Learning management in integrated learning environments

2003

This paper presents a Java framework for designing and implementing intelligent and practical e-learning tools, to be used by both the students and the teaching staff in their didactic and research activities, especially in a context of open learning. As the electronic technologies do not contain teaching methods and pedagogical characteristics, we have to simulate a high quality teaching-learning relation inside the e-course. Such a simulation must incorporate both the integrated knowledge of the best teachers and the best pedagogical strategies, obtaining this way an intelligent e-learning tool. At the same time, we prepare our e-courses based on practice and real world experiences, as the practice is essential in learning activities. An e-course consists of a set of e-learning scenarios, each e-learning scenario being generated by virtue of some well-defined learning objectives. To generate e-learning scenarios for a particular e-course, we have to create first a particular infra...

Computers & Education, 1995

Education is important. Some students learn faster than others, some have access to more and better resources, e.g. teachers, than others do. We can no longer teach all the relevant knowledge in any course. However, if we can teach the skill of finding the relevant information in a problem-solving situation, and using that information to solve a problem, then we are teaching a life skill. We propose a model for intelligent Computer-Aided Education (CAE) systems to provide such an education to a student. It bases on the paradigms of cooperative learning, constructive problem-solving and a problemcentred approach. Its implementation bases on the paradigms of object-oriented programming, highly interactive user interfaces, and expert systems techniques. The learner (student) interacts with the CAE system via an interface called the virtual world in which he/she has to solve a problem. In this way the student learns. The student can devote all his/her attention to the problem, because the user interface and the tools at his/her disposal, are all designed to support the student in the problem-solving attempt. The student is intelligently assisted by the system. The model also supports the teacher by analysing the problem-solving attempt of the student. It provides an analysis/diagnosis of the problem-solving skills and strategies employed by the student, and shows Hso weaknesses and omissions in the student's problem-solving skills and strategies. The student hao the opportunity of reviewing his actions and associated thought processes during a session with the teacher. The paper discusses the details of the model. --Dynamic adaptation of assistance to the student. Intelligent and immediate evaluation of the student's problem-solving effort. --Active learning: the CAE system does not merely present screens to the student, but the student actively controls the learning prozess and environment. -A virtual problem-solving world which extends the student's learning environment and adds a dynamic dimension to it. --A framework for identifying and improving thinking skills. Education is very important. In a world that becomes increasingly complex, it is difficult for the average person to be empowered with the skills needed to compete for a quality life. More and more people are, therefore, demanding a proper education, which can have the following --PLATO (and even PLATO on a PC) is expensive. --PLATO contains several methodological limitations. --PLATO supports "a delivery-system approach which is prescriptive and inhibiting".

Dental Medicine Research, 2011

Background: This paper focuses on the additional time and effort associated with placing a problem based learning (PBL) case within a learning management system (LMS) and reporting on both student LMS utilization and course satisfaction data. Methods:The study involved 13 PBL students who volunteered to participate in one of two 9 week long PBL courses (6 or 7 students in each course). The LMS selected for utilization in this experiment was Moodle version #1.9.5. A questionnaire assessed the students' attitudes about the hybrid PBL-LMS system. Time-effort data, collected prospectively, were divided into faculty tasks that: occur during a typical PBL case; involved preparing and presenting several lectures as part of an expert resource session(s); and were associated solely with the LMS creating and posting process. Results:The total time in each course was 119.5 hours and the LMS related tasks involved 25.5 hours or 21.3% of the total course time. While opinions will vary on this issue, this extra time is probably outweighed by the advantages a LMS offers. For example, by placing a PBL course inside a LMS tracking and comparing the performance of multiple simultaneous PBL groups and tutors for consistency can be readily accomplished. Conclusions:A majority of the students (72.7%) agreed that the various materials contained on the website (e.g. videos and supplemental materials) were very helpful and 54.5% agreed that all future PBL courses should have a web-based component.

Human Factors and Innovative Approaches, 2004

In this chapter, we present an intelligent media oriented e-learning system. In this system, we have developed a LMS (Learning Management System), some learning control systems and some learning media, with a flexible framework. It is intended to provide a collaborative workplace to encourage interactions among lecturer/learners. Moreover, we propose an innovative educational method of a cooperative link between a university and an industry for higher education. We analyze these results and the problems we encountered, as well as offer constructive solutions. Furthermore, we have developed some intelligent media such as an analyzer/summarizer by the statistical natural language processing for data log of discussion process to encourage/aware discussion/negotiation between learners and an automatic reporting processor.

Advances in Multidisciplinary and scientific Research Journal Publication

At the moment, the online education system is taking on new dimensions. The need for a platform that will harmoniously combine modern functionality and ease of use is increasing. Creating electronic platforms using the latest technical developments allows you to organize high-quality online education. This research provides an overview of the platforms, namely: "Moodle", "Black board","Canvas”, "iSpring Learn" etc. All these platforms often provide similar features and users can hardly choose the most appropriate for them. Learning management systems have become increasingly attractive in recent times. These services have a large target audience and high demand in the field of online education. They can be used for both full-time and part-time training, storing course information, tests, and lectures, as well as monitoring training progress and maintaining reports. The research considered the advantages and disadvantages of each service, compare th...

1996

This paper states a model of Computer Integrated Learning Environment (CILE) and the role of an Intelligent Tutoring Tool (ITT) within this model. An ITT is a mixed initiative autonomous entity possessing rudimentary intelligence and operates on an overlay type of student model. The paper briefly discusses the structure, key features and enhanced functionalities of an ITT software.It also discusses how this approach can be used to create Basic and Linking ITTs to build a comprehensive tutoring system. Basic ITTs already exist for various topics in Cost Accounting and the approach is useful in any applied numeric discipline-particularly engineering topics. This is demonstrated in the paper with suitable examples. The development of Marker software as a Teaching Support Tool (TST) is also reviewed very briefly along with its ability to discriminate between the data interpretation error and solution derivation error.

EdMedia 2013: World Conference on Educational Media and Technology - Victoria, Canada., 2013

This work presents part of a result of the doctoral thesis that has been developed a computational tool, called AUXILIAR, designed to improvement of management of the teaching-learning process, to monitor courses, and to redirect the students learning process in online courses. The system shall decrease the teachers’ time and effort to manage the classes and the students learning process, measuring the students learning levels to assure the teaching quality. The system AUXILIAR is composed by two modules. The first one contains an edition, diagramming, and publication tool for online courses, called CONSTRUCTOR. The second one, called REASONING, manages the path followed by each student when exploring the courses contents. It is also responsible to automatically detect and redirect the student, depending on his/her deficiencies, detected by the followed path and by formative evaluations. To achieve this, it uses a Case-Based System which stores, adapts and reuses previous experiences to new situations.

International Journal of Distance Education Technologies, 2011

This paper presents the rationale behind the utilization of a Moodle Learning Management System for the facilitation of a blended learning approach in the Informatics department. The authors present and analyze the steps followed in order to replace the prior decentralized organizational structure of the courses, which consisted of a multitude of different and incompatible systems. The main goal was to implement a single system, which would be easy to operate, maintain, and update, and would cater to the variety of instructor and student needs. Furthermore, evaluation data of the new system is presented in detail. The analysis of the results serves to confirm the success of this department-wide migration.

International Journal of Educational Research, 1994

Research on integrated learning systems provides explanations for their variable success in school settings. The work in this issue identifies four critical themes that reappear in the research literature: methods of implementing the computer software system, the role of the teacher vb rf vb the machine in directing student learning and effort, prior achievement levels and other variations in the student clientele, and the user interface, broadly conceived, between the teacher and the management system.

learning management system (lms) is increasingly gaining popularity in the academic community as a means of delivering e-learning contents. Simply placing lecture notes and videos among other contents on lmss do not particularly train the best. This situation could be improved with intelligent tutoring systems (itss) integration into preferred lms to make it more adaptive and effective, through enhanced student participation and learning. This work aims, therefore, to create a starter model and a model java its integrated preferred lms. The its integrated lms starter model was proposed through augmentation and a fluid iterative cycle of awareness, suggestion, development, evaluation and conclusion. Known open/inexpensive, tried and tested popular lmss were evaluated at cms matrix site, and complemented. Java its integrated moodle (preferred), employing certain architectural framework of its integrated lms, was created following the spiral model of software development.