Journal articles: 'Content management learning systsem'

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Jati, Gumawang. "LEARNING MANAGEMENT SYSTEM (moodle) AND E-LEARNING CONTENT DEVELOPMENT." Jurnal Sosioteknologi 12, no. 28 (April 2013): 277–89. http://dx.doi.org/10.5614/sostek.itbj.2013.12.28.3.

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Kamarga, Hansiswany. "CONSTRUCTING ONLINE BASED HISTORY LEARNING: COMPARISON OF LEARNING CONTENT MANAGEMENT SYSTEM (LCMS) TO LEARNING MANAGEMENT SYSTEM (LMS)." Historia: Jurnal Pendidik dan Peneliti Sejarah 12, no. 2 (July 23, 2018): 255. http://dx.doi.org/10.17509/historia.v12i2.12105.

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The purpose of this paper is to find a comparison between the use of QuestGarden learning content management system and Edmodo learning management system in learning particularly for the teaching of history. Characteristics of history filled with facts mastery often make teacher forget the real purpose of history learning. The abundance of facts characteristics brought up in history teaching, so it often put history learning as facts mastery learning through rote learning activity. This writing attempt to lift other approach in history learning namely online based learning that was identified can improve the ability to think. The results show QuestGarden (LCMS) or Edmodo (LMS) can be implemented in the history teaching learning, though both have different characters and use. Teachers need to understand them so that they can implement it in a synergic position.

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Khedr, Wedian. "Ontology-Oriented Inference-Based Learning Content Management System." International journal of Web & Semantic Technology 3, no. 3 (July 31, 2012): 131–42. http://dx.doi.org/10.5121/ijwest.2012.3309.

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Feldstein, Michael. "What's important in a learning content management system." eLearn 2002, no. 5 (May 2002): 4. http://dx.doi.org/10.1145/566786.566792.

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Klosuwski, Piotr. "Distance learning platform based on Content Management System." IFAC Proceedings Volumes 39, no. 21 (February 2006): 269–74. http://dx.doi.org/10.1016/s1474-6670(17)30196-9.

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Kim, Kyung Rog, and Nam Mee Moon. "Designing a social learning content management system based on learning objects." Multimedia Tools and Applications 64, no. 2 (February 19, 2012): 423–37. http://dx.doi.org/10.1007/s11042-012-1014-3.

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Ushakov, Artem. "Learning Content Management Systems in Flt: Canadian Experience." International Journal of English Language and Literature Studies 6, no. 1 (2017): 25–32. http://dx.doi.org/10.18488/journal.23.2017.61.25.32.

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Lust, Griet, Norma A. Juarez Collazo, Jan Elen, and Geraldine Clarebout. "Content Management Systems: Enriched learning opportunities for all?" Computers in Human Behavior 28, no. 3 (May 2012): 795–808. http://dx.doi.org/10.1016/j.chb.2011.12.009.

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Barbosa, Débora Nice Ferrari, Jorge Luis Victória Barbosa, Patricia Brandalise Scherer Bassani, N. A. Joäo Rosa, Marcus Martins, and Cassia Nino. "Content management in a ubiquitous learning environment." International Journal of Computer Applications in Technology 46, no. 1 (2013): 24. http://dx.doi.org/10.1504/ijcat.2013.051385.

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Soumplis, Alexandros, Eleni Koulocheri, Nektarios Kostaras, Nikos Karousos, and Michalis Xenos. "Learning Management Systems and Learning 2.0." International Journal of Web-Based Learning and Teaching Technologies 6, no. 4 (October 2011): 1–18. http://dx.doi.org/10.4018/jwltt.2011100101.

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The unprecedented growth of Web 2.0 has affected learning and has made the growth of learning networks possible. Learning networks are shaped by communities to help their members acquire knowledge in specific areas and are the most notable feature of Learning 2.0, the new learning era that focuses on individual learning needs. The evolution of learning forces traditional Learning Management Systems (LMS) to incorporate more Web 2.0 features and slowly transform to Personal Learning Environments (PLEs). A Personal Learning Environment is a loosely structured collection of tools with strong social networking characteristics, which gives users the ability to create, maintain, and redistribute their own learning content. This paper is a field study of the most well-known and established LMSs and their support for specific features within several categories of tools of Web 2.0. The incorporation of Web 2.0 features within those LMSs differentiates them regarding their ability and potential to be used as PLEs.

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Ippakayala, Vinay Kumar, and Hosam El-Ocla. "OLMS: Online Learning Management System for E-Learning." World Journal on Educational Technology: Current Issues 6, no. 3 (August 5, 2017): 130. http://dx.doi.org/10.18844/wjet.v6i3.1973.

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In this paper we introduce a learning management system that provides a management system for centralized control of course content. A secure system to record lectures is implemented as a key feature of this application. This feature would be accessed through web camera and mobile recording. These features are mainly designed for e-learning environment. In addition, we integrate a learning management system with a platform for social activities and student assessment analysis is developed. Users Including students, professors, and administrators are able to manage schedules, lectures, assignments, jobs, events, discussions, and research.

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Ippakayala, Vinay Kumar, and Hosam El-Ocla. "OLMS: Online Learning Management System for E-Learning." World Journal on Educational Technology: Current Issues 9, no. 3 (July 5, 2017): 130–38. http://dx.doi.org/10.18844/wjet.v9i3.1973.

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In this paper we introduce a learning management system that provides a management system for centralized control of course content. A secure system to record lectures is implemented as a key feature of this application. This feature would be accessed through web camera and mobile recording. These features are mainly designed for e-learning environment. In addition, we integrate a learning management system with a platform for social activities and student assessment analysis is developed. Users Including students, professors, and administrators are able to manage schedules, lectures, assignments, jobs, events, discussions, and research.

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Dneprovskaya, Natalia V. "Knowledge management system as a basis for smart learning." Open Education 22, no. 4 (August 28, 2018): 42–52. http://dx.doi.org/10.21686/1818-4243-2018-4-42-52.

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The purposeof the study is to develop an approach to improve information support for the development of the contents of higher education programs and teaching methodological materials. The system of higher education faces the challenges of supporting the development of the digital economy through training and research. Creating the appropriate content of education becomes a difficult task with the high rate of development of digital technologies and methods to use them. Now, in smart learning, the technical aspects of the organization of the educational process often overshadow aspects, related to the methodology or content of smart learning. However, the issues of the content of education become most relevant. Research in the field of knowledge management remain relevant because, the more perfect the technologies become, that notice the algorithmized work of specialists, the higher the value of creativity for society and the economy.Materials and methodsof research include discourse analysis of domestic and foreign scientific sources devoted to the issues of smart education and knowledge management, the systematization of the material. Methodological basis for developing an approach to improve information support is the methods and technologies of the theory of knowledge management.The resultsof the research show that the need for the development of the digital economy places high demands not only for technologies, but also primarily on the competencies for their use. The logic of IT development in education indicates that there is a gradual change in the stages of informatization: from distance education technologies to e-learning and then to smart learning. Each stage of the informatization of education allows solving the problems that are important for the economy and society. There are the factors, influencing the formation of requirements for the content of educational programs: technological, economic, social and geopolitical. The following requirements of smart training for the content of educational programs are revealed: actual information and tasks in the training course; opportunities for independent cognitive, research and project activities of students; distributed information system of smart learning; integration of the educational environment with professional communities; individualization of the content of training.The conclusion.Technologies and methods of knowledge management can provide the necessary level of speed and quality of development of educational materials. The article describes the knowledge management system, which through the knowledge base, communities and co-creation tools, ensures the relevance of the developed content and fills the smart learning with the necessary content.

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Popova, Y. B., and S. V. Yatsynovich. "SOFTWARE IMPLEMENTATION FOR SCORM CONTENT MIGRATION IN THE LEARNING MANAGEMENT SYSTEM." «System analysis and applied information science», no. 1 (May 4, 2017): 87–96. http://dx.doi.org/10.21122/2309-4923-2017-1-87-96.

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Using of learning management systems increases the possibility of teachers and students in achieving their goals in education. Such systems provide learning content, help to organize and to monitor training progress, help to collect statistics. However, the transition from one LMS to another there is a problem of content migration, because all training materials and tests should either be recreated, or somehow be migrated to the new system. Content migration by hand is a very time-consuming process, so the leading developers of the learning management systems developed a standard for the organization and storage of content, called SCORM (Eng., Sharable Content Object Reference Model). Created by this standard, the content must migrate to the learning management system provided its support for these systems. SCORM standard allows you to create training content that is not dependent on the learning management system, but the loosely embedded in it. This approach enables teachers to develop unique courses and put them free available or for sale in the Internet for all interested persons, and to use educational content created by the best specialists around the world to carry out their activities. The content on the SCORM standard imposes certain requirements on the learning management systems, as they do not distort the training content and properly interact with the tests. The aim of this article is a software implementation of a content migration by SCORM standard from other learning management systems in its own development used at the Software Department of the Faculty of Information Technology and Robotics of the Belarusian National Technical University.

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Kharya, Neeraj, Sanjay Sharma, and Ani Thomas. "Fuzzy Grading for Content Management in E-Learning Systems." International Journal of Computer Applications 1, no. 18 (February 25, 2010): 91–93. http://dx.doi.org/10.5120/377-562.

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Tsavdaris, Panagiotis, Olivier Le Deuff, and Christophe Batier. "Importance of a content management tool inside a Learning Management System (LMS)." SHS Web of Conferences 26 (2016): 01109. http://dx.doi.org/10.1051/shsconf/20162601109.

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Fathurrahman, Muhammad Alfian, Kusuma Ayu Laksitowening, and Dawam Dwi Jatmiko Suwawi. "Penerapan Metode Collaborative Filtering Untuk Personalized Learning Content Pada Learning Management System (LMS)." JURIKOM (Jurnal Riset Komputer) 9, no. 2 (April 29, 2022): 257. http://dx.doi.org/10.30865/jurikom.v9i2.3887.

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The delivery of appropriate learning content can be one of the factors that can increase satisfaction, motivation, and interest of learners during learning sessions. But on the other hand, due to a large amount of learning content available on LMS (Learning Management System) and the difficulty of determining learning content that suits the needs and interests of each learner, it often causes some learning content to be overlooked by them. Therefore, this paper aims to design a personalized learning content system in LMS for learners. The main objective of this study is to provide learning content suggestions or recommendations for learners, based on the course module they previously accessed by applying Collaborative Filtering method. This method is used by utilizing dataset in the form of implicit feedback, obtained from the activities of learners when interacting with LMS. The UAT (User Acceptance Test) results show that the personalization system has been well received by as many as 82.67% of learners based on three aspects, those are interface, user, and system interaction aspects. Moreover, the MAE (Mean Absolute Error) calculation shows that this system has the best accuracy rate at a 10% sparsity level with the lowest average value of 0.4514.

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Sharma, Richa, Hema Banati, and Punam Bedi. "Building Socially-Aware E-Learning Systems Through Knowledge Management." International Journal of Knowledge Management 8, no. 3 (July 2012): 1–26. http://dx.doi.org/10.4018/jkm.2012070101.

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Conformance to social context while designing an e-learning course is crucial in enhancing acceptability of the course. Building socially aware e-learning courses requires elicitation of social opinion from various stakeholders associated with the system. Stakeholders are disparate in their perception towards the intricacies of the system, leading to generation of numerous assorted ideas. Knowledge Management (KM) assimilates these ideas to bring congruency into the system. This paper proposes i) a model KMeLS (Knowledge Management in e-Learning Systems) built upon the SECI (Socialization, Externalization, Combination and Internalization) framework, and ii) an algorithm PARSeL (Prioritizing Alternatives using Recommendations of Stakeholders in e-Learning) to incorporate KM into designing an e-learning course. PARSeL prioritizes the content using stakeholder recommendations using Analytic Hierarchy Process (AHP) and fuzzy modeling. A case study is also presented with a goal of prioritizing a set of programming languages for an online computing course. The proposed methodology can be promising in recommending appropriate content for the e-learners and can be implemented to benefit e-learning organizations in a wider spectrum.

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Fertalj, Kresimir, Natasa Bozic-Hoic, and Hrvoje Jerkovic. "The integration of learning object repositories and learning management systems." Computer Science and Information Systems 7, no. 3 (2010): 387–407. http://dx.doi.org/10.2298/csis081127001f.

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The systems aimed for manipulating large number of courses and students are called Learning Management Systems (LMS). A LMS can have excellent performance implemented through advanced Web technologies but it is often accompanied by a poor or rarely used repository of institution?s educational content. It has still remained. Still remains a problem how to allow users of a LMS to easily modify and integrate the content from federated e-learning repositories into their courses. This article presents an analysis of present repository frameworks and projects. FEDORA (Flexible Extensible Digital Repository Object Architecture) framework is explained as an alternative repository solution. A pilot application has been developed to demonstrate the interaction between a LMS and its repository.

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Popova, Yu B. "Learning Management System CATS." Science & Technique 18, no. 4 (August 13, 2019): 339–49. http://dx.doi.org/10.21122/2227-1031-2019-18-4-339-349.

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The use of information technologies and, in particular, information training systems increases capacity of both a teacher and a student to achieve their goals in an educational process, taking into account individual characteristics of each and providing opportunities for continuing education. The paper proposes and considers a new automated learning management system, called CATS (Care About the Students). The proposed system covers all components of the educational process, allows to conduct an electronic journal of visiting and defending laboratory works, distribute topics and monitor progress of course and diploma projects (creating automatically task sheets with subsequent export to MS Word editor). The CATS LMS makes it possible to test students’ knowledge in control and self-education modes, to form electronic educational and methodical complexes, to inform students about topics of lecture and practical classes with the possibility of downloading relevant materials, to provide educational content in SCORM format, developed by teachers around the world. Working in the CATS system, it is possible to exchange messages with students and teachers, to monitor progress and process of studying in respect of the proposed material by students, to check accomplished assignments of students for plagiarism. The system under consideration also takes into account specificity of training at a technical higher education institution, providing for work with an integrated project management system and ability to submit bugs. The CATS LMS has been implemented as a web application using modern technologies and it is available in the local network within the whole university at [172.16.11.72:2020].

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Martínez-Pellitero, S., Joaquín Barreiro, and A. I. Fernández-Abia. "Tools for Teaching-Learning of Manufacturing Engineering Using Content Management Platforms." Materials Science Forum 692 (July 2011): 104–11. http://dx.doi.org/10.4028/www.scientific.net/msf.692.104.

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This paper presents the methodology that is being applied at present time for teaching and evaluation of different courses in the area of manufacturing processes engineering at the University of León. The context is delimited to the use of content management systems and continuous evaluation of learning. In particular, the Moodle platform is used for structuring the contents and for the continuous evaluation of courses in the scope of materials science, manufacturing processes and automation of operations. An analysis of the changes and challenges derived from the adoption of this methodology in the different courses in which has been applied is presented. These changes have been slightly different as a function of the compulsory or optional character of courses, as well as depending on the number of students enrolled in them.

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Hidayat, Arief, and Hendro Purwanto. "Designing Application of M-Learning based on Content Management System." International Journal of Computer Applications 80, no. 7 (October 18, 2013): 7–10. http://dx.doi.org/10.5120/13871-1733.

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Saracevic, Muzafer, Semsudin Plojovic, and Enis Ujkanovic. "Digital repository to integration with learning content management system (LCMS)." Ekonomski izazovi 1, no. 1 (2012): 67–77. http://dx.doi.org/10.5937/ekoizavov1201067s.

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Süral, Irfan. "Characteristics of a sustainable Learning and Content Management System (LCMS)." Procedia - Social and Behavioral Sciences 9 (2010): 1145–52. http://dx.doi.org/10.1016/j.sbspro.2010.12.298.

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Titchiev, Inga, and Veronica Iamandi. "The analysis of learning management systems features." Akademos, no. 3(62) (January 2022): 113–19. http://dx.doi.org/10.52673/18570461.21.3-62.14.

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The successful implementation of e-Learning is based on the correct choice of software that meets the specific requirements and objectives of the organization. Thus, the purpose of this article is to review and analyze existing learning management systems (LMS), in order to use their potential in streamlining the learning process. To achieve this goal, the LMS assessment criteria were selected, the most popular open-source distance learning platforms were analyzed; the current LMS Integration capabilities were assessed. For the LMS analysis the following criteria were proposed: Functionality; Reliability; Stability; Cost, Availability of content development tools; SCORM support; Knowledge testing system; Easy to use; Modularity; Ensuring access; Multimedia; Scalability and Extensibility; Multiplatform LMS. A comparative analysis of 8 electronic learning management systems was presented. All of them support the use of multimedia elements, content creating and editing, assessment possibilities

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Tang, Kelvin Chung Tak, Dickson K. W. Chiu, Agnes Wai Yan Chan, and Jeff K. T. Tang. "Enterprise Content Management System for IT Training." International Journal of Systems and Service-Oriented Engineering 6, no. 3 (July 2016): 32–54. http://dx.doi.org/10.4018/ijssoe.2016070103.

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Information Technology (IT) training is undergoing rapid changes around the world, creating inter-institutional partnerships between IT training centers as well as software and hardware vendors to promote new products and training to users. Online training has resulted in an increasing enrolment of a wider spectrum of learners with more diverse technical skills and needs that must be served. Enterprise content management (ECM) enables IT training centers to deliver education beyond company walls, supporting a range of tools to improve information dissemination, communication, and creating collaborative virtual classrooms. In this article, the authors propose a learning platform with both Web 2.0 and mobile interfaces that supports IT training for nourishing busy workers with the latest IT technology knowledge and skills. Alerts are used as a mechanism to facilitate communications among students, instructors, and administrators. It also reminds students to keep track on their learning progress. The content flow management (such as content editing, content approval, use of content, perform training exercise, practical tests, and examination) as well as external access control for the Web portal can be easily controlled through the e-platform. Besides, the authors also demonstrated how to systematically specify document classifications and tagging of training materials by using the modular design of an integrated IT Training Enterprise Content Management System (ITTECMS) together with ontologies from the Semantic Web. Watermarking technology will be deployed for further protection of the training materials, both online and offline. It also allows the flexibility to create match-making of training content according to user interests. Not only users can retrieve matched contents effectively, vendors can also obtain multi-dimensional analysis of user problems and comments to form a comprehensive knowledgebase and achieve cross-sale of education products to target customers.

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Dwi Fithriyaningrum, Sri Suning Kusumawardani, and Sunu Wibirama. "Accessibility Analysis of Learning Management System Websites." IJID (International Journal on Informatics for Development) 11, no. 1 (September 25, 2022): 162–71. http://dx.doi.org/10.14421/ijid.2022.3485.

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In the digital era, Learning Management System is widely used to spread information in higher education, particularly at the university level. There are, however, issues with the Learning Management System's accessibility for users with disabilities. This research aims to investigate the accessibility issues of learning management websites of 30 universities in Indonesia. The top 30 universities in Indonesia according to Webometrics 2022 are the basis for this study. Accessibility issues will be identified and examined using the Wave evaluation tool which is in accordance with the Web Content Accessibility Guidelines 2.1 used by ISO 40500. Web Content Accessibility Guideline 2.1 has principles that any web should follow: Perceivable, Operable, Understandable, and Robust. Based on the research findings, The low contrast ratio between text and background, the absence of text explanations in the images, the lack of descriptive text on the links, the absence of text labels on the form, and the absence of text description on the button were the most frequently encountered accessibility issues.

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Prawiradilaga, Dewi Salma. "KAJIAN LEARNING CONTENT MANAGEMENT SYSTEMS (LCMS) DALAM KERANGKA DISAIN PEMBELAJARAN." Jurnal Teknodik 13, no. 1 (August 31, 2018): 035. http://dx.doi.org/10.32550/teknodik.v13i1.438.

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The article is about a descriptive finding on the function of an LCMS used by the official website of the Department of Curriculum and Educational Technology, Faculty of Education, State University of Jakarta, www.courses.web-bali.net. Based on the observation, there are some principles that may be applied in uploading course content. They are topic analysis and message design principles which should intensively be applied during developing and structuring learning objects in a learning path. Chunk is the main concept in content development. Regarding copyright issue, all parties should respect to those who write or produce creative works accessible through online.

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Тецький, Артем Григорович, and Ольга Ігорівна Морозова. "АСПЕКТИ КІБЕРБЕЗПЕКИ ПЛАТФОРМ ДИСТАНЦІЙНОГО НАВЧАННЯ." RADIOELECTRONIC AND COMPUTER SYSTEMS, no. 4 (November 27, 2020): 93–97. http://dx.doi.org/10.32620/reks.2020.4.08.

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The subject of study in the article is the platforms used to organize the educational process in the context of distance learning. The following platforms are selected: learning content management systems (open source systems and individual development), Google Classroom service, e-mail, and cloud data storage. The objects of the educational process for which the security state must be provided are shown. Such assets are files (lectures, tasks for laboratory work), a bank of questions (a total set of questions from which tests are created to control knowledge), and grades (for laboratory work and modular control of knowledge). The goal of the work is a comparative analysis of distance learning platforms in the aspect of cybersecurity. The main threats are a violation of the availability and confidentiality of data in the educational process. It is also possible to modify marks due to the exploitation vulnerabilities of the system or gaining access to the functions of the learning content management system administrator. The probability of data being compromised is higher than the probability of modification, as evidenced by information from vulnerability databases about numerous vulnerabilities in learning content management systems. An accessibility violation is a result of a denial of service, that is, the resource on which the necessary files are located becomes inaccessible to users. The method of expert evaluation with variables of fuzzy logic is used. As a result of the analysis, it was revealed that the most flexible and convenient platform is the learning content management system of individual development, at the same time it is the most unsecure among the platforms considered. An open-source learning content management system is a more secure platform due to the presence of a global community that can identify security problems faster than attackers. Using Google Classroom and using email with cloud storage is safer, but these approaches are inferior in usability and functionality. Conclusions. Choosing a distance-learning platform is about finding a compromise between security and convenience in the form of a wide functionality of the system. When deploying a centralized learning content management system, it is important to remember that this system is an object of critical information infrastructure, and the requirements for critical systems must be met for it.

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Morrow, M. Earnest, and Dabae Lee. "Implementing Individualized Learning in a Legacy Learning Management System." International Journal of Designs for Learning 10, no. 1 (July 10, 2019): 131–44. http://dx.doi.org/10.14434/ijdl.v10i1.22500.

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Educators are being encouraged to shift their instructional paradigm from teacher-centered to learner-centered through the use of technology. For online courses, legacy learning management products originally designed to sup-port and deliver teacher-centered instruction may represent a constraint to implementing the learner-centered paradigm. Yet, replacement of these systems presents a formidable hurdle to educators wishing to initiate learner-centered on-line courses. This hurdle could be lowered significantly by a transitional approach that allows learner-centered strategies to be delivered within the framework of existing learning management systems. This paper describes our efforts to prototype such a transitional approach for an online statistics course. Pedagogical and technological objectives were successfully achieved by combining the technologies of the Sharable Content Object Reference Model (SCORM), a legacy learning management system, and a stand-alone course authoring tool to deliver an example course demonstrating adaptive, competency-based student progress instruction that personalizes one’s learning path with topic-contingent assessment feedback.

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Sayco Evale, Digna. "Learning Management System with Prediction Model and Course-content Recommendation Module." Journal of Information Technology Education: Research 16 (2017): 437–57. http://dx.doi.org/10.28945/3883.

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Aim/Purpose: This study is an attempt to enhance the existing learning management systems today through the integration of technology, particularly with educational data mining and recommendation systems. Background: It utilized five-year historical data to find patterns for predicting student performance in Java Programming to generate appropriate course-content recommendations for the students based on their predicted performance. Methodology : The author used two models for the system development: these are the Fayyad knowledge discovery in databases (KDD) process model for the data mining phase and the evolutionary prototyping for system development. WEKKA and SPSS were used to find meaningful patterns in the historical data, while Ruby on Rails platform was used to develop the software. Contribution: The contribution of this study is the development of an LMS architecture that can be used to augment the capabilities of the existing systems by integrating a data mining technique for modelling the leaners profile; developing of an algorithm for generating predictions; and making the most appropriate recommendations for the learners based on prior knowledge and learning styles. Findings: The result shows that J48 was the best data mining algorithm to be implemented for finding patterns in the data sets used in this study. Attributes such as age, gender, class schedule, and grades in other programming subjects were found relevant in predicting student performance in Java. Recommendations for Practitioners : It is recommended that collaboration between the academe and IT industry be strengthened to develop a more advanced LMS which could enhance classroom teaching and improve the learning process. Recommendation for Researchers: Combination of multiple algorithm in classifying data set is recommended to further improve the algorithm and rule sets of prediction. Inclusion of intrinsic attributes as part of data set aside from personal and academic records is also recommended. Impact on Society : This LMS can be used to produce independent learners. Future Research: Study about the impact of implementing this LMS in classroom environment will be conducted on the second phase.

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Lazarenko, D. S. "Using a content management system for shared access to learning resources." CTE Workshop Proceedings 1 (March 21, 2013): 138–39. http://dx.doi.org/10.55056/cte.171.

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One of the areas of development of the World Wide Web that requires complex scientific research is data and content management. This industry contains such areas as big data management, cloud-based data management, multimedia data management, and is also involved in Web-mining, the tasks of clustering, classification and analysis of data in the Web, Web content modeling, Semantic Web, etc. The task of effective Web content management has become very important for many industries that have emerged on the basis of the WWW infrastructure, including Internet commerce, distance learning and educational Web resources, managing large information portals, developing and maintaining corporate portals, creating Web-resources electronic management, supporting personal sites and blogs.

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Yu, Dong Mei. "An Application of Digital Rights Management in Network Learning System." Applied Mechanics and Materials 409-410 (September 2013): 1644–48. http://dx.doi.org/10.4028/www.scientific.net/amm.409-410.1644.

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With the Internet expanding quickly and there being a tremendous underlying market for digital content distributing, it brings a new technology that protects digital content from pirating and destroying--digital rights management (DRM),DRM not only protects content by encrypting, but also protects the content creator and owners rights and interests. The article primarily studies the multimedia courseware DRM in the distance network learning system. It firstly introduces the DRM based theory, then presents a DRM structure model and functional model, which is very important for the ulterior development.

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Bezza, Assma, Amar Balla, and Farhi Marir. "Improving Personalization In E-Learning Systems." International Journal of Technology and Educational Marketing 4, no. 2 (July 2014): 75–84. http://dx.doi.org/10.4018/ijtem.2014070107.

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Individual learners have different requirements and characteristics, and as a result learning content should be able to be personalized and adaptable to the e-learner' profile. Little research work undertaken to tackle this issue, and it has been limited to ad-hoc work on personalizing, and adapting learning content in e-Learning. This paper presents two methods for modeling user profile and for personalizing and adapting a given content to match that profile: inductive (without user intervention) and deductive (with user intervention). These methods will be used as a base to review and classify research work undertaken on personalizing content in the domain of knowledge management and e-learning systems. Based on these reviews, especially those undertaken in personalizing knowledge content in knowledge management systems, the paper proposes a comprehensive approach for personalizing learning content.

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Petrovica, Sintija, Alla Anohina-Naumeca, and Andris Kikans. "Definition and Validation of the Subset of SCORM Requirements for the Enhanced Reusability of Learning Content in Learning Management Systems." Applied Computer Systems 25, no. 2 (December 1, 2020): 134–44. http://dx.doi.org/10.2478/acss-2020-0015.

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Abstract Nowadays, interoperability of learning management systems is still not very high. The authoring tools can help transfer e-learning content between different learning management systems. However, in this context, they should be able to produce learning content that is compliant with some industry standards. One of the most widely used standards is the SCORM 1.2 release. The research addresses the extension of the functionality of the previously developed content development tool EMMA by incorporating into it the support for the subset of SCORM 1.2 requirements. The paper describes the process of the acquisition, implementation, and validation of the defined requirements. Moreover, it presents the results of the analysis of 33 SCORM authoring tools and 16 SCORM players.

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Nakić, Jelena, Antonija Burčul, and Nikola Marangunić. "User-Centred Design in Content Management System Development: The Case of EMasters." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 08 (August 2, 2019): 43. http://dx.doi.org/10.3991/ijim.v13i08.10727.

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Including users in design and development of an interactive product is crucial to achieve high level of usability. Content management systems have two categories of users, content creators and content consumers, and designers of these systems have to considers the needs of both user groups. In design of interactive learning systems, special attention has to be given to the process of learning, which means that functional, accessible and usable interface has to serve the purpose of knowledge acquisition. Designing for mobile learning brings additional challenges due to the small screens of mobile devices. The paper describes the process of utilization of user-centred design in development of a simple content management system for learning called EMasters. The aim of the EMasters is to enable teachers to easily create and organize courses which will be delivered to students to facilitate web-based and mobile learning. According to the user-centred design approach, teachers and students are involved in iterative process of design, implementation and evaluation of EMasters. Evaluation study used complementary methods and provided quantitative and qualitative feedback. The usability score reached good level and the guidelines for redesign of the system interface are drown. According to the obtained results, proposed framework is confirmed to be applicable in user-centred design of content management systems in general. In addition, the directions for adjustment of the framework for specific cases are provided.

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Chan, Agnes Wai Yan, Elza Yin Ling Chan, Will Chi Kit Lee, Benny Yu Ming Leung, and Dickson K. W. Chiu. "Metadata Design of a Content Management System for Music Virtual Learning Environment." International Journal of Systems and Service-Oriented Engineering 5, no. 1 (January 2015): 56–76. http://dx.doi.org/10.4018/ijssoe.2015010104.

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Virtual Learning Environment (VLE) uncovers a new learning space for students to start their learning in multidisciplinary subjects and provides an enormous storage for different types of learning materials. This brings not only the ease and flexibility to our learning, but also the challenges in organizing, managing, and controlling of information which is indispensable to the design of an effective online learning system. In particular, Music Information Retrieval (MIR) is an interdisciplinary science on the process of retrieving information from music related resources. Due to the unique application characteristics and various forms of music, appropriate design and application of metadata plays an important role for the MIR in such a Content Management System (CMS) as it would affect the comprehensiveness and effectiveness of the music information retrieval process. In this paper, the authors propose their ontology-based metadata scheme to address such requirements of a music VLE, based on the Dublin Core with modifications according to specific nature of the music learning materials. The metadata design of music resources aims to support students' daily music learning by providing instant and appropriate learning materials which enables cross-collection searching and enhances the sustainability of the contents over time.

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Malinovski, Toni, Maja Lazarova, and Vladimir Trajkovik. "Learner-content interaction in distance learning models: students' experience while using learning management systems." International Journal of Innovation in Education 1, no. 4 (2012): 362. http://dx.doi.org/10.1504/ijiie.2012.052737.

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Sjoer, Ellen, and Sofia Dopper. "Learning objects and learning content management systems in engineering education: implications of new trends." European Journal of Engineering Education 31, no. 4 (August 2006): 363–72. http://dx.doi.org/10.1080/03043790600676034.

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Anand, Abhinaw, and Sumathy Eswaran. "CASE STUDY MOODLE Approach to Learning and Content Management System (LCMS)." International Journal of Computer Sciences and Engineering 6, no. 7 (July 31, 2018): 1147–52. http://dx.doi.org/10.26438/ijcse/v6i7.11471152.

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Avgousti, Maria Iosifina, and Stella K. Hadjistassou. "ReDesign: Redesigning learning through a new Learning Management System." EuroCALL Review 27, no. 1 (March 30, 2019): 48. http://dx.doi.org/10.4995/eurocall.2019.11202.

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<p>In a world which abounds with digitally-driven changes, an orthodoxy of technology adoption and utilisation in higher education is emerging, and it is deemed critical for steering the discussions of experts for planning and implementing a digitally-enabled ecology where students and faculty members alike will benefit. Although several types of software that host educational or training content for students have been used in previous studies, the aim of this EU-funded project was to design a digitally-enabled platform that would afford culturally-driven exchanges between university students and collaboration among faculty members of the same disciplines across Europe. The platform is based on, but extends beyond, principles of standard Learning Management Systems (LMSs) and Facebook, by affording Web 2.0 tools, Augmented Reality (AR) applications, and QR codes. Further, the platform has been designed based on multiple pilot testing phases, students’ individual needs, instructors’ constructive feedback, and the tailored needs of each academic discipline. This EU-funded project is a joint effort to guide instructors and students in experiencing the curricula in different academic institutions, to guide instructors and students in understanding the affordances and contradictions of intercultural telecollaboration, and to guide students in developing a conceptual understanding of complex constructs in their discipline.</p>

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Gachie, Wanjiru, and Desmond Wesley Govender. "The evaluation of human computer interface design of learning management systems: problems and perspectives." Problems and Perspectives in Management 15, no. 3 (December 6, 2017): 394–410. http://dx.doi.org/10.21511/ppm.15(3-2).2017.08.

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With increasing demand for integrating learning management systems (LMS) into teaching and learning, a well-designed LMS is crucial. User interface evaluation has become a critical quality of interactive LMS intended to meet the requirements of users. This article investigates the effect of the interaction on the user and assesses the extent of system functionality. It further seeks to evaluate the interface’s success within the framework of fundamental human computer interface principles under a constructivist learning approach. Using an LMS assumes that when learners are engaged in a social learning context they actively construct knowledge; therefore, the resource is considered a tool to support learning and not an end in itself. The research investigates use of the LMS by two sets of users: staff members (module creators) and learners (module consumers), using semi-structured questionnaires and interviews. The research indicates that use of an LMS supports collaborative and authentic activities in learning, serving as an intrinsic motivation to most users. Some problems/concerns that were highlighted included; attention should be given to the tools and elements that should be added to the system, for example the image management tools; some users expressed the desire for more autonomy in terms of the peer review window. It is also recommended that the use of graphics should have a purpose that is either purely functional or contributes more subtly to the page content. Finally, there were requests for more customization of the themes, colors and icons in the design of LMS.

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Citra Kurniawan, Otto Fajarianto, Ifit Novitasari, Tri Candra Wulandari, and Ena Marlina. "Assessing Learning Management System (LMS) for The Dairy Farmer: Obstacles to Delivering Online Learning Content." JTP - Jurnal Teknologi Pendidikan 24, no. 3 (December 31, 2022): 341–52. http://dx.doi.org/10.21009/jtp.v24i3.31453.

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Online learning is currently an alternative learning strategy for continuous learning amidst the limitations of face-to-face learning due to the spread of the Covid-19 outbreak. However, the implementation of online learning certainly does not only provide solutions but also provides obstacles in its implementation which results in the non-delivery of learning content in online learning. Of course this can have an impact on dairy farmers as new users of the Learning Management System. This study aims to analyze the constraints of online learning based on the responses that have been shared by Twitter social media users towards the implementation of online learning and to assess the use of LMS for dairy farmers. This study uses the Twitter data crawling method on Twitter social media user responses to the topic of online learning constraints and data visualization to analyze LMS usage by . The research findings state that most users of online learning complain about internet quota constraints and the technical constraints experienced by them resulting in learning content not being absorbed optimally. This research can enrich research related to the use of social media data as data that can be analyzed and documented for learning development.

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Laughton, Paul. "The use of wikis as alternatives to learning content management systems." Electronic Library 29, no. 2 (April 12, 2011): 225–35. http://dx.doi.org/10.1108/02640471111125186.

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Ijtihadie, Royyana M., Bekti C. Hidayanto, Achmad Affandi, Yoshifumi Chisaki, and Tsuyoshi Usagawa. "Dynamic content synchronization between learning management systems over limited bandwidth network." Human-centric Computing and Information Sciences 2, no. 1 (2012): 17. http://dx.doi.org/10.1186/2192-1962-2-17.

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McDaniel, Rudy, Joseph R. Fanfarelli, and Robb Lindgren. "Creative Content Management: Importance, Novelty, and Affect as Design Heuristics for Learning Management Systems." IEEE Transactions on Professional Communication 60, no. 2 (June 2017): 183–200. http://dx.doi.org/10.1109/tpc.2017.2656578.

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Базелюк, Олександр. "PECULIARITIES OF DIGITALIZED LEARNING PROCESS ORGANISATION IN THE LEARNING MANAGEMENT SYSTEMS." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 143–47. http://dx.doi.org/10.32835/2223-5752.2019.18.143-147.

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The author reviews the peculiarities of digitalized learning process organisation in the hardware and software environment of learning management systems in the context of vocational education and training. The author notes the complexity of the transition to the Industry 4.0 and mentions the risks connected with the named process in the vocational education and training. In such conditions it is important to develop effective models of public and private partnership, to decentralize administration and financing and, above all, to assure the vocational education and training quality.At the same time the learning process taking place in such an environment becomes digitalized, which, on the one hand, gives it additional advantages (easy access to training data regardless of time and place, individualisation of students’ learning paths, broad multimedia resources, etc.) and, on the other hand, requires solving complex tasks in distance courses designing. The author focuses on the methodology of distance courses designing, so it is very important for vocational education and training institution to ensure the realisation of the following five main components: regulatory, financial, technical, personnel, teaching and methodological support. It is emphasised that distance course designing becomes the most important aspect of implementing the modern digitalized learning process. The structure of creative group in distance courses designing is grounded, which comprises: a specialist in the relevant vocational sphere, specialist in distance learning, technical specialist (system administrator or distance courses programmer) and digital content designer.

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Su, Zhizhuo, Yiduo Wang, and Di Wang. "Learning Management System in Higher Education." Journal of PGR Pedagogic Practice 2 (October 17, 2022): 86–92. http://dx.doi.org/10.31273/jppp.vol2.2022.1233.

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Moodle (Modular Object-Oriented Dynamic Learning Environment) is broadly used in the United Kingdom Higher Education environment and the rest of the world owing to its feature of being user-friendly as a learning management system (LMS). Since the pandemic, the pivotal role of Moodle is strengthened to facilitate virtual learning during the lockdown and enhance hybrid learning with face-to-face teaching gradually coming back. During the routine tutorials, some students reported their difficulties and concerns about Moodle, such as digital literacy, information density, and feedback. In this reflection, three postgraduate researchers who work as teaching assistants in Warwick Manufacturing Group (WMG), reflect on the Moodle designing experience. We discuss various manoeuvres like adjusting the structure, using virtual badges to engage students, compressing content, and updating synchronous and asynchronous learning materials to enable students to learn more efficiently. The module design is optimised based on the module nature, learning objectives, expected learning outcomes, and students' learning needs in the hybrid learning environment. With the students' feedback and previous learning experience, suggestions are proposed to contribute to the best practices in Moodle design to improve Postgraduate Taught Students’ learning experience in Higher Education.

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Towers, Ian. "Learning how to manage by watching TV." International Journal of Organizational Analysis 26, no. 2 (May 14, 2018): 242–54. http://dx.doi.org/10.1108/ijoa-07-2017-1194.

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Purpose The transfer of management knowledge is usually seen as a formal process involving business schools, training courses and books. This paper aims to investigate the managerial content of TV drama programmes, considering the mechanisms that determine this and showing how this changes over time. The paper also shows how the content forms part of management discourse and how it may be used by viewers to understand what good and bad managers do and to modify their behaviour accordingly. Design/methodology/approach Two links are discussed: between the economic system and cultural products and between cultural products and the individual. Police drama series are used as an example to show how current management practices are mediated through popular culture and how they are legitimised. Findings The management styles and practices observed in police drama series have changed over the past 40 years to reflect the most recent trends. Bureaucratic management styles are shown in a negative light, whereas teamwork is shown positively. New trends such as the heavy use of consultants are also represented in recent programmes, providing evidence of how popular culture can make management practices part of managerial discourse. Originality/value Films and TV programmes are analysed by management scholars, but usually to illustrate a particular theme. This paper does not take the managerial content as a given but identifies mechanisms through which it is determined and shows how it changes. Additionally, it shows the relationship between content and viewer. It provides evidence of the role of popular culture in the transfer of management knowledge and of how management related contents change over time.

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Omar, Umazah, and Aizan Yaacob. "THE BENEFITS OF LEARNING MANAGEMENT SYSTEM (LMS) IN FACILITATING THE TESL TEACHER TRAINEES’ LEARNING." Practitioner Research 2 (September 6, 2020): 103–19. http://dx.doi.org/10.32890/pr2020.2.6.

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Learning Management System (LMS) is becoming an important platform for university students. The use of LMS in teaching and learning process which focuses on the content subject has provided a wider opportunity for the TESL teacher trainees not only to apprehend the content but also to apply them in real life contexts. The study aims to unveil the usefulness of LMS in TESL teacher trainees’ learning of the content subject which is Second Language Acquisition (SLA). 15 participants (12 female, and 3 male) from one of the Teacher Training Institutes in the northern region of Malaysia participated in this qualitative case study. Participants were asked to write their personal reflections after each interaction using LMS. 15 weeks of classroom interactions were recorded for analysis. Participants had to write their reflections based on Pre-Class, While-Class and Post-Class Sessions. The findings were analyzed thematically based on the Seven Principles of Learning. The findings indicated that the participants were able to set their target in learning, they were aware of their learning styles, improved their skills and became more engaged in classroom activities. This study depicts the role of LMS in facilitating successful learning. It suggests that practitioners need to maximize the use of LMS for successful teaching and learning.

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Journal articles on the topic 'Content management learning systsem'

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