USING ONTOLOGIES TO DESIGN COMPETENCY-BASED E-LEARNING APPLICATIONS

2012 ◽  
Keyword(s):  
E Learning ◽  
Competency Based

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.

scholarly journals Competency Based Approach: Modeling and Implementation

2020 ◽  
Vol 15 (02) ◽  
pp. 230 ◽  
Author(s):  
Malika Sedra ◽  
Samir Bennani
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environments ◽  
Computer Networks ◽  
Business Process ◽  
Learning Systems ◽  
Educational Content ◽  
E Learning ◽  
Competency Based

The expansion of computer networks has at the same time given impetus to the distance learning environments. E-learning systems are also advanced and more efficient. However, these platforms offer such complex teaching functionalities that designers find themselves poorly equipped to succeed in their engineering processes. This article presents a tool that makes it easier for designers to produce educational content according to the Competency-Based Approach (CBA). We propose an implementation of the CBA after its modeling via ontology. Our module can be grafted to any author system oriented pedagogy based skills. We have advocated for Service for Oriented Architecture as a software solution to model our business process that consists of a set of interconnected services that are modeled and implemented. The proposed system is the result of a coordina-tion of, services, incorporating the order of competences explained by a distance education, which integrates and interacts according to an orchestration plan.

scholarly journals Preparing Teachers for Special and Inclusive Education: Applicability of a Model Developed in New Zealand to the English Speaking Caribbean

2016 ◽  
Vol 3 (1) ◽  
pp. 176 ◽  
Author(s):  
Marcia Pilgrim ◽  
Garry Hornby
Keyword(s):  
New Zealand ◽  
Teacher Preparation ◽  
Training Program ◽  
Inclusive Education ◽  
E Learning ◽  
Competency Based ◽  
English Speaking ◽  
The Caribbean

<p>The focus of this article is to discuss the issue of teacher preparation for special and inclusive education in the English speaking Caribbean. The article suggests how teacher preparation for special and inclusive education in the Caribbean could be improved by the implementation of a competency-based, e-learning training program that was developed in New Zealand. The New Zealand training program is described and a brief summary of findings of a study evaluating the effectiveness of the program is presented. Finally, the article highlights how the New Zealand program can be translated into the Caribbean context.</p>

Competency-Based Assessment

2020 ◽  
pp. 108-129
Author(s):  
Mohammed Khalidi Idrissi ◽  
Meriem Hnida ◽  
Samir Bennani
Keyword(s):  
Higher Education ◽  
Common Sense ◽  
Academic Programs ◽  
Competency Assessment ◽  
E Learning ◽  
Assessment Techniques ◽  
Competency Based ◽  
The Common ◽  
Competency Based Assessment ◽  
The Way

Competency-based Assessment (CBA) is the measurement of student's competency against a standard of performance. It is a process of collecting evidences to analyze student's progress and achievement. In higher education, Competency-based Assessment puts the focus on learning outcomes to constantly improve academic programs and meet labor market demands. As of to date, competencies are described using natural language but rarely used in e-learning systems, and the common sense idea is that: the way competency is defined shapes the way it is conceptualized, implemented and assessed. The main objective of this chapter is to introduce and discuss Competency-based Assessment from a methodological and technical perspectives. More specifically, the objective is to highlight ongoing issues regarding competency assessment in higher education in the 21st century, to emphasis the benefits of its implementation and finally to discuss some competency modeling and assessment techniques.

scholarly journals Toward a Personalized Learning Path through a Services-Oriented Approach

2019 ◽  
Vol 14 (15) ◽  
pp. 52
Author(s):  
Mohamed Bendahmane ◽  
Brahim El Falaki ◽  
Mohammed Benattou
Keyword(s):  
Information Technologies ◽  
Service Oriented Architecture ◽  
Learning Systems ◽  
Individualized Learning ◽  
Learning Path ◽  
New Information ◽  
Service Oriented ◽  
E Learning ◽  
Learner Profile ◽  
Competency Based

In most existing E-learning systems, activities' content and order are presented in a static manner without taking into consideration the learners characteristics, profiles or competencies. The challenge is to adapt and regulate learning processes according to the learner profile by applying learning models that use new information technologies. There are several adaptation approaches of E-learning environments, such as, adaptive hypermedia system, semantic web, etc. In our proposed system, we adopted a Competency Based Approach to offer each learner an individualized learning path for the acquisition of the competence targeted on the basis of the collaborative filtering. Concerning the technological aspect, the system is implemented as a web services while adhering to a service-oriented architecture. This allows interoperability with heterogeneous learning systems

scholarly journals Acceptance of competency-based workplace e-learning systems: Effects of individual and peer learning support

2011 ◽  
Vol 57 (1) ◽  
pp. 1317-1333 ◽  
Author(s):  
Bo Cheng ◽  
Minhong Wang ◽  
Stephen J.H. Yang ◽  
Kinshuk ◽  
Jun Peng
Keyword(s):  
Peer Learning ◽  
Learning Systems ◽  
Learning Support ◽  
E Learning ◽  
Competency Based

scholarly journals Impact of high-fidelity e-learning on knowledge acquisition and satisfaction in radiation oncology trainees

2018 ◽  
Vol 25 (6) ◽  
Author(s):  
C. Gillan ◽  
J. Papadakos ◽  
J. Brual ◽  
N. Harnett ◽  
A. Hogan ◽  
...  
Keyword(s):  
User Interface ◽  
Knowledge Acquisition ◽  
Radiation Oncology ◽  
User Interaction ◽  
Health Professions ◽  
Knowledge Assessment ◽  
Before And After ◽  
E Learning ◽  
Competency Based ◽  
Assessment Performance

Background e-Learning is an underutilized tool in education for the health professions, and radiation medicine, given its reliance on technology for clinical practice, is well-suited to training simulation in online environments. The purpose of the present study was to evaluate the knowledge impact and user interface satisfaction of high- (hf) compared with low-fidelity (lf) e-learning modules (e-modules) in radiation oncology training.Methods Two versions of an e-module on lung radiotherapy (lf and hf) were developed. Radiation oncology residents and fellows were invited to be randomized to complete either the lf or the hf module through individual online accounts over a 2-week period. A 25-item multiple-choice knowledge assessment was administered before and after module completion, and user interface satisfaction was measured using the Questionnaire for User Interaction Satisfaction (quis) tool.Results Of 18 trainees, 8 were randomized to the lf module, and 10, to the hf module. Overall, knowledge assessment performance increased (11%, p < 0.05), with hf-group participants reporting a 13% improvement (p = 0.02), and senior participants reporting an almost 15% improvement (p < 0.01). Scores on the quis indicated that participants were satisfied with various aspects of the user interface.Conclusions The hf e-module had a greater impact on knowledge acquisition, and users expressed satisfaction with the interface in both the hf and lf situations. The use of e-learning in a competency-based curriculum could have educational advantages; participants expressed benefits and drawbacks. Preferences for e-learning integration in education for the health professions should be explored further.

scholarly journals Integrasi Kurikulum Kebencanaan dan Perangkat Pembelajaran dalam Meningkatkan Kompetensi Kesiapsiagaan

2019 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Sri Adelila Sari ◽  
Sri Milfayetty ◽  
Fitrissani ◽  
Irma Suryani ◽  
Budiman ◽  
...  
Keyword(s):  
Three Dimensional ◽  
Education And Training ◽  
Learning Tools ◽  
Education Curriculum ◽  
Conceptual Approach ◽  
Student Preparedness ◽  
E Learning ◽  
Competency Based ◽  
Disaster Education ◽  
And Training

AbstractOne way to anticipate that people are always in preparedness is through comprehensive education and training involving the community, family and schools. The specific purpose was to integrate disaster curricula and learning tools to improve preparedness competencies. Research has been conducted for 4 (four) years from 2013 to 2016 in Elementary Schools, Secondary Schools, and Higher Education in Aceh. The methods used were Research & Development, Classroom Action Research (CAR), and training and simulation. The results of this study found that the conceptual approach to the development of innovative disaster learning models was very helpful in shaping, growing, and increasing student preparedness holistically. The application of disaster curriculum integration, teaching materials, two and three-dimensional learning media, and e-learningbased learning were showed a significant impact on students' preparedness competencies. In addition, competency-based training and simulation activities were also effective in increasing disaster knowledge, attitudes, and community preparedness in educational institutions. This study concluded that the integration of disaster education curriculum & disaster learning devices could be improved preparedness competencies. The planning and design of disaster education curriculum, as well as its application in improving preparedness competencies through education and training/simulation could be carried out comprehensively.   Salah satu cara mengantisipasi agar masyarakat selalu berada dalam kesiapsiagaan adalah melalui pendidikan dan pelatihan yang sifatnya komprehensif dengan melibatkan masyarakat, keluarga, dan sekolah. Tujuan khususnya adalah untuk mengintegrasikan kurikulum kebencanaan dan perangkat pembelajaran untuk meningkatkan kompetensi kesiapsiagaan. Penelitian telah dilakukan selama 4 (empat) tahun sejak 2013 hingga 2016 di Sekolah Dasar, Sekolah Menengah, dan Pendidikan Tinggi di Aceh. Metode yang digunakan adalah Research & Development, Penelitian Tindakan Kelas (PTK), serta pelatihan dan simulasi. Hasil penelitian ini menemukan bahwa pendekatan konsep pengembangan model pembelajaran kebencanaan yang inovatif sangat membantu dalam membentuk, menumbuhkan, dan meningkatkan kesiapsiagaan peserta didik secara holistik. Penerapan integrasi kurikulum kebencanaan, bahan ajar, media belajar dua dan tiga dimensi, serta yang berbasis e-learning menunjukkan dampak yang signifikan terhadap kompetensi kesiapsiagaan peserta didik. Selain itu, kegiatan pelatihan dan simulasi berbasis kompetensi juga efektif terhadap peningkatan pengetahuan kebencanaan, sikap, dan kesiapsiagaan komunitas di lembaga pendidikan. Penelitian ini menyimpulkan bahwa integrasi kurikulum pendidikan kebencanaan & perangkat pembelajaran kebencanaan, dapat meningkatkan kompetensi kesiapsiagaan. Kegiatan perencanaan dan perancangan kurikulum pendidikan kebencanaan, serta penerapannya dalam peningkatan kompetensi kesiapsiagaan melalui pendidikan dan pelatihan/simulasi dapat dilakukan secara komperehensif.

scholarly journals Rethinking Zimbabwean Education During and Beyond the COVID-19 Pandemic

2020 ◽  
Vol 2 (2) ◽  
pp. 290-306
Author(s):  
Memory Rumbidzai Virginia Mandikiana
Keyword(s):  
Developed Countries ◽  
Physical Contact ◽  
Mixed Method Research ◽  
Online Questionnaire ◽  
Learning Gap ◽  
Education Innovation ◽  
E Learning ◽  
Competency Based ◽  
The Government ◽  
Set Up

Background: This paper was premised on the educational learning gap created by the COVID-19 Pandemic induced schools’ closure in Zimbabwe and the world in 2020. Approximately, 1,576 billion, 297 million and 4,6 million learners globally, in Africa and in Zimbabwe respectively, are attending schools and their learning process is interrupted because of the COVID-19 Pandemic in many different ways across the globe. Developed countries adopted innovations to ensure continuity of educational learning, however, developing countries like Zimbabwe, were caught unaware. Already battling with a crippled economy, severe natural disasters induced by climate change, this paper investigates a relatively new and demanding curriculum, the Zimbabwe education system’s capacity to adopt to the changes induced by COVID-19 Pandemic. Objective: The study has three objectives: to unearth if stakeholders are appreciative of the importance and dictates of Zimbabwe’s Competency-Based Curriculum; to ascertain if e-learning can ensure the continued provision of education during and after the COVID-19 era and other pandemics that may arise in the future; and to establish which method of education instruction is preferred by Zimbabweans, either during or after the COVID-19 Pandemic period. Methods: A mixed method research design was used to collect both qualitative and quantitative data. Considering that data collection was done at the peak of the COVID-19 period, physical contact was avoided and the research was largely hinged on an online questionnaire and interview sessions. Focus group discussions were however, also conducted when it was expedient to do so, to qualify some of the quantitative responses provided by respondents. Results: Results showed that stakeholders were inadequately consulted about the ‘new curriculum’, that education innovation to adopt e-learning is required, and that Zimbabweans prefer to have a dual method of education instruction through e-learning and in the traditional classroom set-up. Conclusions: The government needs to consult stakeholders, create synergies with partners to implement educational technologies and provide the necessary precautionary equipment in schools prior to re-opening.

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