Relevant bibliographies by topics / Learning content management

Academic literature on the topic 'Learning content management'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Learning content management"

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Contractor, D., S. Negi, K. Popat, S. Ikbal, B. Prasad, S. Vedula, S. Kakaraparthy, B. Sengupta, and V. Kumar. "Smarter learning content management using the Learning Content Hub." IBM Journal of Research and Development 59, no. 6 (November 2015): 3:1–3:9. http://dx.doi.org/10.1147/jrd.2015.2455691.

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Little, Bob. "Trends in learning content management." Industrial and Commercial Training 40, no. 5 (July 11, 2008): 261–65. http://dx.doi.org/10.1108/00197850810886504.

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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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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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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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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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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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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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Dissertations / Theses on the topic "Learning content management"

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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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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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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 Science
Department 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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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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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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Books on the topic "Learning content management"

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Content management for e-learning. New York: Springer, 2011.

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Ferrer, Núria Ferran, and Julià Minguillón Alfonso, eds. Content Management for E-Learning. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-6959-0.

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Andreas, Dengel, Junker Markus, Weisbecker Anette, and Adaptive READ (Project), eds. Reading and learning: Adaptive content recognition. Berlin: Springer, 2004.

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Polly-Alida, Farrington, ed. Learning from libraries that use WordPress: Content management system best practices and case studies. Chicago: American Library Association, 2012.

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author, Rutherford Amber C., and Marzano Robert J. author, eds. Identifying critical content: Classroom techniques to help students know what is important. West Palm Beach, Florida: Learning Sciences International, 2014.

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McKnight, Katherine S. The Second City guide to improv in the classroom: Using improvisation to teach skills and boost learning in the content areas, grades K-12. San Francisco: Jossey-Bass, 2008.

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McKnight, Katherine S. The Second City guide to improv in the classroom: Using improvisation to teach skills and boost learning in the content areas, grades K-12. San Francisco: Jossey-Bass, 2008.

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Wenden, Anita. Peace education: Incorporating skills for conflict literacy as content for ESL/EFL learning : a guide for developing skills for understanding interpersonal conflict. [Alexandria, VA]: Teachers of English to Speakers of Other Languages, 1994.

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Zabel, Robert H. Classroom management in context: Orchestrating positive learning environments. Boston, MA: Houghton Mifflin, 1996.

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Roth, Wolff-Michael. Language, learning, context: Talking the talk. New York: Routledge, 2010.

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Book chapters on the topic "Learning content management"

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Wiley, David. "Learning Objects, Content Management, and E-Learning." In Content Management for E-Learning, 43–54. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6959-0_3.

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Minguillón, Julià, Miguel-Angel Sicilia, and Brian Lamb. "From Content Management to E-Learning Content Repositories." In Content Management for E-Learning, 27–41. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6959-0_2.

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Pérez-Montoro, Mario. "Theoretical Perspectives on Content Management." In Content Management for E-Learning, 3–26. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6959-0_1.

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Xalabarder, Raquel. "Copyright Issues in E-Learning." In Content Management for E-Learning, 87–109. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6959-0_6.

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Boneu, Josep Maria. "Survey on Learning Content Management Systems." In Content Management for E-Learning, 113–30. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6959-0_7.

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Sánchez-Alonso, Salvador, María Gertrudis López, and Dirk Frosch-Wilke. "E-Learning Standards for Content Management." In Content Management for E-Learning, 131–56. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6959-0_8.

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Sclater, Niall. "Open Educational Resources: Motivations, Logistics and Sustainability." In Content Management for E-Learning, 179–93. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6959-0_10.

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Bates, A. W. "Content Management and E-Learning: a Strategic Perspective." In Content Management for E-Learning, 197–211. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6959-0_11.

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Britain, Sandy. "On the Relationship Between Pedagogical Design and Content Management in eLearning." In Content Management for E-Learning, 55–69. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6959-0_4.

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Ferran, Núria, and Sirje Virkus. "Information-Related Competencies for Teachers and Students in an E-Learning Environment." In Content Management for E-Learning, 71–85. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6959-0_5.

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Conference papers on the topic "Learning content management"

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Zheng, Yanlin, Luyi Li, and Fanglin Zheng. "Context-Awareness Support for Content Recommendation in E-learning Environments." In 2009 International Conference on Information Management, Innovation Management and Industrial Engineering. IEEE, 2009. http://dx.doi.org/10.1109/iciii.2009.434.

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Ean Heng, Lim, Wong Pei Voon, Norazira A. Jalil, Chan Lee Kwun, Tey Chee Chieh, and Nor Fatiha Subri. "Personalization of Learning Content in Learning Management System." In ICSCA 2021: 2021 10th International Conference on Software and Computer Applications. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3457784.3457819.

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Zhong, Qiuyan, Xiaodong Liu, and Shaobo JI. "Research of Context-oriented Adaptive Content Framework in Seamless Learning." In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.110.

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"Content." In 2012 IEEE Symposium on E-Learning, E-Management and E-Services (IS3e 2012). IEEE, 2012. http://dx.doi.org/10.1109/is3e.2012.6414942.

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Steininger, Peter. "CONTENT MANAGEMENT FOR E-LEARNING AN INTEGRATED SOLUTION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0897.

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Omar, Nizam, Pollyana Notargiacomo Mustaro, Ismar Frango Silveira, and Daniel Arndt Alves. "Multiplatform Distributed Architecture of Learning Content Management System." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2911.

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Learning objects are constructed and used by a community during an undefined period of time and formatted as digital entities on diverse document types to be used, reused or referenced during a technology-mediated learning process. A Learning Content Management System (LCMS) is needed to their storage and retrieval. Electronic document management, data warehouse and data mining techniques will be presented. Effective management of a really big repository of Learning Objects by a community on a large network needs a system that facilitates the right access to the right document by its content and not only by title, author or other usual indexing fields. Learning Objects must be found by their full content and indexed and customized according to each user or user groups’ necessities. The main indexing and retrieving techniques will be discussed and a solution will be presented. Different learning objects can be stored on a common repository and duplication must be avoided. To fulfill this requirement the system needs to implement smart strategies that can be constructed based on AI techniques. Considering the diversity of users, machines and operating systems, the LCMS must be platform independent and manage portable resources, thus giving access to any user from any machine. LCMS must be scalable enough in order to avoid abrupt changes from small applications to big ones, without losing performance. A multiplatform distributed LCMS architecture is presented, and it is composed by: Interface server, data server, parser server, index server and repository server. These servers can run on a single machine or on a cluster of machines according to the needs of the application.
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Zongkai Yang, Qingtang Liu, Kun Yan, Wanting Deng, and Jing Jin. "Integration of digital rights management into learning content management system." In International Conference on Information Technology: Coding and Computing (ITCC'05) - Volume II. IEEE, 2005. http://dx.doi.org/10.1109/itcc.2005.176.

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Sherayzina, R. M. "Educational Content Management In Information And Learning Environments." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.3.

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Shao, N. W. Y., S. J. H. Yang, and A. Y. S. Sue. "A content management system for adaptive learning environment." In Proceedings. IEEE Fifth International Symposium on Multimedia Software Engineering. IEEE, 2003. http://dx.doi.org/10.1109/mmse.2003.1254443.

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Prasomphan, Sathit. "Cultural Heritage Content Management System by Deep Learning." In ASSE '20: 2020 Asia Service Sciences and Software Engineering Conference. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3399871.3399894.

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Reports on the topic "Learning content management"

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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.
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Tkachuk, Viktoriia, Serhiy Semerikov, Yuliia Yechkalo, Svitlana Khotskina, and Vladimir Soloviev. Selection of Mobile ICT for Learning Informatics of Future Professionals in Engineering Pedagogy. [б. в.], October 2020. http://dx.doi.org/10.31812/123456789/4127.

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The research aims to theoretically justify and experimentally verify selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research tasks include selecting groups of informatics subjects and mobile ICT tools for learning future professionals in engineering pedagogy. The research object involves selection of mobile ICT for the training process. The re-search subject is selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research results imply analysis of the national and foreign researches into mobile ICT for learning informatics. The latest publications concerning selection of mobile ICT for teaching Informatics subjects (Mobile Learning Management Systems, Mobile Modeling and Programming Environments, Mobile Database Management Systems, Mobile Multimedia Authoring Tools, Audience Response Systems) are analyzed. Informatics subjects are united into 19 groups, mobile ICT tools – into five groups. The experimental research is conducted according to the syllabuses for Speciality 015.10 “Professional Education (Computer Technologies)”. The expert assessment results for each of the content blocks of informatics subjects allow determining leading and auxiliary mobile ICT teaching tools.
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Pererva, Victoria V., Olena O. Lavrentieva, Olena I. Lakomova, Olena S. Zavalniuk, and Stanislav T. Tolmachev. The technique of the use of Virtual Learning Environment in the process of organizing the future teachers' terminological work by specialty. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3868.

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This paper studies the concept related to E-learning and the Virtual Learning Environment (VLE) and their role in organizing future teachers’ terminological work by specialty. It is shown the creation and use of the VLE is a promising approach in qualitative restructuring of future specialists’ vocation training, a suitable complement rather than a complete replacement of traditional learning. The concept of VLE has been disclosed; its structure has been presented as a set of components, such as: the Data-based component, the Communication-based, the Management-and-Guiding ones, and the virtual environments. Some VLE’s potential contributions to the organization of terminological work of future biology teachers’ throughout a traditional classroom teaching, an independent work, and during the field practices has been considered. The content of professionally oriented e-courses “Botany with Basis of Geobotany” and “Latin. Botany Terminology” has been revealed; the ways of working with online definer (guide), with UkrBIN National Biodiversity Information Network, with mobile apps for determining the plant species, with digital virtual herbarium, with free software have been shown. The content of students’ activity in virtual biological laboratories and during virtual tours into natural environment has been demonstrated. The explanations about the potential of biological societies in social networks in view of students’ terminology work have been given. According to the results of empirical research, the expediency of using VLEs in the study of professional terminology by future biology teachers has been confirmed.
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Chapelet, Pierre. Analysis of the Education Management and Information System of Jamaica: Diagnosis and Proposal for Strengthening the EMIS. Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004619.

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This document analyzes the functioning of the Education Management and Information System (EMIS) of Jamaica, its strengths and challenges related to the key management processes and structural conditions. A survey methodology was used for the analysis of the six key management processes - (i) Physical infrastructure and equipment; (ii) Schools1; (iii) Human resources, budget and finance; (iv) Students and learning; (v) Digital content for teacher training and students learning; and (vi) Tools for strategic management - and the two structural conditions - (i) Technological infrastructure and (ii) Governance and institutional arrangements. There are several main findings. In terms of strengths, the analysis shows that the processes of human, financial and budgetary resources present the highest percentage of subprocesses in the Established level and that technological infrastructure pre-requisites are in place to sustain the improvement of the EMIS. However, EMIS sub-systems are dispersed and poorly integrated and are not covering all the needs of management processes related to the EMIS. The Ministry of Education and Youth and Information (MOEYI) also has an urgent need to develop a comprehensive and realistic strategic plan for the implementation of its EMIS and to ensure the initial and recurrent funding associated with it. Nor is there a change management plan at the MOEYI to support the evolution of the EMIS at all levels. Overall, the MOEYI is at a critical stage of its EMIS transition from a census based EMIS to a transactional information system able to track real-time information about each student, teaching and non-teaching workforce, school infrastructure and assets. This paper outlines a strengthening proposal.
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McGarrigle, M. Embedding Building Information Modelling into Construction Technology and Documentation Courses. Unitec ePress, November 2014. http://dx.doi.org/10.34074/rsrp.005.

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The aim of this research is to generate a resource to assist construction lecturers in identifying opportunities where Building Information Modelling [BIM] could be employed to augment the delivery of subject content within individual courses on construction technology programmes. The methodology involved a detailed analysis of the learning objectives and underpinning knowledge of the course content by topic area, within the residential Construction Systems 1 course presently delivered at Unitec on the National Diplomas in Architectural Technology[NDAT], Construction Management [NDCM] and Quantity Surveying [NDQS]. The objective is to aid students’ understanding of specific aspects such as planning controls or sub-floor framing by using BIM models, and investigate how these could enhance delivery modes using image,animation and interactive student activity. A framework maps the BIM teaching opportunities against each topic area highlighting where these could be embedded into construction course delivery. This template also records software options and could be used in similar analyses of other courses within similar programmes to assist with embedding BIM in subject delivery.
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McGarrigle, M. Embedding Building Information Modelling into Construction Technology and Documentation Courses. Unitec ePress, November 2014. http://dx.doi.org/10.34074/rsrp.005.

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The aim of this research is to generate a resource to assist construction lecturers in identifying opportunities where Building Information Modelling [BIM] could be employed to augment the delivery of subject content within individual courses on construction technology programmes. The methodology involved a detailed analysis of the learning objectives and underpinning knowledge of the course content by topic area, within the residential Construction Systems 1 course presently delivered at Unitec on the National Diplomas in Architectural Technology[NDAT], Construction Management [NDCM] and Quantity Surveying [NDQS]. The objective is to aid students’ understanding of specific aspects such as planning controls or sub-floor framing by using BIM models, and investigate how these could enhance delivery modes using image,animation and interactive student activity. A framework maps the BIM teaching opportunities against each topic area highlighting where these could be embedded into construction course delivery. This template also records software options and could be used in similar analyses of other courses within similar programmes to assist with embedding BIM in subject delivery.
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Adegoke, Damilola, Natasha Chilambo, Adeoti Dipeolu, Ibrahim Machina, Ade Obafemi-Olopade, and Dolapo Yusuf. Public discourses and Engagement on Governance of Covid-19 in Ekiti State, Nigeria. African Leadership Center, King's College London, December 2021. http://dx.doi.org/10.47697/lab.202101.

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Numerous studies have emerged so far on Covid-19 (SARS-CoV-2) across different disciplines. There is virtually no facet of human experience and relationships that have not been studied. In Nigeria, these studies include knowledge and attitude, risk perception, public perception of Covid-19 management, e-learning, palliatives, precautionary behaviours etc.,, Studies have also been carried out on public framing of Covid-19 discourses in Nigeria; these have explored both offline and online messaging and issues from the perspectives of citizens towards government’s policy responses such as palliative distributions, social distancing and lockdown. The investigators of these thematic concerns deployed different methodological tools in their studies. These tools include policy evaluations, content analysis, sentiment analysis, discourse analysis, survey questionnaires, focus group discussions, in depth-interviews as well as machine learning., These studies nearly always focus on the national government policy response, with little or no focus on the constituent states. In many of the studies, the researchers work with newspaper articles for analysis of public opinions while others use social media generated contents such as tweets) as sources for analysis of sentiments and opinions. Although there are others who rely on the use of survey questionnaires and other tools outlined above; the limitations of these approaches necessitated the research plan adopted by this study. Most of the social media users in Nigeria are domiciled in cities and their demography comprises the middle class (socio-economic) who are more likely to be literate with access to internet technologies. Hence, the opinions of a majority of the population who are most likely rural dwellers with limited access to internet technologies are very often excluded. This is not in any way to disparage social media content analysis findings; because the opinions expressed by opinion leaders usually represent the larger subset of opinions prevalent in the society. Analysing public perception using questionnaires is also fraught with its challenges, as well as reliance on newspaper articles. A lot of the newspapers and news media organisations in Nigeria are politically hinged; some of them have active politicians and their associates as their proprietors. Getting unbiased opinions from these sources might be difficult. The news articles are also most likely to reflect and amplify official positions through press releases and interviews which usually privilege elite actors. These gaps motivated this collaboration between Ekiti State Government and the African Leadership Centre at King’s College London to embark on research that will primarily assess public perceptions of government leadership response to Covid-19 in Ekiti State. The timeframe of the study covers the first phase of the pandemic in Ekiti State (March/April to August 2020).
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Clark, Louise, Jo Carpenter, and Joe Taylor. Learning From Responsiveness to a Rapidly Evolving Context: IDRC’s Covid-19 Responses for Equity Programme. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/core.2022.004.

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This report summarises key institutional lessons that emerged from a Learning Journey commissioned by the International Development Research Centre (IDRC) for its Covid-19 Responses for Equity (CORE) programme. Learning Journeys are a research method developed by the Institute of Development Studies (IDS) to support collaborative scoping processes and provide participants with structured spaces to learn, discuss issues, and to reflect on their day-to-day work and how to apply learning. CORE was designed as a rapid response mechanism to address the sudden global shifts caused by the Covid-19 pandemic. The initiative supports 21 research projects with Southern partners across 42 countries. It seeks to understand the socioeconomic impacts of the pandemic, improve existing responses, and generate better policy options for recovery. The CORE Learning Journey was managed by the ‘Knowledge Translation’ (KT) supplier for CORE, the UK-based IDS. It brought together grantees, IDRC senior management, Regional Directors (RD), Program Officers (PO), and IDS staff, to share experiences and reflect on the successes and challenges of the CORE programme. It was framed around a central learning question: What are the key lessons to emerge from the IDRC experience of funding CORE as a responsive mechanism to provide innovative Southern-led policy and practice solutions in the context of a rapid onset and rapidly evolving global crisis?
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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
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Meeker, Jessica. Mutual Learning for Policy Impact: Insights from CORE. Shaping Policy and Practice with Intersectional Gender Responsive Evidence (in the Context of Covid-19). Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/core.2021.007.

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On the 19 and 20 October 2021, the Institute of Development Studies hosted an online dialogue which aimed to enhance efforts to inform and influence policy, management, and practice with intersectional gender-responsive evidence by sharing learning between CORE cohort members from their approaches and experiences at country and regional levels. The event was attended by over 30 participants from 19 partners across the CORE cohort and highlighted the experiences of CORE partners Glasswing and the Arab Reform Initiative (ARI). This learning guide captures the practical insights and advice from the event, to help inform the practice of participants and other projects across the portfolio.
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