Bibliographies thématiques / Content management learning systsem

Littérature scientifique sur le sujet « Content management learning systsem »

Auteur : Grafiati
Publié le 10 mars 2023

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Articles de revues sur le sujet "Content management learning systsem"

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

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

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The purpose of this paper is to find a comparison between the use of QuestGarden learning content management system and Edmodo learning management system in learning particularly for the teaching of history. Characteristics of history filled with facts mastery often make teacher forget the real purpose of history learning. The abundance of facts characteristics brought up in history teaching, so it often put history learning as facts mastery learning through rote learning activity. This writing attempt to lift other approach in history learning namely online based learning that was identified can improve the ability to think. The results show QuestGarden (LCMS) or Edmodo (LMS) can be implemented in the history teaching learning, though both have different characters and use. Teachers need to understand them so that they can implement it in a synergic position.
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Khedr, Wedian. « Ontology-Oriented Inference-Based Learning Content Management System ». International journal of Web & ; Semantic Technology 3, no 3 (31 juillet 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 (mai 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 (février 2006) : 269–74. http://dx.doi.org/10.1016/s1474-6670(17)30196-9.

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

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

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

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

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Soumplis, Alexandros, Eleni Koulocheri, Nektarios Kostaras, Nikos Karousos et Michalis Xenos. « Learning Management Systems and Learning 2.0 ». International Journal of Web-Based Learning and Teaching Technologies 6, no 4 (octobre 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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Thèses sur le sujet "Content management learning systsem"

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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, et 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 et 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, et Lars Fassmann. « Lernmaterialien effektiv aufbereiten und wiederverwenden ». Büro für Medien Oliver Lehnert e.K, 2010. https://monarch.qucosa.de/id/qucosa%3A19645.

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Hochwertige Schulungsmaterialien für die unternehmensinterne Weiterbildung sind ein erster wichtiger Schritt hin zu einem effektiven Wissensmanagement. Einmal erstellt, können digitale Lerninhalte immer wieder eingesetzt werden. Allerdings ist die Pflege und Anpassung an die Anforderungen verschiedener Zielgruppen und Auslieferungsformate mit herkömmlicher E-Learning-Autorensoftware sehr aufwändig. Nicht so bei serverbasierter Software – sie ermöglicht die Planung, Erstellung, Auslieferung, Verwaltung und Pflege wiederverwendbarer digitaler Lernmaterialien. Dies ist der Ausgangspunkt für eine Vielzahl individueller Weiterbildungsangebote – ohne erneuten Aufwand für die Erstellung der Lerninhalte.
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Kavakli, Hamdi. « A Course-content Management System Development And Its Usability Test ». Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605405/index.pdf.

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Effectiveness and usefullness among the important factors that affect success of online learning environments. During this study, a course-content management system developed regarding effectivity and usability related concerns. One major aim of this study is to develop effective and usable system. In this study, a course-content management system designed and developed under the light of previous researches. In the design phase, effective design strategies and characteristics of effective and usable learning systems were explored, and system was designed considering these strategies. Then, development phase applied. After system developed, usability techniques was explored, and heuristic evaluation method was choosed as a usability method to measure usability of the system. During the study, modified version of a checklist that was prepared considering usability heuristics. Applied checklist contains total 108 questions under 13 heuristics (major usability problem). Heuristic evaluation is an expert review method. Therefore, this study should have been evaluated by experts. 8 experts enrolled in this study. All experts are either Phd or graduate students at instructional technology departments and they have enrolled in web-based studies. They investigated the usability of the course-content management system according to the usability related criterias on the checklist. When test results were considered, a course-contentmanagement system developed during this study was found usable. Results of this study may enlighten the way of future studies.
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Garg, Anubha. « SCORM based learning management system for online training ». Kansas State University, 2012. http://hdl.handle.net/2097/14627.

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Master of 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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Corradini, Ryan Arthur. « A Hybrid System for Glossary Generation of Feature Film Content for Language Learning ». BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2238.

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This report introduces a suite of command-line tools created to assist content developers with the creation of rich supplementary material to use in conjunction with feature films and other video assets in language teaching. The tools are intended to leverage open-source corpora and software (the OPUS OpenSubs corpus and the Moses statistical machine translation system, respectively), but are written in a modular fashion so that other resources could be leveraged in their place. The completed tool suite facilitates three main tasks, which together constitute this project. First, several scripts created for use in preparing linguistic data for the system are discussed. Next, a set of scripts are described that together leverage the strengths of both terminology management and statistical machine translation to provide candidate translation entries for terms of interest. Finally, a tool chain and methodology are given for enriching the terminological data store based on the output of the machine translation process, thereby enabling greater accuracy and efficiency with each subsequent application.
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Lorenz, Anja. « Rückführung von User Generated Content in Lernmaterialien : Ein Klassifikationsschema zur Bewertung des Lernkontextes ». Gesellschaft für Information (GI), 2011. https://monarch.qucosa.de/id/qucosa%3A19635.

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Lerncontentmodelle beschreiben den modularen Aufbau von Lernmaterialien auf verschiedenen Komplexitätsebenen von Assets bis hin zu fertigen Kursmaterialien. In Autorenwerkzeugen wird diese Untergliederung oft unterstützt, bspw. durch Mediendatenbanken, modularisierte Inhaltsstrukturen oder pädagogische Metadaten zum unterstützten Lernszenario. User Generated Content in Social-Software-Anwendungen entsteht nicht auf diesem strukturierten Weg, sondern spontan und abhängig von den bereitgestellten Funktionen. Der Beitrag zeigt, dass sie sich aber weiterhin bezüglich ihrer Abhängigkeit vom Lernkontext klassifizieren lassen. Als Abstufungen ergeben sich Assets, Informations- und Lernobjekte, zielgruppenbasierte Zusammenstellungen und Kursunterlagen. Damit soll einerseits eine taxonomische Grundlage geschaffen werden, um User Generated Content als Lernmaterialien einzuordnen, es ist aber vornehmlich ein erster Schritt hin zur deren systematischer Re-Integration in institutionelle Lernmaterialien.
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Johnson, Cary Ann. « Holding Hands and Drying Tears : Effectiveness of Student Employees in Promoting a Successful LMS Implementation ». BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4365.

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Two-thirds of higher education institutions are either currently involved in the process of or will soon begin to review their learning management system strategy (Green, 2012). Transitioning from one LMS to another is an endeavor that utilizes the entire institution and requires a great deal of strategic planning and cooperation. The literature described the involvement of instructional designers and technology support as key players in this transition process over a period of parallel time. When BYU transitioned from Blackboard to Learning Suite, a team of student employees managed the majority of the change. While there was very little time when Blackboard and Learning Suite ran in parallel, these employees provided support to faculty across the university. Data for this research included interviews with five faculty consultants who worked closely with faculty on the design of their courses and nine faculty members who used the student employees throughout the process along with survey data and the database kept to track interactions with the faculty members. Interview data were analyzed using a Spradley (1979) analysis. Descriptive statistics were used to analyze the survey and interaction data. Major findings suggested that the student employees were the critical component for helping smooth the transition. They were used extensively by the faculty members and logged over 41,000 points of contact over a period one year and four months. The student employees provided side-by-side help to resolve faculty concerns and answer questions. This team added capacity and tool knowledge that supported both faculty members and the consultants.
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Livres sur le sujet "Content management learning systsem"

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

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

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Ferrer, Núria Ferran, et Julià Minguillón Alfonso, dir. 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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Content management for e-learning. New York : Springer, 2011.

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Lomakina, Tat'yana, et Nina Vasil'chenko. Modern technology of teaching a foreign language : design and experience. ru : INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1111366.

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The monograph deals with the theoretical and practical issues of pedagogical design of the technology of teaching a foreign language in the system of secondary vocational education. Presents an analysis of key concepts "instructional design" and "technology of education" that is meaningful and reveals the basic principles of the system, activity-based and student-centered approaches to the design of learning technologies to address new opportunities and the status of the str system in the modern socio-economic conditions. The author has developed a method of selection of the content of learning English language, based on the modular structure of the course, taking into account international experience in building the content of language education for professional purposes, the requirements of the educational-methodical complex of teaching business English and core competencies stipulated by the Council of Europe, as well as the requirements of the labour market and the needs of employers standardisert, intensificarea language training specialist of middle management by reflection of the status and trends of professional activities in various fields. For use in the system of professional development of teachers of secondary vocational education, additional education and the system of corporate training.
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author, Rutherford Amber C., et Marzano Robert J. author, dir. 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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Gornakov, S. G. Learning the popular content management system. Book on Demand Ltd., 2018.

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Chapitres de livres sur le sujet "Content management learning systsem"

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Boneu, Josep Maria. « Survey on Learning Content Management Systems ». Dans 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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Halder, Santoshi, et Sanju Saha. « Learning Management System (LMS) and Learning Content Management System (LCMS) in Education ». Dans The Routledge Handbook of Education Technology, 294–304. London : Routledge India, 2023. http://dx.doi.org/10.4324/9781003293545-24.

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Heng, Lim Ean, Phan Koo Yuen, Yong Tien Fui, Manoranjitham Muniandy, Anbuselvan Sangodiah et Yeck Yin Ping. « Adaptive Learning Content Based on Learning Styles in Learning Management System ». Dans Advances on Smart and Soft Computing, 3–11. Singapore : Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5559-3_1.

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Queirós, Ricardo, et José Paulo Leal. « A Survey on eLearning Content Standardization ». Dans Information Systems, E-learning, and Knowledge Management Research, 433–38. Berlin, Heidelberg : Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35879-1_52.

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Kortemeyer, Gerd, et Émerson Cruz. « An Open-Source Learning Content Management and Assessment System ». Dans Education and Technology for a Better World, 340–48. Berlin, Heidelberg : Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03115-1_36.

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Brooks, Christopher, Rupi Panesar et Jim Greer. « Awareness and Collaboration in the iHelp Courses Content Management System ». Dans Innovative Approaches for Learning and Knowledge Sharing, 34–44. Berlin, Heidelberg : Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11876663_5.

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Napoleon, Asiimwe Edgar, et Grönlund Åke. « On Mobile Learning with Learning Content Management Systems : A Contemporary Literature Review ». Dans Mobile as a Mainstream – Towards Future Challenges in Mobile Learning, 131–45. Cham : Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13416-1_13.

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Brajnik, Giorgio. « Modeling Content and Expression of Learning Objects in Multimodal Learning Management Systems ». Dans Lecture Notes in Computer Science, 501–10. Berlin, Heidelberg : Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73283-9_56.

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Brooks, Christopher, Scott Bateman, Gord McCalla et Jim Greer. « Applying the Agent Metaphor to Learning Content Management Systems and Learning Object Repositories ». Dans Intelligent Tutoring Systems, 808–10. Berlin, Heidelberg : Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11774303_107.

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Lim, Edward H. Y., James N. K. Liu et Raymond S. T. Lee. « Collaborative Content and User-Based Web Ontology Learning System ». Dans Knowledge Seeker - Ontology Modelling for Information Search and Management, 181–94. Berlin, Heidelberg : Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-17916-7_12.

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Actes de conférences sur le sujet "Content management learning systsem"

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Ean Heng, Lim, Wong Pei Voon, Norazira A. Jalil, Chan Lee Kwun, Tey Chee Chieh et Nor Fatiha Subri. « Personalization of Learning Content in Learning Management System ». Dans 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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Omar, Nizam, Pollyana Notargiacomo Mustaro, Ismar Frango Silveira et Daniel Arndt Alves. « Multiplatform Distributed Architecture of Learning Content Management System ». Dans 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 et Jing Jin. « Integration of digital rights management into learning content management system ». Dans 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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Wang, Kai-li, et Philippe Trigano. « Modeling Unit of Learning in Learning Management System and Learning Content Management System with User Preference ». Dans 2009 Ninth International Conference on Hybrid Intelligent Systems. IEEE, 2009. http://dx.doi.org/10.1109/his.2009.259.

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Shao, N. W. Y., S. J. H. Yang et A. Y. S. Sue. « A content management system for adaptive learning environment ». Dans 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 ». Dans 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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Cazacu, Dragos, Anatol Oprea et Aurelian Jurcoane. « MLMS – ENABLING SCORM COMPATIBLE LEARNING MANAGEMENT SYSTEMS ». Dans eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-104.

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Starting with iFever, during the last five years, mobile devices became the next big step in the ITC industry with the next five anticipating their becoming the “de facto” Internet access devices. eLearning must migrate as well, in order to maintain its main purpose: delivering information and empowering knowledge acquisition. The next generation of Learning Management Systems must be a hybrid one, capable of delivering content and record user progress in various contexts both classical and mobile. Although the main focus in present times has been on how content should be designed for mobile delivery, the same question should be asked for Learning Management Systems, as well, how they should be designed to enable delivery of such mobile content. This paper analyses what are the main challenges for designing such an mLMS are, and how they can obey both the quite old requirements like the SCORM standard as well as the mobile devices characteristics such as discontinuous access to the LMS (due to Internet access limitations) within a session or between sessions, content faceting (adding mobile support for existing content), feedback from and synchronisation of multiple access points (mobile or desktop) in achieving learning goals and objectives by using cloud enabled architectures. We are addressing issues concerning content compatibility validation for mobile devices, aggregation of mobile content with analogous content, enhancement of existing content and how an mLMS should be storing asynchronous submission of learner progress data as well as synchronicity between desktop clients and mobile clients. The last concern involves analysing device delivery mechanisms, custom LMS clients for mobiles and capabilities which could be implemented by such clients in order to overcome the inherent limitations of a browser-only web application delivery system for mobile devices. Last but not least we address issues concerning accessibility of content, a feature often overlooked by mobile content in general.
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Abu Kasim, Norul Ashikin, et Teddy Surya Gunawan. « Virtual-learning content management system for problem-based learning (PBL) courses ». Dans 2012 International Conference on Computer and Communication Engineering (ICCCE). IEEE, 2012. http://dx.doi.org/10.1109/iccce.2012.6271356.

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Fidalgo-Blanco, Angel, Francisco Jose Garcia-Penalvo, Maria Luisa Sein-Echaluce et Miguel Angel Conde-Gonzalez. « Learning content management systems for the definition of adaptive learning environments ». Dans 2014 International Symposium on Computers in Education (SIIE). IEEE, 2014. http://dx.doi.org/10.1109/siie.2014.7017713.

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Kurilovas, Eugenijus. « Learning Content Repositories and Learning Management Systems Based on Customization and Metadata ». Dans 2009 Computation World : Future Computing, Service Computation, Cognitive, Adaptive, Content, Patterns (COMPUTATIONWORLD). IEEE, 2009. http://dx.doi.org/10.1109/computationworld.2009.23.

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Rapports d'organisations sur le sujet "Content management learning systsem"

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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], juillet 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 et Vladimir Soloviev. Selection of Mobile ICT for Learning Informatics of Future Professionals in Engineering Pedagogy. [б. в.], octobre 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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Chapelet, Pierre. Analysis of the Education Management and Information System of Jamaica : Diagnosis and Proposal for Strengthening the EMIS. Inter-American Development Bank, décembre 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, novembre 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, novembre 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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Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), février 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.

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On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying causes of learning shortfalls. Proximate causes include the skills and motivations of teachers, the quality of school management, the available of other inputs used in schools, and the extent to which learners come to school prepared to learn. Underlying these are the governance arrangements through which these inputs are deployed. Specialist knowledge on the proximate drivers of learning outcomes can straightforwardly be applied in countries where governance works well. However, in countries where the broader governance context is less supportive, specialist sector-specific interventions to support learning are less likely to add value. In these messy governance contexts, knowledge about the governance and political drivers of policymaking and implementation can be an important complement to sector-specific expertise. To help uncover new ways of improving learning outcomes (including in messy governance contexts), the Research on Improving Systems of Education (RISE) Programme has championed a broad-ranging, interdisciplinary agenda of research. RISE was organised around a variety of thematic and country-focused research teams that probed both proximate and underlying determinants of learning. As part of the RISE work programme, a political economy team commissioned studies on the politics of education policy adoption (the PET-A studies) for twelve countries (Chile, Egypt, Ethiopia, India, Indonesia, Kenya, Nigeria, Pakistan, Peru, South Africa, Tanzania and Vietnam). A December 2022 RISE synthesis of the individual country studies1 laid out and applied a framework for systematically assessing how political and institutional context influences learning outcomes—and used the results to suggest some ‘good fit’ soft governance entry points for improving learning outcomes across a variety of different contexts. This insight note elaborates on the synthesis paper’s argument and its practical implications.
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Lapcha, Haidar, et Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), janvier 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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McGregor, Lisa, Sarah Frazer et Derick Brinkerhoff. Thinking and Working Politically : Lessons from Diverse and Inclusive Applied Political Economy Analysis. RTI Press, avril 2020. http://dx.doi.org/10.3768/rtipress.2020.rr.0038.2004.

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Political economy analysis (PEA) has emerged as a valuable approach for assessing context and the local systems where international development actors seek to intervene. PEA approaches and tools have grown and adapted over the last 40 years through innovations by donor agencies and practitioners. Our analysis of nine PEAs reveals the following findings: PEAs can make positive contributions to technical interventions; engaging project staff in PEAs increases the likelihood that they will be open to a thinking and working politically mindset and approach; inclusion of gender equity and social inclusion (GESI) in PEAs helps to uncover and address hidden power dynamics; and explicitly connecting PEA findings to project implementation facilitates adaptive management. Implementation lessons learned include careful consideration of logistics, timing, and team members. Our experience and research suggest applied PEAs provide valuable evidence for strengthening evidence-based, adaptive, international development programming. The findings highlight the promise of PEA as well as the need for ongoing learning and research to address continued challenges.
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Pyta, V., Bharti Gupta, Shaun Helman, Neale Kinnear et Nathan Stuttard. Update of INDG382 to include vehicle safety technologies. TRL, juillet 2020. http://dx.doi.org/10.58446/thco7462.

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Driving is one of the riskiest work tasks, accounting for around one third of fatal crashes in the UK. Organisations are expected to manage work-related road safety (WRRS) in the same way that they manage other health and safety risks. The Health and Safety Executive (HSE) and Department for Transport (DFT) issue joint guidance on this in INDG382 ‘Driving at work: managing work-related road safety’. HSE and DFT were seeking to update INDG382 to include reference to vehicle safety technologies that could enable employers to monitor safety related events or driver behaviours, to support learning and safety improvements. They commissioned TRL to - Conduct a literature review focused on evaluations of the impact of these technologies on work-related road safety (specifically, crash risk) Lead in-depth interviews with representatives of organisations who had implemented technology-based safety monitoring in their fleet and stakeholders and experts who provided further insights into factors affecting successful implementation. TRL found that telematics systems, drowsiness and distraction recognition systems, and collision warning systems have significant potential safety benefits, but rigorous published evaluation of safety-focused telematics in the fleet context is limited. There is good evidence for the safety benefits of intelligent speed assist in private and fleet vehicles. Successful implementation relies on procuring systems that match needs, managing the potential for data to overwhelm and embedding monitoring and driver feedback within good management systems and strong safety leadership. This report provides recommendations for updating guidance for organisations considering implementing vehicle safety monitoring technologies (telematics).
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Féry, Guillaume. The Digital Journey of Water and Sanitation Utilities in Latin America and The Caribbean : What is at Stake and How to Begin. Sous la direction de Marcello Basani et Xoán Fernández. Inter-American Development Bank, novembre 2022. http://dx.doi.org/10.18235/0004562.

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This discussion paper provides a foundation for digital transformation of water and sanitation utilities and illustrates how emerging technologies, new types of organizations, and forms of working can improve service performance and address issues related to water and wastewater management, with a focus on Latin America and the Caribbean. It also explores the fundamental dimensions of digital transformation of organizations, beyond technology, highlighting the importance of the human side of things, as well as operational impacts associated with data profusion, systems integration and interconnectivity. Finally, it shows examples of how decision-making has evolved for some front-runners, from planned and reactive operations to proactive and data-driven utilities. It aims to answer the following questions: What does digital transformation mean for the Water and Sanitation sector? What lessons can be learned from peers around the world? What are the learning points for the LAC region, considering the specific local context and its priorities? The authors also want to offer some tangible illustrations and actionable insights for professionals, wherever their organizations stand along the journey to a fully digital, connected, and data-driven company. The target audience is anyone interested in this sector, with a special focus on key actors in the ecosystem (such as regulators as well as practitioners). The goal of this paper is to raise awareness among people from water and sanitation utilities and, most importantly, provide them with insights to get started with their digital journey.
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