Next Generation

2011 ◽  
pp. 359-373
Author(s):  
Bryan Alexander
Keyword(s):  
Information Sharing ◽  
Management Systems ◽  
Social Software ◽  
Course Management Systems ◽  
Course Management ◽  
Next Generation

Next-generation course management systems (CMS) are likely to take advantage of today’s applications’ structural and pedagogical limitations, supporting student and inter-collegiate collaboration. They should also be influenced by developments in social software and pre-existing information-sharing projects. CMS will reach out to the larger world to integrate with global informatics initiatives.

Next Generation

2011 ◽  
pp. 3549-3558
Author(s):  
Bryan Alexander
Keyword(s):  
Information Sharing ◽  
Management Systems ◽  
Social Software ◽  
Course Management Systems ◽  
Course Management ◽  
Next Generation

Next-generation course management systems (CMS) are likely to take advantage of today’s applications’ structural and pedagogical limitations, supporting student and inter-collegiate collaboration. They should also be influenced by developments in social software and pre-existing information-sharing projects. CMS will reach out to the larger world to integrate with global informatics initiatives.

scholarly journals Pre-service Teachers First Time Experiences With A New Course Management System

2011 ◽  
Vol 15 (2) ◽  
pp. 65
Author(s):  
Zafer Unal ◽  
Aslihan Unal
Keyword(s):  
Educational Technology ◽  
Information Sharing ◽  
Management System ◽  
Course Management System ◽  
Management Systems ◽  
Course Management Systems ◽  
Pilot Test ◽  
Course Management ◽  
End User ◽  
First Time

From a students perspective, course management systems are a step above a classroom website. Information sharing is no longer static; these systems utilize tools that allow information to be passed in many directions and in a number of different ways. They have the most important task - addressing the needs of the ultimate end user, the learner. This study investigated 71 pre-service teachers first time experiences and satisfaction from a pilot test of a new course management system (Moodle) implemented during an online educational technology course.

scholarly journals Central Queensland University's Course Management Systems: Accelerator or brake in engaging change?

2005 ◽  
Vol 6 (1) ◽  
Author(s):  
Jeanne McConachie ◽  
Patrick Alan Danaher ◽  
Jo Luck ◽  
David Jones
Keyword(s):  
International Students ◽  
Online Survey ◽  
Systems Approach ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Drivers Of Change ◽  
Domestic Students ◽  
Survey Results ◽  
Strategic Position

<p> Central Queensland University (CQU) is a highly complex institution, combining campuses in Central Queensland and distance education programs for Australian domestic students with Australian metropolitan sites for international students and a number of overseas centres, also for international students. In common with many other universities, CQU has recently reviewed its course management systems (CMSs). In doing so, CQU has signalled its desired strategic position in managing its online learning provision for the foreseeable future.</p> <p>This paper analyzes that strategic position from the perspective of the effectiveness of CQU’s engagement with current drivers of change. Drawing on online survey results, the authors deploy Introna’s (1996) distinction between teleological and ateleological systems to interrogate CQU’s current position on CMSs – one of its most significant enterprises – for what it reveals about whether and how CQU’s CMSs should be considered an accelerator of, or a brake on, its effective engagement with those drivers of change. The authors contend that a more thorough adoption of an ateological systems approach is likely to enhance the CMS’s status as an accelerator in engaging with such drivers. </p> <P><STRONG>Keywords: </STRONG>Australia, course management systems, enterprise systems, open and distance learning, teleological and ateleological systems<BR> </P>

Research on the Implementation of E-learning Tools by Bulgarian and Foreign Universities

2021 ◽  
Vol 48 (5) ◽  
pp. 486-497
Author(s):  
Petar Todorov ◽  
Keyword(s):  
Distance Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Research Subject ◽  
Learning Tools ◽  
Learning And Teaching ◽  
The Past ◽  
E Learning ◽  
Foreign Universities

Over the past two years, the pandemic caused by the COVID-19 virus has put to the test all spheres of life not only in Bulgaria but also worldwide. It can be claimed that the educational sector has acted adequately and has been able to deal with the challenge. The article presents research on the implementation of various e-learning tools by Bulgarian and foreign universities. The research was conducted at the beginning of the pandemic caused by COVID-19 by surveying students and lecturers. It turns out that despite the plethora of e-learning tools, at many universities, even in technologically advanced countries such as China, in most cases, education is delivered through distance learning and course management systems, for instance Moodle. The research objective is to ascertain the degree of implementation of various e-learning tools at Bulgarian and foreign universities. The research subject is the degree of implementation of e-learning tools, whereas the research object is students and lecturers from Bulgarian and foreign universities. The hypothesis, which is proven, is that the implementation of diverse e-learning tools is insufficient, despite the fact that their importance is acknowledged at all levels of learning and teaching.

Copyright and Licensing Essentials for Librarians and Copyright Owners in the Digital Age

2014 ◽  
pp. 248-259
Author(s):  
Anne Moon
Keyword(s):  
Online Learning ◽  
Full Text ◽  
Digital Age ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Learning Tools ◽  
Online Content ◽  
Document Delivery

So much of what we as librarians do involves some aspect of copyright, whether it is document delivery, electronic reserves, online learning tools, and course management systems (e.g. Blackboard), or online modules that allow one to share one's references and full-text attachments with others (e.g. RefShare). It is therefore important that we become involved in copyright- and licensing negotiations with our online content providers. We also have an obligation to not only familiarize ourselves with but also to tutor our library patrons in terms of copyright legislation, bearing in mind that they may be held personally liable for their use of copyrighted materials through digital interfaces (Graveline, 2011).

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