Prototyping a New Smart Learning Management System Based on the NoSQL

The context of this work is that of prototyping a disciplinary information space for a new LMS. The work is specifically in the field or seeking to promote, using information technology from a distance, a collective knowledge construction. The approach is to first think about the conditions for creating a real LMS between learners and designing the IT environment that supports this LMS. The authors chose to base on the hybridization between four learning theories as a basis for teaching this LMS, namely the traditional pedagogy, behaviorism, cognitivism, and social constructivism. These pedagogies have already proven themselves, mostly in learning situations in the classroom. The LMS consists of different activity spaces for teaching and learning activities. The authors limit themselves in this work to the prototyping of disciplinary information space for a new smart LMS based on IMS-LD, the NoSQL, MongoDB database, and the Symfony framework.

State-of-the-Art E-Learning Platforms Intended for Teaching and Learning

Distance learning experiments have been launched since 2010 in several Moroccan universities as part of an experimental approach. It, therefore, seems that a strategy must be put in place to give this choice of education its place in training and grant it the means necessary to achieve these objectives. The objective of this chapter has presented an overview, on free and proprietary e-learning platforms, on their functional architectures, as well as the types of e-learning devices that can create from platforms e-learning, and to deduce the state of the art of the e-learning provisions of Moroccan universities and to compare them with the e-learning provisions of European and American universities.

Modeling a New Smart Learning Management System Based on the EML

The context of this work is that of designing an IMS-LD model for a new smart LMS. The work is specifically in the field or seeking to promote using information technology from a distance. The approach is to first think about the conditions for creating a real new smart LMS between learners and designing the IT environment that supports this LMS. In this chapter, the authors try to adapt the IMS-LD model with a new smart LMS based on traditional pedagogy, behaviorism, cognitivism, and social constructivism. This adaptation will go through three stages: first, the development of an LMS model; second, the study of the correspondence between the developed model and the IMS-LD model; finally, their transformation to the IMS-LD model.

Studying and Analyzing the Evaluation Dimensions of Learning Management Systems

We are currently witnessing the launch and development of a large number of distance training devices in Moroccan universities, whose main objective is to meet society's requirements and the knowledge economy, which is fully emerging. All of the devices are based on the use of LMSs, which can be problematic for designers for different reasons (costs, utility, usability, etc.). Being conscious of the impact of these technological tools on learning, the authors propose a methodical approach that identifies the essential criteria for evaluation of LMSs to fit the needs of teachers and learners from analysis of the evaluation dimensions in multimedia documents, particularly through the dimensions of utility and usability.

Designing an IMS-LD Meta-Model of a New Smart Learning Management System

The context of this work is that of designing an IMS-LD metamodel of an LMS. The approach is to first think about the conditions for creating an LMS between learners and designing the IT environment that supports this system. In this chapter, the authors try to adapt the IMS-LD model with a metamodel for LMS based on the hybridization between learning theories. This adaptation will go through three stages: first, the development of the meta-model of LMS; second, the study of the correspondence between the developed meta-model and IMS-LD model; and finally, their transformation to IMS-LD meta-model.

Comparative and Evaluative Study of Free Learning Management Systems

LMSs are constantly changing; they have transformed the lives of teachers and students. In this chapter, the authors propose a comparative study of free LMSs, from a methodical and systemic approach, that identifies the dimensions, the specifications, and the essential criteria for evaluating LMSs. They evaluate the most recognized LMSs to measure the matching degree between technological possibilities that they offer and the pedagogical assumptions to facilitate the choice of the most suitable LMS to help the users in their choice to benefit the potential offered by technologies in pedagogy.

Educational Modeling of a New Smart Learning Management System

The problems of most LMSs are first of all of a pedagogical nature and then of a technical one. Studying these interrelated problems provides a useful conceptual reference that enables us to design a new model for a more relevant solution. In this chapter, a new conceptual model of an LMS is presented. The model, which stems from a methodological and systemic approach, is based on the hybridization between four learning theories, namely the traditional pedagogy, behaviorism, cognitivism, and social constructivism. The authors present at first each of these learning theories by discussing both their advantages and limits. The main principles of these learning theories and the technical functionalities of the proposed LMS that result from the hybridization of these principles are outlined. They finally discuss the implications of the new conceptual model for how to design and develop a new LMS that fits the needs of their final users, in particular learners.

A New Smart Recommendation System of Learning Management Systems

This chapter presents the functional and technical architecture of a recommendation system of free learning management systems that the authors have implemented to facilitate the choice of the most suitable LMS to meet the objectives, specifications, and criteria chosen by the institution. Thus, any random choice entails a loss of money, effort, and time loss for porters and device designers, and this is for various reasons (cost, utility, usability, etc.). Notably, this system takes into account more than 20 LMSs. The choice of these LMSs is based on a methodical and systemic approach that identifies the adequate criteria to the objectives and specifications chosen by the institution, depending on the objects and pedagogical tools related to the recommended teaching and learning device, to retain the most suitable LMS. This chapter is motivated by the desire to clarify and support users in their choice of the most suitable LMS to meet their needs and to get maximum benefit from the potential offered by technologies in pedagogy.