Interoperability Approach in E-Learning Standardization Processes

2010 ◽  
pp. 399-418
Author(s):  
Carmen Bao ◽  
José María Castresana
Keyword(s):  
Learning Environments ◽  
Relational Databases ◽  
Learning Objects ◽  
Learning Technologies ◽  
Learning Systems ◽  
Learning Resources ◽  
Virtual University ◽  
Schema Mappings ◽  
Learning Standards ◽  
E Learning

Providing interoperability by using standards and specifications for E-learning resources is an important element of the virtual learning environments (VLEs). In this context, a large number of international organizations develop specifications that provide principles for reaching a common “language” to be used in exchanging resources among the virtual university. In this paper we turn your attention to an approach and reference for providing interoperability in different standards. The establishment of E-learning standards has promised to improve interoperability between E-learning systems, but can only be done through enforcement of these standards. Many existing E-learning systems are built on top of relational databases, and it is possible a framework which matches XML Schemas (from learning standards) and relational schemas semi-automatically. This type of framework can provide translation between learning objects and relational databases as well as an interface to manually refine existing schema mappings. The focus is E-learning standardization and synchronization in the international and national levels. The work presents a brief updated review and it presents some new challenges, concerning the E-learning standardization processes. This research is in the area of E-learning standardization and issue is one aspect of great interest for all organizations, authorities and experts working in the field of education. Moreover, the most recognized approaches are introduced in order to improve and optimize the management of the E-learning processes. While the establishment of E-learning standards has promised to improve interoperability between E-learning systems, and obviously, this can only be done through enforcement of E-learning standards and E-learning standardization processes. The aim of this work is to discover the useful E-learning technologies as technological tools for teaching. Therefore, teachers must keep in mind clearly that they must optimize teaching by means of them, such as an improvement of quality education for current society in terms of competences, as connections with the current reality that students spent long hours using them. It starts with a brief background to worldwide standardization activities in the field of educational technologies as means of enhancing the accessibility, interoperability, durability, reusability and efficiency of E-learning resources, but more important new demands and problems to be tackled are reviewed. Finally, experimental dates from studies have shown that it is useful a framework that also provides translation between learning objects and relational databases, as well as an interface to manually refine existing schema mappings.

Interoperability Approach in E-Learning Standardization Processes

2012 ◽  
pp. 542-560 ◽  
Author(s):  
Carmen Bao ◽  
José María Castresana
Keyword(s):  
Learning Environments ◽  
Relational Databases ◽  
Learning Objects ◽  
Learning Technologies ◽  
Learning Systems ◽  
Learning Resources ◽  
Virtual University ◽  
Schema Mappings ◽  
Learning Standards ◽  
E Learning

Providing interoperability by using standards and specifications for E-learning resources is an important element of the virtual learning environments (VLEs). In this context, a large number of international organizations develop specifications that provide principles for reaching a common “language” to be used in exchanging resources among the virtual university. In this paper we turn your attention to an approach and reference for providing interoperability in different standards. The establishment of E-learning standards has promised to improve interoperability between E-learning systems, but can only be done through enforcement of these standards. Many existing E-learning systems are built on top of relational databases, and it is possible a framework which matches XML Schemas (from learning standards) and relational schemas semi-automatically. This type of framework can provide translation between learning objects and relational databases as well as an interface to manually refine existing schema mappings. The focus is E-learning standardization and synchronization in the international and national levels. The work presents a brief updated review and it presents some new challenges, concerning the E-learning standardization processes. This research is in the area of E-learning standardization and issue is one aspect of great interest for all organizations, authorities and experts working in the field of education. Moreover, the most recognized approaches are introduced in order to improve and optimize the management of the E-learning processes. While the establishment of E-learning standards has promised to improve interoperability between E-learning systems, and obviously, this can only be done through enforcement of E-learning standards and E-learning standardization processes. The aim of this work is to discover the useful E-learning technologies as technological tools for teaching. Therefore, teachers must keep in mind clearly that they must optimize teaching by means of them, such as an improvement of quality education for current society in terms of competences, as connections with the current reality that students spent long hours using them. It starts with a brief background to worldwide standardization activities in the field of educational technologies as means of enhancing the accessibility, interoperability, durability, reusability and efficiency of E-learning resources, but more important new demands and problems to be tackled are reviewed. Finally, experimental dates from studies have shown that it is useful a framework that also provides translation between learning objects and relational databases, as well as an interface to manually refine existing schema mappings.

SWELS

2010 ◽  
pp. 120-145
Author(s):  
Gianluca Elia ◽  
Giustina Secundo ◽  
Cesare Taurino
Keyword(s):  
Semantic Web ◽  
Learning Environments ◽  
First Generation ◽  
Learning Technologies ◽  
Learning Systems ◽  
Learning System ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Traditional Approaches ◽  
New Generation

This chapter presents a prototypal e-learning system based on the Semantic Web paradigm, called SWELS (Semantic Web E-Learning System). The chapter starts by introducing e-learning as an efficient and just-in-time tool supporting the learning processes. Then a brief description of the evolution of distance learning technologies will be provided, starting from first generation e-learning systems through the current Virtual Learning Environments and Managed Learning Environments, by underling the main differences between them and the need to introduce standards for e-learning with which to manage and overcome problems related to learning content personalization and updating. Furthermore, some limits of the traditional approaches and technologies for e-learning will be provided, by proposing the Semantic Web as an efficient and effective tool for implementing new generation e-Learning systems. In the last section of the chapter, the SWELS system is proposed by describing the methodology adopted for organizing and modeling its knowledge base, by illustrating its main functionalities, and by providing the design of the tool followed by the implementation choices. Finally, future developments of SWELS will be presented, together with some remarks regarding the benefits for the final user in using such system.

SWELS

2011 ◽  
pp. 805-829
Author(s):  
Gianluca Elia ◽  
Giustina Secundo ◽  
Cesare Taurino
Keyword(s):  
Semantic Web ◽  
Learning Environments ◽  
First Generation ◽  
Learning Technologies ◽  
Learning Systems ◽  
Learning System ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Traditional Approaches ◽  
New Generation

This chapter presents a prototypal e-learning system based on the Semantic Web paradigm, called SWELS (Semantic Web E-Learning System). The chapter starts by introducing e-learning as an efficient and just-in-time tool supporting the learning processes. Then a brief description of the evolution of distance learning technologies will be provided, starting from first generation e-learning systems through the current Virtual Learning Environments and Managed Learning Environments, by underling the main differences between them and the need to introduce standards for e-learning with which to manage and overcome problems related to learning content personalization and updating. Furthermore, some limits of the traditional approaches and technologies for e-learning will be provided, by proposing the Semantic Web as an efficient and effective tool for implementing new generation e- Learning systems. In the last section of the chapter, the SWELS system is proposed by describing the methodology adopted for organizing and modeling its knowledge base, by illustrating its main functionalities, and by providing the design of the tool followed by the implementation choices. Finally, future developments of SWELS will be presented, together with some remarks regarding the benefits for the final user in using such system.

scholarly journals HyCo – An Authoring Tool to Create Semantic Learning Objects for Web-Based E-learning Systems

2004 ◽  
pp. 344-348 ◽  
Author(s):  
Francisco J. García ◽  
Adriana J. Berlanga ◽  
Maria N. Moreno ◽  
Javier García ◽  
Jorge Carabias
Keyword(s):  
Learning Objects ◽  
Learning Systems ◽  
Authoring Tool ◽  
Web Based ◽  
Semantic Learning ◽  
E Learning

scholarly journals The Model for Learning Objects Design Based on Semantic Technologies

2017 ◽  
Vol 12 (2) ◽  
pp. 227
Author(s):  
Daina Gudoniene ◽  
Rytis Maskeliunas ◽  
Danguole Rutkauskiene
Keyword(s):  
Web Services ◽  
Semantic Web ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
Learning Objects ◽  
Semantic Web Services ◽  
Innovative Learning ◽  
Modern Learning ◽  
E Learning ◽  
Integration Of Learning

The paper presents a comparison of state of the art methods and techniques on implementation of learning objects (LO) in the field of information and communication technologies (ICT) using semantic web services for e-learning. The web can serve as a perfect technological environment for individualized learning which is often based on interactive learning objects. This allows learners to be uniquely identified, content to be specifically personalized, and, as a result, a learner’s progress can be monitored, supported, and assessed. While a range of technological solutions for the development of integrated e-learning environments already exists, the most appropriate solutions require further improvement on implementation of novel learning objects, unification of standardization and integration of learning environments based on semantic web services (SWS) that are still in the early stages of development. This paper introduces a proprietary architectural model for distributed e-learning environments based on semantic web services (SWS), enabling the implementation of a successive learning process by developing innovative learning objects based on modern learning methods. A successful technical implementation of our approach in the environment of Kaunas University of Technology is further detailed and evaluated.

scholarly journals The influence of interactive and static infographics on the academic achievement of reflective and impulsive students

2021 ◽  
pp. 147-162
Author(s):  
Dina Ismaeel ◽  
Ensaf Al Mulhim
Keyword(s):  
Academic Achievement ◽  
Cognitive Style ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Significant Interaction ◽  
Cognitive Styles ◽  
Learning Resources ◽  
Information Presentation ◽  
E Learning ◽  
Presentation Methods

This article examines the influence of static/interactive infographics on reflective/impulsive students’ academic achievement. The study sample consisted of 80 undergraduate students who were divided into two groups according to their cognitive style (reflective/impulsive). Each group was further divided into two sub-groups based on the type of infographics (static/interactive) to be evaluated. The findings showed that interactive infographics are more effective than static infographics in improving academic achievement. Reflective students outperformed impulsive students in terms of academic achievement, and there was a significant interaction between interactive infographics and reflective students. This study may serve as a guide for educators and designers of learning resources in selecting the most appropriate forms of technology conforming to students’ varying cognitive styles. Implications for practice or policy: The designers of e-learning environments must focus on the cognitive style of each learner. The design of those environments must take into account the diversity of information presentation methods to meet the various cognitive styles. Students' academic achievement can be improved by the use of interactive infographics due to their richness in material, multimedia approach, and interactivity that stimulate and communicate with learners’ senses and positively affect their acquisition of information.

Authoring Adaptive 3D Virtual Learning Environments

2016 ◽  
pp. 714-733 ◽  
Author(s):  
Ahmed Ewais ◽  
Olga De Troyer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Virtual Learning ◽  
Learning Technologies ◽  
Virtual Learning Environments ◽  
Authoring Tool ◽  
E Learning ◽  
Adaptive Learning Environment ◽  
3D Virtual Learning Environments

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the activities that he performs in the environment. In this paper, the authors discuss adaptive 3D virtual leaning environments and explain how a course author can specify such an environment (i.e., authoring). The approach and tool that the authors present allow authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. The authors also conducted an evaluation to validate the approach and the usability and acceptability of the authoring tool. Based on the results, recommendations for authoring adaptive 3D virtual learning environments have been formulated.

Technological Evaluation and Optimization of E-Learning Systems Components

2011 ◽  
pp. 150-173 ◽  
Author(s):  
Eugenijus Kurilovas ◽  
Valentina Dagiene
Keyword(s):  
Quality Evaluation ◽  
Evaluation Criteria ◽  
Learning Objects ◽  
Learning Systems ◽  
Main Research ◽  
Evaluation Models ◽  
E Learning ◽  
Multiple Criteria Evaluation ◽  
Technological Evaluation ◽  
Learning Software

The main research objective of the chapter is to provide an analysis of the technological quality evaluation models and make a proposal for a method suitable for the multiple criteria evaluation (decision making) and optimization of the components of e-learning systems (i.e. learning software), including Learning Objects, Learning Object Repositories, and Virtual Learning Environments. Both the learning software ‘internal quality’ and ‘quality in use’ technological evaluation criteria are analyzed in the chapter and are incorporated into comprehensive quality evaluation models. The learning software quality evaluation criteria are further investigated in terms of their optimal parameters, and an additive utility function based on experts’ judgements, including multicriteria evaluation, numerical ratings, and weights, is applied to optimize the learning software according to particular learners’ needs.

Securing the Infrastructure for Service-Based E-Learning Environments

2011 ◽  
pp. 1-24
Author(s):  
Simon Schwingel ◽  
Gottfried Vossen ◽  
Peter Westerkamp
Keyword(s):  
Web Services ◽  
Learning Environment ◽  
Learning Environments ◽  
User Authentication ◽  
Learning Objects ◽  
Learning System ◽  
Learning Material ◽  
Single Sign On ◽  
User Data ◽  
E Learning

E-learning environments and their system functionalities resemble one another to a large extent. Recent standardization efforts in e-learning concentrate on the reuse of learning material only, but not on the reuse of application or system functionalities. The LearnServe system, under development at the University of Muenster, builds on the assumption that a typical learning system is a collection of activities or processes that interact with learners and suitably chosen content, the latter in the form of learning objects. This enables us to divide the main functionality of an e-learning system into a number of stand-alone applications or services. The realization of these applications based on the emerging technical paradigm of Web services then renders a wide reuse of functionality possible, thereby giving learners a higher flexibility of choosing content and functionalities to be included in their learning environment. In such a scenario, it must be possible to maintain user identity and data across service and server boundaries. This chapter presents an architecture for implementing user authentication and the manipulation of user data across several Web services. In particular, it demonstrates how to exploit the SPML and SAML standards so that cross-domain single sign-on can be offered to the users of a service-based learning environment. The chapter also discusses how this is being integrated into LearnServe.

Standards for Learning Objects and Learning Designs

2011 ◽  
pp. 827-850
Author(s):  
Morag Munro ◽  
Claire Kenny
Keyword(s):  
Future Development ◽  
Education And Training ◽  
Learning Objects ◽  
Design And Development ◽  
Learning Standards ◽  
E Learning ◽  
Critical Overview ◽  
And Training ◽  
Current Standards

E-learning standards are a contentious topic amongst educators, designers, and researchers engaged in the development of learning objects and learning designs. There is disagreement regarding the relative benefits and limitations of standards, while the relevance of standards to some education and training contexts has been questioned. It may be difficult for designers and educators to be sure that they need to implement standards, let alone to choose the most appropriate one from the plethora available. This chapter aims to provide individuals involved in the design and development of learning objects and learning designs with a wide-ranging critical overview of e-learning standards. It first traces the evolution of standards, and then examines their application in the present day. Finally, the chapter considers some of the limitations and criticisms of current standards, and suggests some possible directions for future development.

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