The document discusses various instructional strategies for online and open learning environments (ONLEs). It defines mashups, social networking, folksonomy/social tagging, online collaboration, online student publishing, and online learning communities as types of instructional strategies for ONLEs. It provides examples and descriptions of each strategy, and cites several resources on the topics.
The document discusses a proposed technology integration plan for HCC to improve usability through digital convergence. It aims to integrate the learning management system, content repository, curricula templates and open educational resources onto a single learning web platform. This will provide a centralized "course-in-a-box" for faculty with customizable portals and spaces for mentoring, training and partnerships. The "open learning initiative" concept manages, processes and tags content from different sources for multiple online and in-person outputs.
Exploiting metadata, ontologies and semantics to design/enhance new end-user ...Ahmet Soylu
The document discusses research on enabling end-user involvement in adaptive technologies. It aims to provide abstract development approaches, allow users to access context and participate in adaptation, and enable users to create personal environments using applications and devices. The research involves using ontologies for modeling at the individual and collective level, developing a widget-based approach, and mining behaviors to automate orchestration of widgets. While conceptual frameworks and methods are proposed, practical challenges remain in realizing a uniform approach and improving automated techniques.
Christoph Rensing: Recommending and finding multimedia resources in knowledge...CROKODIl consortium
This document discusses using semantic networks and tagging to support resource-based learning by allowing users to efficiently add semantic information to resources found on the web. It proposes a platform called CROKODIL that would allow users to search for, annotate, organize, and share heterogeneous web resources through collaborative semantic tagging and networking. Recommendation and finding of relevant multimedia resources for knowledge acquisition would be based on the semantic information added in this way.
The document discusses Learner Management Systems (LMS) and focuses on Moodle as a free and open-source LMS. It provides an overview of Moodle's characteristics and functionality, including content delivery and assessment tools, collaboration features, and how Moodle supports constructivist learning models. Implementation tips are provided, such as planning delivery, linking activities to assessment, determining support needs, and considering external hosting options.
Bedarfsgetriebener situativer Wissenserwerb mit WebressourcenCROKODIl consortium
The document discusses the CROKODIL project, which aims to support resource-based learning through a learning platform and resource network. The project addresses challenges of resource-based learning like navigational and conceptual disorientation. The learning platform integrates technologies like semantic tagging and recommendation systems to help learners organize and share resources. It also supports self-organized learning through customizable activities and sharing within learning communities. The goal is to combine resource-based, instructional, and collaborative learning approaches.
Want to know the strategies which will help instructional designers enhance their courses and learning experiences of learners, then checkout this slideshare.
The document discusses a proposed technology integration plan for HCC to improve usability through digital convergence. It aims to integrate the learning management system, content repository, curricula templates and open educational resources onto a single learning web platform. This will provide a centralized "course-in-a-box" for faculty with customizable portals and spaces for mentoring, training and partnerships. The "open learning initiative" concept manages, processes and tags content from different sources for multiple online and in-person outputs.
Exploiting metadata, ontologies and semantics to design/enhance new end-user ...Ahmet Soylu
The document discusses research on enabling end-user involvement in adaptive technologies. It aims to provide abstract development approaches, allow users to access context and participate in adaptation, and enable users to create personal environments using applications and devices. The research involves using ontologies for modeling at the individual and collective level, developing a widget-based approach, and mining behaviors to automate orchestration of widgets. While conceptual frameworks and methods are proposed, practical challenges remain in realizing a uniform approach and improving automated techniques.
Christoph Rensing: Recommending and finding multimedia resources in knowledge...CROKODIl consortium
This document discusses using semantic networks and tagging to support resource-based learning by allowing users to efficiently add semantic information to resources found on the web. It proposes a platform called CROKODIL that would allow users to search for, annotate, organize, and share heterogeneous web resources through collaborative semantic tagging and networking. Recommendation and finding of relevant multimedia resources for knowledge acquisition would be based on the semantic information added in this way.
The document discusses Learner Management Systems (LMS) and focuses on Moodle as a free and open-source LMS. It provides an overview of Moodle's characteristics and functionality, including content delivery and assessment tools, collaboration features, and how Moodle supports constructivist learning models. Implementation tips are provided, such as planning delivery, linking activities to assessment, determining support needs, and considering external hosting options.
Bedarfsgetriebener situativer Wissenserwerb mit WebressourcenCROKODIl consortium
The document discusses the CROKODIL project, which aims to support resource-based learning through a learning platform and resource network. The project addresses challenges of resource-based learning like navigational and conceptual disorientation. The learning platform integrates technologies like semantic tagging and recommendation systems to help learners organize and share resources. It also supports self-organized learning through customizable activities and sharing within learning communities. The goal is to combine resource-based, instructional, and collaborative learning approaches.
Want to know the strategies which will help instructional designers enhance their courses and learning experiences of learners, then checkout this slideshare.
1) The document proposes a functional architecture and service architecture for building standard-driven distributed and interoperable e-learning systems.
2) The functional architecture defines components that make up an e-learning system and the objects that must be moved among these components. It divides the system into a learning content management system and a learning management system.
3) The service architecture uses web services technology to provide interoperability between different learning systems and components according to the functional model. It defines how systems can exchange standard learning information through web service interactions.
A New Software Architecture for LMS with SCORM SupportNicolas Casel
Casel, N., El Alami, M., Garot, D., Zampunieris, D. (2007). A new software architecture for learning managements systems with SCORM support, IADIS - International Conference on e-Learning, Lisbon, Portugal.
Jurnal an implementable architecture of an e-learning systemRatzman III
This document proposes a functional architecture and service architecture for building standard-driven, distributed, and interoperable e-learning systems. The functional architecture defines the components that make up an e-learning system and the objects exchanged between them. The service architecture uses web services to implement interoperability between different learning content management systems and learning management systems. It defines how different e-learning systems can exchange messages through web service interactions. The architectures are designed to be compatible with existing e-learning standards and allow components from different vendors to work together effectively.
Jurnal an implementable architecture of an e-learning systemRatzman III
This document proposes a functional architecture and service architecture for building standard-driven, distributed, and interoperable e-learning systems. The functional architecture defines the components that make up an e-learning system and the objects exchanged between them. The service architecture uses web services to implement interoperability between different learning content management systems and learning management systems. It describes how components in the functional model are implemented on a J2EE platform using web services to expose functionality and exchange learning objects and standards between remote systems.
Ontology-Oriented Inference-Based Learning Content Management System dannyijwest
The world is witnessing the electronic revolution in many fields of life such as health, education,
government and commerce. E-learning is considered one of the hot topics in the e-revolution as it brings
with it rapid change and greater opportunities to increase learning ability in colleges and schools. The
fields of Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) are
full of open source and commercial products, however LCMS systems in general inherit the drawbacks of
information system such as weakness in user expected information retrieval and semantic modelling and
searching of contents & courses. In this paper, we propose a new prototype of LCMS that uses the
Semantic Web technologies and Ontology Reasoner with logical rules, as an inference engine to satisfy the
constraints and criteria specified by a user, and retrieves relevant content from the domain ontology in an
organized fashion. This enables construction of a user-specific course, by semantic querying for topics of
interest. We present the development of an Ontology-oriented Inference-based Learning Content
Management System OILCMS, its architecture, conception and strengths.
Ontology-Oriented Inference-Based Learning Content Management System dannyijwest
The world is witnessing the electronic revolution in many fields of life such as health, education,
government and commerce. E-learning is considered one of the hot topics in the e-revolution as it brings
with it rapid change and greater opportunities to increase learning ability in colleges and schools. The
fields of Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) are
full of open source and commercial products, however LCMS systems in general inherit the drawbacks of
information system such as weakness in user expected information retrieval and semantic modelling and
searching of contents & courses. In this paper, we propose a new prototype of LCMS that uses the
Semantic Web technologies and Ontology Reasoner with logical rules, as an inference engine to satisfy the
constraints and criteria specified by a user, and retrieves relevant content from the domain ontology in an
organized fashion. This enables construction of a user-specific course, by semantic querying for topics of
interest. We present the development of an Ontology-oriented Inference-based Learning Content
Management System OILCMS, its architecture, conception and strengths.
The world is witnessing the electronic revolution in many fields of life such as health, education, government and commerce. E-learning is considered one of the hot topics in the e-revolution as it brings with it rapid change and greater opportunities to increase learning ability in colleges and schools. The fields of Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) are full of open source and commercial products, however LCMS systems in general inherit the drawbacks of information system such as weakness in user expected information retrieval and semantic modelling and searching of contents & courses. In this paper, we propose a new prototype of LCMS that uses the Semantic Web technologies and Ontology Reasoner with logical rules, as an inference engine to satisfy the constraints and criteria specified by a user, and retrieves relevant content from the domain ontology in an organized fashion. This enables construction of a user-specific course, by semantic querying for topics of interest. We present the development of an Ontology-oriented Inference-based Learning Content Management System OILCMS, its architecture, conception and strengths.
Jurnal e-learning management system using service oriented architectureRatzman III
This document summarizes a journal article that proposes an e-learning management system using a service-oriented architecture. The key points are:
1) The proposed system uses a service-oriented architecture to build durable e-learning content that can be easily updated and expanded without costly redesign.
2) The system is divided into three phases - layout, database, and web services. It will use technologies like HTML, CSS, AJAX, and web services to integrate with different databases.
3) Using a service-oriented architecture provides benefits like interoperability, durability, compatibility and reusability, allowing e-learning systems to communicate and share data more efficiently.
1. The document discusses the roles of managers in web content management systems and learning management systems. It presents research on a web content management system developed at a university in Serbia and the effects it had.
2. Key roles of managers in web content management include coordinating the preparation of teaching materials, directing teachers and students to relevant information, and ensuring managers have IT skills.
3. The research examined the differences between traditional teaching and internet-based distance learning, and whether the latter had a statistically significant influence on improving educational effects. It found some improvement over 5 years of using the web content management system.
The document discusses the e-Framework for Education and Research, which is an initiative to develop an open standards-based technical framework to support education and research. It aims to define a set of reusable services that can be combined to support different functions. The benefits of a service-oriented architecture are outlined, as well as some existing tools that could potentially be incorporated into or extended by the e-Framework. Challenges with adopting the framework approach are also mentioned.
Developing new Learning Environment: SEE University Solutionesocietymk4
The document summarizes the development of a Learning Content Management System (LCMS) at South East European University. It discusses how the university initially used a commercial LCMS but later developed its own in-house system to better suit its needs. The in-house LCMS was designed with modular architecture using a three-tier client-server model. Key modules included user management, course management, and security features to control access and safely exchange content. The LCMS provided benefits like customizable learning content and improved communication and was developed to allow future expansion.
The LEAP2A approach to portfolio interoperabilitySimon Grant
LEAP2A is a specification for portfolio interoperability that is relatively simple, developer-friendly, and based on a relational model rather than a hierarchical one like other specifications. It was developed with input from developers and practitioners and has been implemented with ease through the PIOP project. LEAP2A defines basic elements of portfolio information as "blobs" in a semantic web of relationships, and uses the Atom format to represent these in a way that is modular, extensible, and compatible with the semantic web and future developments.
Although of the semantic web technologies utilization in the learning development field is a new research area, some authors have already proposed their idea of how an effective that operate. Specifically, from analysis of the literature in the field, we have identified three different types of existing applications that actually employ these technologies to support learning. These applications aim at: Enhancing the learning objects reusability by linking them to an ontological description of the domain, or, more generally, describe relevant dimension of the learning process in an ontology, then; providing a comprehensive authoring system to retrieve and organize web material into a learning course, and constructing advanced strategies to present annotated resources to the user, in the form of browsing facilities, narrative generation and final rendering of a course. On difference with the approaches cited above, here we propose an approach that is modeled on narrative studies and on their transposition in the digital world. In the rest of the paper, we present the theoretical basis that inspires this approach, and show some examples that are guiding our implementation and testing of these ideas within e-learning. By emerging the idea of the ontologies are recognized as the most important component in achieving semantic interoperability of e-learning resources. The benefits of their use have already been recognized in the learning technology community. In order to better define different aspects of ontology applications in e-learning, researchers have given several classifications of ontologies. We refer to a general one given in that differentiates between three dimensions ontologies can describe: content, context, and structure. Most of the present research has been dedicated to the first group of ontologies. A well-known example of such an ontology is based on the ACM Computer Classification System (ACM CCS) and defined by Resource Description Framework Schema (RDFS). It’s used in the MOODLE to classify learning objects with a goal to improve searching. The chapter will cover the terms of the semantic web and e-learning systems design and management in e-learning (MOODLE) and some of studies depend on e-learning and semantic web, thus the tools will be used in this paper, and lastly we shall discuss the expected contribution. The special attention will be putted on the above topics.
The document discusses emerging learning technologies and their impact on education. It describes how technologies are shifting from faculty-driven content to more student-centered, constructivist models. Current technologies like LMSs are limiting due to lack of interoperability. Emerging technologies like Web 2.0 tools, virtual worlds, and personal learning environments give more control to students. The document predicts that within 5 years, technologies will continue to decentralize away from monolithic LMS toward open, layered systems and more student-driven digital content creation and collaboration.
The document proposes a learning framework that provides required learning services or features on demand using microservices. The framework allows continuous evolution of learning systems to meet changing user needs. It does this through semantic description of components and services, allowing sound configuration and adaptation of learning applications. Future work includes deploying and testing the system in real settings, extending it to support collaborative requirements, and investigating automated semantic description of new components.
This document discusses applying semantic web technologies to enhance the services of e-learning systems. It proposes developing a semantic learning management system (S-LMS) based on technologies like XML, RDF, OWL and SPARQL to automate and accurately search for information on e-learning systems like Moodle. The S-LMS would add semantic capabilities to allow students to search for learning resources based on semantics and provide personalized, customized content tailored to individual needs. It presents applying ontologies and metadata to Moodle in order to define domains and describe learning content in a way that improves search, interoperability and reusability of educational resources.
QEBU: AN ADVANCED GRAPHICAL EDITOR FOR THE EBUCORE METADATA SET | Paolo PASIN...FIAT/IFTA
Creation and management of metadata documents can be quite a difficult task to accomplish manually. To address this issue in the context of the EBUCore v1.3 metadata set, we propose a GUI-based metadata editor, QEbu, developed during the Multimedia Archival Techniques course, held at the Polytechnic University of Turin in collaboration with RAI.
The aim is to provide a user-friendly graphical editor to create and manage XML documents, relieving the user from the burden of worrying about the structure of the data and letting him focus on the actual content.
QEbu has been developed in C++ using the cross-platform and open source library Qt 4.8; this framework was chosen in order to exploit its natural features for developing interface-centered applications.
The document discusses the rise of learning management systems (LMS) in educational institutions and their potential limitations regarding flexibility and innovation. It presents service-oriented architectures and interoperability specifications like the Open Knowledge Initiative and IMS Learning Tools Interoperability as potential solutions to address these limitations by enabling communication between different systems. TSUGI is introduced as a framework that facilitates the development of tools that can integrate with LMS through these interoperability standards, creating a more flexible learning ecosystem. Future work mentioned includes developing a Java version of TSUGI and supporting installation on cloud infrastructures.
This document discusses SHOE (Simple HTML Ontology Extensions), a language for specifying semantics on the World Wide Web. It describes the basic architecture of a SHOE system and some general purpose tools for SHOE, including the Knowledge Annotator for adding semantic annotations and Exposé for crawling and storing SHOE content. The document then presents the syntax and semantics of the SHOE language, including how ontologies are defined to specify valid elements and rules for assertions. It also briefly introduces some other tools that can improve usage and analysis of semantic web languages, such as the SHOE KB Library and XSB deductive database system.
1) The document proposes a functional architecture and service architecture for building standard-driven distributed and interoperable e-learning systems.
2) The functional architecture defines components that make up an e-learning system and the objects that must be moved among these components. It divides the system into a learning content management system and a learning management system.
3) The service architecture uses web services technology to provide interoperability between different learning systems and components according to the functional model. It defines how systems can exchange standard learning information through web service interactions.
A New Software Architecture for LMS with SCORM SupportNicolas Casel
Casel, N., El Alami, M., Garot, D., Zampunieris, D. (2007). A new software architecture for learning managements systems with SCORM support, IADIS - International Conference on e-Learning, Lisbon, Portugal.
Jurnal an implementable architecture of an e-learning systemRatzman III
This document proposes a functional architecture and service architecture for building standard-driven, distributed, and interoperable e-learning systems. The functional architecture defines the components that make up an e-learning system and the objects exchanged between them. The service architecture uses web services to implement interoperability between different learning content management systems and learning management systems. It defines how different e-learning systems can exchange messages through web service interactions. The architectures are designed to be compatible with existing e-learning standards and allow components from different vendors to work together effectively.
Jurnal an implementable architecture of an e-learning systemRatzman III
This document proposes a functional architecture and service architecture for building standard-driven, distributed, and interoperable e-learning systems. The functional architecture defines the components that make up an e-learning system and the objects exchanged between them. The service architecture uses web services to implement interoperability between different learning content management systems and learning management systems. It describes how components in the functional model are implemented on a J2EE platform using web services to expose functionality and exchange learning objects and standards between remote systems.
Ontology-Oriented Inference-Based Learning Content Management System dannyijwest
The world is witnessing the electronic revolution in many fields of life such as health, education,
government and commerce. E-learning is considered one of the hot topics in the e-revolution as it brings
with it rapid change and greater opportunities to increase learning ability in colleges and schools. The
fields of Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) are
full of open source and commercial products, however LCMS systems in general inherit the drawbacks of
information system such as weakness in user expected information retrieval and semantic modelling and
searching of contents & courses. In this paper, we propose a new prototype of LCMS that uses the
Semantic Web technologies and Ontology Reasoner with logical rules, as an inference engine to satisfy the
constraints and criteria specified by a user, and retrieves relevant content from the domain ontology in an
organized fashion. This enables construction of a user-specific course, by semantic querying for topics of
interest. We present the development of an Ontology-oriented Inference-based Learning Content
Management System OILCMS, its architecture, conception and strengths.
Ontology-Oriented Inference-Based Learning Content Management System dannyijwest
The world is witnessing the electronic revolution in many fields of life such as health, education,
government and commerce. E-learning is considered one of the hot topics in the e-revolution as it brings
with it rapid change and greater opportunities to increase learning ability in colleges and schools. The
fields of Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) are
full of open source and commercial products, however LCMS systems in general inherit the drawbacks of
information system such as weakness in user expected information retrieval and semantic modelling and
searching of contents & courses. In this paper, we propose a new prototype of LCMS that uses the
Semantic Web technologies and Ontology Reasoner with logical rules, as an inference engine to satisfy the
constraints and criteria specified by a user, and retrieves relevant content from the domain ontology in an
organized fashion. This enables construction of a user-specific course, by semantic querying for topics of
interest. We present the development of an Ontology-oriented Inference-based Learning Content
Management System OILCMS, its architecture, conception and strengths.
The world is witnessing the electronic revolution in many fields of life such as health, education, government and commerce. E-learning is considered one of the hot topics in the e-revolution as it brings with it rapid change and greater opportunities to increase learning ability in colleges and schools. The fields of Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) are full of open source and commercial products, however LCMS systems in general inherit the drawbacks of information system such as weakness in user expected information retrieval and semantic modelling and searching of contents & courses. In this paper, we propose a new prototype of LCMS that uses the Semantic Web technologies and Ontology Reasoner with logical rules, as an inference engine to satisfy the constraints and criteria specified by a user, and retrieves relevant content from the domain ontology in an organized fashion. This enables construction of a user-specific course, by semantic querying for topics of interest. We present the development of an Ontology-oriented Inference-based Learning Content Management System OILCMS, its architecture, conception and strengths.
Jurnal e-learning management system using service oriented architectureRatzman III
This document summarizes a journal article that proposes an e-learning management system using a service-oriented architecture. The key points are:
1) The proposed system uses a service-oriented architecture to build durable e-learning content that can be easily updated and expanded without costly redesign.
2) The system is divided into three phases - layout, database, and web services. It will use technologies like HTML, CSS, AJAX, and web services to integrate with different databases.
3) Using a service-oriented architecture provides benefits like interoperability, durability, compatibility and reusability, allowing e-learning systems to communicate and share data more efficiently.
1. The document discusses the roles of managers in web content management systems and learning management systems. It presents research on a web content management system developed at a university in Serbia and the effects it had.
2. Key roles of managers in web content management include coordinating the preparation of teaching materials, directing teachers and students to relevant information, and ensuring managers have IT skills.
3. The research examined the differences between traditional teaching and internet-based distance learning, and whether the latter had a statistically significant influence on improving educational effects. It found some improvement over 5 years of using the web content management system.
The document discusses the e-Framework for Education and Research, which is an initiative to develop an open standards-based technical framework to support education and research. It aims to define a set of reusable services that can be combined to support different functions. The benefits of a service-oriented architecture are outlined, as well as some existing tools that could potentially be incorporated into or extended by the e-Framework. Challenges with adopting the framework approach are also mentioned.
Developing new Learning Environment: SEE University Solutionesocietymk4
The document summarizes the development of a Learning Content Management System (LCMS) at South East European University. It discusses how the university initially used a commercial LCMS but later developed its own in-house system to better suit its needs. The in-house LCMS was designed with modular architecture using a three-tier client-server model. Key modules included user management, course management, and security features to control access and safely exchange content. The LCMS provided benefits like customizable learning content and improved communication and was developed to allow future expansion.
The LEAP2A approach to portfolio interoperabilitySimon Grant
LEAP2A is a specification for portfolio interoperability that is relatively simple, developer-friendly, and based on a relational model rather than a hierarchical one like other specifications. It was developed with input from developers and practitioners and has been implemented with ease through the PIOP project. LEAP2A defines basic elements of portfolio information as "blobs" in a semantic web of relationships, and uses the Atom format to represent these in a way that is modular, extensible, and compatible with the semantic web and future developments.
Although of the semantic web technologies utilization in the learning development field is a new research area, some authors have already proposed their idea of how an effective that operate. Specifically, from analysis of the literature in the field, we have identified three different types of existing applications that actually employ these technologies to support learning. These applications aim at: Enhancing the learning objects reusability by linking them to an ontological description of the domain, or, more generally, describe relevant dimension of the learning process in an ontology, then; providing a comprehensive authoring system to retrieve and organize web material into a learning course, and constructing advanced strategies to present annotated resources to the user, in the form of browsing facilities, narrative generation and final rendering of a course. On difference with the approaches cited above, here we propose an approach that is modeled on narrative studies and on their transposition in the digital world. In the rest of the paper, we present the theoretical basis that inspires this approach, and show some examples that are guiding our implementation and testing of these ideas within e-learning. By emerging the idea of the ontologies are recognized as the most important component in achieving semantic interoperability of e-learning resources. The benefits of their use have already been recognized in the learning technology community. In order to better define different aspects of ontology applications in e-learning, researchers have given several classifications of ontologies. We refer to a general one given in that differentiates between three dimensions ontologies can describe: content, context, and structure. Most of the present research has been dedicated to the first group of ontologies. A well-known example of such an ontology is based on the ACM Computer Classification System (ACM CCS) and defined by Resource Description Framework Schema (RDFS). It’s used in the MOODLE to classify learning objects with a goal to improve searching. The chapter will cover the terms of the semantic web and e-learning systems design and management in e-learning (MOODLE) and some of studies depend on e-learning and semantic web, thus the tools will be used in this paper, and lastly we shall discuss the expected contribution. The special attention will be putted on the above topics.
The document discusses emerging learning technologies and their impact on education. It describes how technologies are shifting from faculty-driven content to more student-centered, constructivist models. Current technologies like LMSs are limiting due to lack of interoperability. Emerging technologies like Web 2.0 tools, virtual worlds, and personal learning environments give more control to students. The document predicts that within 5 years, technologies will continue to decentralize away from monolithic LMS toward open, layered systems and more student-driven digital content creation and collaboration.
The document proposes a learning framework that provides required learning services or features on demand using microservices. The framework allows continuous evolution of learning systems to meet changing user needs. It does this through semantic description of components and services, allowing sound configuration and adaptation of learning applications. Future work includes deploying and testing the system in real settings, extending it to support collaborative requirements, and investigating automated semantic description of new components.
This document discusses applying semantic web technologies to enhance the services of e-learning systems. It proposes developing a semantic learning management system (S-LMS) based on technologies like XML, RDF, OWL and SPARQL to automate and accurately search for information on e-learning systems like Moodle. The S-LMS would add semantic capabilities to allow students to search for learning resources based on semantics and provide personalized, customized content tailored to individual needs. It presents applying ontologies and metadata to Moodle in order to define domains and describe learning content in a way that improves search, interoperability and reusability of educational resources.
QEBU: AN ADVANCED GRAPHICAL EDITOR FOR THE EBUCORE METADATA SET | Paolo PASIN...FIAT/IFTA
Creation and management of metadata documents can be quite a difficult task to accomplish manually. To address this issue in the context of the EBUCore v1.3 metadata set, we propose a GUI-based metadata editor, QEbu, developed during the Multimedia Archival Techniques course, held at the Polytechnic University of Turin in collaboration with RAI.
The aim is to provide a user-friendly graphical editor to create and manage XML documents, relieving the user from the burden of worrying about the structure of the data and letting him focus on the actual content.
QEbu has been developed in C++ using the cross-platform and open source library Qt 4.8; this framework was chosen in order to exploit its natural features for developing interface-centered applications.
The document discusses the rise of learning management systems (LMS) in educational institutions and their potential limitations regarding flexibility and innovation. It presents service-oriented architectures and interoperability specifications like the Open Knowledge Initiative and IMS Learning Tools Interoperability as potential solutions to address these limitations by enabling communication between different systems. TSUGI is introduced as a framework that facilitates the development of tools that can integrate with LMS through these interoperability standards, creating a more flexible learning ecosystem. Future work mentioned includes developing a Java version of TSUGI and supporting installation on cloud infrastructures.
This document discusses SHOE (Simple HTML Ontology Extensions), a language for specifying semantics on the World Wide Web. It describes the basic architecture of a SHOE system and some general purpose tools for SHOE, including the Knowledge Annotator for adding semantic annotations and Exposé for crawling and storing SHOE content. The document then presents the syntax and semantics of the SHOE language, including how ontologies are defined to specify valid elements and rules for assertions. It also briefly introduces some other tools that can improve usage and analysis of semantic web languages, such as the SHOE KB Library and XSB deductive database system.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
2. How do online instructional strategies relate to ONLE instructional strategies?
Online learning environment allows educators and instructors to exchange ideas and
information, work together on projects anywhere around the globe. Many instructional
strategies can be utilized in the online learning environment. These objectives must be
met to meet objectives. When teachers utilize the online environment for teaching they
should encourage resources that provide for the best use of the online learning
environment. Picture retrieved from: Mott, J. (2010). Envisioning the Post LMS ERA: The Open Learning Network.
EDUCAUSE Quarterly retrieved http://www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-
network
3. Picture retrieved from Mott, J. (2010). Envisioning the Post LMS ERA: The Open Learning Network. EDUCAUSE
Quarterly retrieved http://www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-network
While the online learning environment is designed to bridge the gap between the LMS and the
PLE, it purposefully keeps them apart. The ONLE takes a different approach.
Mott states: ―The OLN is not intended merely to allow the LMS and PLE paradigms to coexist in
harmony, but rather to take the best of each approach and mash them up into something
completely different. "The OLN model connects private and secure applications on the
organization's network (such as the student information system, content repository, assessments and
transcripts) to open and flexible tools and applications in the cloud (such as blogs, social networks
and non-proprietary content) via a services-oriented architecture.
According to Mott, ‗Significant use of LMS platforms at thousands of institutions by hundreds of
thousands of faculty members and students might be taken as prima facie evidence that the
technology adds value to teaching and learning. However, usage patterns suggest that the LMS is
primarily a tool set for administrative efficiency rather than a platform for substantive teaching and
learning activities. These concerns have been exacerbated by rapid growth in LMS-related
spending over the past decade, which has led many to question whether the benefits of the
technology are worth the cost.‖
4. ONLE VS Online Learning Environment
LMS Strengths LMS Weaknesses
Simple, consistent, and structured As widely implemented, time-bound (courses disappear at the end of the semester)
Integration with student information systems (SISs), with student rosters automatically populated in courses Teacher, rather than student, centric
Private and secure (FERPA compliant) Courses walled off from each other and from the wider web, negating the potential of the network effect
Simple and inexpensive to train and support (compared to supporting multiple tools) Limited opportunities for students to "own" and manage their learning experiences within and across courses
Tight tool integration (such as quiz scores populated in gradebooks) Rigid, non-modular tools
Supports sophisticated content structuring (sequencing, branching, adaptive release) Interoperability challenges and difficulties26
PLE Strengths PLE Weaknesses
Almost limitless variety and functionality of tools, customizable and adaptable in multiple configurations and Complex and difficult to create for inexperienced students and faculty members
variations
Inexpensive — often composed of free and open source tools Potential security and data exposure problems (FERPA issues abound)
No artificial time boundaries: remains "on" before, during, and after matriculation Limited institutional control over data
Open to interaction, sharing, and connection without regard to official registration in programs or courses or Absent or unenforceable service-level agreements; no ability to predict or resolve web application
particular institutions performance issues, outages, or even disappearance
Student-centric (each student selects and uses the tools that make sense for their particular needs and Lacks centrally managed and aggregated group rosters (such as class rolls)
circumstances)
Learning content and conversations are compliable via simple technologies like RSS Difficult and potentially expensive to provide support for multiple tools and their integrations with each other
Table retrieved from: Mott, J. (2010). Envisioning the Post LMS ERA: and with institutional systems
The Open Learning Network. EDUCAUSE Quarterly retrieved
http://www.educause.edu/ero/article/envisioning-post-lms-era-
open-learning-network
5. ONLE VS Online Instructional Strategies
The LMS was built in the 1990s before the ONLE. The ONLE helps to incorporate
technologies that were not available in the 1990s. The LMS was built on first
generation technologies. The ONLE was built from the bottom up and feeds off of
other technologies. Many consider the LMS as being outdated.
According to Mott, ―The LMS paradigm assumes that since some data must be kept
private and secure, all data must be kept private and secure. The OLN rejects this
premise and instead seeks to keep data that must be private and secure as private
and secure as possible (p.1).‖
Picture retrieved from:
Mott, J. (2010). Envisioning the Post LMS ERA: The Open Learning Network. EDUCAUSE
Quarterly retrieved http://www.educause.edu/ero/article/envisioning-post-lms-era-
open-learning-network
6. Types of ONLE Instructional Strategies
Mashup is an online instructional strategy. Mashup is a revolutionary program that
helped to play an important role in the evolution of web 2.0. Mashup combines data
from two or more sources to create new services. Masups differ from other portals with
the following aspects:
Portal Mashup
Older technology, extension to traditional
Using newer, loosely defined "Web 2.0"
Classification Web server model using well-defined
techniques
approach
Approaches aggregation by splitting role
Uses APIs provided by different content
of Web server into two phases: markup
Philosophy/approach sites to aggregate and reuse the content
generation and aggregation of markup
in another way
fragments
Aggregates presentation-oriented Can operate on pure XML content and
Content dependencies markup fragments (HTML, WML, also on presentation-oriented content
VoiceXML, etc.) (e.g., HTML)
Traditionally, content aggregation takes Content aggregation can take place
Location dependencies
place on the server either on the server or on the client
"Melting Pot" style - Individual content
"Salad bar" style: Aggregated content is may be combined in any manner,
Aggregation style
presented 'side-by-side' without overlaps resulting in arbitrarily structured hybrid
content
CRUD operations are based on REST
Read and update event models are
Event model architectural principles, but no formal API
defined through a specific portlet API
exists
Portlet behavior is governed by standards Base standards are XML interchanged as
JSR 168, JSR 286 and WSRP, although REST or Web Services. RSS and Atom are
Relevant standards portal page layout and portal commonly used. More specific mashup
functionality are undefined and vendor- standards such as EMML are emerging.
specific
Table retrieved from http://en.wikipedia.org/wiki/Mashup_(web_application_hybrid)
7. Types of ONLE Instructional Strategies
Social networking is a platform to build social relationships.
These relationships help people build on common interests.
Social networking allows users to share
pictures, events, activities and interests within a social
networking site.
There are millions of users around the globe that use social
networking sites including Twitter, Google Sites, Facebook and
MySpace.
According to ComScore, up to end of November 2011:
Worldwide Unique Visitors
Facebook.com 792,999,000
Twitter.com 167,903,000
LinkedIn.com 94,823,000
Google+ 66,756,000
MySpace 61,037,000
Others 255,539,000
^ "ComScore: Google+ Grows Worldwide Users From 65 Million In October To 67
Million In November". December 22, 2011.
8. Types of ONLE Instructional Strategies
Folksonomy or social tagging is used for
creating tags to manage content.
A broad folksonomy is one in which multiple users tag particular content with many
types of terms. According to Vanderwal, “a narrow folksonomy, on the other
hand, occurs when a few users, primarily the content creator, tag an object with a
limited number of terms. While both broad and narrow folksonomies enable the search
ability of content by adding textual description - or access points - to an object, a
narrow folksonomy does not have the same benefits as a broad folksonomy, which
allows for the tracking of emerging trends in tag usage and developing vocabularies.”
Vander Wal, T. "Explaining and Showing Broad and Narrow
Folksonomies". Retrieved April 14, 2013 from
http://en.wikipedia.org/wiki/Folksonomy
9. Types of online learning
instructional strategies
Online collaboration is used for persons to
work together online without having to be
in the same room together. There are
many different ways that people can
work together without being in the same
room. Online collaboration can be done
through Huddle, Wrike, Powerpoint, and
Basecamp. All of these programs are
open to people simply by using a
Blackberry and logging in to complete a
group project.
10. Types of online learning
instructional strategies
Online Student Publishing is a great way for students to present their work through e-
portfolios. Through the e-portfolios the students can publish their best work
Yudu allows students to explore publishing and publish their works for free.
AuthorStream is the best way for your students to share and publish their
presentations such as PowerPoint, Keynote, and Google Presentations on the
web, in my opinion.
Weebly is a website builder unlike anything you have ever experienced. This drag &
drop website builder makes it simple to create a powerful, professional website
without any technical skills required.
WikiSpaces For Educators is a great place for your students to publish and share their
work. Join the WikiSpaces K-12 Plan.
11. Types of online learning
instructional strategies
Online Learning Community is a private learning destination that allows learners to
interact through peer to peer learning. There are different types of online learning
communities:
Synchronous- example instant messaging
Asynchronous- example internet forums
blogs –example Blogger
course management –example Moodle
collaborative –example forums
social networking – example Flickr
social learning
12. Resources
"ComScore: Google+ Grows Worldwide Users
From 65 Million In October To 67 Million In
November". December 22, 2011.
Mashup. (2013). Retrieved April 14, 2013 from
http://en.wikipedia.org/wiki/Mashup_(web_a
pplication_hybrid)
Mott, J. (2010). Envisioning the Post LMS ERA:
The Open Learning Network. EDUCAUSE
Quarterly retrieved
http://www.educause.edu/ero/article/envisio
ning-post-lms-era-open-learning-network
Vander Wal, T. "Explaining and Showing Broad
and Narrow Folksonomies". Retrieved April
14, 2013 from
http://en.wikipedia.org/wiki/Folksonomy