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Lorenz, Anja. "Kooperationsunterstützung in einem Learning Content Management System (LCMS)." Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-82022.
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Learning Content Management Systeme (LCMS) unterstützen die professionelle Erstellung, Verwaltung und Auslieferung von Lernmaterialien [BHMH02]. Die Speicherung der hierfür verarbeiteten Lerninhalte in einem zentralen Repository ermöglicht neben deren Wiederverwendung auch den Zugriff für mehrere Nutzer und somit das Zusammenführen der verschiedenen Kompetenzen, die während der Erstellung benötigt werden: Die mithilfe der Lernmaterialien zu vermittelnden Inhalte müssen nicht nur fachlich richtig, sondern auch didaktisch, gestalterisch und technisch für ein oder mehrere Zielgruppen individuell aufbereitet worden sein. Dabei reichen die Zielgruppen von verschiedenen Abteilungen bis hin zu Lernern mit verschiedenen Muttersprachen und Kulturen in international agierenden Unternehmen und Bildungseinrichtungen. Die Arbeit der Nutzer mit dem LCMS wird durch verschiedene Mechanismen und Funktionalitäten erheblich vereinfacht, ihre Zusammenarbeit untereinander blieb bisher aber weitestgehend unbeachtet. Das Promotionsvorhaben, das in Kooperation mit der chemmedia AG erfolgt, setzt an diesem Punkt an. Als Vorbild und somit zur Identifikation von Kommunikations- und Kooperationskonzepten werden Social- Software-Anwendungen herangezogen, bei denen die gemeinsame Content-Erstellung scheinbar unproblematisch stattfindet. Als methodische Klammer wird die DIN EN ISO/IEC 19796 [Deu09] herangezogen. Sie gibt einerseits die für die Analyse nötige Strukturierung der Prozesse bei der Lernangebotserstellung vor und liefert außerdem die für die Evaluation benötigten Qualitätskriterien.
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Lorenz, Anja, and Lars Fassmann. "Lernmaterialien effektiv aufbereiten und wiederverwenden." Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-82101.
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Hochwertige Schulungsmaterialien für die unternehmensinterne Weiterbildung sind ein erster wichtiger Schritt hin zu einem effektiven Wissensmanagement. Einmal erstellt, können digitale Lerninhalte immer wieder eingesetzt werden. Allerdings ist die Pflege und Anpassung an die Anforderungen verschiedener Zielgruppen und Auslieferungsformate mit herkömmlicher E-Learning-Autorensoftware sehr aufwändig. Nicht so bei serverbasierter Software – sie ermöglicht die Planung, Erstellung, Auslieferung, Verwaltung und Pflege wiederverwendbarer digitaler Lernmaterialien. Dies ist der Ausgangspunkt für eine Vielzahl individueller Weiterbildungsangebote – ohne erneuten Aufwand für die Erstellung der Lerninhalte.
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Wendeborn, Thomas, André Schneider, and Marios Karapanos. "Lernplattformen oder Content-Halden? Learning-Management-Systeme in der Schulpraxis." TUDpress, 2018. https://tud.qucosa.de/id/qucosa%3A33657.
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Lorenz, Anja, and Lars Fassmann. "Lernmaterialien effektiv aufbereiten und wiederverwenden." Büro für Medien Oliver Lehnert e.K, 2010. https://monarch.qucosa.de/id/qucosa%3A19645.
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Hochwertige Schulungsmaterialien für die unternehmensinterne Weiterbildung sind ein erster wichtiger Schritt hin zu einem effektiven Wissensmanagement. Einmal erstellt, können digitale Lerninhalte immer wieder eingesetzt werden. Allerdings ist die Pflege und Anpassung an die Anforderungen verschiedener Zielgruppen und Auslieferungsformate mit herkömmlicher E-Learning-Autorensoftware sehr aufwändig. Nicht so bei serverbasierter Software – sie ermöglicht die Planung, Erstellung, Auslieferung, Verwaltung und Pflege wiederverwendbarer digitaler Lernmaterialien. Dies ist der Ausgangspunkt für eine Vielzahl individueller Weiterbildungsangebote – ohne erneuten Aufwand für die Erstellung der Lerninhalte.
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Kavakli, Hamdi. "A Course-content Management System Development And Its Usability Test." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605405/index.pdf.
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Effectiveness and usefullness among the important factors that affect success of online learning environments. During this study, a course-content management system developed regarding effectivity and usability related concerns. One major aim of this study is to develop effective and usable system.
In this study, a course-content management system designed and developed under the light of previous researches. In the design phase, effective design strategies and characteristics of effective and usable learning systems were explored, and system was designed considering these strategies. Then, development phase applied. After system developed, usability techniques was explored, and heuristic evaluation method was choosed as a usability method to measure usability of the system.
During the study, modified version of a checklist that was prepared considering usability heuristics. Applied checklist contains total 108 questions under 13 heuristics (major usability problem). Heuristic evaluation is an expert review method. Therefore, this study should have been evaluated by experts. 8 experts enrolled in this study. All experts are either Phd or graduate students at instructional technology departments and they have enrolled in web-based studies. They investigated the usability of the course-content management system according to the usability related criterias on the checklist.
When test results were considered, a course-contentmanagement system developed during this study was found usable. Results of this study may enlighten the way of future studies.
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Garg, Anubha. "SCORM based learning management system for online training." Kansas State University, 2012. http://hdl.handle.net/2097/14627.
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Master of ScienceDepartment of Computing and Information Sciences
Mitchell Neilsen
The Biosecurity Research Institute (BRI) facility at Kansas State University is a huge biocontainment facility to conduct research on infectious diseases that pose a threat to plant, animal and human health. The BRI Training and Education Program is currently offline; i.e., classroom sessions are taken to provide this training and education. The objective behind taking up this project was to move the entire training and education module of Biosecurity Research Institute online, instead of having a classroom session for each training course, with an subject matter expert (SME) to come and take the training session. The aim is to develop an online training system which is synchronized with the information in the BRI Research Project Database. The employees will only have to login to the website, scroll through the list of courses they are enrolled in, take the courses, write the assignments/quizzes assigned to the course and then submit the quizzes. They can also self-enroll themselves into courses, if they are given the permission to do so. The SME’s of the courses can create new courses, upload the course materials, enroll users into the courses, and assign deadlines to course completion. Once the student submits the course quiz or assignments, the SME’s can grade the quiz, assign a final grade to the students, and give feedback on their performance. They can even reassign the course in case of poor performance by the student. The administrators of the website can assign roles to different personnel, give permissions according to need and requirement, add/delete courses, and change the appearance of the website. The project is to be done using a Learning Management System called Moodle. Moodle (Modular Object Oriented Dynamic Learning Environment) is an online learning management system designed to allow interaction between teachers and students. The back-end database used is SQL Server 2008 R2 and additional tools used are Adobe Presenter (with Microsoft Power Point 2010) to create the courses in SCORM format.
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Lorenz, Anja. "Rückführung von User Generated Content in Lernmaterialien." Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-82007.
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Lerncontentmodelle beschreiben den modularen Aufbau von Lernmaterialien auf verschiedenen Komplexitätsebenen von Assets bis hin zu fertigen Kursmaterialien. In Autorenwerkzeugen wird diese Untergliederung oft unterstützt, bspw. durch Mediendatenbanken, modularisierte Inhaltsstrukturen oder pädagogische Metadaten zum unterstützten Lernszenario. User Generated Content in Social-Software-Anwendungen entsteht nicht auf diesem strukturierten Weg, sondern spontan und abhängig von den bereitgestellten Funktionen. Der Beitrag zeigt, dass sie sich aber weiterhin bezüglich ihrer Abhängigkeit vom Lernkontext klassifizieren lassen. Als Abstufungen ergeben sich Assets, Informations- und Lernobjekte, zielgruppenbasierte Zusammenstellungen und Kursunterlagen. Damit soll einerseits eine taxonomische Grundlage geschaffen werden, um User Generated Content als Lernmaterialien einzuordnen, es ist aber vornehmlich ein erster Schritt hin zur deren systematischer Re-Integration in institutionelle Lernmaterialien.
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Corradini, Ryan Arthur. "A Hybrid System for Glossary Generation of Feature Film Content for Language Learning." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2238.
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This report introduces a suite of command-line tools created to assist content developers with the creation of rich supplementary material to use in conjunction with feature films and other video assets in language teaching. The tools are intended to leverage open-source corpora and software (the OPUS OpenSubs corpus and the Moses statistical machine translation system, respectively), but are written in a modular fashion so that other resources could be leveraged in their place. The completed tool suite facilitates three main tasks, which together constitute this project. First, several scripts created for use in preparing linguistic data for the system are discussed. Next, a set of scripts are described that together leverage the strengths of both terminology management and statistical machine translation to provide candidate translation entries for terms of interest. Finally, a tool chain and methodology are given for enriching the terminological data store based on the output of the machine translation process, thereby enabling greater accuracy and efficiency with each subsequent application.
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Lorenz, Anja. "Rückführung von User Generated Content in Lernmaterialien: Ein Klassifikationsschema zur Bewertung des Lernkontextes." Gesellschaft für Information (GI), 2011. https://monarch.qucosa.de/id/qucosa%3A19635.
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Lerncontentmodelle beschreiben den modularen Aufbau von Lernmaterialien auf verschiedenen Komplexitätsebenen von Assets bis hin zu fertigen Kursmaterialien. In Autorenwerkzeugen wird diese Untergliederung oft unterstützt, bspw. durch Mediendatenbanken, modularisierte Inhaltsstrukturen oder pädagogische Metadaten zum unterstützten Lernszenario. User Generated Content in Social-Software-Anwendungen entsteht nicht auf diesem strukturierten Weg, sondern spontan und abhängig von den bereitgestellten Funktionen. Der Beitrag zeigt, dass sie sich aber weiterhin bezüglich ihrer Abhängigkeit vom Lernkontext klassifizieren lassen. Als Abstufungen ergeben sich Assets, Informations- und Lernobjekte, zielgruppenbasierte Zusammenstellungen und Kursunterlagen. Damit soll einerseits eine taxonomische Grundlage geschaffen werden, um User Generated Content als Lernmaterialien einzuordnen, es ist aber vornehmlich ein erster Schritt hin zur deren systematischer Re-Integration in institutionelle Lernmaterialien.
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Johnson, Cary Ann. "Holding Hands and Drying Tears: Effectiveness of Student Employees in Promoting a Successful LMS Implementation." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4365.
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Two-thirds of higher education institutions are either currently involved in the process of or will soon begin to review their learning management system strategy (Green, 2012). Transitioning from one LMS to another is an endeavor that utilizes the entire institution and requires a great deal of strategic planning and cooperation. The literature described the involvement of instructional designers and technology support as key players in this transition process over a period of parallel time. When BYU transitioned from Blackboard to Learning Suite, a team of student employees managed the majority of the change. While there was very little time when Blackboard and Learning Suite ran in parallel, these employees provided support to faculty across the university. Data for this research included interviews with five faculty consultants who worked closely with faculty on the design of their courses and nine faculty members who used the student employees throughout the process along with survey data and the database kept to track interactions with the faculty members. Interview data were analyzed using a Spradley (1979) analysis. Descriptive statistics were used to analyze the survey and interaction data. Major findings suggested that the student employees were the critical component for helping smooth the transition. They were used extensively by the faculty members and logged over 41,000 points of contact over a period one year and four months. The student employees provided side-by-side help to resolve faculty concerns and answer questions. This team added capacity and tool knowledge that supported both faculty members and the consultants.
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BROWN, Justin, and j. brown@ecu edu au. "An exploration of student performance, utilization, and attitude to the use of a controlled content sequencing web based learning environment." Edith Cowan University. Computing, Health And Science: School Of, 2005. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0035.html.
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Brown, Justin A. "An exploration of student performance, utilization, and attitude to the use of a controlled content sequencing web based learning environment." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/106.
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Universities, traditionally places of teaching and research, have seen and are continuing to see radical changes occur in the area of teaching and the methods of teaching delivery. The World Wide Web, or ‘Web’ has begun to subsume the classroom as the preferred means by which students access their tertiary learning materials, and ultimately, how academic staff deliver those materials. The delivery of learning via the Web takes many forms and is generically, and usually inaccurately, referred to by such names as e-learning, online learning, web-based training and web based education, using such technologies as virtual learning environments, learning management systems and learning content management systems. This study focuses specifically on the delivery of electronic learning materials in the support of both inclass and online teaching.
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Lee, Ji Eun. "Examining the Effects of Discussion Strategies and Learner Interactions on Performance in Online Introductory Mathematics Courses: An Application of Learning Analytics." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7583.
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This dissertation study explored: 1) instructors’ use of discussion strategies that enhance meaningful learner interactions in online discussions and student performance, and 2) learners’ interaction patterns in online discussions that lead to better student performance in online introductory mathematics courses. In particular, the study applied a set of data mining techniques to a large-scale dataset automatically collected by the Canvas Learning Management System (LMS) for five consecutive years at a public university in the U.S., which included 2,869 students enrolled in 72 courses.
First, the study found that the courses that posted more open-ended prompts, evaluated students’ discussion messages posted by students, used focused discussion settings (i.e., allowing a single response and replies to that response), and provided more elaborated feedback had higher students final grades than those which did not. Second, the results showed the instructors’ use of discussion strategies (discussion structures) influenced the quantity (volume of discussion), the breadth (distribution of participation throughout the discussion), and the quality of learner interactions (levels of knowledge construction) in online discussions. Lastly, the results also revealed that the students’ messages related to allocentric elaboration (i.e., taking other peers’ contributions in argumentive or evaluative ways) and application (i.e., application of new knowledge) showed the highest predictive value for their course performance.
The findings from this study suggest that it is important to provide opportunities for learners to freely discuss course content, rather than creating a discussion task related to producing a correct answer, in introductory mathematics courses. Other findings reported in the study can also serve as guidance for instructors or instructional designers on how to design better online mathematics courses.
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Urbansky, Stefan. "Integrierter Ansatz zur systemunabhängigen Wiederverwendung von Lerninhalten." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2005. http://nbn-resolving.de/urn:nbn:de:swb:14-1115026139649-46736.
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Die Erstellung von Lerninhalten ist einer der wichtigsten Prozesse im E-Learning. Die vorliegende Arbeit zeigt einen Ansatz zur Wiederverwendung von Lerninhalten der zum einen die Kosten des Erstellungsprozesses verringern kann und zum anderen effektive Methoden zur Verwaltung aufzeigt. Basis des Ansatzes ist ein vierstufiges Content-Modell (Assets, Lernmaterialien, Lernmodule und Veranstaltungen), welches die Lerninhalte anhand der Granularität aufteilt. Dieses Modell berücksichtigt dabei aktuelle E-Learning-Standards bezüglich der Inhalte und der Metadaten, wodurch eine systemunabhängige Wiederverwendung möglich ist. Zur Verarbeitung von generischen Repräsentationen, wie Materialien im XML-Format, wurde das Konzept der Templates aufgegriffen und um die so genannten Content-Varianten erweitert. Diese ermöglichen die Präsentation von verschiedenen Ausprägungen der Materialien, beispielsweise bezüglich des Ausgabeformates, der Sprache, des Schwierigkeitsgrades von Aufgaben oder der Version. In der Arbeit wird weiterhin ein entsprechendes Konzept zur Systementwicklung einer Lernplattform aufgezeigt. Dieses ist insbesondere durch die Aufteilung in verschiedene Teilsysteme gekennzeichnet, welche eine flexible Konfiguration und Platzierung anhand der Anforderungen an die Wiederverwendung ermöglichtThe preparation of learning content is one of the most important process in E-Learning. This thesis shows an approach to reuse learning content. On the one hand the costs of the creation process can be reduced and on the other hand effective methods for administration are pointed out. Starting point of the approach is a four-level content model (assets, learning materials, learning modules and seminars), which divides learning contents on the basis of granularity. This model considers thereby current E-Learning-standards concerning content and metadata, whereby an open reuse is possible. For the processing of generic representations, like materials in the XML format, the concept of the Templates was taken up and extended by the content variants. These make the presentation of different developments of the materials possible, for example concerning the output format, the language, the degree of difficulty of tasks or the version. Further this thesis pointed out an appropriate concept for the system development of a learning platform. This is in particular characterized by the partitioning into different subsystems, which makes possible a flexible configuration and placement concerning to the requirements to the reuse
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Zacharopoulos, Ilias Z., and Mohammad B. Kohistany. "Utility and applicability of the sharable content object reference model (SCORM) within Navy higher education." Thesis, Monterey, California. Naval Postgraduate School, 2004. http://hdl.handle.net/10945/1558.
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Approved for public release, distribution is unlimitedThis thesis critically analyzes the Sharable Content Object Reference Model (SCORM) within higher education and examines SCORM's limitations within a realistic application environment versus within a theoretical/conceptual platform. The thesis also examines environments better suited for implementation of SCORM technology. In addressing the research questions, it was discovered that from the current standards set forth by Advanced Distributed Learning (ADL), SCORM is not well suited for higher education. SCORM technology will prove of greater utility within the Navy Training environment than in higher education. In their effort to share information, higher education institutions would benefit more from a Content Management System in conjunction with a Learning Management System. Subsequent chapters addressed the limitations of SCORM, provided a comparison of the applicability of SCORM within the separate domains of naval Education and Training, and provided a prototype of a Content Management System for institutions of higher learning.
Lieutenant Commander, Hellenic Navy
Lieutenant, United States Naval Reserve
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Urbansky, Stefan. "Integrierter Ansatz zur systemunabhängigen Wiederverwendung von Lerninhalten." Doctoral thesis, Technische Universität Dresden, 2004. https://tud.qucosa.de/id/qucosa%3A24486.
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Die Erstellung von Lerninhalten ist einer der wichtigsten Prozesse im E-Learning. Die vorliegende Arbeit zeigt einen Ansatz zur Wiederverwendung von Lerninhalten der zum einen die Kosten des Erstellungsprozesses verringern kann und zum anderen effektive Methoden zur Verwaltung aufzeigt. Basis des Ansatzes ist ein vierstufiges Content-Modell (Assets, Lernmaterialien, Lernmodule und Veranstaltungen), welches die Lerninhalte anhand der Granularität aufteilt. Dieses Modell berücksichtigt dabei aktuelle E-Learning-Standards bezüglich der Inhalte und der Metadaten, wodurch eine systemunabhängige Wiederverwendung möglich ist. Zur Verarbeitung von generischen Repräsentationen, wie Materialien im XML-Format, wurde das Konzept der Templates aufgegriffen und um die so genannten Content-Varianten erweitert. Diese ermöglichen die Präsentation von verschiedenen Ausprägungen der Materialien, beispielsweise bezüglich des Ausgabeformates, der Sprache, des Schwierigkeitsgrades von Aufgaben oder der Version. In der Arbeit wird weiterhin ein entsprechendes Konzept zur Systementwicklung einer Lernplattform aufgezeigt. Dieses ist insbesondere durch die Aufteilung in verschiedene Teilsysteme gekennzeichnet, welche eine flexible Konfiguration und Platzierung anhand der Anforderungen an die Wiederverwendung ermöglicht.The preparation of learning content is one of the most important process in E-Learning. This thesis shows an approach to reuse learning content. On the one hand the costs of the creation process can be reduced and on the other hand effective methods for administration are pointed out. Starting point of the approach is a four-level content model (assets, learning materials, learning modules and seminars), which divides learning contents on the basis of granularity. This model considers thereby current E-Learning-standards concerning content and metadata, whereby an open reuse is possible. For the processing of generic representations, like materials in the XML format, the concept of the Templates was taken up and extended by the content variants. These make the presentation of different developments of the materials possible, for example concerning the output format, the language, the degree of difficulty of tasks or the version. Further this thesis pointed out an appropriate concept for the system development of a learning platform. This is in particular characterized by the partitioning into different subsystems, which makes possible a flexible configuration and placement concerning to the requirements to the reuse.
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Sharma, Adhikari Ashok, and Zuhair Haroon Khan. "Wiki for Global Knowledge Management in Distributed Software Development Process." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28268.
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Problem Area/ Purpose The purpose of this research is to study how geographically scattered employees learn and create new knowledge with the help of wiki tool in distributed software development process. We aim to analyze how wiki supports four modes of knowledge conversion process model and how wiki helps in solving the complex problem in virtual organization learning. Research Methodology In this research qualitative interview study was used. We have conducted the interview with eight developers and experts in the company. Nonaka and Takeuchi (1995) knowledge conversion model was used while conducting the interview with developers. Similarly, in this research same knowledge conversion model was used for interpreting the answers that we got from the developers and experts. Findings/Conclusion Wiki as a knowledge management tool is possible for providing effective as well as efficient communication as per necessity of knowledge requirement in distributed software organization. The use of wiki in the organization for the virtual learning is really beneficial for knowledge creation, solving the complex problem and obtaining the useful effect on virtual team. Some drawbacks were also seen by the expert and developers in using wiki. Those drawbacks were all about genuineness, authenticity, accuracy, trustworthy and uniqueness of knowledge content. Research Limitation & Delimitations Due to geographically dispersed location of research sites, we faced difficulty to gather information related to company documents, reports and contextual information of organization. We conducted this research in the offices of Pakistan and office in USA. Outcomes The research that we have conducted showed that the developers in Software Company can share knowledge and also can learn through different modes of knowledge conversion model. This research also showed that developers are using the wiki tool for creating new knowledge as well as solving complex problem. This research helps in showing the benefit for other company and motivates the virtual organizations for implementing the use of wiki for different purposes.
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Emmungil, Levent. "Effect Of Constructed Web-supported Instruction On Achievement Related To Educational Statistics." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610915/index.pdf.
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The purpose of this study is to investigate the effect of web supported statistics education environment for graduate level students. The aim was to develop a web support system to ease the graduate students'understanding of statistical concepts. This study also examined the perceptions of the students about web supported instruction. Although there are some studies conducted about technology aided statistics education, they are insufficient in the amount according to other areas. Besides these few studies were conducted mainly among lower grades. There is a need to find out and overcome students&rsquo
learning difficulties about statistical concepts in graduate levels. The intention of the study was to construct a web support system for traditionally offered Educational Statistics course in order to decrease both instructor and students efforts to communicate, present, reach and use the resources. The subjects of the study were 21 graduate students of Educational Statistics course offered. None of the subjects was offered an on-line course before. The study used both quantitative and qualitative measurements to analyze the effectiveness of the site and perceptions of the users. The results of the study indicated that there was an improvement in students&rsquo
achievement related to educational statistics through web supported instruction. Besides, the perceptions of the students were collected with interview questions about the functions and usability of the system. The highly positive perceptions of the students showed that, it is necessary for the students to have such a course support system. The framework was developed not only support for traditionally offered courses, but also support for lifelong learning processes. The researcher believed that the study revealed the most realistic usage pattern of a course support system. The results can be used by the instructors in order to offer the best web support system with minimum effort. Moreover, the proposed system can be used in any learning content management systems without the need for technical knowledge.
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Djupfeldt, Petter. "Dr. Polopoly - IntelligentSystem Monitoring : An Experimental and Comparative Study ofMultilayer Perceptrons and Random Forests ForError Diagnosis In A Network of Servers." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-191557.
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This thesis explores the potential of using machine learning to superviseand diagnose a computer system by comparing how Multilayer Perceptron(MLP) and Random Forest (RF) perform at this task in a controlledenvironment. The base of comparison is primarily how accurate theyare in their predictions, but some thought is given to how cost effectivethey are regarding time. The specific system used is a content management system (CMS)called Polopoly. The thesis details how training samples were collectedby inserting Java proxys into the Polopoly system in order to time theinter-server method calls. Errors in the system were simulated by limitingindividual server’s bandwith, and a normal use case was simulatedthrough the use of a tool called Grinder. The thesis then delves into the setup of the two algorithms andhow the parameters were decided upon, before comparing their finalimplementations based on their accuracy. The accuracy is noted to bepoor, with both being correct roughly 20% of the time, but discussesif there could still be a use case for the algorithms with this level ofaccuracy. Finally, the thesis concludes that there is no significant difference(p 0.05) in the MLP and RF accuracies, and in the end suggeststhat future work should focus either on comparing the algorithms or ontrying to improve the diagnosing of errors in Polopoly.Denna uppsats utforskar potentialen i att använda maskininlärning föratt övervaka och diagnostisera ett datorsystem genom att jämföra hureffektivt Multilayer Perceptron (MLP) respektive Random Forest (RF)gör detta i en kontrollerad miljö. Grunden för jämförelsen är främst hurträffsäkra MLP och RF är i sina klassifieringar, men viss tanke ges ocksååt hur kostnadseffektiva de är med hänseende till tid. Systemet som används är ett “content management system” (CMS)vid namn Polopoly. Uppsatsen beskriver hur träningsdatan samlades invia Java proxys, som injicerades i Polopoly systemet för att mäta hurlång tid metodanrop mellan servrarna tar. Fel i systemet simulerades genomatt begränsa enskilda servrars bandbredd, och normalt användandesimulerades med verktyget Grinder. Uppsatsen går sedan in på hur de två algoritmerna användes ochhur deras parametrar sattes, innan den fortsätter med att jämföra detvå slutgiltiga implementationerna baserat på deras träffsäkerhet. Detnoteras att träffsäkerheten är undermålig; både MLP:n och RF:n gissarrätt i ca 20% av fallen. En diskussion förs om det ändå finns en användningför algoritmerna med denna nivå av träffsäkerhet. Slutsatsen drasatt det inte finns någon signifikant skillnad (p 0.05) mellan MLP:nsoch RF:ns träffsäkerhet, och avslutningsvis så föreslås det att framtidaarbete borde fokusera antingen på att jämföra de två algoritmerna ellerpå att försöka förbättra feldiagnosiseringen i Polopoly.
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Al, Kurdi Osama F. "Knowledge-sharing management in the context of higher education institutions." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/16202.
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Competitive advantage does not depend solely on the creation and storage of existing and new knowledge. Rather, it requires sustained exploitation and production. The challenge becomes driven towards maintaining some mechanisms to help in producing new, and sharing existing knowledge. Harnessing the power of managing and sharing knowledge enabled companies like Apple and IBM to gain competitive advantage over their competitors. While such challenges have been closely examined in the extant literature, the context of knowledge management and sharing in higher education institutions (HEI) has only been lightly considered. However, considering the highly unique features of HEIs context in terms of autonomy, climate, distinct leadership and role of academics as knowledge workers, it can be argued that examining knowledge-sharing in the context of higher education is greatly needed. The literature has shown fragmented nature of examining academics' KS determinants in contemporary research. Thus, the need to comprehensively examine those influencers is essential. This thesis seeks to address the research gaps and contribute to the literature by asking What antecedents influence the process of knowledge-sharing (KS) between academics in HEIs, and how can the process of KS in HEIs be improved? Through the use of a quantitative research methodology, the research has developed eleven hypotheses to investigate the above-mentioned question. The findings in this study revealed to a very great extent that academics themselves can contribute towards influencing knowledge production and management, and determine the levels to which the universities will be able to share knowledge internally. The research reveals that organizational factors (affiliation, innovativeness, fairness represented by organizational climate and HEI leadership) were stronger predictors of academics' knowledge-sharing than individual (perceived loss of knowledge power, knowledge self-efficacy, perceived reciprocal benefits and trust) or technological ones.
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Koseler, Refika. "Multi-dimensional Evaluation Of E-learning Systems In The Higher Education Context: Empirical Investigations." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610713/index.pdf.
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There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments. This study proposes a conceptual e-learning assessment model, HELAM (Hexagonal e-Learning Assessment Model) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) information (content) quality, (4) learner perspective, (5) instructor quality, and (6) supportive issues. A survey instrument based on HELAM has been developed and applied to 374 learners. This sample consists of students at both undergraduate and graduate levels who are users of a web-based learning management system, U-Link, at Brunel University, UK and NetClass LMS at METU, Turkey. The survey instrument has been tested for content validity, reliability, and criterion-based predictive validity. The explanatory factor analysis shows that each of the six dimensions of the proposed model had a significant effect on the learners‟
perceived satisfaction. Confirmatory factor analyses used to assess the number of factors and the loadings of variables. The results of confirmatory factor analyses were overlapped with the proposed model. Structural Equation Modeling (SEM) statistical analysis was used to validate the research model. The analytical results strongly support the appropriateness of the proposed model in evaluating LMSs through learners&
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satisfaction. Additionally, individual case results were presented with descriptive statistics, Pearson&
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s Product Correlations outputs. Findings of this research will be valuable for both academics and practitioners of e-learning systems. The presented statistical results highlighted the importance of supposing a multidimensional analytical approach for e-learning system success evaluation. The proposed model provided several implications for e-learning effectiveness evaluation.
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Sharma, Anshu. "Effective Content and Methodology of Distance Learning in Community Based Disaster Management." 京都大学 (Kyoto University), 2008. http://hdl.handle.net/2433/123775.
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Olivier, Vanessa. "Managing mobile learning in a higher education environment / Olivier V." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7297.
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The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning)
in order to achieve the primary objective of the study which is to develop a general
framework to implement and manage mobile technologies in a higher education
environment.
The focus of the literature study was to research the state of mobile technologies and their
relevance to teaching and learning. The literature study investigate the implications of mobile
technologies for students, lecturers and thus for the institution and provided an overview of
frameworks found in literature with the emphasis on the management of m–learning within
the higher education institution.
M–learning is part of a new mobile conception of society, with the mobility of the
technologies impacting on the mobility of the students, the lecturers and ultimately on the
mobility of higher education. Literature suggests that, while m–learning is proving to be
innovative, the factors that most strongly impact on the ultimate success or failure of mlearning
will depend on human factors, the balancing of technological ideals and
pedagogical imperatives, and the successful management of the interface between human
educational systems and technology systems. The proposed general framework focuses
on addressing key issues related to m–learning from the perspective of the student, the
lecturer and thus the institution. In order to remain competitive higher education needs to be
diligent in maintaining the complex technology infrastructure that supports a thriving
mobile culture that will meet and exceed the expectations of both lecturers and students.
The empirical research conducted had as objectives to investigate the mobile technology
assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile
technology that they own and to investigate the respondent's attitude towards mobile
technologies. A survey was designed and distributed to a sampling of the academic staff
and students of the North–West University (NWU) in South Africa, specifically the
Potchefstroom Campus.
There is ample proof from the empirical study that there is a gap with regard to the level of
accessibility, usage, and attitude with regards to the different interest groups in the higher
education environment. Higher education institutions should invest in investigating these
gaps further and in leveraging off the benefits of the effective management of these
technologies to improve teaching and learning.
The final chapter concludes with a summary of the secondary objectives researched in the
literature (Chapter two) and empirical research (Chapter three) chapters in order to support
recommendations towards the primary objective of this study. The rapid pace of adoption
and advancement of mobile technologies creates opportunities for new and innovative
services provided through such mobile devices. Higher education finds itself in the early
innings of the mobile Internet pulling both lecturers and students towards the same place:
smaller, faster, cheaper devices working together in a web of connectivity.
Recommendations were made in this final chapter on how higher education institutions can
leverage the benefits of the effective management of mobile technologies to improve
teaching and learning. M–learning has the potential to increase the capacity of higher
education through improving efficiency and productivity of teaching and learning. Mlearning
could address challenges related to quality of teaching such as continuous
professional training, lifelong upgrading, connecting with academics worldwide and
communicating effectively with students. Higher education is discovering the potential of mlearning
to promote student engagement and improving the quality of learning.
Management of higher education institutions and systems, management of policymaking
including storage and analysis of data, construction and assessment of policy scenarios, and
tracer studies or academic tracking systems can be improved through the use of m–learning.
Mobile technologies will continue to increasingly become an integral part of students' and
lecturers' private and day to day lives and m–learning will be integral in educational content
delivery. Additional research is required to study the effective and optimal implementation of
m–learning. A better understanding of the benefits and leverage thereof is required and
additional research should provide answers to these questions.Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
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Ring, Welf [Verfasser], Karl [Akademischer Betreuer] Wilbers, and Karl [Gutachter] Wilbers. "Agile Content-Entwicklung im Corporate E-Learning / Welf Ring ; Gutachter: Karl Wilbers ; Betreuer: Karl Wilbers." Erlangen : Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), 2018. http://d-nb.info/1172972451/34.
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Sakala, Lucy Charity. "Resistance to the implementation of learning management systems by lecturers in higher education in a developing country context." Doctoral thesis, Faculty of Commerce, 2019. http://hdl.handle.net/11427/30345.
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Problem Statement: The implementation and use of Information Communication Technologies (ICTs) has been ascribed as a transformative drive across the world, especially to improve the human capacity development of individuals in Higher Educational Institutions (HEIs). However, developing countries are still struggling to harness the productive capacity of their ICT resources. The ICT index of ‘access, use and skills’ in developing countries is less than 50%, whilst that for developed countries is above 75%. Whilst HEIs have incorporated ICTs, the uptake of the Learning Management Systems (LMS) is low, with the expected objectives remaining largely unachieved and the full potential of the technologies not realised. A myriad of challenges have contributed to the low uptake of ICT projects in resource-limited settings ranging from limited ICT expertise, cost and complexity of implementation, inadequate training, lack of top management support, poor organisational culture, limited infrastructure and resistance to change. Whilst these challenges play a significant role in limiting uptake, the role of user resistance to LMS implementation in HEIs has not been fully explored.
Purpose of study: This study offered an explanatory critique of user resistance and its implications on low uptake of LMS in HEIs. The objective was to examine how resistance behaviours manifested from lecturers during implementation of an LMS in an HEI of a developing country context. The study identified different forms of lecturer resistance behaviours and examined how they manifested to cause low uptake of the LMS. It also analysed the nature of responses and/or strategies from management and ICT implementers towards the lecturer resistance behaviours during LMS implementation. Furthermore, the study examined how contextual factors influenced manifestation of resistance practices in relation to habitus, capital and field positions of lecturers, management and ICT implementers.
Research methodology: The study adopted an interpretive research paradigm and drew on Bourdieu`s Theory of Practice (TOP) framework and the Multilevel Model of Resistance to Information Technology Implementation (MRITI) as theoretical lens, to analyse the manifestation, interaction and logic of user resistance towards LMS implementation in HEIs. The study analysed data from semi-structured interviews and project documents to highlight issues of incorporating ICTs into teaching and learning. More data and field notes came from participant observations during the implementation of the LMS (Moodle). The case of Omega University in Zimbabwe was used as a representation of an HEI in a developing country context.
Key findings: User resistance affected the implementation and uptake of Moodle. The different forms of resistance behaviours that manifested from lecturers during Moodle implementation were disinterest, minimal use, refusal to use, pessimism, withdrawal, avoidance, prioritisation and delegation. The forms were classified into four episodes; apathy, passive resistance, covert resistance and active resistance. Aggressive forms of resistance were not found in this study. Delegation of responsibilities was a unique form in that it falsified and misrepresented acceptance of Moodle despite harbouring resistance tendencies; like two sides of the same coin. Resistance behaviours manifested during Moodle implementation due to initial conditions that interacted with objects and triggers of resistance to generate perceived threats in lecturers. Initial conditions were Omega`s management model, its ICT structure and ICT culture, whilst the objects of lecturer`s resistance were mostly towards ‘Moodle advocates’ and less towards ‘Moodle features’ or ‘Moodle significance’. Therefore, lecturer resistance behaviours were directed towards external rather than internal factors with regard to the LMS. The triggers of lecturer resistance were grouped into management, infrastructure and personal triggers. Perceived threats from lecturers were either fear of loss of relevance, status, jobs or increased workloads. The positive responses and/or strategies from management and ICT implementers were acknowledgment, reward innovation, rectification, effective training and user consultations, whilst the negative responses were inaction, dissuasion, enforcement, no reward for innovation, ineffective training, and absence of change management. Due to other underlying contextual factors, the nature of these responses neither reduced lecturer resistance nor enhanced the low uptake of Moodle. Contextual factors in form of differences in habitus and forms of capital influenced lecturer resistance as well as practices of management and ICT implementers during Moodle implementation. Lecturer resistance was caused by the following habitus: prior exposure to technology, age-related habitus, technophobia and pedagogical beliefs and the following forms of capital: qualifications, position, academic titles and employment status. The practices of management and ICT implementers were driven by the habitus of implementing, supporting, training of ICT projects, providing ICT infrastructure as well as developing and enforcing ICT policies. The following forms of capital motivated management and ICT implementers` practices: prestige, honour, level of Moodle expertise and university positions.
Contribution of the study: The study contributed to knowledge, theory and practice. First, the study provided a deeper conceptualisation of user resistance towards the implementation of ICT projects and suggested theoretical propositions to explain how lecturer resistance manifested during the implementation of LMS in HEIs. Second, the study developed a unified conceptual framework by integrating Bourdieu`s TOP and MRITI to explain resistance practices during LMS implementation in HEIs. Third, the study provided recommendations for managers and ICT implementers in Zimbabwean HEIs and similar contextual settings, to address user resistance issues by creating effective responses and strategies aimed at improving the design, implementation and uptake of LMS in HEIs. Additionally, recommendations were provided for HEIs who wish to achieve ‘technological determinism’ and/or ‘techno-centrism’, to implement policies that equip intended technology users with all the knowledge components of TPACK (Technology, Pedagogy and Content Knowledge). Finally, technology implementers should resolve exogenous issues in the institution before system implementation to avoid users directing focus on endogenous factors. This intervention and understanding may lead to the realisation of the full potential of ICT projects and achievement of expected objectives in HEIs of developing countries.
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Qu, Changtao. "Towards the standard-oriented E-learning an RDF-based E-learning content management P2P infrastructure and some enabling technologies /." [S.l. : s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=973162244.
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Neumann, Jörg, Jens Schulz, Anja Lorenz, Mike Halbauer, and Christian Meier. "mobileTUD – der lange Weg zum „mobilen Ruhm“." Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-82113.
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The article considers three main aspects of developing mobile learning for serious learning scenarios at universities and further educational training sectors. The first is about getting in touch with mobile learning in general and analysing actual e-learning-systems at the Technische Universität Dresden. The second aspect focuses on micro learning as a potential didactical approach. Having a look on prototyping pitfalls and problems will complete the introduction. For discussing the presented issues concerning technical, didactical, learning and teaching problems there will be a workshop session with three round tables using the worldcafé method.
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Neumann, Jörg, Jens Schulz, Anja Lorenz, Mike Halbauer, and Christian Meier. "mobileTUD – der lange Weg zum „mobilen Ruhm“." London Mobile Learning Group, 2011. https://monarch.qucosa.de/id/qucosa%3A19646.
Full textAbstract:
The article considers three main aspects of developing mobile learning for serious learning scenarios at universities and further educational training sectors. The first is about getting in touch with mobile learning in general and analysing actual e-learning-systems at the Technische Universität Dresden. The second aspect focuses on micro learning as a potential didactical approach. Having a look on prototyping pitfalls and problems will complete the introduction. For discussing the presented issues concerning technical, didactical, learning and teaching problems there will be a workshop session with three round tables using the worldcafé method.
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Brolio, Debora Richter. "A tecnologia na educação: o uso de um sistema gerenciador de conteúdo e aprendizagem." reponame:Repositório Institucional do FGV, 2017. http://hdl.handle.net/10438/18096.
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A Tecnologia da Informação propiciou mudanças significativas no ambiente educacional, tanto na gestão da informação quanto nas possibilidades de ensino-aprendizagem. Os sistemas de gerenciamento de aprendizagem podem impactar positivamente o desenvolvimento humano e social do aluno, sendo aplicáveis em diversos níveis educacionais – do ensino básico ao superior. Este estudo de caso procura identificar os impactos do uso de um sistema gerenciador de conteúdo e aprendizagem no ensino regular básico. O caso escolhido foi uma instituição de ensino básico que utiliza um sistema gerenciador de conteúdo e aprendizagem em seu cotidiano educacional. Foi possível concluir que a utilização do SGCA gera impactos positivos no alcance dos objetivos do curso e objetivos pedagógicos, e nos resultados dos discentes – quando intermediado pelas metodologias ativas de ensino, bem como na própria aplicação das metodologias ativas de ensino. O presente estudo apresenta contribuições teóricas e práticas, pois demonstra resultados que suscitam a discussão sobre a utilização da tecnologia na educação básica, evidenciando que esta não proporciona mudanças se utilizada isoladamente. Para que ocorram resultados efetivos, existe a necessidade de uma reformulação no posicionamento de seus principais atores – docentes e alunos – para que os objetivos propostos sejam alcançados.
Information Technology has brought about significant changes in the educational environment, both in terms of information management and teaching and learning possibilities. The learning management systems can positively impact the human and social development of the student, being applicable in several educational levels - from basic to higher education. This case study seeks to identify the impacts of the use of a learning content management system in basic regular education. The chosen case was a basic education institution which uses a learning content management system in its daily education. It was possible to conclude that the use of the LCMS generates positive impacts on the results of the pedagogical objectives of the course and on the results of the students when intermediated by active teaching methodologies as well as in the actual application of active teaching methodologies. The research presents theoretical and practical contributions, as it demonstrates results that promote the discussion about the use of technology in basic education, evidencing that it does not lead to changes if used alone. For effective results to occur, there is a need for a reformulation in the positioning of its main actors - teachers and students - so that the proposed objectives can be achieved.
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Ramos, Cláudio Manuel Frade. "Gestão documental no âmbito do projecto myAprenderNanet." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/15587.
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Na sociedade actual é gerada uma enorme quantidade de informação, que é traduzida em documentos. Desta forma, a gestão documental tornou-se uma necessidade real e crucial para as organizações. A área da gestão documental estuda e implementa soluções para uma gestão estruturada desses documentos.
O projecto onde está inserida esta dissertação tem como objectivo o desenvolvimento de uma ferramenta de autor em formato de aplicação web para a área do e-learning. Essa aplicação requereu o desenho e implementação de um módulo de gestão documental, descrito nesta dissertação, que se focou em dois temas: a gestão dos objectos de aprendizagem carregados para a aplicação e a importação de apresentações powerpoint para os cursos da aplicação.
Para responder a estas necessidades foi necessário aprofundar o conceito de gestão documental, seleccionar e integrar uma plataforma de gestão de conteúdo na arquitectura da aplicação, assim como compreender e interpretar o formato das apresentações PowerPoint; ABSTRACT:In the actual society an enormous amount of information is generated, which is translated into documents. Due to this fact, the content management has become a real and crucial need for organizations. The content management field studies and implements solutions for a structured management of these documents.
The project where this dissertation is inserted has as aim the development of an authoring tool in the format of a web application for e-learning. This application required the development and implementation of a content management component, described in this dissertation. This component was focused in two themes: the management of learning objects uploaded to the application and the import of powerpoint presentations to the application courses.
To answer these needs it was necessary to develop the concept of content management, select and integrate a content management system into the application’s architecture, as well as learn and interpret the powerpoint presentations format.
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Stevenson, Jackie M. "Development of a Test Blueprint for a Hospitality Management Capstone Course to Measure Programmatic Student Learning Outcomes." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28481/.
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The purpose of this study was to develop a test blue-print for a hospitality management capstone course to measure programmatic student learning outcomes. A total of 50 hospitality industry professionals and hospitality management faculty were interviewed through focus group discussions, and a post-focus group survey was conducted to determine a weighted percentage for each of the nine determined content domains. A test blueprint was developed from the weighted proportions determined by this study and a process by which other educational institutions could follow to establish a consistent and accurate evaluation method for a capstone course was described.
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Abdullah, Umar. "Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.
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McLucas, Alan Charles Civil Engineering Australian Defence Force Academy UNSW. "An investigation into the integration of qualitative and quantitative techniques for addressing systemic complexity in the context of organisational strategic decision-making." Awarded by:University of New South Wales - Australian Defence Force Academy. School of Civil Engineering, 2001. http://handle.unsw.edu.au/1959.4/38744.
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System dynamics modelling has been used for around 40 years to address complex, systemic, dynamic problems, those often described as wicked. But, system dynamics modelling is not an exact science and arguments about the most suitable techniques to use in which circumstances, continues. The nature of these wicked problems is investigated through a series of case studies where poor situational awareness among stakeholders was identified. This was found to be an underlying cause for management failure, suggesting need for better ways of recognising and managing wicked problem situations. Human cognition is considered both as a limitation and enabler to decision-making in wicked problem environments. Naturalistic and deliberate decision-making are reviewed. The thesis identifies the need for integration of qualitative and quantitative techniques. Case study results and a review of the literature led to identification of a set of principles of method to be applied in an integrated framework, the aim being to develop an improved way of addressing wicked problems. These principles were applied to a series of cases in an action research setting. However, organisational and political barriers were encountered. This limited the exploitation and investigation of cases to varying degrees. In response to a need identified in the literature review and the case studies, a tool is designed to facilitate analysis of multi-factorial, non-linear causality. This unique tool and its use to assist in problem conceptualisation, and as an aid to testing alternate strategies, are demonstrated. Further investigation is needed in relation to the veracity of combining causal influences using this tool and system dynamics, broadly. System dynamics modelling was found to have utility needed to support analysis of wicked problems. However, failure in a particular modelling project occurred when it was found necessary to rely on human judgement in estimating values to be input into the models. This was found to be problematic and unacceptably risky for sponsors of the modelling effort. Finally, this work has also identified that further study is required into: the use of human judgement in decision-making and the validity of system dynamics models that rely on the quantification of human judgement.
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Pons, Seguí Laura. "School-based Conditions and Teacher Education for CLIL Implementation." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/665881.
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Content and Language Integrated Learning (CLIL) is understood as an educational approach where some curricular content is taught integratively with an additional language to students participating in some form of mainstream education aiming at the acquisition of both content and the additional language. Although CLIL has been implemented around Europe and outside its borders, the main threat for CLIL is the lack of qualified teachers for CLIL implementation. For this reason, the general aim of this doctoral thesis is to identify the didactic-pedagogical and organisational training needs of teachers from Catalan Primary schools relative to CLIL implementation and the school-based organisational conditions that favour this implementation.
The post-positivist research paradigm is adopted to study the research aim. Additionally, a mixed-methods methodological approach is used; that is, quantitative and qualitative methods are applied. The perceptions of pre-service foreign language teachers (n=44), in-service teachers, teacher trainers (n=10), inspectors (n=5), CLIL Coordinators from the Educational Department (n=3), school management teams (n=54) and CLIL experts (n=10) towards teacher education and school-based conditions are studied. The data collection instruments used are close-ended questionnaires and semi-structured interviews. Quantitative and qualitative data procedures are applied to analyse the data. The revision of previous studies and the findings of this doctoral thesis are used to design, implement and evaluate an initial teacher education proposal for primary teachers to develop CLIL teachers’ competences. This design was implemented in two courses of the double degree of infant and primary education of the University of Barcelona. The design was evaluated longitudinally using a quasi-experimental methodological design. A self-perceived competence level questionnaire was administered as a pre- and post-test to the experimental group (n=39) and two control groups, as well as students’ performance was analysed.
The results of this study suggest that teachers and school management teams have considerable pedagogical and organisational training needs for CLIL implementation. However, the competences, requisites and type of training that should be offered are identified. Participants outline some of the school-based conditions for sustained CLIL implementation. The findings from the evaluation of the initial teacher education proposal indicate that competence-based approach and CLIL can be beneficial for pre-service teachers but it is necessary to sustain these practices for potential benefits to flourish. The findings outline some of the lines for future research.L’Aprenentatge Integrat de Continguts i Llengua Estrangera (AICLE) és un enfocament educatiu on part del contingut curricular s’ensenya de forma integrada amb una llengua addicional amb l’objectiu d’adquirir tant el contingut com la llengua. Actualment, la major amenaça per AICLE és la falta de docents qualificats per a aquest enfocament. Per aquest motiu, l’objectiu general d’aquesta tesi doctoral és identificar les necessitats didàctico-pedagògiques i organitzatives dels docents de centres d’educació primària de Catalunya pel que fa a la implementació d’AICLE i a les condicions organitzatives que afavoreixen la seva implementació. S’ha adoptat un paradigma post-positivista per estudiar l’objecte de recerca. A més, s’utilitza un enfocament metodològic mixte. S’estudia la percepció dels mestres de llengua estrangera en formació inicial (n=44), els docents en actiu, els formadors (n=10), inspectors (n=5), Coordinadors AICLE del Departament d’Ensenyament (n=3), els equips directius (n=54) i els experts AICLE (n=10) pel que fa a la formació docent i a les condicions institucionals. Els instruments de recollida d’informació utilitzats són qüestionaris i entrevistes semi- estructurades. S’han utilitzats procediments quantitatius i qualitatius per analitzar les dades. La revisió d’estudis previs, així com les troballes d’aquesta recerca s’han utilitzat per dissenyar, implementar i avaluar una proposta de formació inicial per a estudiants de mestre d’educació primària amb l’objectiu de desenvolupar les competències AICLE. Aquest disseny s’ha implementat a dos cursos del doble itinerari d’educació infantil i educació primària de la Universitat de Barcelona. El disseny s’ha avaluat longitudinalment utilitzant un disseny metodològic quasi-experimental. S’ha administrat un qüestionari d’autopercepció del nivell competencial a mode de pre- i post-test als estudiants del grup experimental (n=39) i a dos grups control, alhora que s’ha analitzat el rendiment acadèmic de l’alumnat. Els resultats d’aquest estudi suggereixen que els docents i els equips directius tenen necessitats de formació pedagògiques i organitzatives considerables per a la implementació d’AICLE. Tanmateix, s’han identificat les competències, els requisits i el tipus de formació que s’haurien d’oferir. Els participants han assenyalat algunes de les condicions institucionals que afavoreixen la implementació d’AICLE. Els resultats de l’avaluació del disseny de formació inicial indiquen que l’enfocament per competències i AICLE poden ser beneficiosos per a la formació de mestres. Ara bé, aquestes pràctiques s’han de sostenir en el temps per tal d’obtenir els beneficis.
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Teng, Sin Yong. "Intelligent Energy-Savings and Process Improvement Strategies in Energy-Intensive Industries." Doctoral thesis, Vysoké učení technické v Brně. Fakulta strojního inženýrství, 2020. http://www.nusl.cz/ntk/nusl-433427.
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S tím, jak se neustále vyvíjejí nové technologie pro energeticky náročná průmyslová odvětví, stávající zařízení postupně zaostávají v efektivitě a produktivitě. Tvrdá konkurence na trhu a legislativa v oblasti životního prostředí nutí tato tradiční zařízení k ukončení provozu a k odstavení. Zlepšování procesu a projekty modernizace jsou zásadní v udržování provozních výkonů těchto zařízení. Současné přístupy pro zlepšování procesů jsou hlavně: integrace procesů, optimalizace procesů a intenzifikace procesů. Obecně se v těchto oblastech využívá matematické optimalizace, zkušeností řešitele a provozní heuristiky. Tyto přístupy slouží jako základ pro zlepšování procesů. Avšak, jejich výkon lze dále zlepšit pomocí moderní výpočtové inteligence. Účelem této práce je tudíž aplikace pokročilých technik umělé inteligence a strojového učení za účelem zlepšování procesů v energeticky náročných průmyslových procesech. V této práci je využit přístup, který řeší tento problém simulací průmyslových systémů a přispívá následujícím: (i)Aplikace techniky strojového učení, která zahrnuje jednorázové učení a neuro-evoluci pro modelování a optimalizaci jednotlivých jednotek na základě dat. (ii) Aplikace redukce dimenze (např. Analýza hlavních komponent, autoendkodér) pro vícekriteriální optimalizaci procesu s více jednotkami. (iii) Návrh nového nástroje pro analýzu problematických částí systému za účelem jejich odstranění (bottleneck tree analysis – BOTA). Bylo také navrženo rozšíření nástroje, které umožňuje řešit vícerozměrné problémy pomocí přístupu založeného na datech. (iv) Prokázání účinnosti simulací Monte-Carlo, neuronové sítě a rozhodovacích stromů pro rozhodování při integraci nové technologie procesu do stávajících procesů. (v) Porovnání techniky HTM (Hierarchical Temporal Memory) a duální optimalizace s několika prediktivními nástroji pro podporu managementu provozu v reálném čase. (vi) Implementace umělé neuronové sítě v rámci rozhraní pro konvenční procesní graf (P-graf). (vii) Zdůraznění budoucnosti umělé inteligence a procesního inženýrství v biosystémech prostřednictvím komerčně založeného paradigmatu multi-omics.
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Huang, Yi-ming, and 黃亦銘. "Mobile Blogging System for Learning Content Management." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/25798471401357974779.
Full textAbstract:
碩士國立成功大學
工程科學系碩博士班
95
Over the years, due to the rapid developing in science and technology, many advances have been made in the area of multimedia learning contents development. In this paper, we employ a multi-agent technique to develop an M-learning system based on 3G Network, wireless and MANET. Following that, the proposed M-learning platform provides the efficient mobile learning environment via the application of Zone_Net which is based on Zone-based, Mobile Blog, information retrieval (IR) and RSS Aggregation. Moreover, by utilizing the Zone-Based scheme, the system offers properly learning contents to learners without bandwidth squandering. This paper offers a solution by designing a mobile blogging system combining web services to enable mobile blogging users to appreciate what you think is what you write. Further, we can receive different learners’ blog articles by the RSS aggration or the RSS reader. Also, IR techniques are applied to design the Mobile IR so that users can find the dependency between terms and articles exactly.
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Lin, Je-min, and 林哲民. "Computer-Supported Collaborative Learning Content Management System." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/39198743280688292466.
Full textAbstract:
碩士大同大學
資訊工程學系(所)
100
In past decade, people spend more and more time on internet learning new knowledge. E-Learning has become one of the popular ways of learning. User can break the restriction on time and place and gain their knowledge free. （Computer-Supported Collaborative Learning, CSCL）is an interaction of messages technology among users to improve the knowledge sharing and distribution. Social network is also a tool to support the web service more collaborative in specific area. However, most of social network system put their key point on the web sight and management and they might be lack of supporting on detail contents. Due to the used mark language HTML which is focus on composing. The social network service provides reliable articles not automation processing for program. Machine can also use the information to calculate theory. This research builds a learning group management platform on Drupal. Tutor can design a management CSCL script. Users can learn collaboratively. Through this system, tutor can figure out the situation and estimate the effect on learning. By the semantic technology, the information not only presents the web pages but provides more complex calculation to implement theory.
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Huang, Kuo-Feng, and 黃國峰. "Construct a Learning Management System with Dynamical Delivery of Learning Content." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/93180339410954622088.
Full textAbstract:
碩士國立成功大學
資訊工程學系碩博士班
94
To promote the interchangeability of the learning contents between the different learning management systems (LMSs), Advanced Distributed Learning (ADL) proposed Sharable Content Object Reference Model (SCORM) standard that facilitates the reusability of the learning contents. In SCORM version 1.3, Sequencing & Navigation (SN) is added to which the learning content can be delivered according to course structure, sequencing rules and learner’s learning status. That is, SCORM SN improves the interaction between the learner and LMS. However, the LMS of SCORM 1.3 can not dynamically deliver the different learning contents according to the different learning styles of learners. In this situation, if there are four types of learners, an instructor needs to pack four adaptable course packages individually that are with the same course structure. And then, a learner needs to select statically one course that meets his learning style to achieve the adaptive learning. Hence, this study proposes a SCORM-compatible LMS that can dynamically deliver different learning contents according to the different types of learners. Furthermore, the LMS proposed in this study can provide the different teaching strategies according to the learning status of learners in the last learning time. Since SCORM-compatible LMS version 1.3 needs to be modified to dynamically deliver learning contents, the LMS needs to be understood completely. Hence, this study first presents the whole structure of SCORM and function process of LMS, and then SCORM-compatible LMS version 1.3 is modified to support dynamical delivery of the learning contents.
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Cheng, Chi-Cheng, and 鄭奇政. "Online Learning Portfolio in a Web Content Management System." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/93275183548294037650.
Full textAbstract:
碩士國立雲林科技大學
資訊工程研究所
97
The purpose of this study is to construct a learning system, based on Mayer''s SOI model, which allows teachers to annotate the online websites for students to follow the teachers'' careful guidance and achieve meaningful learning. In the system, different learning folders, such as keywords, new v ocabulary, learned vocabulary, best sentences, confusing sentences, main ideas, and so on are designed for students to manage their learning materials and content so that they are able to retrieve the managed files to enhance their own learning. With the trace results of students'' actions recorded in a database, teachers are able to analyze the students'' learning process and provide useful feedback.
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TROMBADORE, ANTONELLA. "Architettura Sostenibile ed e.learning. Nuovi paradigmi per la diffusione e.learning dei principi di Architettura Sostenibile. Sustainable Teaching for Sustainable Architecture. New teaching strategies and tools for education on demand and sustainable energy conscious architecture contents development." Doctoral thesis, 2004. http://hdl.handle.net/2158/703533.
Full textAbstract:
Dal confronto con i paesi internazionali nasce forte l'esigenza di innovazione nelle metodologie didattiche e nel trasferimento delle conoscenze scientifiche maturate nel corso degli ultimi anni. La ricerca di dottorato si innesta su 4 progetti europei per strutturare contenuti didattici e organizzare moduli sperimentali per la realizzazione di un Master internazionale e.learning, con l'utilizzo di sistemi innovativi di didattica su piattaforma multimediale, rafforzando le azioni di cooperazione con i PVS sul tema dell'architettura sostenibile.
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Chin, Chieh Hao, and 郝晉杰. "SCORM 2004 Compliant Learning Content Management System with Scaffolding Template Design." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/29508505740560661203.
Full textAbstract:
碩士國立中正大學
資訊工程所
93
In the SCORM1.2 standard, it only defines the structure and relevant Meta-data for e-learning content. But Simple Sequencing flow control is the greatest change in the SCORM2004 standard. Adaptive learning is the teaching way which SCORM2004 want achieved. According to the learner study record that teaching material can be automatic to adjusting the learning experience so as to improve the teaching quality of e-learning. Because having the Simple Sequencing, some famous teaching theories can be implemented in a course. Several past e-learning teaching materials unable to use some teaching theories to improve teaching quality, even could, it must follow the specific platform that is especially designed. So the teaching material using SCORM2004 standard to develop, can not merely achieve the originally purpose like sharable reusable etc, it can use any kinds of the teaching theories too. But develop a e-learning course which according with SCORM2004 standard is not very easy, complicated sequencing control, a content desinger who has no idea about sequencing rules, it is difficult to develop a good teaching material.So, we designed seven kinds of commonly used Sequencing Template which include the Scaffolding theory in this paper the final purpose we hope to increasing the convenience of develop the teaching material.
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HUNG, CHEN KO, and 陳客宏. "Development of Digital Learning Content System Based on Supply Chain Management." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/44978892491299942325.
Full textAbstract:
碩士國立中興大學
資訊科學系
94
Due to the development of computer and Internet technique, people change their living style gradually and hence diverse learning mode; e-leaning is coming with the tide of fashion. E-learning could get rid of the traditional limitation to learn various knowledge and skill effectively without regarding of the limitation of space and time. Hence, e-learning becomes the most attractive way to receive knowledge. In the past the company that produced learning content could accumulate a lot of media assets, learning components and test questions. The learning content that developed by using application-based authoring tools usually don’t add descriptions or identifications that help search conveniently afterward. We often need to use former components to develop and re-composite into a new learning content. This causes that we can’t find these component or need to spend a lot of time to find them. Human cost is high proportion in developing the teaching materials. If the teaching materials are not reusable, we could not compete with other countries. SCORM is a suite of technical standards that developed by Advanced Distributed Learning and stresses durable, interoperable, accessible and reusable for teaching material. This paper shortens the producing time of teaching material and such that the companies of teaching material produce the better ones.
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Lin, Wei-Bin, and 林維彬. "Reusable e-Learning Content Management System Based on the Standard of SCORM." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/10537430677031121977.
Full textAbstract:
碩士國立中正大學
資訊工程研究所
90
In this thesis, a course management system based on SCORM is proposed. It consists of content package suite and content management system. Content package suite provides a friendly GUI helping content providers to construct reusable and sharable e-Learning course content which can be learned from learning management systems over the Internet. Content providers can easily construct course content which conforms to the specification of SCORM without learning XML syntax and memorizing XML tags. The Library of Congress Classification and the New Classification Scheme for Chinese Library are applied to the content management system. This system provides the functionality of managing course content by classification or keyword through web browsers so that content providers can construct new courses from reusable and sharable courses conveniently. Besides, it is more productive for content providers to author and catalog course content via the integration of content package suite and content management system.
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Hsu, Ming-chen, and 許銘真. "Building Learning Content Sharing and Management System Based on Web Service and SCORM." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/5qv68d.
Full textAbstract:
碩士國立中山大學
資訊工程學系研究所
96
The Internet technology maturity, the fast influence our life, is not having the national boundary, not time, region limit network characteristic, also changed the school edition traditional teaching way, the teaching from the classroom, the school, extends to the Internet, studies is not restricted in the same time and the same learning environment. Along with e-learning’s development, the teaching material more and more multi-dimensional, but those material restricted by the learning platform, the teaching material itself exchangeability also reduces along with it. In this thesis, a learning content management system (LCMS) based on SCORM (sharable content object reference model) which shares learning object by Web Service is proposed. The whole system can be divided into four subsystems. Learning object management subsystem manages learning objects and those metadata. Content Upload subsystem provides the functionality of converting ordinary files to learning objects and parse SCORM content into the system. Content authoring subsystem assembles these objects to form abigger learning object or a courseware. Content provider can share learning objects by web-service searching subsystem. Users can use content authoring subsystem to construct new learning contents, and web-service searching subsystem to search and share learning objects easily.
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Lee, Chang-Feng, and 李長峰. "Learning Content Management System and Peer-to-Peer Search Tool Based On SCORM." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/66240797398392908594.
Full textAbstract:
碩士國立中正大學
資訊工程研究所
91
Due to the rapid development of computer and networking technologies, digital learning is becoming the new learning paradigm. In this thesis, a learning content management system (LCMS) based on SCORM (sharable content object reference model) which shares learning object by peer-to-peer method is proposed. The whole system can be divided into three subsystems. Learning object management subsystem manages learning objects and provides the functionality of converting ordinary files to learning objects. Content authoring subsystem assembles these objects to form a bigger learning object or a courseware. Content provider can share learning objects by peer-to-peer searching subsystem. Users can use content authoring subsystem to construct new learning contents, and p2p searching subsystem to search and share learning objects easily.
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Su, Jun-Ming, and 蘇俊銘. "Design and Implementation of an Intelligent Learning Content Management System based on SCORM Standard." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/32446049709339047151.
Full textAbstract:
博士國立交通大學
資訊科學與工程研究所
94
With the vigorous development of the Internet, e-learning systems have become more and more popular. Currently, in order to solve the issue of sharing and reusing teaching materials in different e-learning systems, several standard formats, including SCORM of ADL, CP and QTI of IMS, LOM of IEEE LTSC, CMI of AICC, etc., have been proposed by international organizations. Among these international standards, the Sharable Content Object Reference Model (SCORM) has become the most popular standard in recent years. SCORM is a set of specifications for developing, packaging and delivering high-quality education and training materials whenever and wherever they are needed. Although SCORM has many advantages of reusing, sharing, and recombining teaching materials among different standards, it is difficult to create, retrieve, and manage the SCORM compliant course with personalized learning sequences. Moreover, if the same teaching materials are provided to all learners based on predefined strategies, the leaning efficiency will be diminished. Thus, in recent years, adaptive learning environments have been proposed to offer different teaching materials for different students in accordance with their aptitudes and evaluation results. Therefore, for the intelligent e-learning system based upon SCORM standard, how to efficiently create and manage the SCORM compliant learning contents with desired learning sequencing and teaching strategies, how to automatically generate appropriate learning activity for learners according to individual learning portfolio, personal aptitude, and teaching strategies, and how to evaluate the historical learning portfolio for understanding the mis-concept of learners are our concerns. Currently, the IEEE’s LTSC proposed a Learning Technology System Architecture (LTSA) which is as a reference model and identifies the critical interoperability interfaces for learning technology systems. In addition, in order to support the interoperability and scalability of distributed e-learning system, IMS Abstract Framework (AF) and E-Learning Framework (ELF) propose the e-learning system models with layering concept, each layer of which defines different functionalities according to the different requirements of an e-learning system. Furthermore, based on the Knowledge Management concept, how to efficiently manage the different resources and information in an adaptive e-learning system is similar to efficiently manage diverse knowledge. Therefore, based on this concept and LTSA with layering concept, in this dissertation, an Intelligent Learning Content Management System (ILCMS) is proposed to intelligently manage a large number of learning contents and offer learners an adaptive learning strategy which can be refined by means of efficient learning portfolio analysis. The layered architecture of ILCMS consists of six knowledge modules: 1) Knowledge Representation (KR), which uses SCORM standard, and proposed Instructional Activity Model (IAM) and Object Oriented Learning Activity (OOLA) model to represent and manage the learning content and activity, 2) Knowledge Resources (KRes), which stores related learning resources including Learning Activity, Learning Object, Test Item, Application Program, and Learning Portfolio in respective repositories, 3) Knowledge Manager (KM), which includes a Level-wise Content Management Scheme (LCMS), applying clustering approach and load balancing strategies, to efficiently manage a large number of learning resources, 4) Knowledge Acquirer (KA), which provides teachers with useful tools to create the SCORM and OOLA compliant learning content and activity by means of proposed Object Oriented Course Modeling approach based on High Level Petri Nets and OOLA model, 5) Knowledge Controller (KC), which intelligently delivers the desired learning contents, services, test sheet to learners according to her/his learning results and performance, and 6) Knowledge Miner (KMin), which applies data mining techniques to analyze the learning portfolio for constructing the adaptive learning course and the learning concept map automatically. Finally, in order to evaluate ILCMS, system implementations and experiments have been done for each knowledge module. Also, the experimental results shows that proposed knowledge modules of ILCMS are workable and beneficial for learners and teachers.
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焦德沛. "Study and Implementation of a Learning Content Management System for Application in Special Education." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/87280153675802135105.
Full textAbstract:
碩士明新科技大學
資訊管理研究所
93
The objective of this thesis is to propose an e-Learning architecture for application in special education. The proposed architecture consists of (1) a students IEP module, (2) an intelligent Learning Content Management System (LCMS), which integrate a typical LCMS with a student profile & characteristics analysis module and a learning contents recommendation module, and (3) a Learning Management System (LMS). The interaction among these modules is described as follows. First, a special education teacher gains access to the LCMS and import student’s IEP to the LCMS. The student IEP will go into the student profile & characteristic analysis module and then the learning courseware recommendation module. Appropriate learning contents will be presented to the special education teacher, who then chooses among the contents ones that fit the particular student best. The selected contents are then packed to a SCORM-compliant package for download or import to a LMS system. Finally, the results of interaction between student and the LMS system will feed back to the LCMS for evaluation of the appropriateness of this learning contents selection. As the cases increase, the intelligence of the LCMS and the correctness of the contents recommendation will be increased, too. To verify the feasibility of the proposed architecture, we have implemented the LCMS and a demo system accordingly.
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"Identifying Relevant Interaction Metrics for Predicting Student Performance in a Generic Learning Content Management System." Master's thesis, 2015. http://hdl.handle.net/2286/R.I.36042.
Full textAbstract:
abstract: The growing use of Learning Management Systems (LMS) in classrooms has enabled a great amount of data to be collected about the study behavior of students. Previously, research has been conducted to interpret the collected LMS usage data in order to find the most effective study habits for students. Professors can then use the interpretations to predict which students will perform well and which student will perform poorly in the rest of the course, allowing the professor to better provide assistance to students in need. However, these research attempts have largely analyzed metrics that are specific to certain graphical interfaces, ways of answering questions, or specific pages on an LMS. As a result, the analysis is only relevant to classrooms that use the specific LMS being analyzed.
For this thesis, behavior metrics obtained by the Organic Practice Environment (OPE) LMS at Arizona State University were compared to student performance in Dr. Ian Gould’s Organic Chemistry I course. Each metric gathered was generic enough to be potentially used by any LMS, allowing the results to be relevant to a larger amount of classrooms. By using a combination of bivariate correlation analysis, group mean comparisons, linear regression model generation, and outlier analysis, the metrics that correlate best to exam performance were identified. The results indicate that the total usage of the LMS, amount of cramming done before exams, correctness of the responses submitted, and duration of the responses submitted all demonstrate a strong correlation with exam scores.Dissertation/Thesis
Masters Thesis Computer Science 2015
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Chi, Mai Ko, and 買科齊. "A Study of Building SCORM-Based Chinese Learning Content Management System－ in Chinese Remediable Teaching." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/85832686603036326683.
Full textAbstract:
碩士育達商業技術學院
資訊管理所
93
The fundamental goal of this study is to establish a Chinese Learning Content Management System (LCMS), which corresponds with SCORM standard model. The Learning Content Management System can assist teachers in teaching and aiding students, who have the learning disabilities in Chinese. It gives teachers a sharable and editable learning content management platform. This system utilizes a separating and compiling mechanism method to manage the learning object, and supports users to use the other people’s sharable courses, to build their own learning content package for their need. Users can easily get the learning content material by accessing the web page. The Learning Content Management System is a learning object database. Users can obtain the teaching martial through internet gateway by using an internet browser, which enables you to search, save, edit and modify the learning content. This study combines both information technology and specialized learning disability education program. We wish to bring a more convenient and faster learning content editing platform for teachers who are in charge of the special education program.
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HSU, Hui Chen, and 許慧貞. "The satisfaction survey of using teaching material sharing system on Learning Content Management System for resource room teachers." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/87726647334222742942.
Full textAbstract:
碩士國立新竹教育大學
特殊教育學系碩士班
94
Individualized instruction has been one of the major characteristics in special education. As a result, special education teachers usually have to develop courseware specific to each student, which imposes extra workload to the teachers. However, as information technology developed and innovated in twenty-one century, computers have been incorporated into teaching environment. In order to explore the Learning Content Management System（LCMS） interface usability in content design, functionality and outcomes for resource room teachers at the elementary level and to investigate user satisfaction toward the system use, a questionnaire survey was conducted. The primary purpose of this study was to investigate how the using gratifications are by resource room teachers at the elementary level in Taiwan .In total, 260 questionnaires were sent out, and 239 valid questionnaires were regained. The main findings of this study are as follows： 1. Background variables of female resource room teachers (83.7%) were more than male; most resource room teachers were less than 30 years old, and more teaching experience (46.9％) were less than 5 years. 2. Information technology about using Internet to collect teaching materials: 30.0% teachers spent time of taking computer related training as the main way; 94.6％teachers used Internet more than 4 years; 85.8％ teacher on-line time per week over 5hours; 30.1％ teachers on-line time to collect teaching materials per week about 3-4 hours; Distance Assisted Learning Environment (http://www.dale.nhcue.edu.tw) had large using experiences at teaching resources network platform and its the average of score was the highest. 3. The use of LCMS among resource room teachers: （1）The reality benefit of LCMS had the highest score (4.03). The efficiency of LCMS had the highest score (4.07), and there was significant difference between education degrees and school areas. （2）There were significant differences in the variables of different Internet using behaviors, different Information technology groups, different contact time and on-line time per week. 4. The advantage and disadvantage of LCMS and personal satisfaction of LCMS: the intellectual property rights was priority than the others, and the classify of curriculum was the lowest. 5. The different background and internet using behavior of Information technology among the resource room teachers: There were significant differences in the variables of gender, age, education degree, total teaching experience, teaching experience on special education, contact time, on-line time per week, internet using behavior, different information technology groups, different contact time and on-line time per week, on-line time to collect teaching materials per week. 6. The usability、interface design and the classification of curriculum can be used to predict the reality benefit of LCMS. More results and detailed analyses have given in the paper. Educational implications and further research perspectives were proposed according to the results.