Implementation of a Specific Information System for a Web-Based E-learning Environment

2008 ◽  
Author(s):  
Zheng-wang Ye ◽  
Ying Zhang ◽  
Jun Li ◽  
Jia-li Mao ◽  
Wen-gang Zhao
Keyword(s):  
Information System ◽  
Learning Environment ◽  
Specific Information ◽  
Web Based ◽  
E Learning

Some Experiences of E-Learning in the Moodle E-Learning Environment

2011 ◽  
pp. 307-312
Author(s):  
Virve Siirak
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Constructivist Learning Theory ◽  
Web Based ◽  
University Of Technology ◽  
E Learning ◽  
Methods Of Learning ◽  
Social Constructivist Learning

In this chapter it is argued that blended learning with web-based support by the Moodle e-learning environment based on social constructivist learning theory is an effective tool for teaching and learning ergonomics and human factor issues for future managers. The author has eight years experience of computer based teaching and learning. The author`s own teaching experience of the Moodle e-learning environment for creating and providing courses in Tallinn University of Technology (TUT), in Tallinn School of Economics and Business Administration at TUT, will be presented. According to the questionnaires given to students at the end of each course, the teaching and learning in the Moodle e-learning environment as blended learning is very useful for development of a learning culture and efficiency. The efficiency and motivation for learning are higher than providing traditional methods of learning. New possibilities and dimensions for teaching and learning are opening.

A Software Platform for Enhancing Integrity in Online Testing

2014 ◽  
pp. 166-182
Author(s):  
Stu Westin
Keyword(s):  
Learning Environment ◽  
Software Platform ◽  
Web Based ◽  
Software Application ◽  
Perceived Needs ◽  
Custom Software ◽  
E Learning ◽  
Further Development ◽  
Examination Process ◽  
The Web

This chapter describes a software platform that is designed to facilitate the integrity of Web-based exams and assessments. The purpose of the chapter is to share the success of the approach and to promote its further development and use in the e-learning environment. The custom software application, which is named eTAP (electronic Test Administration Platform), has been developed by the author for use in his own courses and is designed in response to his perceived needs in this setting. In addition to e-cheating mitigation, the software addresses the issues of real-time attendance monitoring and activity logging, while providing a well-structured, consistent experience for the students and for the instructor. The assessment platform provided by eTAP uses a software sandbox mechanism to control the examination process. That is, once the application is started, the examinee is limited to specific sanctioned computer functionality and is restricted to a well-defined, relevant region of the Web.

scholarly journals A Social Web-Based Personalized Learning Environment: Proposing a PLE

2020 ◽  
Vol 8 (5) ◽  
pp. 3420-3424
Keyword(s):  
Learning Environment ◽  
Object Representation ◽  
Learning Preferences ◽  
Technology Enhanced Learning ◽  
Knowledge Modeling ◽  
Web Based ◽  
Personal Learning ◽  
Personalised Learning ◽  
E Learning ◽  
Enhanced Learning

The nature of e-learning has been advanced in the manner of how it structures with the advance of Web 2.0 and 3.0. Contemporary educational hypermedia is slowly but surely providing personalised user experience. Research in technology-enhanced learning is now more student oriented, in other words it is as a personalised learning environment. But, according to the progress of projects which has been published, it has been said that personal learning environment is left as a theory and the field has been faded. In this paper we have proposed our model by providing learners with three learning object representation options. In which users will have options to get either up to date content or mostly advanced content first or according to their learning preferences. Domain and knowledge modeling features are also detailed. Finally, empirical results for the affect values of the model were presented.

Using Ontology for Personalized E-Learning in K-12 Education

2010 ◽  
pp. 301-309 ◽  
Author(s):  
Petek Askar ◽  
Arif Altun ◽  
Kagan Kalinyazgan ◽  
S. Serkan Pekince
Keyword(s):  
Learning Environment ◽  
Semantic Web ◽  
Learning Environments ◽  
Ontology Development ◽  
Future Directions ◽  
Web Based ◽  
Implementation Processes ◽  
Web Environment ◽  
E Learning ◽  
K 12

This chapter introduces the development of a K-12 education ontology for e-learning environments. It presents design and implementation processes, followed by several recommendations for future directions for ontology development. E-learning environments incorporate the notion of semantic Web-based ontologies into their future directions. Semantic Web uses ontologies to show the interconnectedness in a Web environment. Within the concept of semantic mapping, domain ontology is at the core of intelligent e-learning systems. In order to achieve an ontology for K-12 education, the authors propse a domainspecific ontology PoleONTO (Personalized Ontological Learning Environment) with the emphasis on its development and incorporation into an e-learning environment.

Multimodal User Interface in E-Learning Environments

2014 ◽  
pp. 33-49
Author(s):  
André Constantino da Silva ◽  
Heloísa Vieira da Rocha
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Multimodal Interaction ◽  
Web Based ◽  
Architecture Model ◽  
Component Based Development ◽  
Multimodal Systems ◽  
Multimodal Features ◽  
E Learning ◽  
Main Components

Multimodal interaction is a proposal to turn the interaction between humans and machines more natural, increasing the usability, flexibility, and convenience of one application. Improve an application with multimodal features impacts on its architecture and, to describe the main components to treat the multimodality, some architecture models are proposed in the literature, including for Web multimodal systems. E-Learning environments are Web-based systems and need a good usability, flexibility, and convenience: requirements that can be improved with implementation of multimodal features on them. Since they have their own peculiarities, we need a more specific multimodal architecture model described in such a way to reuse the components built for multimodal systems and to connect them with the e-learning environment components. This chapter proposes an architecture for multimodal e-learning environments. A viability study was done in the Ae, an e-learning environment developed using a component-based development process, with components to treat the pen and touch modalities.

AHKME eLearning Information System

2013 ◽  
pp. 283-291
Author(s):  
H. Rego ◽  
T. Moreira ◽  
F. J. García-Peñalvo
Keyword(s):  
Information System ◽  
Intelligent Systems ◽  
Learning Strategy ◽  
Learning Resources ◽  
Web Based ◽  
Web 3.0 ◽  
Collaborative Tools ◽  
Semantic Component ◽  
Teachers And Students ◽  
E Learning

AHKME (Adaptive Hypermedia Knowledge Management E-Learning Platform) is an eLearning Information System that has evolved to fulfill the web-based learning requirements when they are compliant with a Web 3.0 philosophy. The ideas behind Web 3.0 are related to more semantic and intelligent systems. AHKME allows teachers to access standardized resources and evaluate integration and reuse possibilities in eLearning systems, not only content but also learning strategy. The educational resources adaptation in AHKME is supported by a set of collaborative tools, which also allow the users’ feedback provision that is stored in system database. The semantic component in AHKME is based on a set of tools for the instructional designer to create and customize specifications and ontologies to give structure and meaning to resources, manual and automatic search with recommendation of resources and instructional design based on the context, and recommendation of adaptations in learning resources. Finally, AHKME takes into account the mobile learning (mLearning) capabilities, allowing access by teachers and students to learning resources, regardless of time and space.

RAPAD

2011 ◽  
pp. 1-29 ◽  
Author(s):  
Ray Webster
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Design Process ◽  
Learning Process ◽  
Participatory Design ◽  
Knowledge Society ◽  
Personal Reflection ◽  
Web Based ◽  
E Learning ◽  
Key Aspects

This chapter introduces RAPAD, a reflective and participatory methodology for e-learning and lifelong learning. It argues that by engaging in a reflective and participatory design process for a personalized e-learning environment, individual students can attain a conceptual change in understanding the learning and e-learning process, especially their own. Students use a framework provided by the concept of a personal cognitive or learning profile and the design and development of a personalized e-learning environment (PELE) to engage with key aspects of their learning. This results in Flexible Student Alignment, a process by which students are better able to match their learning and e-learning characteristics and requirements to the practices, resources, and structures of universities in the emerging knowledge society. The use of Web-based technologies and personal reflection ensure that RAPAD is well-placed to be an adaptive methodology which continues to enhance the process of lifelong learning.

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