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1
Garg, Anubha. "SCORM based learning management system for online training." Kansas State University, 2012. http://hdl.handle.net/2097/14627.
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Master of Science<br>Department of Computing and Information Sciences<br>Mitchell Neilsen<br>The Biosecurity Research Institute (BRI) facility at Kansas State University is a huge biocontainment facility to conduct research on infectious diseases that pose a threat to plant, animal and human health. The BRI Training and Education Program is currently offline; i.e., classroom sessions are taken to provide this training and education. The objective behind taking up this project was to move the entire training and education module of Biosecurity Research Institute online, instead of having a classroom session for each training course, with an subject matter expert (SME) to come and take the training session.
The aim is to develop an online training system which is synchronized with the information in the BRI Research Project Database. The employees will only have to login to the website, scroll through the list of courses they are enrolled in, take the courses, write the assignments/quizzes assigned to the course and then submit the quizzes. They can also self-enroll themselves into courses, if they are given the permission to do so. The SME’s of the courses can create new courses, upload the course materials, enroll users into the courses, and assign deadlines to course completion. Once the student submits the course quiz or assignments, the SME’s can grade the quiz, assign a final grade to the students, and give feedback on their performance. They can even reassign the course in case of poor performance by the student. The administrators of the website can assign roles to different personnel, give permissions according to need and requirement, add/delete courses, and change the appearance of the website.
The project is to be done using a Learning Management System called Moodle. Moodle (Modular Object Oriented Dynamic Learning Environment) is an online learning management system designed to allow interaction between teachers and students. The back-end database used is SQL Server 2008 R2 and additional tools used are Adobe Presenter (with Microsoft Power Point 2010) to create the courses in SCORM format.
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Clemons, Christopher Alan. ""Establishing Online and Mobile Based Agriculture and Natural Resource Education Modules: A New Model for Design and Delivery to Impact Student and Faculty Success"." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/984.
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Volery and Lord noted that the rapid expansion of the Internet will play a pivotal role in the delivery mediums in which education is provided. My dissertation addresses the potential best methodology for developing more effective instruction through Internet based learning. Previous research has identified various aspects related to student learning in online settings, the Internet as a core delivery platform for information, student learning styles, and gender as a component of student success in online platforms. This study was motivated by three research goals: (1) Assess the essential components for an effective open campus model, (2) identify and analyze stakeholder perceptions of factors influencing the design, development, implementation of online coursework, and perceptions by instructional design themes (3) utilize data from literature, respondent questionnaires, agricultural learning modules, and agricultural stakeholder perceptions to propose a model for open online course design and faculty implementation of best teaching methodologies related to online instructional delivery. Using the Delphi Model for consensus, three expert panels (undergraduate agriculture students, secondary agriculture teachers, and post secondary agriculture education faculty) identified the vital components for online course frameworks addressing instructional design, application of course content, and collaborative education models within online learning platforms. To illustrate the objectives of this study, the findings support the proposal and development of the Unified Model for Online Learning and System Design.
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Mohamed, Bahaaeldin, and Thomas Köhler. "Learning Management Systems as a Tool for Community-based Project Management." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141860.
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This paper addresses a new conceptual framework for a communitybased project management learning model that aims to support learning within a project and enhance the distribution of knowledge within a particular virtual community. This model also aims to develop a virtual community of doctoral students, who can manage their own projects online with other community members who have the same interest. In order to develop that model, a checklist of community-based project management process has been developed in the light of the literature review and the needs of stakeholders (doctoral students and researchers). Within this model, community-based project management includes three main elements: community, project and management. In relation to project, there are two main sub elements. First is projectbased learning (PBL), which is based on constructivist perspective of learning that make students construct their knowledge when they work together to accomplish specific goals. Second is the project management body of knowledge (PMBOK), which is a project management guide, and an internationally recognized standard [PMBOK Guide, 2004], that provides the fundamentals of project management as they apply to a wide range of projects, including construction, software, engineering, automotive, so the study deploy this approach to scaffold based project management learning model. In the terms of the community element, this study adopted the community of inquiry model, which defines a good
e-learning environment through three major aspects: cognitive presence, social presence and teaching presence. The last element which is addressed in this study called knowledge management. After identifying these elements, this study investigates a range of tools in the light of this model. The study analyses six different learning and content management systems (OPAL, Moodle, Joomla, e107, ZMS and TUDWCMS) in order to find out tool(s) that is/are sufficient for implementing the suggested study model.
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Mohamed, Bahaaeldin, and Thomas Köhler. "Learning Management Systems as a Tool for Community-based Project Management." Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A27993.
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This paper addresses a new conceptual framework for a communitybased project management learning model that aims to support learning within a project and enhance the distribution of knowledge within a particular virtual community. This model also aims to develop a virtual community of doctoral students, who can manage their own projects online with other community members who have the same interest. In order to develop that model, a checklist of community-based project management process has been developed in the light of the literature review and the needs of stakeholders (doctoral students and researchers). Within this model, community-based project management includes three main elements: community, project and management. In relation to project, there are two main sub elements. First is projectbased learning (PBL), which is based on constructivist perspective of learning that make students construct their knowledge when they work together to accomplish specific goals. Second is the project management body of knowledge (PMBOK), which is a project management guide, and an internationally recognized standard [PMBOK Guide, 2004], that provides the fundamentals of project management as they apply to a wide range of projects, including construction, software, engineering, automotive, so the study deploy this approach to scaffold based project management learning model. In the terms of the community element, this study adopted the community of inquiry model, which defines a good
e-learning environment through three major aspects: cognitive presence, social presence and teaching presence. The last element which is addressed in this study called knowledge management. After identifying these elements, this study investigates a range of tools in the light of this model. The study analyses six different learning and content management systems (OPAL, Moodle, Joomla, e107, ZMS and TUDWCMS) in order to find out tool(s) that is/are sufficient for implementing the suggested study model.
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Alshammari, Mohammed S. "Academics' adoption and usage of learning management systems in Saudi Arabia's universities." Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/11123.
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Learning Management Systems (LMS) have become a common feature in contemporary Higher Education institutions worldwide. LMS literature shows that the level of interest and/or knowledge among academics towards the importance and usefulness of these systems, and the opportunities they can bring to the teaching process are key factors affecting the degree of use of LMS in HE. To date, most of these studies have taken place in the context of developed countries, and there is only limited research in other areas. In recent years, LMS have been adopted widely in Saudi Arabia’s Higher Education sector, however, there are no strong and detailed data regarding the subject in this context, which could impede future developments. On the other hand, academics were chosen as the main focus of this investigation because studies have revealed that they have the most vital role in promoting and enhancing the use of LMS. Therefore, this research investigates academics’ adoption and usage of LMS in Saudi Arabia’s universities; it aims to understand the adoption conditions and identify what factors truly affect the adoption process and to what level are the systems being used and why. The investigation was guided by Grounded Theory research principles. Initially, a review of the literature identified the nature of LMS along with the issues confronting academics when they are trying to use it to its full potential in supporting the delivery of their courses. Afterwards, questionnaires were employed to further explore the phenomenon in its examined context, i.e. Saudi higher education. The generated data and concepts were then used to guide the research process and to develop interview questions. The interviews were carried out at three Saudi universities with a range of stakeholders, which signified the primary data source in this investigation. Analysis revealed that LMS did not emerge as a well-established component of academics’ activities in Saudi universities despite the positive view respondents expressed towards it. Findings also explained why LMS was either considered a secondary method to support face-to-face teaching, or under-utilised in fully online courses. Furthermore, findings revealed the primary factors influencing academics’ level of use of LMS. Moreover, there were issues identified in relation to the academics’ development and training for LMS, which had a significant effect on the academics’ level of use of LMS. Findings were then integrated into a substantive theory and a theoretical model, which represents the research primary outcome. The theoretical outcomes offer abstract explanation of the phenomenon about adopting innovatory systems in Saudi universities, LMS in this instance. In conclusion, suggestions for improving the current provision of LMS in Saudi Universities are made. Overall, this study provided an insight into the environment surrounding the early adoption phases of LMS in Saudi universities, which offers a better understanding of the phenomenon. Subsequently, this will help enhance the adoption process in current contexts and assist in the better future utilisation of these systems in similar situations.
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Ricker, Gina Maria. "Student Learning Management System Interactions and Performance via a Learning Analytics Perspective." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6656.
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Enrollment in full-time, virtual, K-12 schools is increasing while mathematics performance in these institutions is lacking compared to national averages. Scholarly literature lacks research studies using learning analytics to better predict student outcomes via student learning management system (LMS) interactions, specifically in the low performing area of middle school mathematics. The theoretical framework for this study was a combination of Hrastinski's theory of online learning as online participation and Moore's 3 types of interactions model of online student behavior. The purpose of this study was to address the current research gap in the full-time, K-12 eLearning field and determine whether 2 types of student LMS interactions could predict mathematics course performance. The research questions were developed to determine whether student clicks navigating course content page(s) or the number of times a student accessed resources predicted student performance in a full-time, virtual, mathematics course after student demographic variables were controlled for. This quantitative study used archived data from 238 seventh grade Math 7B students enrolled from January 8th-10th to May 22nd-25th in two Midwestern, virtual, K-12 schools. Hierarchical regressions were used to test the 2 research questions. Student clicks navigating the course content pages were found to predict student performance after the effects of student demographic covariates were controlled for. Similarly, the number of times a student accessed resources also predicted student performance. The findings from this study can be used to advise actionable changes in student support, build informative student activity dashboards, and predict student outcomes for a more insightful, data-driven, learning experience in the future.
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Arabie, Claire Pettit. "Educational Technology Tools in Learning Management Systems Influence on Online Student Course Satisfaction in Higher Education." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163286.
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<p> Educational technology can be a powerful tool and the advantages of using it in instruction are abundant. However, it is important that instructors use technology effectively. Recent rapid changes in technology have coincided with rapid growth in online learning. Since the 1990s, learning management systems (LMS) have been adopted in higher education as a means for providing instructors with educational technology tools to manage and facilitate their higher education classes. LMS tools play a significant role in the facilitation of online learning. The changes in educational technology and the growth in online learning have led educators in higher education to examine best practices for integrating technology in online learning. Retention is a major focus of higher education administrators. Thus, student satisfaction in online courses is a concern in order to decrease attrition and improve student persistence in online education. This study examines the relationships between student perception of the usefulness of LMS tools and student online course satisfaction in higher education.</p>
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Maeda-Nunez, Luis. "System-level power management using online machine learning for prediction and adaptation." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/399995/.
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Nowadays embedded devices have the need to be portable, battery powered and high performance. This need for high performance makes power management a matter of critical priority. Power management algorithms exist, but most of the approaches focus on an energy-performance trade-off oblivious to the applications running on the system. Others are application-specific and their solution cannot be applied to other applications. This work proposes Shepherd, a cross-layer runtime management system for reduction of energy consumption whilst offering soft real-time performance. It is cross-layer because it takes the performance requirements from the application, and learns to adjust the power management knobs to provide the expected performance at the minimum cost of energy. Shepherd is implemented as a Linux governor running at OS level, this layer offers a low-overhead interface to change the CPU voltage and frequency dynamically. As opposed to the reactive behaviour of Linux Governors, Shepherd adapts to the application-specific performance requirements dynamically, and proactively selects the power state that fulfils these requirements while consuming the least power. Proactiveness is achieved by using AEWMA for adapting to the upcoming workload. These adaptations are facilitated using a model-free reinforcement learning algorithm, that once it learns the optimal decisions it starts exploiting them. This work enables Shep-herd to work with different applications. A programming framework was designed to allow programmers to develop their applications to be power-aware, by enabling them to send their performance requirements and annotations to Shepherd and provide the cross-layer soft real-time performance desired. Shepherd is implemented within the Linux Kernel 3.7.10, interfacing with the application and hardware to select an appropriate voltage-frequency control for the executing application. The performance of Shepherd is demonstrated on an ARM Cortex-A8 pro-cessor. Experiments conducted with multimedia applications demonstrate that Shep-herd minimises energy consumption by up to 30% against existing Governors. Also, the framework has been used to adapt example applications to work with Shepherd, achieving 60% energy savings compared to the existing approaches.
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BROWN, Justin, and j. brown@ecu edu au. "An exploration of student performance, utilization, and attitude to the use of a controlled content sequencing web based learning environment." Edith Cowan University. Computing, Health And Science: School Of, 2005. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0035.html.
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Tassi, Ahmad. "Electronic Learning Management System Integration Impact on Tertiary Care Hospital Learners' Educational Performance." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2694.
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Technological innovations have been shown to improve the quality of health information and improve safety in health care systems. The purpose of this project was to offer hospital nurses a more flexible and practical alternative to education and training than the traditional face-to-face method, supporting nurse educators in overcoming many of the obstacles in responding to nurses' needs in the clinical areas. This project used a randomized, 2-group posttest-only experimental design to measure the effect of treatment at a targeted hospital. The experimental group received a new instructional approach using an Electronic Learning Management System (ELMS) and the control group used the site's traditional standard method; both groups completed the Posttest Knowledge Assessment. The study population consisted of registered nurses who had attended the project site's Safe Blood Transfusion Practice program over a period of 1 month. There were no significant differences between the 2 groups' members' gender, age, level of education, or nursing experience. Data analysis showed a significant (p < .00) difference between the 2 groups' posttest scores, indicating that the participants who used the ELMS attained a higher median knowledge (M = 89.39, SD = 9.26) than did participants who received traditional, face-to-face instruction (M = 76.85, SD = 10.628). These results suggest that ELMS-based learning is a more effective method of instructional delivery that could effectively replace many of the traditional face-to-face education programs. Implementing this innovative system will create positive social change on the targeted hospital by improving health care delivery. The application of the finding would support clinical educators to improve educational delivery to their clients at the clinical areas.
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Salisbury, Lauren E. "The Impact of Course Management Systems Like Blackboard on First Year Composition Pedagogy and Practice." University of Findlay / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1432220779.
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Harris, Lisa, and Lisa Harris@rmit edu au. "Electronic Classroom, Electronic Community: Virtual Social Networks and Student Learning." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080717.144715.
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The capacity for online learning environments to provide quality learning experiences for students has been the focus of much speculation and debate in the higher education sector from the late 1990s to the present day. In this area, 'quality' has become synonymous with engaging students in a learning community. This study reports on a qualitative research project designed to explore the significance of community for students when they study in online learning environments. This project used three case studies to explore tertiary students' thoughts and expectations about community in the online environment. The research was constructed iteratively. Data from the initial case suggested the need to explore the relationship between the constructed online learning environment and the development of learning communities or what I have termed Social Learning Support Networks (SLSN). To explore this issue further, the project was expanded and subsequent cases were chosen that included fundamentally different types of online learning environments. The project had two significant results. Firstly, students not only confirmed popular educational theories on the value of learning communities, but also described how this form of social connection might practically benefit their learning. Secondly, the project found that certain forms of synchronous online environments provided enhanced opportunities for students to form social connections that supported their learning. This project provides new evidence of the benefit of community for students studying online and argues that future online learning environments should be shaped by five key principles designed to foster a sense of social connection between students.
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Shuyinta, Jason Leeyon. "YouTorial, sviluppo e implementazione di una piattaforma di e-learning." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/22954/.
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La seguente tesi descrive lo sviluppo e l'implementazione di una piattaforma di e-learning che permette la visualizzazione e la realizzazione di una varietà di contenuti multimediali sfruttando i dati di YouTube ottenuti tramite API.
Verranno spiegati i vantaggi che ne derivano e come questa piattaforma sia in grado di sopperire alle necessità di studenti e insegnanti nell'ambito della didattica online.
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Whitcomb, Valerie Joan. "Exploring Critical Success Factors of Learning Management System Implementations in Membership Associations." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2387.
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Learning management systems (LMSs) are the technical foundation for online learning programs that offer benefits to learners in a variety of settings. As with many enterprise software systems, LMSs are expensive and carry considerable risk. Exploring critical success factors (CSFs) and using them as a foundation for decisions concerning complex software implementations helps increase the likelihood of success. This study addresses the gap in knowledge concerning CSFs for LMS implementations. The purpose of this phenomenological study was to discover CSFs by exploring the lived experiences of 8 association executives who identified themselves through email communications as having managed a successful LMS implementation. Organizations providing online continuing education programs were identified using a publicly available list, and program managers were identified from the organization's website. Interviews using semi-structured questions yielded a set of tightly correlated CSFs from 6 of the 8 participants. General systems theory and sociotechnical systems theory underpinned the study. Moustakas' data analysis methods were used to code the interviews and develop themes, which resulted in a set of actionable CSFs. Stakeholder support, a well-planned implementation, an experienced vendor, and software that provides a predictable user interface were among emergent CSFs for LMS implementations. This research may have a positive social impact because reducing the risk of LMS implementations will enable organizational leaders to extend learning opportunities to more individuals. Those opportunities, in turn, will lead to prosperity for membership associations and the industries they serve.
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Skelton, David J. E. "An investigation into the learning environments of blended delivery (e-learning and classroom) in a tertiary environment." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/555.
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This thesis describes research investigating the learning environment of tertiary students undertaking their studies through a mixture of online learning management systems and traditional tertiary classroom delivery. A review of the literature examined traditional learning environments, pure online virtual environments and more recent literature pertaining to a blended environment. The examination of student and staff perceptions of learning environments in different contexts served to generate recommendations to help tertiary teachers optimise online and traditional teaching practices within a mixed-mode environment. Students' experiences of their learning environment were discovered through quantitative and qualitative methods. Quantitative data on students' experiences were gathered by using an adapted version of the Web-based Learning Environment Instrument (WEBLEI). Qualitative data on students' experiences were collected by discussion questions added to the WEBLEI survey. Qualitative data on the use of online and blended learning environment experiences by tertiary staff were gathered by email and supplementary interviews. The study synthesised results from these multiple sources within a tertiary institute environment and made recommendations and gave insight into optimal blended learning environments within the tertiary sector. Overall, the study provided a perspective on the psychology and strategic view of the learning environment for the future tertiary institute.
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Brown, Justin A. "An exploration of student performance, utilization, and attitude to the use of a controlled content sequencing web based learning environment." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/106.
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Universities, traditionally places of teaching and research, have seen and are continuing to see radical changes occur in the area of teaching and the methods of teaching delivery. The World Wide Web, or ‘Web’ has begun to subsume the classroom as the preferred means by which students access their tertiary learning materials, and ultimately, how academic staff deliver those materials. The delivery of learning via the Web takes many forms and is generically, and usually inaccurately, referred to by such names as e-learning, online learning, web-based training and web based education, using such technologies as virtual learning environments, learning management systems and learning content management systems. This study focuses specifically on the delivery of electronic learning materials in the support of both inclass and online teaching.
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Lawson, Cheryl L. "A Change Agent in the Use of Continuing Online Distance Learning Technology." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11027/.
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Managers of public libraries have been presented with a new set of challenges in the day-to-day operations of public libraries. These include their ability to serve as change agents as they manage the use of continuing online distance learning (CODL) for staff. This online tool may provide staff opportunities for on-the-job learning, yet for managers and managerial staff little is known about how the tool impacts their role in light of the changes. This research investigates the perceptions of 103 Northeast Texas Library System managers and managerial staff about their role as a change agent in the use of CODL using an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to determine the outcome. Administrators from urban, suburban, and rural public libraries were surveyed using a General Training Climate Scale to explore three constructs: extent of the manager role, manager role, and use of CODL. Data analysis was performed using exploratory and confirmatory analysis to support the theoretical model. An altered model was tested and confirmed through model fit indices.
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Lee, Ji Eun. "Examining the Effects of Discussion Strategies and Learner Interactions on Performance in Online Introductory Mathematics Courses: An Application of Learning Analytics." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7583.
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This dissertation study explored: 1) instructors’ use of discussion strategies that enhance meaningful learner interactions in online discussions and student performance, and 2) learners’ interaction patterns in online discussions that lead to better student performance in online introductory mathematics courses. In particular, the study applied a set of data mining techniques to a large-scale dataset automatically collected by the Canvas Learning Management System (LMS) for five consecutive years at a public university in the U.S., which included 2,869 students enrolled in 72 courses.
First, the study found that the courses that posted more open-ended prompts, evaluated students’ discussion messages posted by students, used focused discussion settings (i.e., allowing a single response and replies to that response), and provided more elaborated feedback had higher students final grades than those which did not. Second, the results showed the instructors’ use of discussion strategies (discussion structures) influenced the quantity (volume of discussion), the breadth (distribution of participation throughout the discussion), and the quality of learner interactions (levels of knowledge construction) in online discussions. Lastly, the results also revealed that the students’ messages related to allocentric elaboration (i.e., taking other peers’ contributions in argumentive or evaluative ways) and application (i.e., application of new knowledge) showed the highest predictive value for their course performance.
The findings from this study suggest that it is important to provide opportunities for learners to freely discuss course content, rather than creating a discussion task related to producing a correct answer, in introductory mathematics courses. Other findings reported in the study can also serve as guidance for instructors or instructional designers on how to design better online mathematics courses.
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Landley, Lee MIchelle J. "Parents of At-Risk Students Reluctance to Using Technological Learning Platforms." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5214.
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Despite school leaders' attempts to implement technology designed to provide resources for parent and student use at home, many parents of at-risk children are reluctant to use the learning platforms. The purpose of this phenomenological study was to describe the meaning of human experiences as they related to parents' reluctance to using learning management systems (LMSs). Elements from Rogers's innovation diffusion theory, Davis's technology acceptance model, and Epstein's parent involvement model were combined for the study's conceptual framework. The research questions addressed the challenges parents encounter with learning platforms; parents' experiences with teachers and schools with regard to training, orientation, and using learning platforms; and parents' feelings about establishing a learning institute to support their LMS use. Six parent participants from a small suburban school district in Southeastern United States who self-disclosed that they used LMS less than 3 times per week and had a child that scored at the beginning level of the mandatory state test were purposefully selected for this study. Data were collected through semistructured interviews and analyzed via Moustakas's modified van Kaam method, which uncovered 4 major themes. The findings indicated that parents avoided using LMSs for several reasons, which included parents' lack of knowledge regarding accessing and using LMSs, ineffective orientation practices, lack of technical support, and lack of support for training. This research contributes to the existing body of literature and advances social change by illuminating parents' challenges with implemented technology. School leaders may use the findings to devise strategic plans to facilitate training programs for parents.
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Dieudonné, Mitchell Louis. "Investigating the usefulness of online technology in the teaching and learning of a second language: Two contrasting case studies." Thesis, University of Canterbury. College of Education, 2009. http://hdl.handle.net/10092/3055.
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There is a common acceptance that online technologies have the capacity to transform
the way we learn. It appears the call for alternative modes of learning and the effective
integration of Information Communication Technologies (ICT) into the regular
classroom is no longer peripheral. There is sound evidence that increasingly teachers and
schools are embracing the technologies available to them. This study examines the
merits, barriers and issues associated with the employment of online technologies in the
teaching and learning of second and foreign languages. Data is sourced from the views
and opinions of five participants from a ‘brick and mortar’ school, three participants
from a virtual school and the perspectives from two outside experts. The findings reveal
participants show an overall satisfaction with the usefulness of online technologies.
Compatible with the literature, the study shows that there are systemic factors
undermining the efforts of individuals to fully utilise the technologies available to them.
The overarching epistemology of this research is congruent with an Ecological model.
This approach allows for a multi-level perspective of the complexity and disambiguation
ICT has thrust upon educators and learners. This paper concludes with a positive view of
the usefulness of online technologies and reaffirms what many researchers are claiming;
most schools are only at the beginning of their ICT journey.
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Skelton, David J. E. "An investigation into the learning environments of blended delivery (e-learning and classroom) in a tertiary environment." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=18577.
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This thesis describes research investigating the learning environment of tertiary students undertaking their studies through a mixture of online learning management systems and traditional tertiary classroom delivery. A review of the literature examined traditional learning environments, pure online virtual environments and more recent literature pertaining to a blended environment. The examination of student and staff perceptions of learning environments in different contexts served to generate recommendations to help tertiary teachers optimise online and traditional teaching practices within a mixed-mode environment. Students' experiences of their learning environment were discovered through quantitative and qualitative methods. Quantitative data on students' experiences were gathered by using an adapted version of the Web-based Learning Environment Instrument (WEBLEI). Qualitative data on students' experiences were collected by discussion questions added to the WEBLEI survey. Qualitative data on the use of online and blended learning environment experiences by tertiary staff were gathered by email and supplementary interviews. The study synthesised results from these multiple sources within a tertiary institute environment and made recommendations and gave insight into optimal blended learning environments within the tertiary sector. Overall, the study provided a perspective on the psychology and strategic view of the learning environment for the future tertiary institute.
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Kavakli, Hamdi. "A Course-content Management System Development And Its Usability Test." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605405/index.pdf.
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Effectiveness and usefullness among the important factors that affect success of online learning environments. During this study, a course-content management system developed regarding effectivity and usability related concerns. One major aim of this study is to develop effective and usable system.
In this study, a course-content management system designed and developed under the light of previous researches. In the design phase, effective design strategies and characteristics of effective and usable learning systems were explored, and system was designed considering these strategies. Then, development phase applied. After system developed, usability techniques was explored, and heuristic evaluation method was choosed as a usability method to measure usability of the system.
During the study, modified version of a checklist that was prepared considering usability heuristics. Applied checklist contains total 108 questions under 13 heuristics (major usability problem). Heuristic evaluation is an expert review method. Therefore, this study should have been evaluated by experts. 8 experts enrolled in this study. All experts are either Phd or graduate students at instructional technology departments and they have enrolled in web-based studies. They investigated the usability of the course-content management system according to the usability related criterias on the checklist.
When test results were considered, a course-contentmanagement system developed during this study was found usable. Results of this study may enlighten the way of future studies.
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Chen, Sheng-Bo. "Examining the Effect of Self-Regulated Learning on Cognitive Engagement in Mastery-Based Online Courses: A Learning Analytics Perspective." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1577788376743384.
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Mabed, Metwaly, and Thomas Köhler. "The Impact of Learning Management System Usage on Cognitive and Affective Performance." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-101320.
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1 INTRODUCTION
Since learning management systems (LMSs) are offering a great variety of channels and workspaces to facilitate information sharing and communication among learners during learning process, many educational organizations have adopted a specific LMS into their educational context. A LMS is a software that handles learning tasks such as creating course catalogs, registering students, providing access to course components, tracking students within courses, recording data about students, and providing reports about usage and outcomes to teachers [1]. LMSs include several applications such as OLAT, WebCT, Moodle, ATutor, Ilias, and Claroline. However, LMSs can be utilized to integrate a wide range of multimedia materials, blogs, forums, quizzes, and wikis. Therefore, the researchers suggest that studying the influence of technology usage on end-users, especially students, is fundamental in learning and teaching environment. Despite educational organizations routinely make decisions regarding the best pedagogical approaches for supporting students’ performance, there is very little research on the impact of LMSs on learning outcomes [2]. Indeed, a considerable number of studies were conducted to examine the adoption of various LMSs, whereas little researches focused on understanding how educational institutes can enhance learning and teaching process through a particular LMS [3]. Consistent with this, the researchers found virtually no research on investigating the relationship between LMSs usage and attitude toward learning.
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Cheng, Hsiu-Jen. "THE PERCEPTIONS OF TAIWANESE COLLEGE STUDENTS TOWARD THE ENGLISH COURSES USING AN ONLINE COURSE MANAGEMENT SYSTEM." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1177709445.
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Ullah, Abrar. "Security and usability of authentication by challenge questions in online examination." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/18186.
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Online examinations are an integral component of many online learning environments and a high-stake process for students, teachers and educational institutions. They are the target of many security threats, including intrusion by hackers and collusion. Collu-sion happens when a student invites a third party to impersonate him/her in an online test, or to abet with the exam questions. This research proposed a profile-based chal-lenge question approach to create and consolidate a student's profile during the learning process, to be used for authentication in the examination process. The pro-posed method was investigated in six research studies using a usability test method and a risk-based security assessment method, in order to investigate usability attributes and security threats. The findings of the studies revealed that text-based questions are prone to usability issues such as ambiguity, syntactic variation, and spelling mistakes. The results of a usability analysis suggested that image-based questions are more usable than text-based questions (p < 0.01). The findings identified that dynamic profile questions are more efficient and effective than text-based and image-based questions (p < 0.01). Since text-based questions are associated with an individual's personal information, they are prone to being shared with impersonators. An increase in the numbers of chal-lenge questions being shared showed a significant linear trend (p < 0.01) and increased the success of an impersonation attack. An increase in the database size decreased the success of an impersonation attack with a significant linear trend (p < 0.01). The security analysis of dynamic profile questions revealed that an impersonation attack was not successful when a student shared credentials using email asynchronously. However, a similar attack was successful when a student and impersonator shared information in real time using mobile phones. The response time in this attack was significantly different when a genuine student responded to his challenge questions (p < 0.01). The security analysis revealed that the use of dynamic profile questions in a proctored exam can influence impersonation and abetting. This view was supported by online programme tutors in a focus group study.
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García, Solórzano David. "Toward the creation of effective virtual learning environments for online education." Doctoral thesis, Universitat Oberta de Catalunya, 2013. http://hdl.handle.net/10803/126619.
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Malgrat que els entorns virtuals d’aprenentatge (EVA, en anglès VLE o LMS) són eines consolidades en l’educació online, alguns investigadors argumenten que la majoria d’elles estan dissenyades principalment des d’un enfocament tecnològic, deixant els aspectes pedagògics en segon pla. Com a conseqüència, el procés d’ensenyament-aprenentatge que es realitza a través d’aquestes plataformes pot no ser tan efectiu com seria d’esperar. Per aquest motiu, aquesta tesi se centra en identificar aquells elements que poden millorar l’efectivitat dels EVA quan són utilitzats en assignatures completament online. Inicialment es van identificar les implicacions que l’entorn online té sobre l’educació, així com les principals característiques i barreres dels estudiants i professors online. A continuació, es van analitzar vuit dels EVA més populars segons l’enfocament pedagògic, l’estructura de la informació i la interfície.
Posteriorment, aquest treball va proposar un conjunt de recomanacions/heurístiques per a crear EVA efectius per l’ensenyament-aprenentatge online. Per avaluar la idoneïtat de les recomanacions, aquestes van ser posades en pràctica mitjançant tres prototips d’un EVA fet a mida anomenat AdVisor, el qual també incloïa una eina de monitorització d’estudiants anomenada FACRO. Un conjunt d’estudiants va testejar AdVisor en assignatures completament online i després va avaluar la idoneïtat de les heurístiques mitjançant un qüestionari. Tanmateix, vuit professors van ser entrevistats per tal de conèixer les seves opinions sobre AdVisor i FACRO. En general, els resultats van mostrar que les recomanacions són adequades, sobretot aquelles relacionades amb l’autoregulació (i.e. guiar als estudiants a través del curs i ajudar-los a ser conscients del seu procés d’aprenentatge).<br>A pesar de que los entornos virtuales de aprendizaje (EVAs, en inglés VLEs o LMSs) son herramientas consolidadas en la educación online, algunos investigadores argumentan que la mayoría de ellas están diseñadas principalmente desde un enfoque tecnológico, dejando los aspectos pedagógicos en segundo plano. Como consecuencia, el proceso de enseñanza-aprendizaje que se realiza a través de estas plataformas puede no ser tan efectivo como sería de esperar. Por este motivo, esta tesis se centra en identificar aquellos elementos que pueden mejorar la efectividad de los EVAs cuando son utilizados en asignaturas completamente online. Inicialmente se identificaron las implicaciones que el entorno online tiene sobre la educación, así como las principales características y barreras de los estudiantes y profesores online. A continuación, se analizaron ocho de los EVAs más populares según el enfoque pedagógico, la estructura de la información y la interfaz. Posteriormente, este trabajo propuso un conjunto de recomendaciones/heurísticas para crear EVAs efectivos para la enseñanza-aprendizaje online. Para evaluar la idoneidad de las recomendaciones, éstas fueron puestas en práctica mediante tres prototipos de un EVA llamado AdVisor, el cual también incluía una herramienta de monitorización de estudiantes llamada FACRO. Un conjunto de estudiantes testeó AdVisor en asignaturas completamente online y después evaluó la idoneidad de las heurísticas mediante un cuestionario. Asimismo, ocho profesores fueron entrevistados con el fin de conocer sus opiniones sobre AdVisor y FACRO. En general, los resultados mostraron que las recomendaciones son adecuadas, sobre todo aquellas relacionadas con la autorregulación (i.e. guiar a los estudiantes a través del curso y ayudarlos a ser conscientes de su proceso de aprendizaje).<br>Although virtual learning environments (VLEs) and learning management systems (LMSs) are consolidated online education tools, some researchers argue that most of these platforms are mainly designed from a technological approach, with pedagogical aspects given a back seat. As a result, the teaching-learning process conducted via these systems may not be as effective as expected. For this reason, this thesis focuses on identifying those elements which may improve the efficiency of VLEs when they are used in fully online courses. First of all, a document-based research allowed to know the implications of online delivery for education as well as the main features, needs and barriers of online students and teachers. Next, eight of the most popular VLEs were analyzed by focusing on their pedagogical approach, information structure and interface. Based on the main conclusions drawn from the document-based research, a set of recommendations/heuristics for creating effective VLEs for online teaching-learning was proposed. To evaluate the suitability of each recommendation, these were put into practice by means of three prototypes of an ad hoc VLE called AdVisor, which also included a student monitoring tool called FACRO. A sample of learners tested AdVisor in fully online courses and, afterward, assessed the suitability of the heuristics through a questionnaire. Furthermore, eight teachers were interviewed to know their opinions about AdVisor and FACRO. On the whole, the results showed that the recommendations are suitable, especially those related to self-regulation (i.e. to guide students through the course and help them to be aware of their learning process).
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Copley, Stacey. "Assessment of Instructor Information Technology Self-efficacy on Online Course Delivery Modes and Design Methods in the Radiologic Sciences." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343745085.
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Drummer, Jens. "Einfluss verschiedener Typen online basierter Lernplattformen auf die Kompetenz– und Leistungsentwicklung von Schülern." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2009. http://nbn-resolving.de/urn:nbn:de:bsz:14-ds-1232884068861-14322.
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Online basierte Lernplattformen sind an Universitäten und Hochschulen im Bereich der Lehre weitestgehend eingeführt. An Schulen werden diese Lernplattformen ebenfalls immer mehr genutzt. Bei der Nutzung von online basierten Lernplattformen verspricht man sich eine Reihe von Verbesserungen im Bereich der Selbstlernkompetenzen. In der vorliegenden Arbeit wird untersucht, in welcher Form Lernangebote auf der Basis von Lernplattformen über das Internet für Schüler bereitgestellt werden können und welche Konsequenzen sich für den Aufbau der Lernplattformen ergeben, wenn diese in der Schule eingesetzt werden. Parallel hierzu wird untersucht, wie stark sich die Selbstlernkompetenz der Schüler während der Nutzung von online basierten Lernplattformen verändert. Damit eine Zuordnung der entwickelten Szenarien zu den jeweiligen Lernplattformen vereinfacht wird, wurde ein Diagramm in der Form eines Fünfeckes entwickelt. Dieses Diagramm wird als didaktisches Pentagramm in der Arbeit eingeführt und verwendet. Bei der Nutzung der Lernplattformen wird die Möglichkeit der Kollaboration zwischen den Nutzern (Lehrende und Lerner) als Klassifikationskriterium aus der Sicht eines Lerners eingeführt. Daraus ergeben sich zwei Typen von Lernplattformen: - Primär kollaborative Systeme (PKS) bzw. Gruppenlernsysteme, bei denen die Kollaboration einen wesentlichen Bestandteil des Wissenserwerbs darstellt und - Sekundär kollaborative Systeme (SKS) bzw. Individuallernsysteme, bei denen eine Kollaboration mit anderen Lernern in den Hintergrund rückt. Der Einsatz der Lernplattformen wird zum einen durch einen Fragebogen zum anderen durch die Messung der Leistungsentwicklung im Vergleich zu Testgruppen ohne die Nutzung von online basierten Lernplattformen erfasst. Aus diesen Ergebnissen heraus werden allgemeine technische Anforderungen an Lernplattformen abgeleitet. Durch die Umsetzung dieser Forderungen soll sichergestellt werden, dass bei einem Einsatz der Lernplattformen im schulischen Bereich ein optimaler Lernerfolg erreicht werden kann. Es wird nachgewiesen, dass für Einsatz von online basierten Lernplattformen bei Lernern mit einer gering ausgeprägten Selbstlernkompetenz eine Steuerung des Lernweges notwendig ist. In diesem Fall führt der Einsatz von online basierten Lernplattformen des Types SKS zu einer Verbesserung der Lernleistung. Der kollaborative Ansatz unter Nutzung eines primär kollaborativen Systems bzw. Gruppenlernsystems führt bei den Testgruppen zwar zu einer Verbesserung der Selbstlernkompetenz, hierbei können jedoch keine Verbesserungen von Lernleistungen gegenüber dem klassischen Lehransatz nachgewiesen werden. ---- &lt;img src=&quot;http://vg01.met.vgwort.de/na/532892aa69654092b591f5531a8bf22c&quot; width=&quot;1&quot; height=&quot;1&quot; alt=&quot;&quot;/&gt;
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Benzinger, Elsa, and Malin Svenberg. "Lost in Navigation : An Evaluation of Usability on the Learning Management System Canvas Regarding Information Finding Tasks." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-302723.
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Learning Management Systems have become increasingly used in all levels of education since more people have access to computers and the internet. An important feature of the LMS is to provide students with information about their courses. This information, however, is not always easy to find. Especially when the system does not follow usability guidelines about how to provide your users with information. In this study four different course pages on the KTH LMS Canvas have been evaluated with a moderated usability test to asses how well users find information on the LMS. The results show that some improvements could be made by adhering more to usability guidelines and that the courses that did were easier for testers to navigate. Some conclusions that can be made are that users find things easier when there is a high similarity between link names and the information they are looking for and that users scan web pages rather than read them. This is in line with previous research. The conclusions lead to four recommendations to KTH that can improve the usability of all Canvas course pages.<br>Utbildningsplattformar används allt mer sen intågen av datorer och internet i människors hem. En viktig funktion på en utbildningsplattform är att ge studenter information om sina kurser. Dock är denna information inte alltid så lätt att hitta. Särskilt inte om plattformen inte följer de riktlinjer som finns för hur man förser användare med information på ett användarvänligt sätt. I denna studie har fyra olika KTH- Canvassidor undersökts med ett modererat användartest för att utvärdera hur lätt användare hittar information på utbildningsplattformen. Resultaten visar att vissa förbättringar kan ske genom att tydligare följa riktlinjerna för användarvänlighet och att kurserna som följde riktlinjerna bättre var lättare att navigera. Slutsater som kan dras är bland annat att det är lättare för användare att hitta information när länknamnet är likt den information som söks och att användare skumläser hemsidor istället för att läsa dem noggrant. Detta överensstämmer med resultat från tidigare studier. Från slutsatserna gjordes fyra rekommendationer till KTH som kan förbättra användarvänligheten för alla Canvassidor.
31
Drummer, Jens. "Einfluss verschiedener Typen online basierter Lernplattformen auf die Kompetenz– und Leistungsentwicklung von Schülern." Doctoral thesis, Technische Universität Dresden, 2008. https://tud.qucosa.de/id/qucosa%3A23846.
Full textAbstract:
Online basierte Lernplattformen sind an Universitäten und Hochschulen im Bereich der Lehre weitestgehend eingeführt. An Schulen werden diese Lernplattformen ebenfalls immer mehr genutzt. Bei der Nutzung von online basierten Lernplattformen verspricht man sich eine Reihe von Verbesserungen im Bereich der Selbstlernkompetenzen. In der vorliegenden Arbeit wird untersucht, in welcher Form Lernangebote auf der Basis von Lernplattformen über das Internet für Schüler bereitgestellt werden können und welche Konsequenzen sich für den Aufbau der Lernplattformen ergeben, wenn diese in der Schule eingesetzt werden. Parallel hierzu wird untersucht, wie stark sich die Selbstlernkompetenz der Schüler während der Nutzung von online basierten Lernplattformen verändert. Damit eine Zuordnung der entwickelten Szenarien zu den jeweiligen Lernplattformen vereinfacht wird, wurde ein Diagramm in der Form eines Fünfeckes entwickelt. Dieses Diagramm wird als didaktisches Pentagramm in der Arbeit eingeführt und verwendet. Bei der Nutzung der Lernplattformen wird die Möglichkeit der Kollaboration zwischen den Nutzern (Lehrende und Lerner) als Klassifikationskriterium aus der Sicht eines Lerners eingeführt. Daraus ergeben sich zwei Typen von Lernplattformen: - Primär kollaborative Systeme (PKS) bzw. Gruppenlernsysteme, bei denen die Kollaboration einen wesentlichen Bestandteil des Wissenserwerbs darstellt und - Sekundär kollaborative Systeme (SKS) bzw. Individuallernsysteme, bei denen eine Kollaboration mit anderen Lernern in den Hintergrund rückt. Der Einsatz der Lernplattformen wird zum einen durch einen Fragebogen zum anderen durch die Messung der Leistungsentwicklung im Vergleich zu Testgruppen ohne die Nutzung von online basierten Lernplattformen erfasst. Aus diesen Ergebnissen heraus werden allgemeine technische Anforderungen an Lernplattformen abgeleitet. Durch die Umsetzung dieser Forderungen soll sichergestellt werden, dass bei einem Einsatz der Lernplattformen im schulischen Bereich ein optimaler Lernerfolg erreicht werden kann. Es wird nachgewiesen, dass für Einsatz von online basierten Lernplattformen bei Lernern mit einer gering ausgeprägten Selbstlernkompetenz eine Steuerung des Lernweges notwendig ist. In diesem Fall führt der Einsatz von online basierten Lernplattformen des Types SKS zu einer Verbesserung der Lernleistung. Der kollaborative Ansatz unter Nutzung eines primär kollaborativen Systems bzw. Gruppenlernsystems führt bei den Testgruppen zwar zu einer Verbesserung der Selbstlernkompetenz, hierbei können jedoch keine Verbesserungen von Lernleistungen gegenüber dem klassischen Lehransatz nachgewiesen werden. ---- &lt;img src=&quot;http://vg01.met.vgwort.de/na/532892aa69654092b591f5531a8bf22c&quot; width=&quot;1&quot; height=&quot;1&quot; alt=&quot;&quot;/&gt;
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Castro, Tássia Portela Serrão de. "Construção automática de redes sociais móveis no ambiente Moodle." Universidade do Vale do Rio dos Sinos, 2012. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3015.
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Previous issue date: 2012<br>Nenhuma<br>Os métodos de ensino tradicional dos sistemas de gerenciamento de aprendizagem (ou LMS do termo em inglês Learning Management System ) são rígidos por natureza e impõem limitações ao processo de ensino. Por terem um padrão fechado, essas ferramentas acabam prejudicando o aluno, pois o impedem de interagir com qualquer pessoa que compartilhe dos mesmos interesses que ele. Por exemplo, o aluno posta uma dúvida sobre um determinado assunto no fórum e às vezes espera dias, semanas, sem obter retorno algum. Como resultado, os conceitos de comunidade, relação e interação entre os usuários são necessários para superar essas limitações. Atualmente o Moodle não provê ferramentas que dão suporte a criação de uma rede social que consiga ser articulada pelos participantes. A proposta deste trabalho é o desenvolvimento de um software social que possibilite a criação e articulação de redes sociais online no ambiente Moodle de forma automática. A partir disso, espera-se que cada aluno possa ter o seu próprio espaço, com comunidades virtuais de prática específicas para as suas necessidades, e que ele consiga também a qualquer momento adicionar novas pessoas a essas comunidades, que estejam em qualquer lugar, ou seja, em qualquer Moodle, curso, grupo ou fórum, ampliando além da rede social, as possibilidades educacionais que somente a aprendizagem colaborativa possibilita. para as suas necessidades, e que ele consiga também a qualquer momento adicionar novas pessoas a essas comunidades, que estejam em qualquer lugar, ou seja, em qualquer Moodle, curso, grupo ou fórum, ampliando além da rede social, as possibilidades educacionais que
somente a aprendizagem colaborativa possibilita.<br>The traditional teaching methods of the Learning Management Systems (or LMS) are rigid
in nature and impose limitations on the teaching process. By having a closed pattern, these tools end up hurting the student, for preventing it from interacting with anyone who shares the same interests as him. For example, the student posts a question about a particular topic in the forum and sometimes wait days, weeks, without getting any return. As a result, the concepts of community, relationship and interaction between users are required to overcome these limitations. Currently Moodle does not provide tools that support the creation of a social network that can be articulated by the participants. The purpose of this study is to develop a social software that enables the creation and articulation of online social networking in Moodle automatically. From this, it is expected that each student can have your own space, with virtual communities of practice specific to their needs, and he can also at any time add new people to these communities, they are everywhere, that is, in any Moodle course, group or forum, extending beyond
social networking, the educational possibilities that only collaborative learning provides
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Jungic, Veselin, Deborah Kent, and Petra Menz. "Creating and Utilizing Online Assignments in a Calculus Class." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80301.
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The aims of this paper are to present some of the findings about the creation and utilization of online assignments and choice of support software for several calculus classes at Simon Fraser University (SFU) by considering the needs and perspectives of the instructors, students, and administrators. The term online assignment is used for a set of problems that are posted, submitted, graded, and recorded
electronically through a course learning management system (LMS) of choice. The purpose of this note is to contribute to the discussion about a common question detected among research papers on the
theme of online assignments; how can technology be used in teaching so that students benefit the most? Questions are provided to guide an instructor in choosing online assignment problems, and a list of necessary skills is supplied for an instructor to be able to deal effectively with this pedagogical tool.
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Van, Rooyen Marinda. "An evaluation of the feasibility of using Moodle to develop an online learning program for the Grade 12 Literature component of the First Additional Language syllabus in South Africa." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6620.
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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: The decline in the Grade 12 pass rate in South Africa has been a cause for widespread concern.
While this decline in is the result of the interplay of many factors, one of them is undoubtedly that
teachers and pupils often find themselves in situations where they do not have access to adequate
resources. This study is a formative evaluation of material that was created with the Moodle
learning management system, in order to provide teachers and learners with resources that can be
made readily available online. These resources are accessible from computers and cellular phones
with internet connectivity. The resources not only provide content, but also learning activities that
can be used either by individual learners, or with a teacher in a classroom environment. In the
absence of a teacher, the activities could also provide meaningful feedback to aid learners in the
learning process. Two courses were created in the Moodle Learning Management System that cover
work prescribed for Grade 12, English First Additional Language for the period 2009 to 2010;
namely the prescribed short stories and the play, Nothing But The Truth by John Kani. A number of
activities are evaluated according to usage and feedback that they provide. The outcome of the
study is that it is possible to provide learners with online learning materials which will enable them
to prepare thoroughly for the final examinations.<br>AFRIKAANSE OPSOMMING: Die daling in die Graad 12 slaagsyfer veroorsaak kommer in baie geledere. Alhoewel hierdie daling
die gevolg kan wees van baie faktore, is een van die redes dat onderwysers en leerlinge hulle
dikwels in 'n situasie bevind waar hulle nie die nodige toegang tot die nodige leermateriaal het nie.
Hierdie studie doen ‘n formatiewe evaluering van die leerprogram wat ontwerp is met behulp van
Moodle, 'n leerbeheerstelsel, om onderwysers en leerders van die nodige leermateriaal te voorsien.
Die leermateriaal is toeganklik vanaf beide ‘n rekenaar en 'n selfoon met internet toegang. Hierdie
leermateriaal verskaf nie net statiese inligting nie, maar bevat leeraktiwiteite wat deur leerders op
hulle eie gebruik kan word, of saam met 'n onderwyser in 'n klaskamer. In die afwesigheid van 'n
onderwyser kan die leermateriaal ook die nodige terugvoering verskaf, sodat dit leerders kan help in
die leerproses. Twee kursusse is ontwerp as deel van 'n Moodle stelsel wat van die voorgeskrewe
werk dek vir Graad 12, Engels Eerste Addisionele Taal vir die tydperk 2009 tot 2010; naamlik die
voorgeskrewe kortverhale en die verhoogstuk, Nothing But The Truth, deur John Kani. 'n Aantal
aktwiteite word evalueer ten opsigte van die gebruik en ook die terugvoering wat dit voorsien. Die
resultate van die studie is dat dit wel moontlik is om voldoende studie materiaal aan Graad 12’s
besikbaar te stel wat hulle kan gebruik om voor te berei vir die eindeksamen.
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Fischer, Helge, Matthias Heinz, Lars Schlenker, and Fabiane Follert. "Gamifying Higher Education. Beyond Badges, Points and Leaderboards." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33950.
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Purpose – Gamification or related concepts such as serious games and playful design are discussed intensively in the field of academic education. Since 2011, gamification has continuously been recorded as a medium-term trend of online education in the annually published Horizon Report. In all areas in which engagement, participation, and motivation of individuals are the key success factors, strategies of gamification are considered. But, what are potentials of gamification in the field of higher education? How can educational technologies such as learning management systems be gamified? An essential part of this article is a study regarding the gamification of the learning management system OPAL.
Design/methodology/approach – Based on a master thesis at the faculty of educational sciences, a study was conducted in order to investigate how the use of game elements can increase the attractiveness of OPAL for students. OPAL is the central learning management system at the Technische Universität Dresden. The study should answer the question: Which game design elements increase the attractiveness of OPAL for students? The research question was answered with a qualitative approach, while the collection of data was carried out by a focus group and expert interviews. The sample included six master’s students and one expert. The findings provide recommendations for redesigning OPAL.
Originality/value – Often gamification is related to tools like points, badges, and leaderboards. But what elements exist beyond these? The contribution initially provides conceptual foundations and refers to game mechanics as the specifics of games. Based on this, the potential of gamification in higher education teaching was discussed. Practical implications – The article describes the concept of gamification and how this approach can be used in university teaching, especially for designing Learning Management Systems.
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Akman, Evrim. "Student Perceptions On Learning By Design Method In Web-based Learning Environment: A Case Study." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611781/index.pdf.
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The purpose of this study was to investigate the perceptions of students in an implementation of &ldquo<br>Learning by Design&rdquo<br>method through a web based learning environment. The information gathered from the students enrolled in the undergraduate course<br>&ldquo<br>Foundations of Distance Education&rdquo<br>in 2009 Summer School and 2009-2010 Fall Semesters was evaluated.
The course was given in blended form, i.e. face to face lessons and online instructional activities were performed together. In the web based part of the course, several educational modules of an open source learning management system (LMS), such as quizzes, forums, lesson pages, wiki pages, mail interface etc. were used. The students were responsible for implementing an educational course site on the LMS platform, using the course curriculum applications.
Within the scope of this thesis, the perceptions of the students about course-related projects, and online and classroom activities were investigated through interviews and questionnaires. The academic development of students was also considered in the study. Additionally, several informal interviews were also done with the instructor of the course in order to investigate his perceptions about the conduct of the course. Questionnaire results have been analyzed quantitatively and face to face interview results have been analyzed qualitatively.
Both quantitative and qualitative data indicated that the students&rsquo<br>perceptions about how the course was conducted and the learning by design activities were generally positive. Especially the project work, which was assigned as a requisite of the learning by design method, was pointed out as a positive factor in students'<br>learning of the subject matter both in the questionnaires and in the face to face interviews. Another important finding of the interview and questionnaire results was that the communication between the instructor and the students contributed positively to not only learning the course content but the quality of the projects as well. As an outcome of this study, many important factors, which lead to successful results in implementation of learning by design method in a web based environment, have been identified. These results are presented in detail in the '<br>Discussion and Recommendations'<br>section.
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Renzi, Stefano. "Differences in university teaching after Learning Management System adoption : an explanatory model based on Ajzen's Theory of Planned Behavior." University of Western Australia. Graduate School of Management, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0193.
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[Truncated abstract] Current literature about university teaching argues that online teaching requires online social learning based on social interaction to be effective. This implies a shift in pedagogy based on engagement and collaboration, instead of trying to reproduce face-to- face teaching, in online environments. However, when a university adopts an elearning platform (or Learning Management System, LMS), most teachers tend to reproduce their traditional teaching, delivering, through the LMS, educational material. This study explored factors which influence university teachers to adopt teaching models based on online social interaction (OSI) when an e-learning platform is used to complement undergraduate classroom teaching. Online teaching model adoption was considered in the framework of technology adoption and post-adoption behavior, i.e., adoption and use by individuals after an organization has adopted an ICT-based innovation (Jasperson, Carter, & Zmud, 2005). Behaviors were investigated using a model based on Ajzen's (1991) Theory of Planned Behavior (TPB). In total, 26 university teachers 15 from Australia and 11 from Italy holding undergraduate courses, were recruited. They responded to a semi-structured interview based on the TPB, built on purpose for this research. Teachers were divided into three different groups on the basis of their approach to online teaching, corresponding to three different levels of adoption of OSI. The three different online teaching models were:
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Eduardo, Feliciana. "The development and evaluation of an online master's module using an open-source software package." Diss., Pretoria :[s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-04182008-100020.
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Rogers, Christian. "A Study of Student Engagement with Media in Online Training." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1364393833.
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Åsberg, Samira. "Social Networks in Education: A Facebook-Based Educational Platform." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93649.
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Social networking sites are among the most popular daily activities of students these days. Students are mostly using social networking sites for communication and sharing of their experiences. Facebook is an example of a social networking site, which supports additional features such as creating a profile page, creating group pages and supports possibility of implementing different integrated application with Facebook. These features improve the Facebook experience, allowing users to form groups, where they can introduce ideas and concepts, which can be shared and discussed in a structured style. For this thesis we have created a new learning management system by implementing an online educational platform within a Facebook context. This work introduces a new, complementary style of education, where students can improve their knowledge and sociality outside the university in an innovative way. The platform takes advantage of gamification, which introduces game-like elements to concepts such as education and learning management systems, to make them more fun and rewarding. The goal of this thesis is to extend the educational border to an interesting online environment where students can learn, communicate, and examine their knowledge globally in different courses within our application platform in Facebook.
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Han, Jining. "The Effects and Students’ Views of Teachers' Coded Written Corrective Feedback: A Multiple-Case Study of Online Multiple-draft Chinese Writing." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7802.
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With the rapid development of Web 2.0 in the field of education, which allows users to interact and collaborate with teachers and peers on the web, many researchers have focused on exploring the developments of using Course Manage System (CMS) in service of L2 writing (e.g., Chun, 2011; Warschauer & Grimes, 2007). Simultaneously, participation in learning and teaching Chinese as a foreign (TCFL) has been accelerating. Learning and teaching Chinese writing plays a significant role in the field of world languages education. In the field of Second Language Acquisition (SLA) and Foreign Language Education (FLE), many studies have examined the effectiveness and efficiency of Written Corrective Feedback (WCF) (e.g., Bitchener, 2008; Ferris, 2010). Existing studies on WCF mostly focused on languages other than Chinese. There were few published studies investigating WCF in a computer-mediated coded WCF Chinese writing setting. This dissertation study applied a multiple-case study design to investigate the effects and students’ views of teachers’ coded WCF in an online multiple-draft Chinese writing setting. Six intermediate-level learners of Chinese completed four writing assignments, four revisions, four surveys, and four interviews.
The dissertation employed a theoretical framework from sociocultural theory: Zone of Proximal Development (ZPD) and Scaffolding. Coded WCF and the CMS are considered as scaffoldings, and students’ ability to correct errors is viewed as ZPD. The researcher investigated students’ responses to the computer-mediated coded WCF and the evidence of acquisition in Chinese writing accuracy as reflected in the changes in errors over the course of the semester. In addition, the researcher also explored the students’ attitudes and views of the computer-mediated coded WCF, and the researcher further examined the factors influencing students’ incorporation of teacher feedback in their writing. The researcher employed within-case analysis and cross-case analysis to report the research findings and study results. Based on the findings, the researcher further discussed the effectiveness of WCF, the theoretical implications, the pedagogical implications, and instructional technology implications.
The research findings revealed that the student participants generally had lower scores in the revision of the first writing assignment, but the situation improved in the revision of the third writing assignment. The evidence of acquisition in Chinese writing accuracy in the positive changes in errors over the course of the semester was associated with the “transferrable error types” rather than the “non-transferrable error types”. Student participants had dynamic attitudes and views toward the computer-mediated coded WCF. The research findings revealed four main factors influencing students’ incorporation of teacher feedback in their writing: the types of errors and Chinese language proficiency levels, students’ familiarity with the computer-mediated coded WCF, changes in students’ self-modifying skills and strategies, and students’ dynamic attitudes and views toward the computer-mediated coded WCF. This dissertation shed light on the instructional design of online courses and CALL activities in the context of TCFL, and the dissertation also filled up a research gap in computer-mediated WCF in Chinese writing.
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Kilgore, Leah dee Carter. "An Analysis of Student Achievement, Student Interaction, and Social Elements that Support Online Course Completion for High School Students as Compared Qualitatively with Quantitative Data Retrieved via a Learning Management System." Thesis, Piedmont College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602620.
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<p> This mixed-method research examines student achievement, student interaction and social elements to determine which elements support online course completion for students in a state virtual school. The quantitative goals seek to find a possible degree of convergence with the course completion average grade. Qualitative data from 10 high school students, their teachers, and quantitative data from their courses were gathered. Quantitative data from the learning management system (LMS) was reproduced, scrubbed of unwanted data, such as dropped students. Mixed method constant comparison was performed to determine a descriptive analysis of three variables: student achievement, student interaction, and social elements. Using the data gathered from the qualitative interviews, a yes or no was assigned to the students for behavioral, cognitive, and social skills. Using descriptive statistics, the skills were compared to the students' course grades. The results revealed a strong pattern match of data for Research Question 1. This data was indicative of the need for behavioral, cognitive, and social skills to complete an online course. Quantitative and teacher data were grouped by themes: asynchronous, administrative, and assessments; synchronous added for teacher data. A constant comparison of data correspondence was performed between the student course average grade, the access data, LMS theme data, and the course average final grade. The investigation of Research Question 2 indicated that the LMS's reporting module can determine interactions to support online course completion by providing average grade analysis along with access analysis and tool usage analysis.</p>
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Zhang, Aixiu (Monica). "Transactional Distance in Web-based College Learning Environments: Toward Measurement and Theory Construction." VCU Scholars Compass, 2003. http://scholarscompass.vcu.edu/etd_retro/94.
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Michael Moore's theory of transactional distance, developed in the age of correspondence schools, contributed greatly to theory building in distance education. The theory needs revision, however, when applied to web-based learning environments, specifically by defining transactional distance to include students' relationships with other elements in the learning environment that prohibit their active engagement with learning. The new theoretical model of transactional distance has four dimensions: transactional distance between student and student (TDSS), transactional distance between student and teacher (TDST), transactional distance between student and content (TDSC), and transactional distance between student and interface: online course management system (TDSI). A preliminary item pool of more than 200 items to measure the constructs of TD, TDST, TDSS, TDSC, and TDSI was generated and sent to a panel of experts for review. Items that the reviewers considered weak or very weak in terms of relevance to the constructs and/or clarity and conciseness were eliminated. After a pilot test and further revisions, the proposed scale of transactional distance was administered to a sample of 100 college students. Confirmatory factor analyses and exploratory analyses indicated that the measurement models, especially after modifications, possessed good fit for the data, and the modified scales possessed factorial validity. Reliability analyses indicated that the scales possessed strong internal consistency, with Cronbach alpha coefficients ranging from 0.8169 to 0.9530. Structural equation modeling procedures tested for the causal relationship between the four dimensions and students' general sense of transactional distance in web-based courses. Results indicate that the proposed model of transactional distance is acceptable. The strongest factor that affected students' sense of transactional distance and engagement with learning was found to be transactional distance between student and students (TDSS), followed by transactional distance between student and teacher (TDST), and then by transactional distance between student and content (TDSC). The findings have implications for the development of a revised theory of transactional distance in online education, and provide strong support for constructivist learning theories and social learning theories, reinforcing the importance of establishing learning communities in online learning environments.
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Šejtka, Ondřej. "Analýza vzdělávacích portálů na trhu České republiky." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-73898.
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The thesis inquires into the area of electronic education in the form of educational portals. It aims to carry out a research of educational portals on the Czech market and subsequent analysis of the portals, which offer users the services for the support of education and schooling. The theoretical part of the thesis focuses on defining the terms of formal and non-formal education, describes examples of their usage. Furthermore, it deals with electronic education in the form of e-learning, defines e-learning from different points of view, and describes its historical development, forms and instruments. The work then analyses 17 portals, two of them in detail -- they represent both formal and non-formal education. The analysis offers information about portals' administrators, range of offered services as well as business models, used by the portals.
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Köhler, Thomas, Eric Schoop, and Nina Kahnwald. "Wissensgemeinschaften in Wirtschaft, Wissenschaft und öffentlicher Verwaltung." TUDpress, 2017. https://tud.qucosa.de/id/qucosa%3A30876.
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Die 20. Tagung der Gemeinschaften in Neuen Medien (GeNeMe) stellt innovative Technologien und Prozesse zur Organisation, Kooperation und Kommunikation in virtuellen Gemeinschaften vor und bildet ein Forum zum fachlichen Austausch insbesondere in den Themenfeldern Wissensmanagement und E-Learning. Diskutiert werden nicht nur technologische oder ökonomische Gesichtspunkte der Nutzung neuer Medien, vielmehr werden auch soziologische, psychologische, personalwirtschaftliche, didaktische und rechtliche Aspekte betrachtet. Die GeNeMe richtet sich an Experten aus Forschung und Industrie und sucht den Erfahrungsaustausch zwischen Teilnehmern verschiedenster Fachrichtungen, Organisationen und Institutionen aus Wirtschaft und Verwaltung. [... aus der Einleitung]
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Sancho, Asensio Andreu. "Facing online challenges using learning classifier systems." Doctoral thesis, Universitat Ramon Llull, 2014. http://hdl.handle.net/10803/144508.
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Els grans avenços en el camp de l’aprenentatge automàtic han resultat en el disseny de màquines competents que són capaces d’aprendre i d’extreure informació útil i original de l’experiència. Recentment, algunes d’aquestes tècniques d’aprenentatge s’han aplicat amb èxit per resoldre problemes del món real en àmbits tecnològics, mèdics, científics i industrials, els quals no es podien tractar amb tècniques convencionals d’anàlisi ja sigui per la seva complexitat o pel gran volum de dades a processar. Donat aquest èxit inicial, actualment els sistemes d’aprenentatge s’enfronten a problemes de complexitat més elevada, el que ha resultat en un augment de l’activitat investigadora entorn sistemes capaços d’afrontar nous problemes del món real eficientment i de manera escalable.
Una de les famílies d’algorismes més prometedores en l’aprenentatge automàtic són els sistemes classificadors basats en algorismes genetics (LCSs), el funcionament dels quals s’inspira en la natura. Els LCSs intenten representar les polítiques d’actuació d’experts humans amb un conjunt de regles que s’empren per escollir les millors accions a realitzar en tot moment. Així doncs, aquests sistemes aprenen polítiques d’actuació de manera incremental a mida que van adquirint experiència a través de la informació nova que se’ls va presentant durant el temps. Els LCSs s’han aplicat, amb èxit, a camps tan diversos com la predicció de càncer de pròstata o el suport a la inversió en borsa, entre altres. A més en alguns casos s’ha demostrat que els LCSs realitzen tasques superant la precisió dels éssers humans. El propòsit d’aquesta tesi és explorar la naturalesa de l’aprenentatge online dels LCSs d’estil Michigan per a la mineria de grans quantitats de dades en forma de fluxos d’informació continus a alta velocitat i canviants en el temps. Molt sovint, l’extracció de coneixement a partir d’aquestes fonts de dades és clau per tal d’obtenir una millor comprensió dels processos que les dades estan descrivint. Així, aprendre d’aquestes dades planteja nous reptes a les tècniques tradicionals d’aprenentatge automàtic, les quals no estan dissenyades per tractar fluxos de dades continus i on els conceptes i els nivells de soroll poden variar amb el temps de forma arbitrària. La contribució de la present tesi pren l’eXtended Classifier System (XCS), el LCS d’estil Michigan més estudiat i un dels algoritmes d’aprenentatge automàtic més competents, com el punt de partida. D’aquesta manera els reptes abordats en aquesta tesi són dos: el primer desafiament és la construcció d’un sistema supervisat competent sobre el framework dels LCSs d’estil Michigan que aprèn dels fluxos de dades amb una capacitat de reacció ràpida als canvis de concepte i entrades amb soroll. Com moltes aplicacions científiques i industrials generen grans quantitats de dades sense etiquetar, el segon repte és aplicar les lliçons apreses per continuar amb el disseny de LCSs d’estil Michigan capaços de solucionar problemes online sense assumir una estructura a priori en els dades d’entrada.<br>Los grandes avances en el campo del aprendizaje automático han resultado en el diseño de máquinas capaces de aprender y de extraer información útil y original de la experiencia. Recientemente alguna de estas técnicas de aprendizaje se han aplicado con éxito para resolver problemas del mundo real en ámbitos tecnológicos, médicos, científicos e industriales, los cuales no se podían tratar con técnicas convencionales de análisis ya sea por su complejidad o por el gran volumen de datos a procesar. Dado este éxito inicial, los sistemas de aprendizaje automático se enfrentan actualmente a problemas de complejidad cada vez m ́as elevada, lo que ha resultado en un aumento de la actividad investigadora en sistemas capaces de afrontar nuevos problemas del mundo real de manera eficiente y escalable.
Una de las familias más prometedoras dentro del aprendizaje automático son los sistemas clasificadores basados en algoritmos genéticos (LCSs), el funcionamiento de los cuales se inspira en la naturaleza. Los LCSs intentan representar las políticas de actuación de expertos humanos usando conjuntos de reglas que se emplean para escoger las mejores acciones a realizar en todo momento. Así pues estos sistemas aprenden políticas de actuación de manera incremental mientras van adquiriendo experiencia a través de la nueva información que se les va presentando. Los LCSs se han aplicado con éxito en campos tan diversos como en la predicción de cáncer de próstata o en sistemas de soporte de bolsa, entre otros. Además en algunos casos se ha demostrado que los LCSs realizan tareas superando la precisión de expertos humanos.
El propósito de la presente tesis es explorar la naturaleza online del aprendizaje empleado por los LCSs de estilo Michigan para la minería de grandes cantidades de datos en forma de flujos continuos de información a alta velocidad y cambiantes en el tiempo. La extracción del conocimiento a partir de estas fuentes de datos es clave para obtener una mejor comprensión de los procesos que se describen. Así, aprender de estos datos plantea nuevos retos a las técnicas tradicionales, las cuales no están diseñadas para tratar flujos de datos continuos y donde los conceptos y los niveles de ruido pueden variar en el tiempo de forma arbitraria. La contribución del la presente tesis toma el eXtended Classifier System (XCS), el LCS de tipo Michigan más estudiado y uno de los sistemas de aprendizaje automático más competentes, como punto de partida. De esta forma los retos abordados en esta tesis son dos: el primer desafío es la construcción de un sistema supervisado competente sobre el framework de los LCSs de estilo Michigan que aprende de flujos de datos con una capacidad de reacción rápida a los cambios de concepto y al ruido. Como muchas aplicaciones científicas e industriales generan grandes volúmenes de datos sin etiquetar, el segundo reto es aplicar las lecciones aprendidas para continuar con el diseño de nuevos LCSs de tipo Michigan capaces de solucionar problemas online sin asumir una estructura a priori en los datos de entrada.<br>Last advances in machine learning have fostered the design of competent algorithms that are able to learn and extract novel and useful information from data. Recently, some of these techniques have been successfully applied to solve real-‐world problems in distinct technological, scientific and industrial areas; problems that were not possible to handle by the traditional engineering methodology of analysis either for their inherent complexity or by the huge volumes of data involved. Due to the initial success of these pioneers, current machine learning systems are facing problems with higher difficulties that hamper the learning process of such algorithms, promoting the interest of practitioners for designing systems that are able to scalably and efficiently tackle real-‐world problems.
One of the most appealing machine learning paradigms are Learning Classifier Systems (LCSs), and more specifically Michigan-‐style LCSs, an open framework that combines an apportionment of credit mechanism with a knowledge discovery technique inspired by biological processes to evolve their internal knowledge. In this regard, LCSs mimic human experts by making use of rule lists to choose the best action to a given problem situation, acquiring their knowledge through the experience. LCSs have been applied with relative success to a wide set of real-‐ world problems such as cancer prediction or business support systems, among many others. Furthermore, on some of these areas LCSs have demonstrated learning capacities that exceed those of human experts for that particular task.
The purpose of this thesis is to explore the online learning nature of Michigan-‐style LCSs for mining large amounts of data in the form of continuous, high speed and time-‐changing streams of information. Most often, extracting knowledge from these data is key, in order to gain a better understanding of the processes that the data are describing. Learning from these data poses new challenges to traditional machine learning techniques, which are not typically designed to deal with data in which concepts and noise levels may vary over time. The contribution of this thesis takes the extended classifier system (XCS), the most studied Michigan-‐style LCS and one of the most competent machine learning algorithms, as the starting point. Thus, the challenges addressed in this thesis are twofold: the first challenge is building a competent supervised system based on the guidance of Michigan-‐style LCSs that learns from data streams with a fast reaction capacity to changes in concept and noisy inputs. As many scientific and industrial applications generate vast amounts of unlabelled data, the second challenge is to apply the lessons learned in the previous issue to continue with the design of unsupervised Michigan-‐style LCSs that handle online problems without assuming any a priori structure in input data.
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Fink, Mark L. "Peer interaction in university-level distance education." Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1183500982.
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Dissertation (Ph.D.)--University of Toledo, 2007.<br>Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 118-135.
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Ranj, Bar Amin. "Confidentiality and integrity management in online systems." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117112.
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The dominant role of social networking in the web is turning human relations into conduits of information flow. This means that the way information spreads on the web is determined to a large extent by human decisions. Consequently, information security, confidentiality and integrity of shared data, relies on the quality of the collective decisions made by the users. Recently, many access control schemes have been proposed to control unauthorized propagation and modification of information in online systems; however, there is still a need for mechanisms to evaluate the risk of information leakage and unauthorized modifications within online systems. First, the thesis focuses on the confidentiality of information in online social networks. A novel community-centric confidentiality control mechanism for information flow management on the social web is presented. A Monte Carlo based algorithm is developed to determine the potential spread of a shared data object and to inform the user of the risk of information leakage associated with different sharing decisions she can make in a social network. The scheme also provides a facility to reduce information flowing to a specific user (i.e., black listing a specific user). Second the thesis focuses on the integrity of artifacts in crowdsourcing systems. A new approach for managing the integrity of contents created in crowdsourcing repositories named Social Integrity Management (SIM) is presented. SIM integrates two conflicting approaches to manage integrity in crowdsourcing systems: owner-centric and owner-free schemes. The ownership bottleneck is relaxed by including co-ownerships and having multiple versions. Finally, the thesis presents a thorough analysis of the Stack Exchange sites as an example of widely used crowdsourcing question answering systems. The dump datasets are used to analyze various user behaviors in crowdsourcing question answering systems by considering the effect of tagging, user reputation and user feedback. Observed characteristics from the studies are used in the modeling and evaluation of social integrity management.<br>Le rôle prépondérant des réseaux sociaux sur le web change les relations humaines enconduits d'échange d'information. Ainsi, l'information qui est véhiculée sur le web est déterminée en grande partie par les prises de décisions humaines. Conséquemment, la sécurité de l'information, la confidentialité et l'intégrité de l'information partagée dépendentde la qualité des décisions prises collectivement par les utilisateurs. Récemment, plusieurs schémas de contrôle d'accès ont été proposés pour contrôler la propagation non autorisée et la modification de l'information dans les systèmes en ligne. Par contre, il y a encore un besoin de mécanismes dévaluation des risques de fuites d'information et de modifications non autorisées à l'intérieur des systèmes en ligne. Premièrement, la thèse se concentre sur la confidentialité de l'information dans les réseaux sociaux en ligne. Un nouveau mécanisme de contrôle de la confidentialité axé sur la communité pour la gestion de circulation de l'information est présenté. Un algorithme basé sur le modèle Monte Carlo est développé pour déterminer la possibilité de la diffusion des éléments de données partagés ainsi que pour informer l'utilisateur des risques de fuite d'information associés aux différentes décisions de partage que l'utilisateur pourra faire dans un réseau social. Le schéma fournit également une installation pour réduire l'échappement de l'information à un utilisateur spécifique (ex. mettre un utilisateur sur une liste noire). Deuxièmement, la thèse se concentre sur l'intégrité des objets des systèmes de crowdsourcing. Une approche nouvelle pour gérer l'intégrité du contenu créé par les archives de crowdsourcing appelé Gestion de l'intégrité sociale (Social Integrity Management) est présentée. Cette approcheintgre deux approches contradictoires pour gérer l'intégrité des systèmes de crowdsourcing: les schémas basés sur le propriétaire et les schémas sans propriétaires. La problématique de la propriété est d´etendue en incluant la copropriété et la possibilité d'avoir plusieurs versions. Finalement, la thèse présente une analyse complète des sites d'échange commeexemple de système de réponses aux questions par le crowdsourcing qui sont grandement utilisés. L'ensemble de données déchargées est utilisé pour analyser le comportement de différents utilisateurs dans les systèmes de réponses aux questions basés sur le crowdsourcing en considérant les effets d'étiquetage, la réputation des utilisateurs et les commentaires des utilisateurs. Les caract´eristiques observées par les études sont utilisées dans la simulationet l'évaluation de la gérance de l'intégrité sociale.
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Prueller, Hans. "Distributed online machine learning for mobile care systems." Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/10875.
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Telecare and especially Mobile Care Systems are getting more and more popular. They have two major benefits: first, they drastically improve the living standards and even health outcomes for patients. In addition, they allow significant cost savings for adult care by reducing the needs for medical staff. A common drawback of current Mobile Care Systems is that they are rather stationary in most cases and firmly installed in patients’ houses or flats, which makes them stay very near to or even in their homes. There is also an upcoming second category of Mobile Care Systems which are portable without restricting the moving space of the patients, but with the major drawback that they have either very limited computational abilities and only a rather low classification quality or, which is most frequently, they only have a very short runtime on battery and therefore indirectly restrict the freedom of moving of the patients once again. These drawbacks are inherently caused by the restricted computational resources and mainly the limitations of battery based power supply of mobile computer systems. This research investigates the application of novel Artificial Intelligence (AI) and Machine Learning (ML) techniques to improve the operation of 2 Mobile Care Systems. As a result, based on the Evolving Connectionist Systems (ECoS) paradigm, an innovative approach for a highly efficient and self-optimising distributed online machine learning algorithm called MECoS - Moving ECoS - is presented. It balances the conflicting needs of providing a highly responsive complex and distributed online learning classification algorithm by requiring only limited resources in the form of computational power and energy. This approach overcomes the drawbacks of current mobile systems and combines them with the advantages of powerful stationary approaches. The research concludes that the practical application of the presented MECoS algorithm offers substantial improvements to the problems as highlighted within this thesis.
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Öfjäll, Kristoffer. "Online Learning for Robot Vision." Licentiate thesis, Linköpings universitet, Datorseende, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110892.
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In tele-operated robotics applications, the primary information channel from the robot to its human operator is a video stream. For autonomous robotic systems however, a much larger selection of sensors is employed, although the most relevant information for the operation of the robot is still available in a single video stream. The issue lies in autonomously interpreting the visual data and extracting the relevant information, something humans and animals perform strikingly well. On the other hand, humans have great diculty expressing what they are actually looking for on a low level, suitable for direct implementation on a machine. For instance objects tend to be already detected when the visual information reaches the conscious mind, with almost no clues remaining regarding how the object was identied in the rst place. This became apparent already when Seymour Papert gathered a group of summer workers to solve the computer vision problem 48 years ago [35]. Articial learning systems can overcome this gap between the level of human visual reasoning and low-level machine vision processing. If a human teacher can provide examples of what to be extracted and if the learning system is able to extract the gist of these examples, the gap is bridged. There are however some special demands on a learning system for it to perform successfully in a visual context. First, low level visual input is often of high dimensionality such that the learning system needs to handle large inputs. Second, visual information is often ambiguous such that the learning system needs to be able to handle multi modal outputs, i.e. multiple hypotheses. Typically, the relations to be learned are non-linear and there is an advantage if data can be processed at video rate, even after presenting many examples to the learning system. In general, there seems to be a lack of such methods. This thesis presents systems for learning perception-action mappings for robotic systems with visual input. A range of problems are discussed, such as vision based autonomous driving, inverse kinematics of a robotic manipulator and controlling a dynamical system. Operational systems demonstrating solutions to these problems are presented. Two dierent approaches for providing training data are explored, learning from demonstration (supervised learning) and explorative learning (self-supervised learning). A novel learning method fullling the stated demands is presented. The method, qHebb, is based on associative Hebbian learning on data in channel representation. Properties of the method are demonstrated on a vision-based autonomously driving vehicle, where the system learns to directly map low-level image features to control signals. After an initial training period, the system seamlessly continues autonomously. In a quantitative evaluation, the proposed online learning method performed comparably with state of the art batch learning methods.