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Tesi sul tema "Elearning"
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1
Takhirov, Naimdjon. "Adaptive personalized eLearning". Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2008. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-8855.
Testo completoAbstract (sommario):
This work has found that mapping prior knowledge and learning style is important for constructing personalized learning offerings for students with different levels of knowledge and learning styles. Prior knowledge assessment and a learning style questionnaire were used to assess the knowledge level and learning style. The proposed model for automatic construction of prior knowledge assessment aims to connect questions in the assessment to speci c course modules in order to identify levels on different modules, because a student may have varying levels of knowledge within different modules. We have also found that it is not easy to map students' prior knowledge with total accuracy. However, this is not required in order to achieve a tailored learning experience; an assessment of prior knowledge can still be used to decide what piece of content should be presented to a particular student. Learning style can be simply de ned as either the way people learn or an individual's preferred way of learning. The VAK learning style inventory has been found suitable to map the learning styles of students, and it is one of few learning style inventories appropriate for online learning assessment. A questionnaire consisting of 16 questions has been used to identify the learning style of students prior to commencement of the course. It is important to consider the number of questions, because the students may feel reluctant to spend too much time on the questionnaire. However, the user evaluation has shown that students willingly answer questions to allow the system to identify their learning styles. This work also presents a comprehensive overview of the state-of-the-art pertaining to learning, learning styles, Learning Management Systems, technologies related to web-based personalization and related standards and speci cations. A brief comparison is also made of various schools that have tried to address personalization of content for web-based learning. Finally, for evaluation purposes, a course on "Designing Relational Databases" was created, and a group of fourteen users evaluated the personalized course.
2
Krause, Torsten. "Geschäftsmodelle im eLearning". Dresden TUDpress, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2831358&prov=M&dokv̲ar=1&doke̲xt=htm.
Testo completo
3
Mauersberger, Albrecht. "Lernfortschrittsanzeige in eLearning-Szenarien". Master's thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-39732.
Testo completoAbstract (sommario):
Die Evaluation von Lernmanagementsystem (LMS) unter didaktischen Gesichtspunkten hat ergeben, dass es den meisten gängigen LMS an einer brauchbaren Lernfortschrittsanzeige mangelt. Dies ist, wie auch Nutzerbefragungen zeigen, insbesondere in Individuallernszenarien ein gravierendes Problem mit starken Auswirkungen auf die Motivation der Lernenden. Ausgehend von dieser Situation wurde in der Arbeit eine didaktisch begründete Lernfortschrittsanzeige entworfen, implementiert und getestet.
Im ersten Teil der Arbeit ist die Bedeutung der Lernfortschrittsanzeige in eLearning-Szenarien unter psychologischen und didaktischen Gesichtspunkten untersucht worden. Dabei wurde zum einen begründet, warum das Fehlen einer solchen Anzeige zu Problemen führt, zum anderen sind aus diesen Untersuchungen heraus Anforderungen an eine sinnvolle Gestaltung einer solchen Anzeige abgeleitet worden.
Im zweiten Teil der Arbeit ist den ermittelten Anforderungen der IST-Zustand dieses Features in gängigen LMS gegenüber gestellt worden. Dafür wurden acht LMS ausgewählt, die in dieser Hinsicht unterschiedliche Ansätze verfolgen. Anschließend wurde unter Berücksichtigung der vorhergehenden Analysen ein eigener Ansatz entwickelt, prototypisch implementiert und evaluiert.
4
Miller, William E. "Nextgen Navy eLearning tracking". Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/44616.
Testo completoAbstract (sommario):
Approved for public release; distribution is unlimitedThe Navy’s eLearning (NeL) computer-based learning system relies on a Learning Management System (LMS) for content delivery and tracking learning information. One major obstacle with NeL’s current LMS implementation is that tracking of learning can only be done while a user is on a desktop computer using an Internet browser to connect to the LMS SOFtware. However, not all learning takes place within an Internet browser on a desktop computer. The Experience-API (xAPI), also known as Tin Can API and SCORM 2.0, is a standard maintained by Advanced Distributed Learning (ADL) that decouples the tracking of learning information from the content delivery. Any piece of SOFtware implementing the xAPI standard running on any networked device can track learning activity and store that data inside of a Learning Record Store (LRS). A prototype system was developed in a virtual environment to showcase the use of the xAPI/LRS to track quiz data, and the quiz data could then be synced from the LRS to the LMS. The prototype showed that xAPI, along with its LRS, can overcome the NeL’s AtlasPro LMS limitation of only tracking learning from a user’s desktop computer using an Internet browser.
5
Nagel, Clemens. "ELearning im physikalischen Anfängerpraktikum /". Berlin : Logos-Verl, 2009. http://d-nb.info/999025376/04.
Testo completo
6
Vojta, Robert. "eLearning - Operační a systémová analýza". Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2007. http://www.nusl.cz/ntk/nusl-221403.
Testo completoAbstract (sommario):
This graduation project deals with the analysis of the actual state of the eLearning, teaching aids available and the proposal of the proper teaching aid for subject The Operations and System Analysis. The whole project is divided into the five parts. The first one is the introduction, the second part defines and concretises the main goal and used methods of this thesis. Further chapter contains theoretical explications of the given topic from the point of view of several authors and other resources. The fourth part pursues the comparison and analysis of the existing software. The results of this analysis, their presentation and evaluation you can find, together with the proper teaching aid prototype, in the last chapter.
7
Rahman, Zahidur. "eLEARNING SYSTEM: USING LEARNING VARIABLES". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/982.
Testo completoAbstract (sommario):
This paper describes an innovative approach to implement functionalities for an Intelligent Learning Environment, based on Artificial Intelligence (AI) on existing Learning Variable Management System (LVMS). A Learning Object (LO) consists of several related sequential Learning Variables (LV). The creation of LO is the goal. Based on that goal LVs need to be selected. The proposed model will concentrate on the selection and management process of LVs to create a complete LO. The management process will include receiving the LVs, storing process, repository management, and finally preparing the LVs for the selection process. The selection process includes Web Services (WS), which are utilized to provide LVs. To get a selected LV, the system first selects a WS which then selects the LV. An Integrated Ranking procedure is executed to rank those LVs. Different agents will work on different sections of the system. Finally the LO creation agent (Styler) will create the Learning Object. In this paper we abbreviated the LVMS to Learning System (LS). This paper has been divided into four chapters. The learning variable/object basics and the proposed system have been described in part one. Chapter two reviews web crawling systems and their effect on the proposed system. The rule-based WS and the integrated ranking algorithm are discussed in chapter three and four respectively.
8
Wirth, Markus Alexander. "Qualität eLearning-gestützter Aus- und Weiterbildunsprogramme /". [St. Gallen] : [s.n.], 2005. http://aleph.unisg.ch/hsgscan/hm00142344.pdf.
Testo completo
9
Wirth, Markus Alexander. "Qualität eLearning-gestützter Aus- und Weiterbildungsprogramme /". Paderborn Eusl-Verl.-Ges, 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014281531&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
Testo completo
10
Happ, Simone, e Berit Jungmann. "Einsatz von Open Source im eLearning". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-155809.
Testo completoAbstract (sommario):
Open Source Software (OSS) ist immer mehr verbreitet und anerkannt. Sie zeichnet sich insbesondere durch die Offenlegung des Quellcodes und die Möglichkeit der freien Verwendung und Weiterverarbeitung aus1. Auch im Bereich des eLearning2 spielen Open Source Lösungen zunehmend eine große Rolle, wobei sich vor allem in Universitäten zahlreiche Communities herausgebildet haben.
11
Stoyanov, Stanimir. "Context-aware and adaptable eLearning systems". Thesis, De Montfort University, 2012. http://hdl.handle.net/2086/9882.
Testo completoAbstract (sommario):
This thesis proposed solutions to some shortcomings to current eLearning architectures. The proposed DeLC architecture supports context-aware and adaptable provision of eLearning services and electronic content. The architecture is fully distributed and integrates service-oriented development with agent technology. Central to this architecture is that a node is our unit of computation (known as eLearning node) which can have purely service-oriented architecture, agent-oriented architecture or mixed architecture. Three eLeaerning Nodes have been implemented in order to demonstrate the vitality of the DeLC concept. The Mobile eLearning Node uses a three-level communication network, called InfoStations network, supporting mobile service provision. The services, displayed on this node, are to be aware of its context, gather required learning material and adapted to the learner request. This is supported trough a multi-layered hybrid (service- and agent-oriented) architecture whose kernel is implemented as middleware. For testing of the middleware a simulation environment has been developed. In addition, the DeLC development approach is proposed. The second eLearning node has been implemented as Education Portal. The architecture of this node is poorly service-oriented and it adopts a client-server architecture. In the education portal, there are incorporated education services and system services, called engines. The electronic content is kept in Digital Libraries. Furthermore, in order to facilitate content creators in DeLC, the environment Selbo2 was developed. The environment allows for creating new content, editing available content, as well as generating educational units out of preexisting standardized elements. In the last two years, the portal is used in actual education at the Faculty of Mathematics and Informatics, University of Plovdiv. The third eLearning node, known as Agent Village, exhibits a purely agent-oriented architecture. The purpose of this node is to provide intelligent assistance to the services deployed on the Education Pportal. Currently, two kinds of assistants are implemented in the node - eTesting Assistants and Refactoring eLearning Environment (ReLE). A more complex architecture, known as Education Cluster, is presented in this thesis as well. The Education Cluster incorporates two eLearning nodes, namely the Education Portal and the Agent Village. eLearning services and intelligent agents interact in the cluster.
12
Göcks, Marc S. [Verfasser]. "Betriebswirtschaftliche eLearning-Anwendungen in der universitären Ausbildung : Entwicklung, Implementierung, Evaluation und zukünftige Perspektiven von eLearning / Marc S Göcks". Aachen : Shaker, 2006. http://d-nb.info/1166515060/34.
Testo completo
13
Westerkamp, Peter. "Flexible elearning platforms : a service oriented approach /". Berlin : Logos-Verl, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2766732&prov=M&dok_var=1&dok_ext=htm.
Testo completo
14
TrikicÌ, Angela. "Evolving elearning : epistemic grounds and methodological consequences". Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413792.
Testo completo
15
Triantafyllidis, Athanasios. "Increasing eLearning engagement through mobile learning integration". Thesis, University of Plymouth, 2017. http://hdl.handle.net/10026.1/10431.
Testo completoAbstract (sommario):
eLearning applications have penetrated the world of education as most higher education organizations all over the world choose to deploy eLearning applications. A review of literature and surveys performed confirmed that currently there is very little engagement of students in web-based eLearning applications, especially related to web-based constructive activities. In fact, eLearning platforms are mostly used as on-line repositories for a variety of course related documents without actively contributing to the learning process utilizing available modern learning methods. eLearning aims to actively engage students by making available learning content, but also through using interactive practices in the process of learning. Therefore, students in addition to access learning content may actively participate in the discovery of knowledge rather than being passive receptors to that content. Consequently, engagement of students to eLearning activities and content is important. Two surveys were undertaken in order to identify the reasons why web-based eLearning platforms fail to achieve both constructivist learning and the required engagement by both students and instructors. In addition to that, these surveys investigated and measured the level of interactivity of both students and instructors with on-line Information Technology (IT) services offered by both web-based and mobile applications and services. The rational was to investigate opportunities in creating a technology that can disseminate eLearning content that is mainly offered by institutional eLearning platforms and popular on-line services like social networks and communications services, in order to increase awareness, availability, and simplicity of eLearning activities and thus engagement to eLearning. The findings illustrated that most instructors fail to create and promptly support constructive eLearning activities largely because of the complexity and time required for such undertakings. Consequently, the critical student participant mass is not achieved. Additionally, it seems that most learning platforms rely on email messages and native applications’ notifications to update both students and instructors on new interactions. However, these channels of communication are not within the preferred communication channels and thus updates become outdated and fail to serve their purpose. Finally, web-based learning platforms seem to be oriented around laptop/desktop computer use (i.e. a full sized computer screen) rather than adopting and adapting to current mobile use of technology. The research presents a novel conceptual model of a mobile application that integrates and combines various already existing popular, on-line, web-based and mobile application services (communication, social media, voice command systems, etc.) including relative technologies (smart devices, mobile sensors, application servers), with institutional eLearning platforms. The aim is to increase the engagement of both students and instructors to eLearning, through constructive eLearning activities using a variety of existing popular technologies. This research shows that a Mobile Technology Enhanced Learning (mTEL) technology that integrates eLearning activities to both students and instructors will assist in increasing the awareness of learners to eLearning activities. At the same time, it offers the means to access, respond and participate in learning activities virtually from everywhere, thus making interaction ubiquitous, simpler and prompt, thus addressing key eLearning weaknesses leading to low engagement. These benefits are offered to both students and instructors, for a variety of eLearning activities and tools (positivistic and constructive). The research goes one step further by evaluating mTEL’s effectiveness. A conceptual novel model of a mobile application was designed and positively evaluated to contribute in the resolution of the major problem of low engagement of both students and instructors to eLearning. This is achieved by technologically enhancing mobile learning and introducing learning activities and materials at the current, highly populated on-line ecosystems where learners are already engaged instead of expecting them to directly interact with the institutional web-based platforms.
16
Murray, Iain. "Instructional eLearning technologies for the vision impaired". Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/645.
Testo completoAbstract (sommario):
The principal sensory modality employed in learning is vision, and that not only increases the difficulty for vision impaired students from accessing existing educational media but also the new and mostly visiocentric learning materials being offered through on-line delivery mechanisms. Using as a reference Certified Cisco Network Associate (CCNA) and IT Essentials courses, a study has been made of tools that can access such on-line systems and transcribe the materials into a form suitable for vision impaired learning. Modalities employed included haptic, tactile, audio and descriptive text. How such a multi-modal approach can achieve equivalent success for the vision impaired is demonstrated. However, the study also shows the limits of the current understanding of human perception, especially with respect to comprehending two and three dimensional objects and spaces when there is no recourse to vision.
17
Murray, Iain. "Instructional eLearning technologies for the vision impaired". Curtin University of Technology, Department of Electrical & Computer Engineering, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=120496.
Testo completoAbstract (sommario):
The principal sensory modality employed in learning is vision, and that not only increases the difficulty for vision impaired students from accessing existing educational media but also the new and mostly visiocentric learning materials being offered through on-line delivery mechanisms. Using as a reference Certified Cisco Network Associate (CCNA) and IT Essentials courses, a study has been made of tools that can access such on-line systems and transcribe the materials into a form suitable for vision impaired learning. Modalities employed included haptic, tactile, audio and descriptive text. How such a multi-modal approach can achieve equivalent success for the vision impaired is demonstrated. However, the study also shows the limits of the current understanding of human perception, especially with respect to comprehending two and three dimensional objects and spaces when there is no recourse to vision.
18
Curcuruto, Taryn <1992>. ""Anytime, anywhere": the new frontier of eLearning". Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11610.
Testo completoAbstract (sommario):
Grazie al crescente sviluppo della tecnologia e di Internet, l'insegnamento delle lingue online è diventata una realtà sempre più diffusa e da non trascurare.
L'eLearning rappresenta la nuova frontiera della didattica e dell'educazione, lo strumento attraverso il quale si realizza la formula: "Anytime, anywhere" (in qualsiasi momento e in qualunque luogo).
Dopo aver fornito alcune definizioni di "eLearning", l'elaborato si occuperà dell'analisi del suo contributo nel campo della formazione a distanza, focalizzando l'attenzione sui nuovi ruoli dell'apprendente e dell'insegnante, la cui collaborazione è fondamentale per il raggiungimento di una solida competenza linguistica.
Infine, l'analisi di una serie di questionari sulla accettabilità o non-accettabilità dell'eLearning e su come gli studenti mantengono alta la loro motivazione nel processo di apprendimento linguistico dimostrerà come viene percepita oggi nel mondo questa nuova metodologia didattica.
19
Njenga, James Kariuki. "eLearning adoption in Eastern and Southern African higher education institutions". Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6996_1303979330.
Testo completoAbstract (sommario):
This research was undertaken to propose a model for eLearning adoption in Higher Education in Africa and to identify and empirically test measures to assess the model. The model identified eLearning, individual and organisational factors affecting eLearning adoption in higher education. eLearning factors were deemed to be aligned with the individual and organisational factors and therefore, the measurement of individual and organisational factors of eLearning adoption is essential in determining the current state, and future development that could enhance eLearning adoption in higher education. This study is a first attempt in Africa to define and present a conceptualization of an eLearning adoption framework. The framework is a combination of frameworks and models from various disciplines, including social psychology, information systems, anthropology, sociology, education, communication, marketing, management, geography, economics and cognitive psychology. These frameworks for eLearning adoption in Higher Education are synergised and contextualised in the study.
20
Köster, Frank. "Datenbasierte Kompetenz- und Verhaltensanalyse : Anwendungsbeispiele im selbstorganisierten eLearning /". Edewecht : OlWIR, Oldenburger Verl. für Wirtschaft, Informatik und Recht, 2008. http://deposit.d-nb.de/cgi-bin/dokserv?id=3072403&prov=M&dok_var=1&dok_ext=htm.
Testo completo
21
Izquierdo, Soriano Juan Vicente. "APROXIMACIÓN METODOLÓGICA PARA LA IMPLANTACIÓN DE TECNOLOGÍA E-LEARNING EN LA FORMACIÓN SANITARIA". Doctoral thesis, Universitat Politècnica de València, 2016. http://hdl.handle.net/10251/62533.
Testo completoAbstract (sommario):
[EN] The use of technology in education has enabled organizations to seriously bet on the new possibilities they offer. However, not only you have to have the technology, since these can be used in a disorganized way, but they must be established in an advantageous environment that enhances the teaching-learning process. While health eLearning as its name suggests, is applied training in a medical environment, there are many experiences that do not conform to a methodological approach that allows customized instructional and technological environment of these experiences.
The main objective of this thesis is to establish a methodological approach for implementing an eLearning technology in a medical environment, using virtual learning platform. The eLearning training done has been supported following the ADDIE instructional design model as a reference, allowing set specifically for each training, a set of steps to follow. ELearning has developed a method, called eRibera, which has established a set of recommendations, facilitating the integration of eLearning technology.
The proposed methodology has been evaluated using a set of indicators that examined the use of eLearning resources deployed in virtual learning platform, as well as the opinions of the participants of the training. The results obtained in the application of the methodology in different eLearning experiences allow us to confirm the effectiveness of using virtual learning platforms in this context.[ES] El uso de tecnologías en la educación ha permitido que las organizaciones apuesten seriamente por las nuevas posibilidades que estas ofrecen. De todas formas, no sólo hay que disponer de las tecnologías, puesto que estas se pueden utilizar de manera desorganizada, sino que hay que establecer en ellas un entorno ventajoso que mejore el proceso de enseñanza-aprendizaje. Si bien, el eLearning sanitario como su propio nombre indica, es la formación aplicada en un entorno sanitario, existen numerosas experiencias que no se ajustan a una aproximación metodológica que permita personalizar el entorno instructivo y tecnológico de estas experiencias. El objetivo principal de esta tesis consiste en establecer una aproximación metodológica para implantar una tecnología eLearning en un entorno sanitario, mediante el uso de una plataforma de aprendizaje virtual. La formación eLearning realizada se ha apoyado siguiendo el modelo de diseño instruccional ADDIE como referencia, permitiendo establecer de forma específica para cada acción formativa, un conjunto de fases a seguir. Se ha formulado un método eLearning, denominado eRibera, que ha permitido establecer un conjunto de recomendaciones, facilitando la incorporación de la tecnología eLearning. La propuesta metodológica ha sido evaluada mediante un conjunto de indicadores que analizaban el uso de los recursos eLearning implementados en la plataforma de aprendizaje virtual, así como, las opiniones de los participantes de la formación recibida. Los resultados obtenidos en la aplicación de la propuesta metodológica en diferentes experiencias eLearning, permiten afirmar la efectividad del uso de las plataformas de aprendizaje virtual en este contexto.
[CAT] L'ús de tecnologies en l'educació ha permés que les organitzacions aposten seriosament per les noves possibilitats que estes oferixen. De totes maneres, no sols cal disposar de les tecnologies, ja que estes es poden utilitzar de manera desorganitzada, sinó que cal establir en elles un entorn avantatjós que millore el procés d'ensenyança-aprenentatge. Si bé, l'eLearning sanitari com el seu propi nom indica, és la formació aplicada en un entorn sanitari, hi ha nombroses experiències que no s'ajusten a una aproximació metodològica que permeta personalitzar l'entorn instructiu i tecnològic d'estes experiències. L'objectiu principal d'esta tesi consistix a establir una aproximació metodològica per a implantar una tecnologia eLearning en un entorn sanitari, per mitjà de l'ús d'una plataforma d'aprenentatge virtual. La formació eLearning realitzada s'ha recolzat seguint el model de disseny instruccional ADDIE com a referència, permetent establir de forma específica per a cada acció formativa, un conjunt de fases que s'ha de seguir. S'ha formulat un mètode eLearning, denominat eRibera, que ha permés establir un conjunt de recomanacions, facilitant la incorporació de la tecnologia eLearning. La proposta metodològica ha sigut avaluada per mitjà d'un conjunt d'indicadors que analitzaven l'ús dels recursos eLearning implementats en la plataforma d'aprenentatge virtual, així com, les opinions dels participants de la formació rebuda. Els resultats obtinguts en l'aplicació de la proposta metodològica en diferents experiències eLearning, permeten afirmar l'efectivitat de l'ús de les plataformes d'aprenentatge virtual en este context.
Izquierdo Soriano, JV. (2016). APROXIMACIÓN METODOLÓGICA PARA LA IMPLANTACIÓN DE TECNOLOGÍA E-LEARNING EN LA FORMACIÓN SANITARIA [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/62533
TESIS
22
Ostroumov, Ivan Victorovich. "Classroom support service in learning process". Thesis, Smart-education: sources and prospects: International Scientific and Methodical Conference, October 17-17, 2014 : theses. – К., 2014. –21-23 pp, 2014. http://er.nau.edu.ua/handle/NAU/26585.
Testo completoAbstract (sommario):
Nowadays training methodology is changing very fast. New modern
learning approaches has been developed and integrate in global learning
process. All new features of learning oriented and directed into increasing
of speed of education process and making level of users knowledge wider.
The primary requirements for any learning facility is to provide condition
which will be result in forming some new individual knowledge of user
and give good mental training to create possibility of user to use all new
individual knowledge to find the way to make clear some task which will
be faced before users. But the best final study result is to prepare users to
give them possibility to work out of rules which means that they should
work not in general tasks, but try to make clear more complicated tasks
that they don’t have enough ability to do that in fact yet. Of course new
knowledge of user of education will be result of learning process
(professional level of learning material, learning and teaching tools design,
learning process structure facility) and user facilities (mental user
characteristic, motivation).
23
Schoop, Eric, Thomas Köhler, Claudia Börner e Jens Schulz. "Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy". TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33944.
Testo completoAbstract (sommario):
Purpose – Back in the year 2000, the European Council (2000) declared in its Lisbon Agenda that the European Union should become “[…] the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion.” This vision encompassed far more than just societal and economic growth in a global world; it also included educational strategies and an e-learning action plan. For example, in 2011, the European Commission mentioned the following as a key policy issue (Communication 2011): to “better exploit the potential of ICTs to enable more effective and personalised learning experiences, teaching and research methods (e.g. [sic] eLearning and blended learning) and increase the use of virtual learning platforms.” In accordance with this roadmap, higher education institutions are called on to reflect and re-engineer their educational systems, adapt them to current and future technological and didactical demands and address new generations of teachers and students. New concepts like connectivism (Siemens 2004) and the recognition of non-formal and informal learning (OECD 2016) enhance traditional formal learning settings and lead far beyond the provision of mere learning content management systems. New e-learning and blended learning arrangements like MOOCs (Cormier & Siemens 2010), collaborative learning in the virtual classroom (Tawileh, Bukvova & Schoop 2013) and flipped classroom approaches (Hussey, Fleck & Richmond 2014) are evolving and must be explored, evaluated and then strategically implemented into everyday teaching and learning processes. A comprehensive e-learning strategy should therefore address four fields: didactics, technology, organisation and economy and culture (Seufert & Euler 2004). Besides orientation on the actual trends, the strategy development should also recognise and integrate practical local experiences of early adopters and actors of e-learning in the field. Therefore, a community of knowledge experts in e-learning application has been involved in the strategy development.
Design/methodology/approach – Best practice report of a comprehensive quality initiative for the sustainable improvement of everyday teaching and learning processes at a large university. The challenges of current and future trends in formal and informal learning, collaboration in virtual classrooms and internationalisation of research and teaching processes are analysed and addressed by the strategy implementation plan and a regular evaluation and improvement concept is presented and discussed.
Originality/value – The e-learning strategy presented was developed, discussed and adopted in 2015. Its implementation plan is currently at the final discussion stage, having been due for adoption in January 2016. Practical implications – The e-learning strategy’s implementation plan lists targets and sub-targets, underlined by concrete measures, tools and methods, responsible institutions and persons and financial sources. Regular evaluations and improvements will give elearning providers a set of proven instruments to further improve their activities and provide the broad range of students and teachers with a set of best practices to follow, enabling them to discover the benefits of e-learning for their everyday processes.
24
Fischer, Helge. "Virtuelle Bibliothek und eCampus – eLearning an der HTW Dresden". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2008. http://nbn-resolving.de/urn:nbn:de:bsz:14-ds-1228922451706-40330.
Testo completoAbstract (sommario):
Die Initiative eCampus wurde am 1. Februar 2008 ins Leben gerufen, um an der Hochschule für Technik und Wirtschaft Dresden (HTW) vorhandene Strukturen, Erfahrungen und Potenziale im Bereich des eLearning zu bündeln und innovative Lehr- und Lernformen nachhaltig und als integrativen Bestandteil in der akademischen Aus- und Weiterbildung zu etablieren...
25
Borcea-Pfitzmann, Katrin. "Framework für die Entwicklung einer universellen kollaborativen eLearning-Plattform". Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2009. http://nbn-resolving.de/urn:nbn:de:bsz:14-ds-1237287991632-27077.
Testo completoAbstract (sommario):
Mit dem Begriff des eLearnings verknüpfen sich viele sehr unterschiedliche Konzepte, die auf Grund ihrer spezifischen Ausprägung häufig Grenzen für ihre Benutzung errichten. Um diese zu überwinden, wurde ein Framework konzipiert und implementiert, welches den Anspruch der Universalität in Hinblick auf Anwendungs- und Inhaltsorganisation sowie Funktionalität erhebt. In der kollaborativen eLearning-Plattform BluES erfuhr das Framework eine Beispielimplementierung. Diese diente gleichzeitig als Grundlage für die Validierung unterschiedlicher Aspekte des Frameworks. Als Ergebnis der Arbeit konnte gezeigt werden, dass maximale Flexibilität der Anwendung durch die Systemarchitektur gewährleistet werden kann. Dadurch werden Restriktionen in der Gestaltung der Anwendungsumgebung vermieden und die Anwender bei der Detailkonzeption ihrer Arbeit flexibel unterstützt.
26
Seufert, Sabine. "Innovationsorientiertes Bildungsmanagement : Hochschulentwicklung durch Sicherung der Nachhaltigkeit von eLearning". Wiesbaden : VS, Verl. für Sozialwiss, 2008. http://d-nb.info/987522833/04.
Testo completo
27
Williams, Peter John. "eLearning and the crisis of mission in British universities". Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:743.
Testo completoAbstract (sommario):
In the first decade of the twenty-first century Higher Education in Britain faces an uncertain future, in what, as will be discussed, some commentators have referred to as a ‘crisis of mission’. The period of relative homogeneity and state-funded protection of the previous century is over, and universities now find themselves exposed to hostile external forces. The sector may be approaching a major point of fracture. Elite, research-led universities are positioning themselves in lucrative niche markets and can command high tuition fees; they are pulling away from the more vulnerable, teaching-led regional institutions left to survive in the mass market. Moreover, rapid developments in the educational use of information and communications technology (ICT) – known loosely as eLearning – have the potential to transform pedagogical practice, and are making this market an increasingly globalised one. This thesis examines the complex of factors which threaten the traditional mission of the University and which have already begun to reshape its ways of working. It views the British university in an historical context, charting the changes from universities as successively: associations of scholars, teaching monasteries, agents of the state, and corporations driven by financial imperatives. It examines the nature of eLearning, linking this to the explosive growth in the popular use of ICT and to wider epistemological and social changes. Scenario projections of the future are compared, leading to the synthesis, from a wide range of causal factors and viewpoints, of a comprehensive and longitudinal projection of the ways in which Higher Education is likely to develop over the next three decades.
28
Thaufeega, Fathimath. "Institutional and learner readiness for eLearning in the Maldives". Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/14659.
Testo completoAbstract (sommario):
For Maldives, an island nation consisting of over 1190 islands, eLearning is the ideal form of delivery for higher education students on the 200 inhabited islands. This study explores Maldivian college students’ and their institutes’ eLearning readiness. Mixed methods research has been conducted using two questionnaires (one for the students and one for the lecturers) and semi-structured interviews. One hundred and eleven students from two private higher education institutes completed the questionnaires, 10 students were selected for interviews out of which 9 completed the interview. Students’ technological skills, access to technology and learning abilities, as well as their level of eLearning efficacy, are measured and further explored through interviews. Their lifestyle and family and workplace environments’ conduciveness for eLearning is explored. Similarly, 45 lecturers completed the questionnaire to obtain lecturers’ and institutes’ readiness for online teaching. The responses from the questionnaires allow exploration of Maldivian higher education students and institutes’ readiness for eLearning. Lecturers’ readiness is assessed by their skills and abilities to support eLearning students. Readiness of institutes are explored using semi-structured interviews with 2 senior staff from each college. The role of the three elements of the Community of Inquiry Framework: Cognitive Presence, Teaching Presence and Social Presence, in eLearning, is also explored through questionnaires and interviews. The research study’s findings are significant as it is the first research in the Maldives to provide such a case in support of eLearning readiness in higher education. The research study supports the transferability of the findings to comparable colleges and student populations in the Maldives.
29
Borcea-Pfitzmann, Katrin. "Framework für die Entwicklung einer universellen kollaborativen eLearning-Plattform". Doctoral thesis, Technische Universität Dresden, 2008. https://tud.qucosa.de/id/qucosa%3A23757.
Testo completoAbstract (sommario):
Mit dem Begriff des eLearnings verknüpfen sich viele sehr unterschiedliche Konzepte, die auf Grund ihrer spezifischen Ausprägung häufig Grenzen für ihre Benutzung errichten. Um diese zu überwinden, wurde ein Framework konzipiert und implementiert, welches den Anspruch der Universalität in Hinblick auf Anwendungs- und Inhaltsorganisation sowie Funktionalität erhebt. In der kollaborativen eLearning-Plattform BluES erfuhr das Framework eine Beispielimplementierung. Diese diente gleichzeitig als Grundlage für die Validierung unterschiedlicher Aspekte des Frameworks. Als Ergebnis der Arbeit konnte gezeigt werden, dass maximale Flexibilität der Anwendung durch die Systemarchitektur gewährleistet werden kann. Dadurch werden Restriktionen in der Gestaltung der Anwendungsumgebung vermieden und die Anwender bei der Detailkonzeption ihrer Arbeit flexibel unterstützt.
30
Amorim, Carlos Manuel Guerreiro Rodrigues de. "eLearning em contexto de formação profissional com realidade aumentada". Master's thesis, Universidade de Aveiro, 2013. http://hdl.handle.net/10773/12278.
Testo completoAbstract (sommario):
Mestrado em Comunicação MultimédiaA tecnologia está presente cada vez mais no dia-a-dia das pessoas, tanto nível profissional, como pessoal. Na educação e formação, verifica-se o mesmo fenômeno. Novas tecnologias são desenvolvidas para facilitar o processo de ensino-aprendizagem. O eLearning é um método de ensino/aprendizagem que se tem desenvolvido devido à intensificação da utilização das novas tecnologias, favorecendo a relação professor/aluno em contextos específicos. Na formação profissional, a realidade aumentada apresenta potencial para facultar o desenvolvimento de uma nova forma de estimular o formando a ser agente da sua própria aprendizagem. Essa tecnologia está nivelada com um novo perfil de pessoas que vivem na era digital. Assim, a realidade aumentada pode funcionar como facilitadora do ensino-aprendizagem. É nesta conjuntura que a presente investigação se insere, tendo como proposito analisar as potencialidades e constrangimentos da aplicação desta tecnologia no processo de formação/aprendizagem propondo paralelamente o desenvolvimento de um protótipo. Pretende-se testar esse protótipo pelos formandos e verificar se foi esclarecedor e identificou a vontade dos mesmos em utilizar esta tecnologia no seu percurso de aprendizagem.
Technology is increasingly present in the daily lives of people, both professionally and personally. In education and training, there is the same phenomenon. New technologies are developed to facilitate the process of teaching and learning. ELearning is a method of teaching / learning that has been developed mainly due to the use of new technologies favoring the teacher / student relationship that are usually separated (spatially), and where you can enjoy all benefits of technology. Concerning training contexts, the RA has the potential to provide the development of a new way to stimulate the learner to be agents of their own learning. This technology is even with a new profile of people living in the digital age. Thus, augmented reality can function as a facilitator of teaching and learning. It is at this juncture that the present investigation is part, with the purpose to analyze the potential and constraints of the application of this technology in the training / learning process simultaneously proposing the development of a prototype. It is intended to test the prototype by the trainees and check if it was enlightening and identified their will to use this technology in their learning pathway.
31
Henley, Blair F. "Developing eLearning: A Case Study of Tennessee High School". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1843.
Testo completoAbstract (sommario):
ELearning at the secondary level is an emerging concept educators are exploring throughout Tennessee. Educators at Tennessee High School implemented a system of eLearning that improved their graduation rate, extended the educational day, and gave administrators more tools to use in helping students achieve success. Tennessee High School's model for eLearning developed over a 3-year time span and has substantially impacted the students in Bristol, Tennessee.
Tennessee High School's administration, in concert with faculty, developed an innovative method of challenging their students with a relatively new means of delivering education. By implementing a completely web based method of delivering instruction, they created an alternative approach to instructional delivery for students lacking credits for on-time graduation as well as those with discipline problems. Furthermore, they developed teacher professional development programs using this delivery system.
This case study focuses on the barriers, benefits, and components of Tennessee High School's eLearning implementation. These barriers that include such items as cost, policy formation, and curriculum development were all new concepts for the educators at Tennessee High School. This case documents how the benefits reaped by eLearning have impacted the students at THS. For example, the ability to offer more courses to students that fit almost any schedule has reduced scheduling conflicts. Administrators have enjoyed having another tool to work with concerning student discipline as well.
32
Süss, Christian. "Eine Architektur für die Wiederverwendung und Adaptation von eLearning-Inhalten /". Wettenberg : VVB Laufersweiler, 2004. http://deposit.ddb.de/cgi-bin/dokserv?id=2612349&prov=M&dok_var=1&dok_ext=htm.
Testo completo
33
Srivastava, Mukesh. "Understanding relationships between elearning website feature preferences and learning styles". Thesis, University of Surrey, 2007. http://epubs.surrey.ac.uk/924/.
Testo completoAbstract (sommario):
The primary purpose ofthis research was to investigate the relationship between perceived learning styles ofthe eLearners and their preference of eLearning website features. The secondary purposes ofthis study was to research various models oflearning styles for examining learning styles and eLearning website Systems for studying eLearning website feature preferences ofthe eLearners. A broad research question was undertaken: What impact (if any) does an eLearner's learning style have on their preferences for specific features in an eLearning website system? To follow an exploratory line of investigation three research questions were used to examine the broad question: 1) How can an eLearning website system be meaningfully selected to study eLearning website features preference? 2) How can an eLearner's learning style be meaningfully categorised? 3) How do learning styles impact the eLearner's preference of eLearning website features? ·Unlike Research Question 1 and 2 that· were examined by mainly literature review, Research Question 3 was studied using a full-fledged empirical cycle involving setting up hypotheses, conducting a survey and analysing data using statistical methods.
34
Pireva, Krenare. "Cloud eLearning : personalisation of learning using resources from the Cloud". Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22828/.
Testo completoAbstract (sommario):
With the advancement of technologies, the usage of alternative eLearning systems as complementary systems to the traditional education systems is becoming part of the everyday activities. At the same time, the creation of learning resources has increased exponentially over time. However, the usability and reusability of these learning resources in various eLearning systems is difficult when they are unstandardised and semi-standardised learning resources. Furthermore, eLearning activities' lack of suitable personalisation of the overall learning process fails to optimize resources' and systems' potentialities. At the same time, the evolution of learning technologies and cloud computing creates new opportunities for traditional eLearning to evolve and place the learner in the center of educational experiences. This thesis contributes to a holistic approach to the field by using a combination of artificial intelligence techniques to automatically generate a personalized learning path for individual learners using Cloud resources. We proposed an advancement of eLearning, named the Cloud eLearning, which recognizes that resources stored in Cloud eLearning can potentially be used for learning purposes. Further, the personalised content shown to Cloud Learners will be offered through automated personalized learning paths. The main issue was to select the most appropriate learning resources from the Cloud and include them in a personalised learning path. This become even more challenging when these potential learning resources were derived from various sources that might be structured, semi- structure or even unstructured, tending to increase the complexity of overall Cloud eLearning retrieval and matching processes. Therefore, this thesis presents an original concept,the Cloud eLearning, its Cloud eLearning Learning Objects as the smallest standardized learning objects, which permits reusing them because of semantic tagging with metadata. Further, it presents the Cloud eLearning Recommender System, that uses hierarchical clustering to select the most appropriate resources and utilise a vector space model to rank these resources in order of relevance for any individual learner. And it concludes with Cloud eLearning automated planner, which generates a personalised learning path using the output of the CeL recommender system.
35
Schneider, Oliver. "Simplifying authoring of adaptive hypermedia structures in an eLearning context". Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3097.
Testo completoAbstract (sommario):
In an eLearning context, Adaptive Hypermedia Systems have been developed to improve learning success by increasing learner satisfaction, learning speed, and educational effectiveness. However, creating adaptive eLearning content and structures is still a time consuming and complicated task, in particular if individual lecturers are the intended authors. The way of thinking that is needed to create adaptive structures as well as the workflows is one that lecturers are unaccustomed to. The aim of this research project is to develop a concept that helps authors create adaptive eLearning content and structures, which focuses on its applicability for lecturers as intended authors. The research is targeted at the sequencing of content, which is one of the main aspects of adaptive eLearning. To achieve this aim the problem has been viewed from the author’s side. First, in terms of complexity of thoughts and threads, explanations about content structures have been found in storytelling theory. It also provides insights into how authors work, how story worlds are created, story lines intertwined, and how they are all merged together into one content. This helps us understand how non technical authors create content that is understandable and interesting for recipients. Second, the linear structure of learning content has been investigated to extract all the information that can be used for sequencing purposes. This investigation led to an approach that combines existing models to ease the authoring process for adaptive learning content by relating linear content from different authors and therefore defining interdependencies that delinearise the content structure. The technical feasibility of the authoring methods for adaptive learning content has been proven by the implementation of the essential parts in a research prototype and by authoring content from real life lectures with the prototype’s editor. The content and its adaptive structure obtained by using the concept of this research have been tested with the prototype’s player and monitor. Additionally, authoring aspects of the concept have been shown along with practical examples and workflows. Lastly, the interviewees who took part in expert interviews have agreed that the concept significantly reduces authoring complexity and potentially increases the amount of lecturers that are able to create adaptive content. The concept represents the common and traditional authoring process for linear content to a large extent. Compared to existing approaches the additional work needed is limited, and authors do not need to delve into adaptive structures or other authors’ content structures and didactic approaches.
36
Silva, Paulo Alexandre Pires Pinto da. "O enquadramento do Elearning no recente sistema de certificação profissional". Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/8102.
Testo completoAbstract (sommario):
Trabalho de Projeto apresentado para cumprimento dos requisitos necessários à
obtenção do grau de Mestre em Gestão de Sistemas de elearningCom este trabalho pretende‐se interpretar a legislação em vigor contribuindo para um melhor entendimento dos requisitos relativos ao elearning que se encontram presentes no Guia de Certificação das Entidades Formadoras da DGERT. O trabalho desenvolvido procura contribuir, de um modo prático, com todos os consultores e gestores que pretendam certificar o elearning de uma organização, através do referencial da DGERT. Reúne a opinião dos principais intervenientes da formação profissional nomeadamente a DSQA – Direção de Serviços de Qualidade e Acreditação da DGERT – Direção Geral do Emprego e das Relações de Trabalho como entidade responsável pelo processo de certificação, regulado pelo estado português, empresas do setor do elearning, consultores em gestão de sistemas elearning e técnicos especialistas em processos de certificação DGERT. Apresenta uma proposta de intervenção, no âmbito da gestão da qualidade, que apoia ações de auditoria interna, designadamente um manual de apoio, um procedimento de auditoria interna, respetivo plano de auditoria e uma lista de comprovação.
37
Friedrich, Steffen, Andrea Kienle e Holger Rohland. "DeLFI 2011 – Die 9. e-Learning Fachtagung Informatik der Gesellschaft für Informatik e.V.: 5.–8. September 2011, Technische Universität Dresden". Gesellschaft für Informatik e.V. (GI), 2011. https://tud.qucosa.de/id/qucosa%3A25778.
Testo completoAbstract (sommario):
Die 9. Tagung der Fachgruppe „E-Learning“ in der Gesellschaft für Informatik e.V. vom 5.–8. September 2011 in Dresden setzt eine inzwischen gute Tradition wissenschaftlicher Diskussionen in diesem Fachgebiet fort.
Erneut konnten interdisziplinäre Partner gewonnen werden, um unter dem Dach einer Veranstaltung mit dem Titel „Wissensgemeinschaften 2011“ unterschiedliche Facetten des Lernens mit elektronischen Medien gemeinsam zu diskutieren. Das betrifft Themenbereiche wie Wissensmanagement, Werkzeuge und Technologien für e-Learning, didaktische und technische Aspekte des Einsatzes elektronischer Hilfsmittel oder auch kooperatives Wirken in verschiedenen Arbeitsfeldern. Diese Teiltagungen
• 16. Europäische Jahrestagung der Gesellschaft für Medien in der Wissenschaft „GMW 2011“,
• 9. e-Learning Fachtagung Informatik der Gesellschaft für Informatik „DeLFI 2011“ und
• 14. Tagung Gemeinschaften in Neuen Medien: Virtual Enterprises, Communities & Social Networks „GeNeMe 2011“
haben mit jeweils eigenen Experten aus einer großen Zahl von Angeboten zu wissenschaftlichen Fachbeiträgen die wertvollsten ausgewählt und präsentieren diese in eigenen Tagungsbänden.
Der vorliegende Band "DeLFI 2011: Die 9. e-Learning Fachtagung Informatik" fasst die akzeptierten Full Paper der Tagung zusammen. Dabei wurden zu den Schwerpunkten Werkzeuge und Technologien für e-Learning, Didaktik des e-Learning und Erfahrungen und Entwicklungsprozess und Einsatz von e-Learning wissenschaftliche Beiträge eingeworben und ausgewählt, die aktuelle Arbeiten an Universitäten und Forschungseinrichtungen in Deutschland repräsentieren und auf der Tagung vorgestellt werden. Der starke Zulauf bei Einreichungen und akzeptierten Beiträgen im Schwerpunkt Werkzeuge und Technologien für e-Learning zeigt das weiterhin hohe Forschungsinteresse in diesem Bereich.
Weitere zukunftsweisende Themen des e-Learning werden in den Workshops
• Mobile Learning: Einsatz mobiler Endgeräte im Lernen, Wissenserwerb sowie der Lehr-/Lernorganisation
• Lerninfrastruktur in Schulen: 1:1-Computing
• Web 2.0 in der beruflichen Bildung
behandelt. Die Beiträge aus Workshops, Short Paper und Poster wurden in einem Workshop-Band unter dem Titel "DeLFI 2011: Die 9. e-Learning Fachtagung Informatik - Poster, Workshops und Kurzbeiträge" publiziert.
Mit der Tagung „Wissensgemeinschaften 2011“ in Dresden wurde ein Ort gewählt, der in einer wachsenden Region ein Zentrum für Wissenschaft, Wirtschaft und Kultur bildet und dieser Tagung das nötige Ambiente verleiht, an dem die Zusammenarbeit zwischen Wissenschaft und Forschung auf einem hohen Niveau stattfindet und die Technische Universität eine Vorstufe zur Anerkennung auf Förderung im Rahmen der Exzellenzinitiative erreicht hat. Bemerkenswert ist ferner, dass an diesem Ort auch in der Vergangenheit eine Reihe von Arbeiten zum Themengebiet e-Learning entstanden und das Thema durchaus präsent ist.
Der besondere Dank gilt den Autoren für die eingereichten Beiträge sowie dem Programmausschuss für deren Begutachtung. Natürlich gilt dieser Dank auch den Sponsoren, Ausstellern sowie den Gestaltern der Pre-Conference. Ferner möchten wir allen danken, die die Vorbereitung und Durchführung unterstützt haben, besonders den Studierenden der Fakultät Informatik der TU Dresden und Schülern der Europäischen Wirtschafts- und Sprachenakademie (EWS) Dresden.
Während und auch nach der Tagung finden Sie viele Informationen und Möglichkeiten des Gedankenaustauschs unter
http://www.wissensgemeinschaften.de
und so wollen wir nach anregenden Vorträgen und Diskussionen auch weiter eine Vernetzung der Wissensgemeinschaften unterstützen.
Dresden, September 2011
Holger Rohland, Andrea Kienle, Steffen Friedrich
38
Friedrich, Steffen, Andrea Kienle e Holger Rohland. "DeLFI 2011 - Die 9. e-Learning Fachtagung Informatik: Poster | Workshops | Kurzbeiträge". TUDpress Verlag der Wissenschaften, 2011. https://tud.qucosa.de/id/qucosa%3A25784.
Testo completoAbstract (sommario):
Die 9. Tagung der Fachgruppe „E-Learning“ in der Gesellschaft für Informatik e.V. vom 5. - 8. September 2011 in Dresden setzt eine inzwischen gute Tradition wissenschaftlicher Diskussionen in diesem Fachgebiet fort.
Erneut konnten interdisziplinäre Partner gewonnen werden, um unter dem Dach einer Veranstaltung mit dem Titel „Wissensgemeinschaften 2011“ unterschiedliche Facetten des Lernens mit elektronischen Medien gemeinsam zu diskutieren. Das betrifft Themenbereiche wie Wissensmanagement, Werkzeuge und Technologien für e-Learning, didaktische und technische Aspekte des Einsatzes elektronischer Hilfsmittel oder auch kooperatives Wirken in verschiedenen Arbeitsfeldern. Diese Teiltagungen
- 16. Europäische Jahrestagung der Gesellschaft für Medien in der Wissenschaft „GMW 2011“,
- 9. E-Learning Fachtagung Informatik der Gesellschaft für Informatik „DeLFI 2011“ und
- 14. Tagung Gemeinschaften in Neuen Medien: Virtual Enterprises, Communities & Social Netorks „GeNeMe 2011“
haben mit jeweils eigenen Experten aus einer großen Zahl von Angeboten zu wissenschaftlichen Fachbeiträgen die wertvollsten ausgewählt und präsentieren diese in eigenen Tagungsbänden.
Der vorliegende Band enthält darüber hinaus gehende Arbeiten, die der Teiltagung „DeLFI“ zuzuordnen sind. Dies sind vor allem Beiträge aus den Workshops:
- Mobile Learning: Einsatz mobiler Endgeräte im Lernen, Wissenserwerb sowie der Lehr-/Lernorganisation
- Lerninfrastruktur in Schulen: 1:1-Computing
- Web 2.0 in der beruflichen Bildung
aber auch die angenommenen Short Papers, Demonstrationen und Poster.
Mit der Tagung „Wissensgemeinschaften 2011“ in Dresden wurde ein Ort gewählt, der in einer wachsenden Region ein Zentrum für Wissenschaft, Wirtschaft und Kultur bildet und dieser Tagung das nötige Ambiente verleiht, an dem die Zusammenarbeit zwischen Wissenschaft und Forschung auf einem hohen Niveau stattfindet und die Technische Universität eine Vorstufe zur Anerkennung auf Förderung im Rahmen der Exzellenzinitiative erreicht hat.
Der besondere Dank gilt den Autoren für die eingereichten Beiträge sowie dem Programmausschuss für deren Begutachtung. Natürlich gilt dieser Dank auch den Sponsoren, Ausstellern und Gestaltern der Pre-Konferenz-Aktivitäten. Ferner möchten wir allen danken, die die Vorbereitung und Durchführung unterstützt haben, besonders den Studierenden der Fakultät Informatik der TU Dresden und Schülern der Europäische Wirtschafts- und Sprachenakademie (EWS) Dresden.
Dresden, September 2011
Holger Rohland, Andrea Kienle, Steffen Friedrich
39
Klinger, Melanie, Olena Polutina e Ariane Bibel. "Studentische eLearning-Beratung : Synergien aus der Kooperation von Rechenzentrum und Hochschuldidaktik". Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6500/.
Testo completoAbstract (sommario):
Der vorliegende Beitrag beschäftigt sich mit der Frage, wie der eLearning-Support in großen Institutionen effizient gestaltet werden kann. Vorgestellt wird ein experimentelles Beratungsprojekt, das Lehrende bei der Gestaltung von eLearning-Maßnahmen mithilfe der Lernplattform ILIAS1 unterstützt. Neben der Zielsetzung des Projekts werden dessen Aufbau und erste Praxiserfahrungen erörtert. Außerdem werden Potenziale des Beratungsformats, die insbesondere mit der individuellen Vor-Ort-Beratung der Lehrenden durch hochschuldidaktisch geschulte Studierende einhergehen, erläutert. Abschließend werden Grenzen und Weiterentwicklungsperspektiven des Projekts dargestellt. Am Beispiel der ILIAS-Beratung soll gezeigt werden, dass es sich einer nachhaltigen Organisationsentwicklung als zuträglich erweist, Kooperationen erschiedenartiger
Organisationseinheiten zu fördern und die entstehenden Synergieeffekte zu nutzen.
40
Stevens, Kerry Maxwell. "The distribution of instructional leadership in eLearning clusters : an ecological perspective". Thesis, University of Canterbury. School of Literacies and Arts in Education /Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/5446.
Testo completoAbstract (sommario):
This study explores educational leadership within and across two of NZ’s eLearning clusters. Two complementary perspectives of educational leadership are used to frame the investigation: instructional leadership and distributed leadership. The research was conducted approximately nine months after the cessation of a two-year Ministry subsidy for the employment of 12 ePrincipals and at a time when Ultrafast Broadband was imminent for nearly all NZ schools.
The literature review explores aspects of two areas related to eLearning leadership: conventional educational leadership in ‘bricks-and-mortar’ schooling contexts and eLearning/eTeaching in virtual schooling contexts. Data was gathered from semistructured interviews with twelve school-based research participants (ePrincipals, eTeachers, Site Supervisors and Principals) across two of NZ’s eLearning clusters and four National Officials with responsibilities for wider forms of eLearning. The findings are presented in a manner that attempts to capture directly the research participants’ voices, while still maintaining confidentiality and anonymity. The findings are discussed using an ecological perspective of eLearning as the unifying framework to explore the leadership across nested and interacting layers, from the micro-level of an eLearning class to the macro-level of NZ’s system for secondary education.
The major findings from the study indicate that educational leadership in eLearning clusters is complex, relies heavily on goodwill and collaboration, and occurs in a challenging environment. Within an eLearning cluster the leadership of eLearning/eTeaching is distributed primarily across the ePrincipal, eTeachers and Site Supervisors who each assume complementary leadership roles. A raft of recommendations, across all ecosystem levels of eLearning, is proposed for leaders to consider when initiating change to strengthen their practices and policies with respect to enhancing eLearning and eTeaching.
41
Happ, Simone, e Berit Jungmann. "Einsatz von Open Source im eLearning: Vom „Wildwuchs“ zur ernsthaften Alternative". Technische Universität Dresden, 2005. https://tud.qucosa.de/id/qucosa%3A28403.
Testo completoAbstract (sommario):
Open Source Software (OSS) ist immer mehr verbreitet und anerkannt. Sie zeichnet sich insbesondere durch die Offenlegung des Quellcodes und die Möglichkeit der freien Verwendung und Weiterverarbeitung aus1. Auch im Bereich des eLearning2 spielen Open Source Lösungen zunehmend eine große Rolle, wobei sich vor allem in Universitäten zahlreiche Communities herausgebildet haben.
42
Тхір, Степан Ігорович. "Розробка інтрактивних засобів комп’ютерного імітаційного моделювання для elearning курсу «Математична статистика»". Thesis, Тернопільський національний технічний університет імені Івана Пулюя, 2017. http://elartu.tntu.edu.ua/handle/123456789/19589.
Testo completoAbstract (sommario):
В дипломній роботі проведено аналітичний огляд відомих eLearning систем, засобів, методів та алгоритмів комп’ютерного імітаційного моделювання, що дозволило здійснити постановку задачі магістерської роботи.
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Canês, Cristina Novo. "Modelo de ensino a distância baseado em eLearning para o CEDES". Master's thesis, Universidade de Aveiro, 2006. http://hdl.handle.net/10773/4897.
Testo completoAbstract (sommario):
Mestrado em Multimédia em EducaçãoAs Tecnologias de Informação e Comunicação estão a protagonizar a mudança de uma Sociedade Industrial para uma Sociedade da Informação edo Conhecimento, tornando-se o factor catalisador aos níveis social, cultural, económico e mesmo político. Num tempo em que a informação circula a velocidades vertiginosas e em que os suportes de difusão são variados e dealgum modo mostram forte influência na forma como as pessoas seapropriam do saber e como o transformam em conhecimento, aprender nesta nova sociedade ganha novas dimensões e exige dos intervenientes no processo de ensino e aprendizagem uma mudança de atitude, metodologias eestratégias.Também ao nível dos modelos de aprendizagem são exigidasreflexões que a pouco e pouco vão fazendo emergir modelos menos hierarquizados, marcados por estratégias de trabalho colaborativo e queprocuram respeitar as actuais exigências do mundo globalizado. O eLearning constituiu-se deste modo e cada vez mais, como uma alternativae/ou um complemento forte e credível aos modelos de ensino presencial, encaixandocom perfeição nos requisitos impostos pela nova Sociedade,nomeadamente no que toca à mobilidade das pessoas, à necessidade de flexibilização da formação inicial e ao longo da vida e à inovação, que reclama trabalho em equipa e reflexivo num quadro em que o paradigma da educação é redefinindo e a forma de aprender e de ensinar juntam as características da Educação a Distância, as da Comunicação e Interacção com recurso à rede. No quadro acima exposto desenvolvemos este estudo revisitando o percurso do CEDES (Centro de Ensino a Distância da ESE de Santarém) de forma apossibilitar a formulação de um modeloestratégico de desenvolvimento para o centro e sua ligação à comunidade institucional e regional que pretendemos discutir no interior dainstituição. Para alcançar estes objectivos enquadrámosteoricamente conceitos relacionados com os fundamentos do Ensino aDistância, organização e gestão institucional tendo como base o desenvolvimento estratégico. Reconhecer algumas das características dos modelos de eLearning suportados pelas TIC (Tecnologias de Informação eComunicação) e da aprendizagem colaborativa fez com que sentíssemos anecessidade de procurar conhecer algumas das instituições que considerámos como boas referências a trabalhar com o nosso público alvo, os professores em formação contínua. Partindo de uma metodologia de estudo de caso e recorrendo a um corpuscomposto por entrevistas e análise documentalchegámos à proposta de um modelo de gestão e de aprendizagem para o CEDES. Assente nas premissas de que o eLearning poderá ser uma alternativa, complemento ou suplemento forte e credível no projecto institucional da ESES se os orgãos de gestão apostarem e apoiarem o seu desenvolvimento e se a instituição se (re)organizar, discutir e reflectir o modelo proposto por forma a aprofundar assuas competências no que toca a metodologias de trabalho colaborativo e aaprendizagem em autonomia, procurando ao mesmo tempo uma ligação efectiva ao contexto profissional dos professores e às comunidades escolares, encerrámos o ciclo deste trabalho deixando claro que o CEDES éjá uma estrutura reconhecida e que pode sem grandes encargos adicionais vira impor-se como um pólo de desenvolvimento e uma marca de diferenciaçãopara a instituição.
The Information and Communication Technologies are being the main actorsin the turning point of an Industrial Society to an Information and Knowledge Society and became the catalysing factor in several levels such as the social,the cultural, the economical and even the political one. In a time where theinformation runs in a vertiginous speed and the diffusion devices are assorted,inducing people to assimilate instruction and turn it into knowledge, learningtakes a new dimension and demands from all the intervenient in the learning-apprenticeship process, a changing of attitudes, methodologies and strategies. Other reflections aredemanded also at the level of the apprenticeship modelswhich, gradually, make less hierarchzed models arise, marked by collaborativework strategies, aiming to respect the globalized world exigencies. Thus and each time more, eLearning becomes an alternative and/or a strong and trustful complement to the presential teaching models fitting in a perfectway the requirements imposed by the new society, namely concerning peoplemobility, the necessity of turning the learning process in the first years softer,and the innovation which claims reflexive and team work. All this in a scenariowhere the education paradigm is redefined and the way of teaching andlearning reunites the features of Remote Teaching with those of theCommunication and Interaction using the net. In the table above we will develop this study taking a view over the SSRTC(School of Higher Education of Santarém Remote Teaching Centre) activities,aiming the creation of a strategic developing model for the centre and itsconnection to the institutional and regional community which is intended to bediscussed inside the institution itself. To achieve these goals we framedconcepts related with the basis of Remote Teaching, institutional organizationand management, in a theoretical way, using for support the strategic development. Having recognized some features of eLearning models,supported by ICT (Information and Communication Technologies), and someof collaborative apprenticeship, made us feel the necessity of knowing some ofthe institutions we consider good references in what concerns working with thesubject of our study: the continuous teachers formation. Starting with a studying case methodology and appealing to a corpuscomposed by interviews and documental analysis, we got the proposal of a managing and learning model for the SSRTC. Based on the idea thateLearning will be a strong and believing alternative for SHES (School of Higher Education of Santarém) institutional project, if its administration investand support its development and if the institution gets itself reorganized, discuss and consider the proposed model, in order to get better its competences in the collaborative work and in the autonomous learning,seeking still for an effective connection to the professional teachers’ world and to the school communities, we finish this work firmly convinced that SSRTC isalready a recognised structure able to become, without significant additionalcharges, a developing pole and a distinguishable mark for the institution.
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Loureiro, Maria José de Miranda Nazaré. "Construção do discurso argumentativo num contexto de eLearning no ensino superior". Doctoral thesis, Universidade de Aveiro, 2007. http://hdl.handle.net/10773/1463.
Testo completoAbstract (sommario):
A argumentação tem uma importância crescente na sociedade actual, tanto no que se refere ao desenvolvimento das proficiências em escrita académica, como na sua pertinência na comunicação on-line. O presente trabalho pretende ilustrar o contributo da utilização de uma plataforma concebida para o desenvolvimento da competência argumentativa, a plataforma SCALE, nas interacções argumentativas e negociais on-line dos alunos do ensino superior, bem como nas suas produções escritas. Pretende igualmente determinar a relação existente entre estas formas de expressão do discurso argumentativo, do ponto de vista: (i) dos debates on-line em pares; (ii) da representação esquemática on-line de diagramas pessoais argumentativos e (iii) da produção escrita argumentativa individual off-line. Neste estudo qualitativo, 16 alunos do 2º ano da licenciatura para professores do 1º ciclo do Ensino Básico, participaram em 6 sessões, num total de cerca de 25 horas, nas quais trabalharam maioritariamente em pares na modalidade on-line, embora a modalidade individual e o trabalho off-line também tivessem coexistido. Para a compilação e discussão dos resultados foram analisados registos de diagramas argumentativos elaborados on-line pelos alunos, as respectivas interacções on-line nas diferentes ferramentas utilizadas e as suas produções escritas individuais. Além disso, foram analisados os questionários respondidos antes e após o trabalho experimental, relativos às suas atitudes face às TIC, à leitura e à escrita de textos, incluindo a textualidade argumentativa. O estudo permite tirar algumas conclusões relevantes relacionadas com o tipo de interacções existentes em chats livres ou em chats estruturados, sendo, no primeiro caso, mais ricas e profundas. A representação esquemática, em diagrama de mapas argumentativos, mostra evidências na aprendizagem dos alunos, nomeadamente no que diz respeito à estruturação da própria argumentação. Ainda de acordo com os resultados analisados, e relativamente ao desempenho dos alunos, este é mais profícuo na modalidade on-line, em comparação com o trabalho off-line. São finalmente apresentadas as limitações do estudo, bem como sugestões de investigação futura.Nowadays, in our society, the increasing importance of argumentation has been acknowledged regarding both academic writing performance and its value in on-line communication. This work aims at illustrating the contribution of the use of a platform (SCALE) – conceived for the development of argumentative skills – towards the improvement of the argumentative and negotiation on-line interactions of the students involved, as well as towards their written production The relationships found between these forms of expression of argumentative discourse are also described from the point of view of (i) on-line debates in pairs, (ii) on-line graphic representations of the individual argumentative diagrams and (iii) offline individual written argumentative productions. In this qualitative study, 16 students from the 2nd year of the Graduation course for Elementary School Teachers participated in 6 sessions, for total of approximately 25 hours, in which they worked for the most part in pairs in the on-line mode, although the individual and off-line work modes coexisted. For the compilation and discussion of results, we analyzed the students’ on-line interaction logs for the different tools used throughout the experiment, their individual written production and answers to the questionnaires before and after the experiment, regarding their attitudes towards ICT and to the reading and writing of texts, with specific focus on the argumentative text. The study allows us to draw some relevant conclusions related to the types of interaction in free versus structured chats (richer and more profound in the free chats). The graphic representation, in diagrams, of argumentative maps, shows evidences of learning, namely as far as the argumentative structure is concerned. As to the type of on-line and off-line student performance, the former was found to be more productive. Finally we present the limitations of the study, as well as some suggestions for future research.
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Andone, Diana Maria. "Designing elearning spaces for higher education students of the digital generation". Thesis, University of Brighton, 2011. https://research.brighton.ac.uk/en/studentTheses/e6957a8f-9f3c-4323-ac1c-1bc7661cbbfe.
Testo completoAbstract (sommario):
The main aim of this research project is to investigate the relationship between students and their electronic learning environments, and in particular, how eLearning spaces influence and are influenced by the adaptable and adaptive learning attitudes of the new student generation. In particular, it focuses on what I defined as digital students as young adult students who have grown up with active participation in technology as an everyday feature of their lives. The characteristics of the technologically confident digital students were found to include a strong need for instantaneity, a desire to control their environment and to channel their social life via extensive use of technology.
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Darland, John, Heather Curtin e Yoon Nam. "Online Education in the 21st Century". Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/623399.
Testo completoAbstract (sommario):
Conferencia organizado por la Oficina Internacional UPC en el marco de la Feria Internacional UPC 2018, realizado el 4 de abril de 2018 en el campus Villa, Lima, Perú.Conferencia Internacional “Online Education in the 21st Century” por invitados de la Carrera de Psicología en auditorio del Campus Villa, con la participación de John Darland , Heather Curtin and Yoon Nam ; representantes de The Chicago School of Professional Psychology.
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Belcher, Tracy George. "The effects of randomized appearance of text chunks in nurse eLearning lessons". Diss., Kansas State University, 2018. http://hdl.handle.net/2097/38658.
Testo completoAbstract (sommario):
Doctor of PhilosophyDepartment of Educational Leadership
Sarah Jane Fishback
Today, educators try to maximize eLearning effectiveness by using various methodologies to engage the learner and increase learning and recall. If educators want to be able to continue this process, new eLearning methodologies must be investigated. The aim of this study was to determine if the method in which lesson content is present can affect learning. To this end, the research question was as follows: What difference, if any, does the random placement of small paragraphs, chunks, of text make in recall and learning in eLearning lessons? The research question was answered through an experiment that entails assigning an eLearning lesson to participants. The participants were randomly divided into two groups (control and experimental). Based on their assignment, they were either presented information in static paragraphs of text centered on the eLearning screen (control), or presented with randomly placed chunks of text on each new eLearning lesson screen. Although the data analysis showed no significant difference in assessment scores for either group, there are suggestions for continued research on this topic. The importance and value of this educational medium requires the use of the best and most impactful methodologies to maximize attention, clarity, learning, and recall. More research needs to be conducted with varying forms of chunking with different populations using eye-tracking to ensure optimized educational endeavors.
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Budde, Sophie [Verfasser], e Rüdiger [Akademischer Betreuer] Korbel. "Die virtuelle Reptilienklinik : ein interaktives eLearning-Tutorial / Sophie Budde ; Betreuer: Rüdiger Korbel". München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2017. http://d-nb.info/1137835206/34.
Testo completo
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Turnbull, Niruwan. "The challenge of eLearning for healthcare professionals : an exploration in rural Thailand". Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/199243/.
Testo completoAbstract (sommario):
This research investigates the barriers and drivers of eLearning for healthcare professional students in rural Thailand. An initial desk study was undertaken to investigate the factors that had an impact on eLearning within a professional healthcare environment. This was followed by a pilot study in a university in rural areas of Thailand. The results from the investigation led to a model being created to identify the barriers and drivers for implementing eLearning programmes in rural Thailand. This research explores the challenges of eLearning within four domains (IFPC); infrastructure (I), financing eLearning courses (F), university policy (P), and cultural diversity (C). The research utilised mixed research methods to identify the impacts of eLearning; employing both quantitative and qualitative methods. The participants of this research included healthcare professionals associated with the eLearning environment within rural areas in Thailand. The fieldwork data from both quantitative and qualitative methods were analysed assisting by SPSS software and Nvivo software. The results and findings demonstrated that the IFPC domains impact on the uptake of eLearning for healthcare professionals and healthcare professional students. The results of statistical testing corroborated that healthcare professional students with their own computers perceived that eLearning was useful to their professional development. In addition, it showed that universities’ policies on eLearning affected the use of the eLearning infrastructure, the participants’ motivation to undertake eLearning courses and that eLearning course-uptake was affected by both healthcare professionals’ motivation and their ability to use a computer. The subject of the financing of eLearning course was directly correlated to the level of computer skills held by the healthcare professional students and their attitude towards their own use of computers. The results identified how the elements of the IFPC model were related to each other and affected the implementation of eLearning programmes. It is hoped that these findings will make a significant contribution by informing lecturers about online teaching material, course delivery and design. They will also inform policymakers when considering budgets, plans and requirements for supporting healthcare professional students undertaking eLearning in rural Thailand. In particular the results will provide useful lessons for healthcare professionals undertaking similar programmes in other developing countries.
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Ramos, António Augusto Tarrafa. "eLearning no 1º ciclo do ensino básico : um estudo sobre o ruído". Master's thesis, Universidade de Aveiro, 2006. http://hdl.handle.net/10773/1315.
Testo completoAbstract (sommario):
Mestrado em Multimédia em EducaçãoCada vez mais se torna importante proporcionar aos alunos, desde os anos iniciais de escolaridade, um contacto adequado com as tecnologias da informação e comunicação, nomeadamente para o tratamento de temas específicos, como é o caso do ruído. Neste contexto, a presente dissertação de Mestrado resulta de um estudo efectuado com alunos do 1º Ciclo do Ensino Básico, no ano lectivo de 2004/2005, que perseguiu, como principal finalidade, criar e avaliar o impacto de um módulo de formação a distância no desenvolvimento de competências, transversais e específicas, neste caso relativas ao “Ruído”. Para tentar dar resposta às questões de investigação subjacentes, optou-se por um “estudo de caso” e por um tratamento essencialmente qualitativo dos dados recolhidos. A experiência envolveu uma turma de 18 crianças do 4º ano de escolaridade e contou com a colaboração da professora da turma e com o apoio activo de uma professora de “apoio”. As diversas sessões do estudo, que decorreram em díade, tiveram lugar na própria sala de aula e, com base num estudo piloto efectuado, foram organizadas em quatro momentos distintos, ou seja, quatro sessões com aproximadamente uma hora cada uma, nas quais o tema do ruído era progressivamente abordado. Para a recolha de dados usaram-se as técnicas de inquirição e de observação (directa) e de análise documental, as quais foram suportadas por vários instrumentos, a saber: um Questionário Inicial e um Questionário Final, preenchidos pelos alunos; um Teste de Avaliação das Aprendizagens, resolvido pelos alunos antes (pré-teste) e depois das sessões (pós-teste); uma Grelha de Observação de Actividades; um Bloco de Notas; trabalhos produzidos pelos alunos, casos de textos, cartazes ou bandas desenhadas e entrevistas realizadas com os alunos e a professora da turma. Da análise dos resultados, concluiu-se que a participação dos alunos num módulo de formação a distância contribuiu para uma aprendizagem significativa do tema em estudo, permitindo o desenvolvimento de diversas competências por parte dos alunos do 1º CEB, nomeadamente a nível da navegação num ambiente de formação deste tipo, da organização e gestão da informação disponibilizada, da selecção adequada de informação, da cooperação e relacionamento interpessoal entre alunos e professor e da construção de conhecimento relacionado com o tema do “Ruído”. ABSTRACT: More and more it becomes important to provide the pupils, from the initial schooling years, an adequate contact with the information and communication technologies, namely for the treatment of specific subjects, like the noise. In this context, the present MA dissertation results from a study conducted with pupils of 1st Cycle of Basic Education, in the academic year of 2004/2005, and that pursued, as its main goal, to create and evaluate the impact of a distance education course on the development of transversal and specific skills, in this case related with “the noise”. To find answers for the research questions put forward, we opted for a "case study" and for an essentially qualitative treatment of the collected data. The experiment involved a class of 18 children in grade 4 and counted on the contribution of the teacher of the group and on the active involvement of a “support” teacher. The dyadic sessions of the study were conducted in the classroom itself and, based on a previously conducted pilot study, organized in four different moments - four sessions with approximately an hour each one, in which the subject of the noise was progressively studied. For the collection of data questionnaire, direct observation techniques and document analysis were used, supported by several instruments: an Initial and a Final Questionnaire, filled in by the pupils; one Learning Evaluation Test, filled by the pupils before and after the sessions; a form for registering the essential aspects observed during the sessions; a Log Book; works produced by the pupils, like texts, posters or drawings and interviews conducted with the pupils and the teacher. From the analysis of results, we conclude that the pupils participation in a distance education module contributed towards a significant learning of the subject in study, allowing the development of diverse aptitudes and skills on the part of the pupils, mainly browsing the distance education environment, organization and management of information, adequate selection of information, interpersonal cooperation and relationship between pupils and teacher and of the construction of knowledge related with the subject of the course, “the noise”.