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Journal articles on the topic 'Learning content management'

To see the other types of publications on this topic, follow the link: Learning content management.

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

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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3

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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4

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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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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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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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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Ketmanto, Devi Pratami, Muhamad Azani Hasibuan, and Deden Witarsyah Jacob. "Project Management Plan Design for Developing E-learning Content." Journal of Information & Systems Management 9, no. 2 (June 1, 2019): 37. http://dx.doi.org/10.6025/jism/2019/9/2/37-47.

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Manzo, Gaetano, Juan Sebastian Otalora, Marco Ajmone Marsan, and Gianluca Rizzo. "A Deep Learning Strategy for Vehicular Floating Content Management." ACM SIGMETRICS Performance Evaluation Review 46, no. 3 (January 25, 2019): 159–62. http://dx.doi.org/10.1145/3308897.3308963.

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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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Lochmiller, Chad R., and Kathleen M. W. Cunningham. "Leading learning in content areas." International Journal of Educational Management 33, no. 6 (September 9, 2019): 1219–34. http://dx.doi.org/10.1108/ijem-03-2018-0094.

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Purpose The purpose of this paper is to report findings from a systematic literature review that explore how recent research on instructional leadership has addressed the role of mathematics and science instruction. Design/methodology/approach Using Hallinger’s (2014) approach to conducting systematic reviews, the review included 109 peer-reviewed articles published since 2008 in leading mathematics and science education journals. An a priori coding scheme based upon key leadership behaviors articulated in Hitt and Tucker’s (2016) unified leadership framework informed the analysis presented. Findings Results indicate that leaders support content area instruction by facilitating high-quality instructional experiences through curricular and assessment leadership. Leadership frequently involves establishing organizational conditions that support teachers’ efforts to improve their own practice instead of direct leadership action on the part of instructional leaders. This support takes different forms and can include distributing leadership to teacher leaders with content area experience as well as using resources strategically to provide professional development or instructional coaching. Originality/value The review strengthens the connections between the instructional leadership, mathematics and science literatures, and identifies some of the leadership practices that these literatures deem important for instructional improvement. The review also reveals the potential for future research exploring the influence of a particular content area on supervisory practice and leadership discourse.

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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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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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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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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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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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24

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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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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Marimon, Frederic, and Jasmina Berbegal-Mirabent. "Cross learning synergies between Operation Management content and the use of generic analytic tools." WPOM-Working Papers on Operations Management 8 (June 7, 2017): 13. http://dx.doi.org/10.4995/wpom.v8i0.7015.

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<p class="Abstract">This work presents how the learning process of a chapter on Operations Management (Aggregated Production Planning), enables students achieving two objectivesat the same time : a) learning the specific contents of the chapter, and b) learning or improving their skills in the use of purposeful generic analytical tools (e.g., tables in Excel or the use of linear programming techniques).</p><p class="Abstract">By presenting both objectives simultaneously students are found to be more motivated towards working deeply in both objectives. Students know that the theoretical content will be put in practice through certain tools, strengthening the student's interest on the conceptual issues of the chapter. In turn, because students know that they will use a generic tool in a known context, their interests in these tools is reinforced. The result is a cross learning synergy.</p>

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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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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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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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31

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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Singleton, Rachelle, and Amanda Charlton. "Creating H5P content for active learning." Pacific Journal of Technology Enhanced Learning 2, no. 1 (November 11, 2019): 13–14. http://dx.doi.org/10.24135/pjtel.v2i1.32.

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Active learning is a popular and proven method used in contemporary educational design and practice. H5P (https://h5p.org/) facilitates easy creation of richer HTML5. Integration of H5P content within course material provides opportunities for students as learners to think critically about what they are being taught and supports the flexibility students are requesting by extending the learning environment. A variety of activities can be developed; case study scenarios, interactive technical demonstrations, 3D images with identification of regions of interest (hotspots; roll-over information; animation), as well as quiz questions in a wide variety of differing formats; fill in the blanks, image and text-based drag and drop, mark the word, interactive video and branching scenario tasks. H5P content can be easily shared across multiple learning management systems (Canvas, Moodle, and Blackboard). Learners receive comprehensive, automatic feedback and their engagement with H5P activities can be tracked by teachers.

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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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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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Lipps, Anja, and Christina Neuhoff. "Case Study IBT® Learning Content Management. The Conception and Production of E-Learning Content Based on MS Word Templates." International Journal of Advanced Corporate Learning (iJAC) 10, no. 2 (November 9, 2017): 88. http://dx.doi.org/10.3991/ijac.v10i2.7469.

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<span lang="EN-US">This document gives you an overview of the features of the rapid e-learning production tool IBT<sup>®</sup> Learning Content Management which has been awarded with the IELA 2017 in the section Business Division. To illustrate purpose and possibilities, we describe two examples as show cases. </span>

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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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Misra, Rachita, Rojalina Priyadarshini, Rawaa Alatrash, and Hadi Ezaldeen. "Semantically enhanced machine learning approach to recommend e-learning content." International Journal of Electronic Business 15, no. 4 (2020): 389. http://dx.doi.org/10.1504/ijeb.2020.10033040.

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Ezaldeen, Hadi, Rachita Misra, Rawaa Alatrash, and Rojalina Priyadarshini. "Semantically enhanced machine learning approach to recommend e-learning content." International Journal of Electronic Business 15, no. 4 (2020): 389. http://dx.doi.org/10.1504/ijeb.2020.111095.

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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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Salazar, Ed. "Content Management for the Virtual Library." Information Technology and Libraries 25, no. 3 (September 1, 2006): 170. http://dx.doi.org/10.6017/ital.v25i3.3349.

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<span>Traditional, larger libraries can rely on their physical collection, coffee shops, and study rooms as ways to entice patrons into their library. Yet virtual libraries merely have their online presence to attract students to resources. This can only be achieved by providing a fully functional site that is well designed and organized, allowing patrons to navigate and locate information easily. One such technology significantly improving the overall usefulness of Web sites is a content management system (CMS). Although the CMS is not a novel technology per se, it is a technology smaller libraries cannot afford to ignore. In the fall of 2004, the Northcentral University Electronic Learning Resources Center (ELRC), a small, virtual library, moved from a static to a database-driven Web site. This article explains the importance of a CMS for the virtual or smaller library and describes the methodology used by ELRC to complete the project.</span>

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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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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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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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Senjaya, Aan Juhana, Maman Rakhmanudin, and Ipong Dekawati. "THE EFFECT OF PEDAGOGICAL CONTENT KNOWLEDGE (PCK) LEARNING MANAGEMENT TOWARD LEARNING OUTCOMES THROUGH STUDENT LEARNING MOTIVATION IN PHYSICS." International Journal of Educational Management and Innovation 2, no. 2 (May 20, 2021): 183. http://dx.doi.org/10.12928/ijemi.v2i2.3426.

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Research on physics learning management has not been done much, especially regarding PCK and learning outcomes. Many studies that investigate the relationship between variables use the regression method. However, this study using path analysis. The purpose of this study was to measure the direct effect, indirect effect, and total effect of PCK, learning motivation, and student physics learning outcomes using path analysis. The research method used in this research is a survey with a quantitative approach and data analysis techniques, namely path analysis. The data collection technique used a closed questionnaire. This study's sample was 43 teachers who gathered from 64 high school physics teachers in Indramayu Regency. The PCK learning management research results had no significant effect on student learning outcomes. Learning motivation had a positive effect, and learning motivation had a positive effect on student learning outcomes. The implication of this study that the principal and the education office should continue to strive to improve the quality and smoothness of the teaching and learning process by providing provision to teachers to improve pedagogical content knowledge (PCK) learning management by participating in workshops and continuously improving techniques to motivate students for results student learning better.

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Lengyel, Péter, and Miklós Herdon. "Implementing Learning Design by lams to improve teaching and learning." Applied Studies in Agribusiness and Commerce 3, no. 5-6 (December 30, 2009): 21–24. http://dx.doi.org/10.19041/apstract/2009/5-6/3.

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Learning Design has the potential to revolutionize e-learning by capturing the process of education, rather than simply content. By describing sequences of collaborative learning activities, Learning Design offers a new approach to re-use in e-learning. E-learning has a well developed approach to the creation and sequencing of content-based, single learner, self-paced learning objects.While definitions of Learning Design vary, the main elements tend to include greater focus on context dimensions of e-learning, a more activity based view of e-learning, and greater recognition of the role of multi-learner environments. While Learning Design does not exclude single learner, self-paced modes of elearning, it draws attention to a wider range of collaborative e-learning approaches in addition to single learner approaches. This paper shows an example, which is applied to speciality of economic and rural development agricultural engineer at University of Debrecen and its implementation in the Learning Activity Management System. We created a learning design was implemented at this speciality with LAMS, which is a learning design editing and play back tool that puts the learning process, rather than collections of content, at the heart of e-learning.

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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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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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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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