And Communication

Growing use of information technology and communication (ICT) tools in language courses with communication at their core has brought opportunities as well as challenges in the predominantly conventional face-to-face context of the classroom. When the French programme in the Department of Linguistics and Modern Languages at The Chinese University of Hong Kong started to integrate an e-learning platform into all language courses, students as well as teachers showed reservations and even disbelief. However, it was unexpected to observe such an interdependent relationship between new technologies and the conventional teaching approach. In this paper, the broad implications of the e-adoption applied to learning French as a foreign language are investigated to highlight students’ learning habits and learning process. The strategies used to make technology act as a facilitator across cultures, and various ways to savoir-faire diffusion are also discussed. The study shows how new technologies modify in-class teaching, while the traditional face-to-face teaching and learning approach can influence choices in the use of different web tools that lead to blended models of education.

Sign in / Sign up

Export Citation Format

Share Document