scholarly journals Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment

2020 ◽  
Author(s):  
Caspar Groeneveld ◽  
Elia Kibga ◽  
Tom Kaye
Keyword(s):  
Learning Environment ◽  
Virtual Learning Environment ◽  
Ministry Of Education ◽  
Feasibility Assessment ◽  
The World Bank ◽  
The Status ◽  
E Learning ◽  
Short And Long Term ◽  
Ict Infrastructure

The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied.  An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE.  A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem.  A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.

scholarly journals Deploying an e-Learning Environment in Zanzibar: A Short Guide

2020 ◽  
Author(s):  
Caspar Groeneveld ◽  
Elia Kibga ◽  
Tom Kaye
Keyword(s):  
Learning Environment ◽  
World Bank ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Digital Content ◽  
Key Factors ◽  
The Third ◽  
Learning Platform ◽  
The World Bank ◽  
E Learning

In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable.

scholarly journals Assessment: ICT Infrastructure in Support for E-Learning Environment at Isabela State University System: Management, Learning and Improvement

2017 ◽  
Vol 3 (3) ◽  
pp. 7
Author(s):  
Sherwin S. Ravana
Keyword(s):  
Learning Environment ◽  
Local Area Network ◽  
Demographic Data ◽  
Local Area ◽  
Area Network ◽  
State University ◽  
State University System ◽  
The Status ◽  
E Learning ◽  
Ict Infrastructure

This is a study on the assessment of e-learning services and how it is learned, managed and improved in order to gain enriching ICT e-services of the Isabela State University (ISU) system aided by its ICT Infrastructure. It aimed at determining the status of ICT Infrastructure of ISU Campuses in terms of peopleware, hardware, software and network; it also assessed the quality of the ICT infrastructure in terms of efficiency, reliability, speed and accuracy as per assessment of the respondents; and it identified innovative plans than can strengthen the ICT infrastructure.The researcher used the descriptive correlation research method. It is in this method that demographic data of the deans, chairmen, and ICT faculty members of the nine campuses of ISU and the data on the leveling of ICT infrastructures and e-learning environment are considered and correlated and took the form of survey questionnaires and actual inventory to verify the infrastructure. Considered in the assessment of the e-services are factors for the success of e-learning or flip classroom such as finance, executive support, readiness of the lecturers and students, readiness of technicians and evaluation and follow-up (as cited in Rueangprathum A.(2005).   As per result of the study, it revealed that ISU System’s ICT Infrastructures to e-learning services had the above standard but with minor issue as to licensed software; below standard in hardware; and above standard in peopleware. Likewise, there is a well-established local area network at ISU Systems even without the connection of internet. Conversely, the main server used the two-layered characteristic of the CISCO network model. Additional findings revealed that ISU system had already acquired servers and CISCO routers and switches and ready for deployment to other mother cluster. However, it was found that interconnectivity for the nine (9) campuses is NOT POSSIBLE due to a weak internet provider.

scholarly journals E-Learning through social media in the virtual learning environment

2018 ◽  
Vol 420 ◽  
pp. 012110 ◽  
Author(s):  
Wang Gunawan ◽  
Engelina Prisca Kalensun ◽  
Ahmad Nurul Fajar ◽  
Sfenrianto
Keyword(s):  
Social Media ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
E Learning

scholarly journals Predicting the cumulative medical load of COVID-19 outbreaks after the peak in daily fatalities

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0247272
Author(s):  
Claudius Gros ◽  
Roser Valenti ◽  
Lukas Schneider ◽  
Benedikt Gutsche ◽  
Dimitrije Marković
Keyword(s):  
Phase Space ◽  
Sir Model ◽  
Reaction Model ◽  
Space Representation ◽  
Cumulative Number ◽  
Short Term ◽  
Before And After ◽  
The Status ◽  
Short And Long Term

The distinct ways the COVID-19 pandemic has been unfolding in different countries and regions suggest that local societal and governmental structures play an important role not only for the baseline infection rate, but also for short and long-term reactions to the outbreak. We propose to investigate the question of how societies as a whole, and governments in particular, modulate the dynamics of a novel epidemic using a generalization of the SIR model, the reactive SIR (short-term and long-term reaction) model. We posit that containment measures are equivalent to a feedback between the status of the outbreak and the reproduction factor. Short-term reaction to an outbreak corresponds in this framework to the reaction of governments and individuals to daily cases and fatalities. The reaction to the cumulative number of cases or deaths, and not to daily numbers, is captured in contrast by long-term reaction. We present the exact phase space solution of the controlled SIR model and use it to quantify containment policies for a large number of countries in terms of short and long-term control parameters. We find increased contributions of long-term control for countries and regions in which the outbreak was suppressed substantially together with a strong correlation between the strength of societal and governmental policies and the time needed to contain COVID-19 outbreaks. Furthermore, for numerous countries and regions we identified a predictive relation between the number of fatalities within a fixed period before and after the peak of daily fatality counts, which allows to gauge the cumulative medical load of COVID-19 outbreaks that should be expected after the peak. These results suggest that the proposed model is applicable not only for understanding the outbreak dynamics, but also for predicting future cases and fatalities once the effectiveness of outbreak suppression policies is established with sufficient certainty. Finally, we provide a web app (https://itp.uni-frankfurt.de/covid-19/) with tools for visualising the phase space representation of real-world COVID-19 data and for exporting the preprocessed data for further analysis.

scholarly journals MOOCs as Disruptive Innovation in Higher Education

2018 ◽  
Vol 1 (1) ◽  
pp. 10-12
Author(s):  
Kamarudin Hussin
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Higher Education Institutions ◽  
Disruptive Innovation ◽  
Virtual Learning Environment ◽  
The Internet ◽  
Free Access ◽  
Access To Higher Education ◽  
E Learning

The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).  

scholarly journals GLOSSÁRIO DINÂMICO DE LIBRAS PARA APOIO AO ENSINO NÃO PRESENCIAL

2014 ◽  
Vol 21 (1) ◽  
pp. 14
Author(s):  
Dayse Yanne Caldas Siqueira de Sousa ◽  
Alexandre César Muniz de Oliveira
Keyword(s):  
Learning Environment ◽  
Virtual Learning Environment ◽  
Learning Object ◽  
Deaf Students ◽  
Educación A Distancia ◽  
Large Growth ◽  
Entornos Virtuales De Aprendizaje ◽  
E Learning ◽  
Special Knowledge ◽  
Entornos Virtuales

Há grande crescimento na demanda por cursos não presenciais recentemente no país. Os cursos a distância têm alcançando um público bastante diversificado e sujeito a particularidades. Para diminuir as barreiras entre os alunos especiais surdos que desejam adquirir conhecimento nesta modalidadede ensino, desenvolveu-se um objeto de aprendizagem que, por meio de um glossário de LIBRAS, vem permitir uma maior integração dos surdos em ambientes virtuais de aprendizagem. O glossário permiteo cadastro de vídeos, a inserção de imagens e informações, tais como localidade de origem, categoriae descrição de como o sinal é realizado. O glossário tem um papel periférico no ambiente, mas permite que alunos surdos possam definir e redefinir significados para sinais, inclusive aqueles relacionados à disciplina objeto do estudo a distância.Palavras-chave: Acessibilidade. LIBRAS. SCORM. EAD. AVA. Moodle.DYNAMIC LIBRAS GLOSSARY FOR E-LEARNING SUPPORTABSTRACT: There is a large growth in demand for e-learning courses in the country recently. Those courseshave reached a very diversified audience, subject to individualities. To decrease the barriers among deaf students who wish to get special knowledge in that modality of learning, it was developed a learning object, that through a glossary of LIBRAS, may permit more accessibility of the deaf students in virtual learning environment. The glossary allows videos registration, inclusion of pictures and information, such as origin location, category and description of how the signal is done. The glossary has a peripheral role in the environment, however it permits that deaf students can define and redefine meanings to the signs, including those related to the chosen e-learning subject.KEYWORDS: Accessibility. LIBRAS. SCORM. D-Learning. VLE. Moodle.GLOSARIO DINÁMICO DE LIBRAS EN APOYO A LA EDUCACIÓN A DISTANCIARESUMEN: Hay un gran aumento de la demanda de cursos a distancia recientemente en el país, llegandoa una audiencia muy diversificada y sujeto a individualidades. Para reducir las barreras entre los estudiantes sordos que desean adquirir conocimientos en forma de educación a distancia se desarrolló un objeto de aprendizaje, que por medio de un glosario LIBRAS, permite una mayor integración entre los sordos en entornos virtuales de aprendizaje. El glosario permite la inclusión de videos, imágenes, informacionescomo el sitio de origen, clasificación y descripción de cómo son hechas las señales.PALABRAS CLAVE: LIBRAS. SCORM. EAD. EVA. Moodle.

Design of a University Learning Environment for SMART Education

2021 ◽  
pp. 518-545
Author(s):  
Nataliia V. Morze ◽  
Eugenia Smyrnova-Trybulska ◽  
Olena Glazunova
Keyword(s):  
Conference Proceedings ◽  
Learning Environment ◽  
Educational Environment ◽  
Virtual Learning Environment ◽  
Smart Environment ◽  
Learning Trajectories ◽  
Smart Technology ◽  
Ict Competence ◽  
E Learning ◽  
Smart Education

This chapter discusses theoretical, methodological and practical aspects of a design of a university learning environment for SMART education. Smart technology is analyzed against university background. The authors consider a process of transformation from e-learning to smart education, in particular the VLE objective according to the concept of smart education, formation of individual learning trajectories in a smart environment and a quality university educational environment for smart education. In the second part of chapter, the authors look at the development of teacher ICT competence of teachers in the system of smart education and present their conclusions. The references include more than thirty items: articles, books, chapters, conference proceedings on SMART education, university learning environment, virtual learning environment (VLE).

The Application of Virtual Learning Environment (VLE) in Malaysian Schools

2021 ◽  
pp. 67-89
Author(s):  
Hafizoah Kassim ◽  
Wan Rosmini Hassan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Global Changes ◽  
Ministry Of Education ◽  
Change Initiatives ◽  
Learning Practices ◽  
Teachers And Students

This chapter reports the application and utilization of virtual learning environment (VLE) in schools, specifically focused on Malaysian schools. The VLE utilization is an initiative by the Ministry of Education (MOE) Malaysia in its vision to embrace the global changes and advancement of technology. With the advancement of the Fourth Industrial Revolution (IR 4.0), this topic is especially important to address. This chapter discusses the provisions of technology-based facilities and tools in schools as part of the change initiatives by MOE Malaysia, and the accompanied teaching and learning practices and trainings affecting the teachers and students. These efforts are exemplified through specific programs which have been implemented namely e-Portfolio in the Genosis Program and Google Classroom, and by linking such endeavors to the Malaysia Education Blueprint. These initiatives are always challenging especially when it involves the utilization of the exponentially advancing technologies. This chapter also highlights the pursuing impacts and challenges of the initiatives on teachers, students, selected schools, and their receptions to change.

Authentic and Situated Learning with the Use of an Adaptive Search Engine and a QR-Code in Mobile Mode

2013 ◽  
Vol 4 (3) ◽  
pp. 19-30
Author(s):  
Orlando De Pietro
Keyword(s):  
Learning Environment ◽  
Knowledge Base ◽  
Search Engine ◽  
Situated Learning ◽  
Authentic Learning ◽  
Virtual Learning Environment ◽  
Qr Code ◽  
Adaptive Search ◽  
Learning Platform ◽  
E Learning

The paper presents a technique of interrogation, in mobile technology, of a knowledge base contained in an e-Learning platform. The query is done through the integrated use of an adaptive search engine (ASE) and QR codes. The QR-Code are used to label objects in real environments of cultural matter (eg: museums, art galleries, archaeological sites, etc.). These objects can then be analyzed in more detail during a real learning activity (situated learning and authentic learning). The knowledge base of the virtual learning environment (VLE), is interrogated through a mobile device (smartphone or tablet) which, through an appropriate decoder software, interprets the instructions contained in a QR label previously positioned on the object actually observed by the learner (eg, during a visit to a museum). ASE combines to the data contained in the QR-Code those relating to the user who performs the query (previously recognized via the log-in on the e-Learning platform), therefore, extracts information about the observed object, adapting to the profile of the user-learner. With the help of these tools the learner can expand his real learning experience, while interacting with a virtual learning environment. In this way, situated and authentic learning activities can be upgraded and virtualized, maturing a significative educational experience with the use of intuitive and user friendly digital tools.

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