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.
Texte intégralLorenz, Anja, et Lars Fassmann. « Lernmaterialien effektiv aufbereiten und wiederverwenden ». Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-82101.
Texte intégralWendeborn, 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.
Texte intégralLorenz, Anja, et Lars Fassmann. « Lernmaterialien effektiv aufbereiten und wiederverwenden ». Büro für Medien Oliver Lehnert e.K, 2010. https://monarch.qucosa.de/id/qucosa%3A19645.
Texte intégralKavakli, 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.
Texte intégralGarg, Anubha. « SCORM based learning management system for online training ». Kansas State University, 2012. http://hdl.handle.net/2097/14627.
Texte intégralDepartment 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.
Lorenz, Anja. « Rückführung von User Generated Content in Lernmaterialien ». Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-82007.
Texte intégralCorradini, Ryan Arthur. « A Hybrid System for Glossary Generation of Feature Film Content for Language Learning ». BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2238.
Texte intégralLorenz, 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.
Texte intégralJohnson, 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.
Texte intégralBROWN, Justin, et j. brown@ecu edu au. « An exploration of student performance, utilization, and attitude to the use of a controlled content sequencing web based learning environment ». Edith Cowan University. Computing, Health And Science : School Of, 2005. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0035.html.
Texte intégralBrown, Justin A. « An exploration of student performance, utilization, and attitude to the use of a controlled content sequencing web based learning environment ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/106.
Texte intégralLee, Ji Eun. « Examining the Effects of Discussion Strategies and Learner Interactions on Performance in Online Introductory Mathematics Courses : An Application of Learning Analytics ». DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7583.
Texte intégralUrbansky, Stefan. « Integrierter Ansatz zur systemunabhängigen Wiederverwendung von Lerninhalten ». Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2005. http://nbn-resolving.de/urn:nbn:de:swb:14-1115026139649-46736.
Texte intégralThe preparation of learning content is one of the most important process in E-Learning. This thesis shows an approach to reuse learning content. On the one hand the costs of the creation process can be reduced and on the other hand effective methods for administration are pointed out. Starting point of the approach is a four-level content model (assets, learning materials, learning modules and seminars), which divides learning contents on the basis of granularity. This model considers thereby current E-Learning-standards concerning content and metadata, whereby an open reuse is possible. For the processing of generic representations, like materials in the XML format, the concept of the Templates was taken up and extended by the content variants. These make the presentation of different developments of the materials possible, for example concerning the output format, the language, the degree of difficulty of tasks or the version. Further this thesis pointed out an appropriate concept for the system development of a learning platform. This is in particular characterized by the partitioning into different subsystems, which makes possible a flexible configuration and placement concerning to the requirements to the reuse
Zacharopoulos, Ilias Z., et Mohammad B. Kohistany. « Utility and applicability of the sharable content object reference model (SCORM) within Navy higher education ». Thesis, Monterey, California. Naval Postgraduate School, 2004. http://hdl.handle.net/10945/1558.
Texte intégralThis thesis critically analyzes the Sharable Content Object Reference Model (SCORM) within higher education and examines SCORM's limitations within a realistic application environment versus within a theoretical/conceptual platform. The thesis also examines environments better suited for implementation of SCORM technology. In addressing the research questions, it was discovered that from the current standards set forth by Advanced Distributed Learning (ADL), SCORM is not well suited for higher education. SCORM technology will prove of greater utility within the Navy Training environment than in higher education. In their effort to share information, higher education institutions would benefit more from a Content Management System in conjunction with a Learning Management System. Subsequent chapters addressed the limitations of SCORM, provided a comparison of the applicability of SCORM within the separate domains of naval Education and Training, and provided a prototype of a Content Management System for institutions of higher learning.
Lieutenant Commander, Hellenic Navy
Lieutenant, United States Naval Reserve
Urbansky, Stefan. « Integrierter Ansatz zur systemunabhängigen Wiederverwendung von Lerninhalten ». Doctoral thesis, Technische Universität Dresden, 2004. https://tud.qucosa.de/id/qucosa%3A24486.
Texte intégralThe preparation of learning content is one of the most important process in E-Learning. This thesis shows an approach to reuse learning content. On the one hand the costs of the creation process can be reduced and on the other hand effective methods for administration are pointed out. Starting point of the approach is a four-level content model (assets, learning materials, learning modules and seminars), which divides learning contents on the basis of granularity. This model considers thereby current E-Learning-standards concerning content and metadata, whereby an open reuse is possible. For the processing of generic representations, like materials in the XML format, the concept of the Templates was taken up and extended by the content variants. These make the presentation of different developments of the materials possible, for example concerning the output format, the language, the degree of difficulty of tasks or the version. Further this thesis pointed out an appropriate concept for the system development of a learning platform. This is in particular characterized by the partitioning into different subsystems, which makes possible a flexible configuration and placement concerning to the requirements to the reuse.
Sharma, Adhikari Ashok, et Zuhair Haroon Khan. « Wiki for Global Knowledge Management in Distributed Software Development Process ». Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28268.
Texte intégralEmmungil, Levent. « Effect Of Constructed Web-supported Instruction On Achievement Related To Educational Statistics ». Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610915/index.pdf.
Texte intégralunderstanding of statistical concepts. This study also examined the perceptions of the students about web supported instruction. Although there are some studies conducted about technology aided statistics education, they are insufficient in the amount according to other areas. Besides these few studies were conducted mainly among lower grades. There is a need to find out and overcome students&rsquo
learning difficulties about statistical concepts in graduate levels. The intention of the study was to construct a web support system for traditionally offered Educational Statistics course in order to decrease both instructor and students efforts to communicate, present, reach and use the resources. The subjects of the study were 21 graduate students of Educational Statistics course offered. None of the subjects was offered an on-line course before. The study used both quantitative and qualitative measurements to analyze the effectiveness of the site and perceptions of the users. The results of the study indicated that there was an improvement in students&rsquo
achievement related to educational statistics through web supported instruction. Besides, the perceptions of the students were collected with interview questions about the functions and usability of the system. The highly positive perceptions of the students showed that, it is necessary for the students to have such a course support system. The framework was developed not only support for traditionally offered courses, but also support for lifelong learning processes. The researcher believed that the study revealed the most realistic usage pattern of a course support system. The results can be used by the instructors in order to offer the best web support system with minimum effort. Moreover, the proposed system can be used in any learning content management systems without the need for technical knowledge.
Djupfeldt, Petter. « Dr. Polopoly - IntelligentSystem Monitoring : An Experimental and Comparative Study ofMultilayer Perceptrons and Random Forests ForError Diagnosis In A Network of Servers ». Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-191557.
Texte intégralDenna uppsats utforskar potentialen i att använda maskininlärning föratt övervaka och diagnostisera ett datorsystem genom att jämföra hureffektivt Multilayer Perceptron (MLP) respektive Random Forest (RF)gör detta i en kontrollerad miljö. Grunden för jämförelsen är främst hurträffsäkra MLP och RF är i sina klassifieringar, men viss tanke ges ocksååt hur kostnadseffektiva de är med hänseende till tid. Systemet som används är ett “content management system” (CMS)vid namn Polopoly. Uppsatsen beskriver hur träningsdatan samlades invia Java proxys, som injicerades i Polopoly systemet för att mäta hurlång tid metodanrop mellan servrarna tar. Fel i systemet simulerades genomatt begränsa enskilda servrars bandbredd, och normalt användandesimulerades med verktyget Grinder. Uppsatsen går sedan in på hur de två algoritmerna användes ochhur deras parametrar sattes, innan den fortsätter med att jämföra detvå slutgiltiga implementationerna baserat på deras träffsäkerhet. Detnoteras att träffsäkerheten är undermålig; både MLP:n och RF:n gissarrätt i ca 20% av fallen. En diskussion förs om det ändå finns en användningför algoritmerna med denna nivå av träffsäkerhet. Slutsatsen drasatt det inte finns någon signifikant skillnad (p 0.05) mellan MLP:nsoch RF:ns träffsäkerhet, och avslutningsvis så föreslås det att framtidaarbete borde fokusera antingen på att jämföra de två algoritmerna ellerpå att försöka förbättra feldiagnosiseringen i Polopoly.
Al, Kurdi Osama F. « Knowledge-sharing management in the context of higher education institutions ». Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/16202.
Texte intégralKoseler, Refika. « Multi-dimensional Evaluation Of E-learning Systems In The Higher Education Context : Empirical Investigations ». Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610713/index.pdf.
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perceived satisfaction. Confirmatory factor analyses used to assess the number of factors and the loadings of variables. The results of confirmatory factor analyses were overlapped with the proposed model. Structural Equation Modeling (SEM) statistical analysis was used to validate the research model. The analytical results strongly support the appropriateness of the proposed model in evaluating LMSs through learners&
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satisfaction. Additionally, individual case results were presented with descriptive statistics, Pearson&
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s Product Correlations outputs. Findings of this research will be valuable for both academics and practitioners of e-learning systems. The presented statistical results highlighted the importance of supposing a multidimensional analytical approach for e-learning system success evaluation. The proposed model provided several implications for e-learning effectiveness evaluation.
Sharma, Anshu. « Effective Content and Methodology of Distance Learning in Community Based Disaster Management ». 京都大学 (Kyoto University), 2008. http://hdl.handle.net/2433/123775.
Texte intégralOlivier, Vanessa. « Managing mobile learning in a higher education environment / Olivier V ». Thesis, North-West University, 2011. http://hdl.handle.net/10394/7297.
Texte intégralThesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
Ring, Welf [Verfasser], Karl [Akademischer Betreuer] Wilbers et Karl [Gutachter] Wilbers. « Agile Content-Entwicklung im Corporate E-Learning / Welf Ring ; Gutachter : Karl Wilbers ; Betreuer : Karl Wilbers ». Erlangen : Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), 2018. http://d-nb.info/1172972451/34.
Texte intégralSakala, Lucy Charity. « Resistance to the implementation of learning management systems by lecturers in higher education in a developing country context ». Doctoral thesis, Faculty of Commerce, 2019. http://hdl.handle.net/11427/30345.
Texte intégralQu, Changtao. « Towards the standard-oriented E-learning an RDF-based E-learning content management P2P infrastructure and some enabling technologies / ». [S.l. : s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=973162244.
Texte intégralNeumann, Jörg, Jens Schulz, Anja Lorenz, Mike Halbauer et Christian Meier. « mobileTUD – der lange Weg zum „mobilen Ruhm“ ». Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-82113.
Texte intégralNeumann, Jörg, Jens Schulz, Anja Lorenz, Mike Halbauer et Christian Meier. « mobileTUD – der lange Weg zum „mobilen Ruhm“ ». London Mobile Learning Group, 2011. https://monarch.qucosa.de/id/qucosa%3A19646.
Texte intégralBrolio, Debora Richter. « A tecnologia na educação : o uso de um sistema gerenciador de conteúdo e aprendizagem ». reponame:Repositório Institucional do FGV, 2017. http://hdl.handle.net/10438/18096.
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A Tecnologia da Informação propiciou mudanças significativas no ambiente educacional, tanto na gestão da informação quanto nas possibilidades de ensino-aprendizagem. Os sistemas de gerenciamento de aprendizagem podem impactar positivamente o desenvolvimento humano e social do aluno, sendo aplicáveis em diversos níveis educacionais – do ensino básico ao superior. Este estudo de caso procura identificar os impactos do uso de um sistema gerenciador de conteúdo e aprendizagem no ensino regular básico. O caso escolhido foi uma instituição de ensino básico que utiliza um sistema gerenciador de conteúdo e aprendizagem em seu cotidiano educacional. Foi possível concluir que a utilização do SGCA gera impactos positivos no alcance dos objetivos do curso e objetivos pedagógicos, e nos resultados dos discentes – quando intermediado pelas metodologias ativas de ensino, bem como na própria aplicação das metodologias ativas de ensino. O presente estudo apresenta contribuições teóricas e práticas, pois demonstra resultados que suscitam a discussão sobre a utilização da tecnologia na educação básica, evidenciando que esta não proporciona mudanças se utilizada isoladamente. Para que ocorram resultados efetivos, existe a necessidade de uma reformulação no posicionamento de seus principais atores – docentes e alunos – para que os objetivos propostos sejam alcançados.
Information Technology has brought about significant changes in the educational environment, both in terms of information management and teaching and learning possibilities. The learning management systems can positively impact the human and social development of the student, being applicable in several educational levels - from basic to higher education. This case study seeks to identify the impacts of the use of a learning content management system in basic regular education. The chosen case was a basic education institution which uses a learning content management system in its daily education. It was possible to conclude that the use of the LCMS generates positive impacts on the results of the pedagogical objectives of the course and on the results of the students when intermediated by active teaching methodologies as well as in the actual application of active teaching methodologies. The research presents theoretical and practical contributions, as it demonstrates results that promote the discussion about the use of technology in basic education, evidencing that it does not lead to changes if used alone. For effective results to occur, there is a need for a reformulation in the positioning of its main actors - teachers and students - so that the proposed objectives can be achieved.
Ramos, Cláudio Manuel Frade. « Gestão documental no âmbito do projecto myAprenderNanet ». Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/15587.
Texte intégralStevenson, Jackie M. « Development of a Test Blueprint for a Hospitality Management Capstone Course to Measure Programmatic Student Learning Outcomes ». Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28481/.
Texte intégralAbdullah, Umar. « Learning through Teacher Professional Training : English Teacher Certification Program in Indonesia ». The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.
Texte intégralMcLucas, Alan Charles Civil Engineering Australian Defence Force Academy UNSW. « An investigation into the integration of qualitative and quantitative techniques for addressing systemic complexity in the context of organisational strategic decision-making ». Awarded by:University of New South Wales - Australian Defence Force Academy. School of Civil Engineering, 2001. http://handle.unsw.edu.au/1959.4/38744.
Texte intégralPons, Seguí Laura. « School-based Conditions and Teacher Education for CLIL Implementation ». Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/665881.
Texte intégralL’Aprenentatge Integrat de Continguts i Llengua Estrangera (AICLE) és un enfocament educatiu on part del contingut curricular s’ensenya de forma integrada amb una llengua addicional amb l’objectiu d’adquirir tant el contingut com la llengua. Actualment, la major amenaça per AICLE és la falta de docents qualificats per a aquest enfocament. Per aquest motiu, l’objectiu general d’aquesta tesi doctoral és identificar les necessitats didàctico-pedagògiques i organitzatives dels docents de centres d’educació primària de Catalunya pel que fa a la implementació d’AICLE i a les condicions organitzatives que afavoreixen la seva implementació. S’ha adoptat un paradigma post-positivista per estudiar l’objecte de recerca. A més, s’utilitza un enfocament metodològic mixte. S’estudia la percepció dels mestres de llengua estrangera en formació inicial (n=44), els docents en actiu, els formadors (n=10), inspectors (n=5), Coordinadors AICLE del Departament d’Ensenyament (n=3), els equips directius (n=54) i els experts AICLE (n=10) pel que fa a la formació docent i a les condicions institucionals. Els instruments de recollida d’informació utilitzats són qüestionaris i entrevistes semi- estructurades. S’han utilitzats procediments quantitatius i qualitatius per analitzar les dades. La revisió d’estudis previs, així com les troballes d’aquesta recerca s’han utilitzat per dissenyar, implementar i avaluar una proposta de formació inicial per a estudiants de mestre d’educació primària amb l’objectiu de desenvolupar les competències AICLE. Aquest disseny s’ha implementat a dos cursos del doble itinerari d’educació infantil i educació primària de la Universitat de Barcelona. El disseny s’ha avaluat longitudinalment utilitzant un disseny metodològic quasi-experimental. S’ha administrat un qüestionari d’autopercepció del nivell competencial a mode de pre- i post-test als estudiants del grup experimental (n=39) i a dos grups control, alhora que s’ha analitzat el rendiment acadèmic de l’alumnat. Els resultats d’aquest estudi suggereixen que els docents i els equips directius tenen necessitats de formació pedagògiques i organitzatives considerables per a la implementació d’AICLE. Tanmateix, s’han identificat les competències, els requisits i el tipus de formació que s’haurien d’oferir. Els participants han assenyalat algunes de les condicions institucionals que afavoreixen la implementació d’AICLE. Els resultats de l’avaluació del disseny de formació inicial indiquen que l’enfocament per competències i AICLE poden ser beneficiosos per a la formació de mestres. Ara bé, aquestes pràctiques s’han de sostenir en el temps per tal d’obtenir els beneficis.
Teng, Sin Yong. « Intelligent Energy-Savings and Process Improvement Strategies in Energy-Intensive Industries ». Doctoral thesis, Vysoké učení technické v Brně. Fakulta strojního inženýrství, 2020. http://www.nusl.cz/ntk/nusl-433427.
Texte intégralHuang, Yi-ming, et 黃亦銘. « Mobile Blogging System for Learning Content Management ». Thesis, 2007. http://ndltd.ncl.edu.tw/handle/25798471401357974779.
Texte intégral國立成功大學
工程科學系碩博士班
95
Over the years, due to the rapid developing in science and technology, many advances have been made in the area of multimedia learning contents development. In this paper, we employ a multi-agent technique to develop an M-learning system based on 3G Network, wireless and MANET. Following that, the proposed M-learning platform provides the efficient mobile learning environment via the application of Zone_Net which is based on Zone-based, Mobile Blog, information retrieval (IR) and RSS Aggregation. Moreover, by utilizing the Zone-Based scheme, the system offers properly learning contents to learners without bandwidth squandering. This paper offers a solution by designing a mobile blogging system combining web services to enable mobile blogging users to appreciate what you think is what you write. Further, we can receive different learners’ blog articles by the RSS aggration or the RSS reader. Also, IR techniques are applied to design the Mobile IR so that users can find the dependency between terms and articles exactly.
Lin, Je-min, et 林哲民. « Computer-Supported Collaborative Learning Content Management System ». Thesis, 2012. http://ndltd.ncl.edu.tw/handle/39198743280688292466.
Texte intégral大同大學
資訊工程學系(所)
100
In past decade, people spend more and more time on internet learning new knowledge. E-Learning has become one of the popular ways of learning. User can break the restriction on time and place and gain their knowledge free. (Computer-Supported Collaborative Learning, CSCL)is an interaction of messages technology among users to improve the knowledge sharing and distribution. Social network is also a tool to support the web service more collaborative in specific area. However, most of social network system put their key point on the web sight and management and they might be lack of supporting on detail contents. Due to the used mark language HTML which is focus on composing. The social network service provides reliable articles not automation processing for program. Machine can also use the information to calculate theory. This research builds a learning group management platform on Drupal. Tutor can design a management CSCL script. Users can learn collaboratively. Through this system, tutor can figure out the situation and estimate the effect on learning. By the semantic technology, the information not only presents the web pages but provides more complex calculation to implement theory.
Huang, Kuo-Feng, et 黃國峰. « Construct a Learning Management System with Dynamical Delivery of Learning Content ». Thesis, 2006. http://ndltd.ncl.edu.tw/handle/93180339410954622088.
Texte intégral國立成功大學
資訊工程學系碩博士班
94
To promote the interchangeability of the learning contents between the different learning management systems (LMSs), Advanced Distributed Learning (ADL) proposed Sharable Content Object Reference Model (SCORM) standard that facilitates the reusability of the learning contents. In SCORM version 1.3, Sequencing & Navigation (SN) is added to which the learning content can be delivered according to course structure, sequencing rules and learner’s learning status. That is, SCORM SN improves the interaction between the learner and LMS. However, the LMS of SCORM 1.3 can not dynamically deliver the different learning contents according to the different learning styles of learners. In this situation, if there are four types of learners, an instructor needs to pack four adaptable course packages individually that are with the same course structure. And then, a learner needs to select statically one course that meets his learning style to achieve the adaptive learning. Hence, this study proposes a SCORM-compatible LMS that can dynamically deliver different learning contents according to the different types of learners. Furthermore, the LMS proposed in this study can provide the different teaching strategies according to the learning status of learners in the last learning time. Since SCORM-compatible LMS version 1.3 needs to be modified to dynamically deliver learning contents, the LMS needs to be understood completely. Hence, this study first presents the whole structure of SCORM and function process of LMS, and then SCORM-compatible LMS version 1.3 is modified to support dynamical delivery of the learning contents.
Cheng, Chi-Cheng, et 鄭奇政. « Online Learning Portfolio in a Web Content Management System ». Thesis, 2009. http://ndltd.ncl.edu.tw/handle/93275183548294037650.
Texte intégral國立雲林科技大學
資訊工程研究所
97
The purpose of this study is to construct a learning system, based on Mayer''s SOI model, which allows teachers to annotate the online websites for students to follow the teachers'' careful guidance and achieve meaningful learning. In the system, different learning folders, such as keywords, new v ocabulary, learned vocabulary, best sentences, confusing sentences, main ideas, and so on are designed for students to manage their learning materials and content so that they are able to retrieve the managed files to enhance their own learning. With the trace results of students'' actions recorded in a database, teachers are able to analyze the students'' learning process and provide useful feedback.
TROMBADORE, ANTONELLA. « Architettura Sostenibile ed e.learning. Nuovi paradigmi per la diffusione e.learning dei principi di Architettura Sostenibile. Sustainable Teaching for Sustainable Architecture. New teaching strategies and tools for education on demand and sustainable energy conscious architecture contents development ». Doctoral thesis, 2004. http://hdl.handle.net/2158/703533.
Texte intégralChin, Chieh Hao, et 郝晉杰. « SCORM 2004 Compliant Learning Content Management System with Scaffolding Template Design ». Thesis, 2005. http://ndltd.ncl.edu.tw/handle/29508505740560661203.
Texte intégral國立中正大學
資訊工程所
93
In the SCORM1.2 standard, it only defines the structure and relevant Meta-data for e-learning content. But Simple Sequencing flow control is the greatest change in the SCORM2004 standard. Adaptive learning is the teaching way which SCORM2004 want achieved. According to the learner study record that teaching material can be automatic to adjusting the learning experience so as to improve the teaching quality of e-learning. Because having the Simple Sequencing, some famous teaching theories can be implemented in a course. Several past e-learning teaching materials unable to use some teaching theories to improve teaching quality, even could, it must follow the specific platform that is especially designed. So the teaching material using SCORM2004 standard to develop, can not merely achieve the originally purpose like sharable reusable etc, it can use any kinds of the teaching theories too. But develop a e-learning course which according with SCORM2004 standard is not very easy, complicated sequencing control, a content desinger who has no idea about sequencing rules, it is difficult to develop a good teaching material.So, we designed seven kinds of commonly used Sequencing Template which include the Scaffolding theory in this paper the final purpose we hope to increasing the convenience of develop the teaching material.
HUNG, CHEN KO, et 陳客宏. « Development of Digital Learning Content System Based on Supply Chain Management ». Thesis, 2006. http://ndltd.ncl.edu.tw/handle/44978892491299942325.
Texte intégral國立中興大學
資訊科學系
94
Due to the development of computer and Internet technique, people change their living style gradually and hence diverse learning mode; e-leaning is coming with the tide of fashion. E-learning could get rid of the traditional limitation to learn various knowledge and skill effectively without regarding of the limitation of space and time. Hence, e-learning becomes the most attractive way to receive knowledge. In the past the company that produced learning content could accumulate a lot of media assets, learning components and test questions. The learning content that developed by using application-based authoring tools usually don’t add descriptions or identifications that help search conveniently afterward. We often need to use former components to develop and re-composite into a new learning content. This causes that we can’t find these component or need to spend a lot of time to find them. Human cost is high proportion in developing the teaching materials. If the teaching materials are not reusable, we could not compete with other countries. SCORM is a suite of technical standards that developed by Advanced Distributed Learning and stresses durable, interoperable, accessible and reusable for teaching material. This paper shortens the producing time of teaching material and such that the companies of teaching material produce the better ones.
Lin, Wei-Bin, et 林維彬. « Reusable e-Learning Content Management System Based on the Standard of SCORM ». Thesis, 2002. http://ndltd.ncl.edu.tw/handle/10537430677031121977.
Texte intégral國立中正大學
資訊工程研究所
90
In this thesis, a course management system based on SCORM is proposed. It consists of content package suite and content management system. Content package suite provides a friendly GUI helping content providers to construct reusable and sharable e-Learning course content which can be learned from learning management systems over the Internet. Content providers can easily construct course content which conforms to the specification of SCORM without learning XML syntax and memorizing XML tags. The Library of Congress Classification and the New Classification Scheme for Chinese Library are applied to the content management system. This system provides the functionality of managing course content by classification or keyword through web browsers so that content providers can construct new courses from reusable and sharable courses conveniently. Besides, it is more productive for content providers to author and catalog course content via the integration of content package suite and content management system.
Hsu, Ming-chen, et 許銘真. « Building Learning Content Sharing and Management System Based on Web Service and SCORM ». Thesis, 2006. http://ndltd.ncl.edu.tw/handle/5qv68d.
Texte intégral國立中山大學
資訊工程學系研究所
96
The Internet technology maturity, the fast influence our life, is not having the national boundary, not time, region limit network characteristic, also changed the school edition traditional teaching way, the teaching from the classroom, the school, extends to the Internet, studies is not restricted in the same time and the same learning environment. Along with e-learning’s development, the teaching material more and more multi-dimensional, but those material restricted by the learning platform, the teaching material itself exchangeability also reduces along with it. In this thesis, a learning content management system (LCMS) based on SCORM (sharable content object reference model) which shares learning object by Web Service is proposed. The whole system can be divided into four subsystems. Learning object management subsystem manages learning objects and those metadata. Content Upload subsystem provides the functionality of converting ordinary files to learning objects and parse SCORM content into the system. Content authoring subsystem assembles these objects to form abigger learning object or a courseware. Content provider can share learning objects by web-service searching subsystem. Users can use content authoring subsystem to construct new learning contents, and web-service searching subsystem to search and share learning objects easily.
Lee, Chang-Feng, et 李長峰. « Learning Content Management System and Peer-to-Peer Search Tool Based On SCORM ». Thesis, 2003. http://ndltd.ncl.edu.tw/handle/66240797398392908594.
Texte intégral國立中正大學
資訊工程研究所
91
Due to the rapid development of computer and networking technologies, digital learning is becoming the new learning paradigm. In this thesis, a learning content management system (LCMS) based on SCORM (sharable content object reference model) which shares learning object by peer-to-peer method is proposed. The whole system can be divided into three subsystems. Learning object management subsystem manages learning objects and provides the functionality of converting ordinary files to learning objects. Content authoring subsystem assembles these objects to form a bigger learning object or a courseware. Content provider can share learning objects by peer-to-peer searching subsystem. Users can use content authoring subsystem to construct new learning contents, and p2p searching subsystem to search and share learning objects easily.
Su, Jun-Ming, et 蘇俊銘. « Design and Implementation of an Intelligent Learning Content Management System based on SCORM Standard ». Thesis, 2006. http://ndltd.ncl.edu.tw/handle/32446049709339047151.
Texte intégral國立交通大學
資訊科學與工程研究所
94
With the vigorous development of the Internet, e-learning systems have become more and more popular. Currently, in order to solve the issue of sharing and reusing teaching materials in different e-learning systems, several standard formats, including SCORM of ADL, CP and QTI of IMS, LOM of IEEE LTSC, CMI of AICC, etc., have been proposed by international organizations. Among these international standards, the Sharable Content Object Reference Model (SCORM) has become the most popular standard in recent years. SCORM is a set of specifications for developing, packaging and delivering high-quality education and training materials whenever and wherever they are needed. Although SCORM has many advantages of reusing, sharing, and recombining teaching materials among different standards, it is difficult to create, retrieve, and manage the SCORM compliant course with personalized learning sequences. Moreover, if the same teaching materials are provided to all learners based on predefined strategies, the leaning efficiency will be diminished. Thus, in recent years, adaptive learning environments have been proposed to offer different teaching materials for different students in accordance with their aptitudes and evaluation results. Therefore, for the intelligent e-learning system based upon SCORM standard, how to efficiently create and manage the SCORM compliant learning contents with desired learning sequencing and teaching strategies, how to automatically generate appropriate learning activity for learners according to individual learning portfolio, personal aptitude, and teaching strategies, and how to evaluate the historical learning portfolio for understanding the mis-concept of learners are our concerns. Currently, the IEEE’s LTSC proposed a Learning Technology System Architecture (LTSA) which is as a reference model and identifies the critical interoperability interfaces for learning technology systems. In addition, in order to support the interoperability and scalability of distributed e-learning system, IMS Abstract Framework (AF) and E-Learning Framework (ELF) propose the e-learning system models with layering concept, each layer of which defines different functionalities according to the different requirements of an e-learning system. Furthermore, based on the Knowledge Management concept, how to efficiently manage the different resources and information in an adaptive e-learning system is similar to efficiently manage diverse knowledge. Therefore, based on this concept and LTSA with layering concept, in this dissertation, an Intelligent Learning Content Management System (ILCMS) is proposed to intelligently manage a large number of learning contents and offer learners an adaptive learning strategy which can be refined by means of efficient learning portfolio analysis. The layered architecture of ILCMS consists of six knowledge modules: 1) Knowledge Representation (KR), which uses SCORM standard, and proposed Instructional Activity Model (IAM) and Object Oriented Learning Activity (OOLA) model to represent and manage the learning content and activity, 2) Knowledge Resources (KRes), which stores related learning resources including Learning Activity, Learning Object, Test Item, Application Program, and Learning Portfolio in respective repositories, 3) Knowledge Manager (KM), which includes a Level-wise Content Management Scheme (LCMS), applying clustering approach and load balancing strategies, to efficiently manage a large number of learning resources, 4) Knowledge Acquirer (KA), which provides teachers with useful tools to create the SCORM and OOLA compliant learning content and activity by means of proposed Object Oriented Course Modeling approach based on High Level Petri Nets and OOLA model, 5) Knowledge Controller (KC), which intelligently delivers the desired learning contents, services, test sheet to learners according to her/his learning results and performance, and 6) Knowledge Miner (KMin), which applies data mining techniques to analyze the learning portfolio for constructing the adaptive learning course and the learning concept map automatically. Finally, in order to evaluate ILCMS, system implementations and experiments have been done for each knowledge module. Also, the experimental results shows that proposed knowledge modules of ILCMS are workable and beneficial for learners and teachers.
焦德沛. « Study and Implementation of a Learning Content Management System for Application in Special Education ». Thesis, 2005. http://ndltd.ncl.edu.tw/handle/87280153675802135105.
Texte intégral明新科技大學
資訊管理研究所
93
The objective of this thesis is to propose an e-Learning architecture for application in special education. The proposed architecture consists of (1) a students IEP module, (2) an intelligent Learning Content Management System (LCMS), which integrate a typical LCMS with a student profile & characteristics analysis module and a learning contents recommendation module, and (3) a Learning Management System (LMS). The interaction among these modules is described as follows. First, a special education teacher gains access to the LCMS and import student’s IEP to the LCMS. The student IEP will go into the student profile & characteristic analysis module and then the learning courseware recommendation module. Appropriate learning contents will be presented to the special education teacher, who then chooses among the contents ones that fit the particular student best. The selected contents are then packed to a SCORM-compliant package for download or import to a LMS system. Finally, the results of interaction between student and the LMS system will feed back to the LCMS for evaluation of the appropriateness of this learning contents selection. As the cases increase, the intelligence of the LCMS and the correctness of the contents recommendation will be increased, too. To verify the feasibility of the proposed architecture, we have implemented the LCMS and a demo system accordingly.
« Identifying Relevant Interaction Metrics for Predicting Student Performance in a Generic Learning Content Management System ». Master's thesis, 2015. http://hdl.handle.net/2286/R.I.36042.
Texte intégralDissertation/Thesis
Masters Thesis Computer Science 2015
Chi, Mai Ko, et 買科齊. « A Study of Building SCORM-Based Chinese Learning Content Management System- in Chinese Remediable Teaching ». Thesis, 2005. http://ndltd.ncl.edu.tw/handle/85832686603036326683.
Texte intégral育達商業技術學院
資訊管理所
93
The fundamental goal of this study is to establish a Chinese Learning Content Management System (LCMS), which corresponds with SCORM standard model. The Learning Content Management System can assist teachers in teaching and aiding students, who have the learning disabilities in Chinese. It gives teachers a sharable and editable learning content management platform. This system utilizes a separating and compiling mechanism method to manage the learning object, and supports users to use the other people’s sharable courses, to build their own learning content package for their need. Users can easily get the learning content material by accessing the web page. The Learning Content Management System is a learning object database. Users can obtain the teaching martial through internet gateway by using an internet browser, which enables you to search, save, edit and modify the learning content. This study combines both information technology and specialized learning disability education program. We wish to bring a more convenient and faster learning content editing platform for teachers who are in charge of the special education program.
HSU, Hui Chen, et 許慧貞. « The satisfaction survey of using teaching material sharing system on Learning Content Management System for resource room teachers ». Thesis, 2006. http://ndltd.ncl.edu.tw/handle/87726647334222742942.
Texte intégral國立新竹教育大學
特殊教育學系碩士班
94
Individualized instruction has been one of the major characteristics in special education. As a result, special education teachers usually have to develop courseware specific to each student, which imposes extra workload to the teachers. However, as information technology developed and innovated in twenty-one century, computers have been incorporated into teaching environment. In order to explore the Learning Content Management System(LCMS) interface usability in content design, functionality and outcomes for resource room teachers at the elementary level and to investigate user satisfaction toward the system use, a questionnaire survey was conducted. The primary purpose of this study was to investigate how the using gratifications are by resource room teachers at the elementary level in Taiwan .In total, 260 questionnaires were sent out, and 239 valid questionnaires were regained. The main findings of this study are as follows: 1. Background variables of female resource room teachers (83.7%) were more than male; most resource room teachers were less than 30 years old, and more teaching experience (46.9%) were less than 5 years. 2. Information technology about using Internet to collect teaching materials: 30.0% teachers spent time of taking computer related training as the main way; 94.6%teachers used Internet more than 4 years; 85.8% teacher on-line time per week over 5hours; 30.1% teachers on-line time to collect teaching materials per week about 3-4 hours; Distance Assisted Learning Environment (http://www.dale.nhcue.edu.tw) had large using experiences at teaching resources network platform and its the average of score was the highest. 3. The use of LCMS among resource room teachers: (1)The reality benefit of LCMS had the highest score (4.03). The efficiency of LCMS had the highest score (4.07), and there was significant difference between education degrees and school areas. (2)There were significant differences in the variables of different Internet using behaviors, different Information technology groups, different contact time and on-line time per week. 4. The advantage and disadvantage of LCMS and personal satisfaction of LCMS: the intellectual property rights was priority than the others, and the classify of curriculum was the lowest. 5. The different background and internet using behavior of Information technology among the resource room teachers: There were significant differences in the variables of gender, age, education degree, total teaching experience, teaching experience on special education, contact time, on-line time per week, internet using behavior, different information technology groups, different contact time and on-line time per week, on-line time to collect teaching materials per week. 6. The usability、interface design and the classification of curriculum can be used to predict the reality benefit of LCMS. More results and detailed analyses have given in the paper. Educational implications and further research perspectives were proposed according to the results.