Future Developments of E-Modules

2011 ◽  
Vol 3 (1) ◽  
pp. 22-28
Author(s):  
Alina Christova
Keyword(s):  
Social Sciences ◽  
Best Practices ◽  
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.

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.

Investigating the Availability, Accessibility and use of E-Learning Resources by Undergraduate Students in University of Ilorin, Kwara State

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Oluyinka Titilope Afolayan
Keyword(s):  
Undergraduate Students ◽  
Survey Design ◽  
Virtual Classroom ◽  
Learning Resources ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Educational Benefits ◽  
E Learning ◽  
Main Instrument ◽  
Effective Use

The availability and use of e-learning resources in the acquisition and transfer of knowledge have been observed as a steering agent that facilitates the realization of major educational benefits in a developing economy. This study investigated the availability, accessibility, and use of e-learning tools by undergraduate students in the University of Ilorin, Nigeria, including the challenges limiting the full exploitation of e-learning resources for optimal usage and efficient e-service delivery. The methodology adopted for this research was purely survey design using the questionnaire approach as the main instrument for data collection. From the findings, limited availability, accessibility and usage of e-learning resources by the undergraduate students were revealed. The findings further showed that the major challenges hindering the effective use of e-learning resources amongst University of Ilorin students include lack of sophisticated e-learning resources such as teleconferencing, video conferencing, virtual classroom among others and high cost in the procurement of facilities that support e-learning. Based on these findings, recommendations are made towards addressing the challenges encountered by students in the utilization of e-learning resources in higher institutions of learning.

An Ontology-Based Learning System in IT Project Management

2011 ◽  
pp. 191-210
Keyword(s):  
Learning Objects ◽  
Learning System ◽  
Learning Tools ◽  
It Project Management ◽  
Knowledge Domain ◽  
Tutoring Systems ◽  
Learner Model ◽  
Future Developments ◽  
E Learning ◽  
Competency Based

The development process is based on the state of the art IT technologies (metadata and ontology for knowledge manipulation, Web services, learner model, and intelligent tutoring systems). Besides interoperability and personalization, the proposed approach brings additional advantages, including: unitary interpretation of the content structure by different user categories or content providers; explicit specification of the knowledge domain, allowing the updating of the domain definition without major changes of e-learning tools and programmes; reuse of the learning objects with economical advantages by saving costs of (re)writing the content for the different course forms and strategies; reuse of the created tools in one domain in other domains; promoting the competency-based learning through the domain ontology and the relations between concepts and competencies. The results obtained in practice are very encouraging and suggest several future developments.

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.

scholarly journals A culture shift: transforming learning at CERN

2020 ◽  
Vol 245 ◽  
pp. 08010
Author(s):  
Elizabeth Louise Eastwood-Barzdo ◽  
Maria Fiascaris ◽  
Michal Kwiatek
Keyword(s):  
Nuclear Research ◽  
Learning Opportunities ◽  
Learning Culture ◽  
Learning Technologies ◽  
Learning Tools ◽  
Learning Platform ◽  
Culture Shift ◽  
New Learning ◽  
E Learning ◽  
Future Vision

To accomplish its mission, the European Centre for Nuclear Research (CERN, Switzerland) is committed to the continuous development of its personnel through a systematic and sustained learning culture, that aims at keeping the knowledge and competences of the personnel in line with the evolving needs of the organisation. With this goal in mind, CERN supports learning in its broadest sense and promotes a variety of learning methods. Over the last few years, CERN has focused its efforts on expanding the learning opportunities of its personnel via newly available software and e-learning tools and methodologies, thereby bringing a shift in the learning culture of the organisation. In September 2018, CERN launched a new Learning Management System centralising all learning opportunities in a single platform, the CERN Learning Hub. In addition, new e-learning resources are now widely available to the personnel, including customised internally created e-learnings, an e-library, a commercial e-learning platform for self-paced learning and online surveys (180 feedback tools for CERN managers and leaders). This paper presents the experience gained by CERN in testing and adopting these new e-learning technologies and discusses the future vision for CERN.

Medical Hybrid Learning Tools

2010 ◽  
pp. 355-370 ◽  
Author(s):  
Liana Stanescu ◽  
Dumitru Dan Burdescu
Keyword(s):  
Hybrid Learning ◽  
Traditional Learning ◽  
Learning Tools ◽  
Medical Database ◽  
Learning And Teaching ◽  
Learning Platform ◽  
University Courses ◽  
Visual Query ◽  
E Learning ◽  
Medical Learning

This chapter describes original modalities of combining traditional methods and technologies in medical learning with good results. The electronic tool is TESYS, a non-commercial e-learning platform designed for completing and improving traditional medical learning by using new methods. Traditional learning is thus blended together with e-learning, offering the students and teachers the possibility to permanently evaluate the learning and teaching process. Besides the usual functions of an e-learning platform, TESYS includes elements of originality. The first one is a database with medical images collected during the process of diagnosing patients, which also include other useful information (diagnostic, treatment, evolution) in order to complete the currently limited number of images found in university courses and medical books. The second element of originality is the content-based visual query module designed for this multimedia medical database, which uses features that are automatically extracted from images (color, texture, regions). The content-based visual query used both in the e-learning and e-testing process stimulates learning by comparing similar cases along with their particularities, or by comparing cases that are visually similar but with different diagnosis.

New tools to help boost your prevention impact

2019 ◽  
Vol 30 (5) ◽  
pp. 244-245
Author(s):  
Jamie Waterall
Keyword(s):  
Public Health ◽  
Learning Tools ◽  
Health Issues ◽  
Knowledge And Skills ◽  
E Learning

Public Health England has launched a series of new e-learning tools to enhance health and care professionals’ knowledge and skills. Professor Jamie Waterall discusses how these will address key public health issues and enhance approaches to preventing illness

scholarly journals Sustainable Education through E-Learning: The Case Study of iLearn2.0

2021 ◽  
Vol 13 (18) ◽  
pp. 10186
Author(s):  
Fu-Hsuan Chen
Keyword(s):  
Citizen Participation ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Cloud Services ◽  
Learning Performance ◽  
Learning Tools ◽  
Course Content ◽  
Learning Platform ◽  
E Learning ◽  
Central Taiwan

The present paper studies a blended learning approach provided by a university in central Taiwan from 2018 to 2020. In this approach, a Moodle E-learning platform called iLearn2.0 was used along with an onsite classroom. iLearn 2.0 has four major features, including cloud services, mobile learning, flipped classroom, and data analysis. The platform was used during 2018–2020 in the Citizen Participation course, helping the researcher/teacher to design an interactive course content and aiding students to complete classroom activities through their devices. In total, 127 students enrolled in citizen participation courses were taught during 2018–2020, using different teaching methods. In 2018, students studied in a physical classroom. iLearn2.0 was integrated with the physical classroom for the 2019 course; lastly, the iLearn2.0 platform was used alone in 2020. To evaluate the effect of virtual teaching on the students’ performance, the researcher used summative assessment as the dependent variable. The findings show that the class that received the iLearn2.0- assisted teaching had a significantly better learning performance than the other two classes. However, when researchers used iLearn2.0 alone, both the scores and the feedback from students were lower than those in blended and face-to-face teaching. The results suggest the effectiveness of iLearn2.0 assistance, while learners’ performance did not show any significant change in a totally online class. Results were assessed in the view of sustainability, and three sustainability dimensions were found to be improved in the hybrid classroom. The researcher suggests that iLearn2.0 be integrated with other learning tools for maximum results, as it allows students to have a more diverse learning experience, strengthen sustainable learning, and grasp the progress of their courses and learning activities in a timely manner.

scholarly journals THE EXPERIENCE OF A NEWLY IMPLEMENTED ONLINE LEARNING PLATFORM FOR MEDICAL STUDENTS

2021 ◽  
Vol 2 ◽  
pp. 123-133
Author(s):  
Marina Ruxandra Otelea ◽  
Elena Juganaru ◽  
Ana Maria Balan ◽  
Bogdan Viorel Vilceleanu ◽  
Elena Merlusca ◽  
...  
Keyword(s):  
Time Management ◽  
Online Teaching ◽  
Medical Training ◽  
Online Communication ◽  
Learning Tools ◽  
Teacher Student ◽  
Learning Platform ◽  
The Future ◽  
E Learning ◽  
Better Than

INTRODUCTION: In the context of the current public health emergency, an adequate adjustment imposed a transition from a conservative approach to medical education to online teaching and interaction. E-learning also brought advantages to the students, which were assessed in this survey in order to learn how to keep and benefit from them in the future. METHODS: the data was collected through a questionnaire which included general data (gender, year of study) and the self-perceived progress. Specific questions addressed the quality of the teacher-student communication, or the advantages e-learning offered, while the platform's functionalities were analyzed through a five-point scale. RESULTS: Among the 536 respondents, 99.81% mentioned at least one feature used specifically in the online training that would be valuable to retain in the future. Students perceiving progress better than expected had a higher appreciation of the e-learning tools. Gender differences in opinion were only correlated with the standardization of the studying process. While time management was accepted as a main advantage, 25% of the participants considered the overall communication better than before. A major disapproval regarding online communication was encountered in years 3, 4, and 5, while the desire to continue the communication through the existing platform was the highest in the first and last year of study. CONCLUSION: Even in a blended learning process, the digital delivery of medical training needs further improvement and adaptation in order to align with the fast-developing society and its expectations.

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