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Literatura académica sobre el tema "Learning Management System Moodle"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Learning Management System Moodle"

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Bada, JK. "Evaluation of the Blended Learning approach to Teaching Software Engineering". Journal of Science and Sustainable Development 5, n.º 1 (12 de junio de 2013): 3–12. http://dx.doi.org/10.4314/jssd.v5i1.1.

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This research presents experimentation of MOODLE course management system for teaching software engineering and process modelling to master’s degree students. The students used MOOLE for online discussions, assignments and for downloading lecture notes for a duration of four months. Thereafter, they evaluated the learning environment with questionnaires. The results indicate that MOODLE is a highly accepted learning management system for teaching and learning in a resource limited country. However, for a learning management system like MOODLE to be effectively implemented in a University setting, it is important for the University management toinvest in the initial computer hardware equipment and Internet connectivity infrastructure to overcome technology barriers.Keywords · MOODLE · Blended learning · E-learning
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Jati, Gumawang. "LEARNING MANAGEMENT SYSTEM (moodle) AND E-LEARNING CONTENT DEVELOPMENT". Jurnal Sosioteknologi 12, n.º 28 (abril de 2013): 277–89. http://dx.doi.org/10.5614/sostek.itbj.2013.12.28.3.

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Librero, Al Francis D. "Augmenting the learning management system of UP Open University". Asian Association of Open Universities Journal 7, n.º 1 (1 de septiembre de 2012): 55–62. http://dx.doi.org/10.1108/aaouj-07-01-2012-b005.

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The University of the Philippines Open University (UPOU) has used Moodle, an open source course management system since 2007. While the application allowed the university to deploy all its courses online, Moodle still presents limitations. The compartmentalised nature of courses within the system inhibits the sharing of learning objects and resources across users. Furthermore, while it does have social networking capabilities to a certain degree (by many accounts more so than other learning management systems), Moodle provides little flexibility when it comes to collaborative learning. Technical issues also hampered the performance of a number of built-in functionalities, which in turn gets in the way of the learning experience. These limitations encouraged facilitators and students alike to opt for third party web applications to fulfil course requirements. This research project aimed to address these limitations by expanding upon the functionalities of Moodle. This was achieved through the installation of modules and plugins within Moodle itself and the integration of external web applications such as conferencing, blogging, e-portfolios and rich media content management through single sign on (SSO). This expansion brought about a number of achievements. First, learning activities were made available which were either new or improved upon what Moodle had by default. This expanded learning management system was piloted with two courses under the Bachelor of Arts in Multimedia Studies programme, which Moodle has been historically ill-equipped to accommodate on its own. Findings of this study were based on the analysis of performance as well as firsthand feedback from users, which in turn is to be used for the continual improvement of UPOU's online course deployment.
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Mukoviz, Oleksii, Nataliia Ihnatenko y Oksana Kovtun. "SELECTION OF THE DISTANCE LEARNING MANAGEMENT SYSTEM FOR PEDAGOGICAL HIGHER EDUCATION INSTITUTIONS". OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, SPECIAL EDITION (2019): 215–21. http://dx.doi.org/10.28925/2414-0325.2019s20.

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The article deals with various distance learning management system for pedagogical higher education institution. The most prominent distance learning management systems are mostly focused on: Moodle, WebCT, BlackBoard, eFront, Claroline, Metacoon, SharePoint LMS and Virtual University. Having analyzed the best platforms for creating of distance learning system in pedagogical higher education institution, it is stated that Moodle is leading according to the number of users. Moodle platform is a software suite for creating distance learning courses and websites that works with open source IMS and SCORM. As a result of the analysis and comparisons of the abovementioned platforms, based on pedagogical, didactic, organizational, technical, financial distance learning features, the distance learning management system in State Higher Educational Institution «Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University» on the basis of Moodle platform is developed. The platform works in different web browsers. There are no special requirements for hardware and operating system. Moodle platform can be installed on any server with any operating system using arbitrary databases. The platform is free for users. Moodle distance learning management system consists of 35 modules: Chat module, Task module, Forum module, Log module, Test module, Resource module, Research module, Seminar module and so on. Moodle distance learning management system enables distance learning in higher education at an affordable innovation level, creates a calendar of learning process events, creates formal algorithms for the teacher's activity in the educational process, thereby achieving a high level of interactivity and achievement of the required level of quality, skills.
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Oktaviani, Dian Nataria, Rizqi Amaliyakh Sholikhakh y Herani Tri Lestiana. "Persepsi Mahasiswa Terhadap Kepraktisan Learning Management System (LMS) Moodle Berbasis Teori Behaviorisme". UNION: Jurnal Ilmiah Pendidikan Matematika 6, n.º 3 (1 de noviembre de 2018): 307. http://dx.doi.org/10.30738/union.v6i3.2932.

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Tujuan penelitian ini adalah mengetahui persepsi mahasiswa terhadap Learning Management System (LMS) Moodle berbasis teori behaviorisme pada perkuliahan program studi Pendidikan Matematika UPS Tegal. Penelitian ini merupakan jenis penelitian pengembangan. Subyek penelitian adalah mahasiswa yang telah menggunakan LMS Moodle melalui website pmtk.upstegal.com. Jumlah subyek penelitian adalah 107 mahasiswa. Mahasiswa diberikan kuesioner melalui google form pada tampilan LMS Moodle. Persepsi mahasiswa terhadap kepraktisan Learning Management System (LMS) Moodle berbasis teori behaviorisme adalah sebagai berikut. (1) 76,6 % mahasiswa berpendapat bahasa yang digunakan dalam konten LMS Moodle sesuai dengan pola pikir mahasiswa. (2) 73,8 % berpendapat tampilan yang digunakan menarik dan sesuai dengan materi. (3) 64,2 % berpendapat setuju semua materi yang diberikan dalam konten LMS Moodle terstruktur. (4) 65,1 % berpendapat setuju berkaitan dengan LMS Moodle memberikan umpan balik tugas dari dosen. (5) 63,2 % berpendapat setuju bahwa mahasiswa dapat belajar secara mandiri melalui materi yang telah diupload dalam LMS Moodle.
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Joh, HyunChul. "Quantitative Risk Assessment in Moodle Learning Management System". International Journal of Software Engineering and Its Applications 9, n.º 8 (31 de agosto de 2015): 253–62. http://dx.doi.org/10.14257/ijseia.2015.9.8.23.

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Lengyel, Péter. "Using of e-learning in agricultural training programs". Acta Agraria Debreceniensis, n.º 34 (2 de septiembre de 2009): 117–24. http://dx.doi.org/10.34101/actaagrar/34/2833.

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We use the Moodle at the University of Debrecen, Businessand Agricultural Department since January 2007. The Moodle is an open source Learning Management System. Learning Management System (or LMS) which is a software package, which enables the management and delivery of learning content and resources to students. Most LMS systems are web-based to facilitate „anytime, anywhere” access to learning content and administration. LMS tracks student progress in a course and indicates completions. At the least, learning management systemstrack individual student progress, record scores of quizzes and tests within an online learning program, and track course completions. The Moodle has more and more function at our Department in education. In January we worked to introduce Moodle in our Faculty. Therefore, we took lessons for the tutors about the usage of the Moodle. Our aim was to develop such a learning system, which is an integral part of educational process,to improve the efficiency of agricultural higher education.
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Ismailova, Rita, Tunç D. Medeni, I. Tolga Medeni, Gulshat Muhametjanova y Demet Soylu. "Organizational Learning Management System Application via Micro PC Hardware". International Journal of Virtual and Personal Learning Environments 11, n.º 1 (enero de 2021): 54–63. http://dx.doi.org/10.4018/ijvple.2021010104.

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In the current work, systems based on mini/micro PCs that can support the corporate learning management practices have been evaluated. As a learning management system, the Moodle platform was chosen. The evaluation was based on the end users' experience. For measurement, carried out in three dimensions, a questionnaire was distributed among students enrolled in the blended course, offered with online support. According to results of the study, the installation of Moodle on micro PC was evaluated as slow. However, students agree that given the price of the device, it can be used as an alternative for the existing version of LMS used in the university. Ease of use of the system, working on micro PC, was also evaluated lower compared to the one on the server. In addition, students evaluated the security on the Moodle version installed on the device higher compared to the one in use.
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Lengyel, Péter. "Practical experiences in Moodle LMS". Acta Agraria Debreceniensis, n.º 29 (28 de julio de 2008): 129–33. http://dx.doi.org/10.34101/actaagrar/29/2977.

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We use Moodle at the University of Debrecen, Business- and Agricultural Department since January 2007. Moodle is an open source Learning Management System.Learning Management System (or LMS) is a software package that enables the management and delivery of learning content and resources to students. Most LMS systems are web-based to facilitate "anytime, anywhere" access to learning content and administration. LMS tracks student progress in a course and indicates completions. At the least, learning management systems track individual student progress, record scores of quizzes and tests within an online learning program, and track course completions.Moodle has more and more function at our Department in education. At present, we work to introduce Moodle in our Faculty. Therefore, we took lessons for the tutors about the usage of the Moodle. Our aim to develop such a learning system, which is an integral part of educational process.
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Fatmi, Nuraini, Iryana Muhammad, Muliana Muliana y Sayni Nasrah. "The Utilization of Moodle-Based Learning Management System (LMS) in Learning Mathematics and Physics to Students’ Cognitive Learning Outcomes". International Journal for Educational and Vocational Studies 3, n.º 2 (30 de abril de 2021): 155. http://dx.doi.org/10.29103/ijevs.v3i2.4665.

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This study aims to determined whether there was an increase in student cognitive learning outcomes through the use of a Moodle-based Learning Management System in mathematics and physics learning.. This type of research uses a pre experimental design. The population in this study were students of Babussalam SMKS, while the sample was class XI students of the Babussalam North Aceh Islamic Boarding School. Based on the results of the analysis and discussion of research data, The percentage of the number of students who met the completeness criteria in the physics class was 67% while in the mathematics class it was 91%. The average N-gain of cognitive learning outcomes for mathematics class was 0.6, higher than the N-gain average for Physics subjects, 0.475. This is because physics learning is not sufficiently taught through the delivery of material through Moodle, but must involve students in learning with a scientific approach. In this study, Moodle has not optimally integrated learning activities with a scientific approach so that cognitive learning outcomes have not reached the expected targets in physics subjects and learning is not sufficiently taught through the delivery of material through Moodle, but must involve students in learning with a scientific approach. In this study, Moodle has not optimally integrated learning activities with a scientific approach so that cognitive learning outcomes have not reached the expected targets in physics subjects.. In this study, Moodle has not optimally integrated learning activities with a scientific approach so that cognitive learning outcomes have not reached the expected targets in physics subjects.
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Tesis sobre el tema "Learning Management System Moodle"

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Garg, Anubha. "SCORM based learning management system for online training". Kansas State University, 2012. http://hdl.handle.net/2097/14627.

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Master of Science
Department of Computing and Information Sciences
Mitchell Neilsen
The Biosecurity Research Institute (BRI) facility at Kansas State University is a huge biocontainment facility to conduct research on infectious diseases that pose a threat to plant, animal and human health. The BRI Training and Education Program is currently offline; i.e., classroom sessions are taken to provide this training and education. The objective behind taking up this project was to move the entire training and education module of Biosecurity Research Institute online, instead of having a classroom session for each training course, with an subject matter expert (SME) to come and take the training session. The aim is to develop an online training system which is synchronized with the information in the BRI Research Project Database. The employees will only have to login to the website, scroll through the list of courses they are enrolled in, take the courses, write the assignments/quizzes assigned to the course and then submit the quizzes. They can also self-enroll themselves into courses, if they are given the permission to do so. The SME’s of the courses can create new courses, upload the course materials, enroll users into the courses, and assign deadlines to course completion. Once the student submits the course quiz or assignments, the SME’s can grade the quiz, assign a final grade to the students, and give feedback on their performance. They can even reassign the course in case of poor performance by the student. The administrators of the website can assign roles to different personnel, give permissions according to need and requirement, add/delete courses, and change the appearance of the website. The project is to be done using a Learning Management System called Moodle. Moodle (Modular Object Oriented Dynamic Learning Environment) is an online learning management system designed to allow interaction between teachers and students. The back-end database used is SQL Server 2008 R2 and additional tools used are Adobe Presenter (with Microsoft Power Point 2010) to create the courses in SCORM format.
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XU, Yangyang. "Distance students’ perspectives about a formal learning management system at a Swedish university". Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81874.

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This thesis has conducted interpretive qualitative research to investigate the impacts and limitations of LMS Moodle in distance students’ learning process from distance students’ perspectives. The qualitative data was collected from mediated semi-structured interviews with distance students participating in a Master program at Linnaeus University. Through empirical findings and analysis, the positive experiences and limitations of using Moodle in facilitating distance learning process have been revealed from distance students’ perspectives. The positive experiences include that LMS Moodle was used by distance students for interacting with other students, teachers and accessing study contents during their distance learning process. Moodle was used to know new classmates, teachers and the new learning system, recruit group members for the collaborative works, communicate with teachers and other classmates, and obtain significant information about courses. Especially, accessing study contents in Moodle easily was critical for distance students' learning. However, there were still some limitations. Distance students preferred Facebook to Moodle for student-student interaction during the process of collaborative works. The interaction with teachers was not adequate and timely for distance students. The limitations also include unsatisfactory Moodle interface design and poor usability of Moodle.   Some suggestions about improving LMS Moodle in different ways had also been acquired from the research. The suggestions from distance students mainly focus on integrating Moodle with other web conferencing platforms for improving the quality of student-student, student-teacher interaction in Moodle, ameliorating the interface design of Moodle, and adding Moodle tutorials. The result will help the development of LMS based on distance students' needs and finally benefit distance students' learning process.
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Khwaldeh, Sufian M. I. A. "Implementation, use and analysis of open source learning management system 'Moodle' and e-learning for the deaf in Jordan". Thesis, University of Central Lancashire, 2011. http://clok.uclan.ac.uk/5313/.

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When learning mathematics, deaf children of primary school age experience difficulties due to their disability. In Jordan, little research has been undertaken to understand the problems facing deaf children and their teachers. Frequently, children are educated in special schools for the deaf; the majority of deaf children tend not to be integrated into mainstream education although efforts are made to incorporate them into the system. Teachers in the main stream education system rarely have knowledge and experience to enable deaf students to reach their full potential. The methodological approach used in this research is a mixed one consisting of action research and Human Computer interaction (HCI) research. The target group was deaf children aged nine years (at the third grade) and their teachers in Jordanian schools. Mathematics was chosen as the main focus of this study because it is a universal subject with its own concepts and rules and at this level the teachers in the school have sufficient knowledge and experience to teach mathematics topics competently. In order to obtain a better understanding of the problems faced by teachers and the deaf children in learning mathematics, semi-structured interviews were undertaken and questionnaires distributed to teachers. The main aim at that stage of research was to explore the current use and status of the e-learning environment and LMS within the Jordanian schools for the deaf in Jordan. In later stages of this research, semi-structured interviews and questionnaires were used again to ascertain the effectiveness, usability and readiness of the adopted e-learning environment “Moodle. Finally pre-tests and post-tests used to assess the effectiveness of the e-learning environment and LMS. It is important to note that it was not intended to work with the children directly but were used as test subjects. Based on the requirements and recommendations of the teachers of the deaf, a key requirements scheme was developed. Four open source e-learning environments and LMS evaluated against the developed key requirements. The evaluation was based on a software engineering approache. The outcome of that evaluation was the adoption of an open source e-learning environment and LMS called “Moodle”. Moodle was presented to the teachers for the purpose of testing it. It was found it is the most suitable e-learning environment and LMS to be adapted for use by deaf children in Jordan based on the teachers requirements. Then Moodle was presented to the deaf children’s to use during this research. After use, the activities of the deaf and their teachers were used and analysed in terms of Human Computer Interaction (HCI) analysis. The analysis includes the readiness, usability, user satisfaction, ease of use, learnability, outcome/future use, content, collaboration & communication tools and functionality.
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Khaled, Mélissa. "Learning styles, Personalization, and Learning Management Systems : Towards a Student-Centred LMS Approach". Thesis, Uppsala universitet, Institutionen för ABM, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447989.

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This study investigates existing learning management systems practices, in this case Canvas and Moodle in relation to user personalization and students’ learning styles as both factors are closely contribute to the design of a meaningful learning experience for learners. With the expansion of these teaching tools and methods, it seems crucial to determine to what extent they actually serve the learner and what role is really given to the student using these online platforms. Factors such as instructors’ feedback, peer communication, learning objects and follow-up will be examined. This study is anchored in a Swedish academic setting, and aims to provide a comprehensive overview of learners' needs, expectations, and preferences to benefit educational institutions as well as LMS developers. The goal is to assess how such factors play an essential role in the personalization of learning tools and to suggest that their consideration can lead to the development of more intuitive LMS platforms that do not solely rely on content uploaded by teachers, but that can in turn potentially offer relevant content tailored to each user.
Den här uppsatsen undersöker befintliga praxis för lärande hanteringssystem, i detta fall Canvas och Moodle, i förhållande till användaranpassning och studenternas inlärningsstilar, eftersom båda faktorerna bidrar till utformningen av en meningsfull inlärningsupplevelse för studenterna. På grund av expansionen av dessa undervisningsverktyg verkar det avgörande att bestämma i vilken utsträckning de faktiskt tjänar inläraren och vilken roll studenten verkligen får när hen använder dessa plattformar. Faktorer som lärarnas återkoppling, kommunikation med andra elever, lärandeobjekt och uppföljning kommer att undersökas noggrant. Studien är förankrad i en svensk akademisk miljö och syftar att ge en heltäckande översikt av inlärarnas behov, förväntningar och preferenser. Målet är att förstå hur dessa faktorer spelar en väsentlig roll i personaliseringen av lärverktyg och att föreslå att deras beaktande kan leda till utveckling av mer intuitiva LMS-plattformar som inte enbart förlitar sig på innehåll som laddas upp av lärare, utan som i sin tur potentiellt kan erbjuda relevant innehåll som är skräddarsytt för varje användare.
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Ortega, Riquelme Miguel Alberto. "Sistema de apoyo a las elecciones del Partido Comunista de Chile". Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/159557.

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Magíster en Tecnologías de la Información
El presente trabajo se enmarca dentro del XXV Congreso del Partido Comunista de Chile, para el cual se pretende solucionar un problema histórico de su proceso eleccionario. Dado que este proceso se ha realizado siempre en forma manual, toma demasiado tiempo, su conteo manual genera inseguridad en los resultados y su validación es lenta. Además, y como producto de la peculiar metodología y flujo en este proceso, existe poco tiempo disponible entre la generación de las listas de candidatos y la elección misma. Por lo tanto, este trabajo de tesis implementó una solución de software de cara a la modernización de este proceso, para ayudar a paliar los problemas planteados, y también a aumentar el nivel de participación de sus militantes en votaciones futuras. La solución implementada corresponde a un componente de software de apoyo al proceso de votación, el cual se inserta en una plataforma LMS (Learning Management System), configurada para sostener aulas/oficinas/cabildos virtuales. Esta plataforma, además de dar soporte a la reunión de los distintos actores para elegir, otorga la posibilidad de utilizar recursos y actividades inherentes a las instancias de discusión, debate y generación de documentos. Debido a la naturaleza del proyecto, a su complejidad y al poco tiempo disponible crear la solución, se optó por utilizar una metodología de desarrollo basada en prototipos, como una forma de mantener bajo control la complejidad y los riesgos del mismo. Esta solución permite resolver los problemas antes identificados, mejorando los niveles de seguridad y transparencia del proceso, y reduciendo su tiempo de ejecución. Dada la gran complejidad de los actuales sistemas de votación electrónica y la alta incertidumbre que existe a la hora de intervenirlos o adaptarlos, este trabajo de tesis no pretende inventar uno nuevo, sino adaptar un modelo de votaciones de complejidad baja, con trazabilidad en papel y niveles de seguridad acotados, que entregue una solución al problema planteado. La solución implementada es un sistema ad-hoc que, además de apoyar el proceso eleccionario, busca aumentar la participación de los militantes del Partido Comunista, así como las instancias de debate, reflexión y discusión. El sistema implementado fue probado en paralelo en varias votaciones informales del partido, y a partir de sus buenos resultados, éste pasó a utilizarse en las instancias de votaciones formales de esta comunidad. Entre las cosas que más rescataron los encargados del proceso de votación fue el ahorro de tiempo, así como la mejora de la seguridad y la transparencia a los procedimientos que hacían parte de la votación.
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Jones, Karla Page. "Impacts on Faculty Workload During a Learning Management System Transition". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1384.

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Management professionals at many colleges are transitioning to new learning management systems (LMS), such as Moodle, for reasons such as lower costs, greater outreach, and student preference. Transitioning to a new LMS may result in faculty problems with learning a new technology platform in addition to teaching. The purpose of this study was to explore the impact that an LMS transition had on faculty attitudes, experiences, and workload. The conceptual framework of the study was the unified theory of acceptance and use of technology and the diffusion of innovation theory. A phenomenological design was employed with a purposeful sample of 13 faculty who had transitioned a course from Blackboard to Moodle during 2009-2013. Interview data were analyzed through open coding, resulting in 7 emergent themes: time, stability, usability of features, preparation, support, support staff, and benefits. These themes were substantiated by observation of member checking and use of an external auditor. Results indicated that when faculty were required to transition to a new LMS, there were impacts to their workload such as extra time requirements for course development, learning the new LMS, delivering instruction, and technology training. All 13 faculty expressed a need for additional support in the form of either a course release, compensation, or mentoring. Administrators who apply these findings may influence positive social change through a better understanding of the complexity of an LMS transition. This new knowledge may result in increased alignment between administration and faculty, improvement of the student's experience, and improved faculty job satisfaction.
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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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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.
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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Ficiano, Antonio Marcos. "A customização do Moodle tendo como base maior navegabilidade e usabilidade do ambiente: uma experiência de ensino". Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/18057.

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The research work - which is characterized by the intervention - aims to understand and analyze the overall process of building an interface to the Moodle Learning Management System, assuming the combination of three elements: navigability, usability and architecture information seeking to encourage learning, which demonstrates the process of building the interface to highlight the importance of multidisciplinary work. The project addresses the Distance Education and the concept, characteristics and possibilities of interactivity of AVAs, with a brief mention of multimedia, the Internet and its history. Speaks of computer languages, programming techniques, classification of languages, types of software, models of virtual environments and web-based methodologies to software development, based on the approach to systems design. This is the Moodle platform, with its technological potential, examining the process of customizing the platform with an corporate course, in which greater navigability and usability have been taken as the base. And finish the job search when he observes the product built under the light of the concepts and theories studied, and how to apply these principles could be confirmed in promoting effective learning. Research has shown that both teachers and students are benefited by participating in classes to distance learning in virtual environments, while it is well structured, in that they enable the development of critical thinking, practical reasoning, ease of interaction, collaboration and socializing
O trabalho de pesquisa realizado - que tem por característica a intervenção -, tem como objetivo geral conhecer e analisar o processo de construção de uma interface para o Ambiente Virtual de Aprendizagem Moodle, partindo do pressuposto da articulação de três elementos: navegabilidade, usabilidade e arquitetura da informação em busca de favorecer a aprendizagem, que demonstra o processo de construção da interface com o destaque da importância do trabalho multidisciplinar. O projeto aborda a Educação a Distância e o conceito, características e possibilidades de interatividade dos AVAs, com uma breve referência da multimídia, da Internet e sua história. Fala das linguagens de computação, técnicas de programação, classificações das linguagens, tipos de softwares, modelos de ambientes virtuais baseados na web e metodologias utilizadas para o desenvolvimento de softwares, com base na abordagem de concepção de sistemas. Trata da plataforma Moodle, com suas potencialidades tecnológicas, com a análise do processo de customização da plataforma com um curso corporativo, em que uma maior navegabilidade e usabilidade foram tidas como base. E termina o trabalho de pesquisa quando observa o produto construído sob a luz dos conceitos e teorias estudados, e de que maneira a aplicação desses princípios puderam ser confirmados na promoção efetiva da aprendizagem. A pesquisa mostrou que tanto os professores como os alunos são beneficiados ao participarem de aulas a distância em ambientes virtuais de aprendizagem, quando este se encontra bem estruturado, na medida em que estes possibilitam o desenvolvimento de espírito crítico, a prática de raciocínio, facilidade de interação, colaboração e socialização
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Gugliano, Bruna Ferreira. "Elementos de interface para facilitar a colaboração em ambientes virtuais de aprendizagem". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/174387.

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O crescente uso das tecnologias digitais no dia-a-dia das pessoas gerou diversas mudanças de comportamento; tendências colaborativas de troca e compartilhamento de informações, ideias, conhecimentos e bens materiais passam a integrar não apenas a vida social dos usuários da internet, mas também surgem no ambiente escolar e de trabalho, mediadas por diferentes interfaces e dispositivos digitais. Nesse contexto, esta pesquisa pretende compreender como as ferramentas que surgiram a partir do uso das novas tecnologias de informação e comunicação (TICs) impulsionaram ou facilitaram a colaboração entre usuários na internet, abordando os principais aspectos e necessidades da colaboração em ambientes virtuais e relacionando-os com conhecimentos da área do design de interfaces O principal objetivo do estudo é propor elementos de interface que, integrados aos ambientes virtuais de aprendizagem (AVAs), favoreçam a realização de atividades colaborativas. Para tanto, após revisão bibliográfica e análise de similares, foi realizada uma análise das ferramentas colaborativas na interface do AVA Moodle, sob o aspecto dos mecanismos de conversação, coordenação e percepção de Preece, Rogers e Sharp (2005). Em seguida, foi aplicado um questionário com professores da área de design a respeito do uso do Moodle e/ou de demais tecnologias digitais em atividades colaborativas com os alunos. Os resultados dessa etapa foram discutidos em uma oficina com especialistas do campo de design a fim de avaliar as possibilidades de implementação de elementos gráficos e ferramentas computacionais na interface do Moodle que pudessem facilitar a colaboração entre seus usuários. Esses procedimentos elucidaram um conjunto de necessidades, requisitos, elementos e funcionalidades de interface com vistas a apoiar a colaboração em AVAs e/ou outras plataformas digitais.
The increasing use of digital technologies in people's daily lives has generated a number of behavioral changes; collaborative tendencies of exchange and sharing of information, ideas, knowledge and material goods integrate not only the social life of internet users, but also arise in the school and work environment, mediated by different interfaces and digital devices. In this sense, this research aims to understand how the tools that have emerged from the use of the new information and communication technologies (ICTs) have driven or facilitated Internet user’s collaboration, addressing the main aspects and needs of collaboration in virtual environments, relating them to interface design topics. The main objective of the study is to propose interface elements that, integrated to the interface of learning management systems (LMS), promote the accomplishment of collaborative activities To do so, after a literature review and the analysis of interfaces with collaborative functions, an analysis of Moodle's collaborative tools was carried out considering the mechanisms of conversation, coordination and awareness (PREECE; ROGERS; SHARP, 2005). Then, a questionnaire was applied with professors from the design area regarding the use of Moodle and/or other digital technologies in collaborative activities with their students. The results of this stage were discussed in a workshop with design experts, in order to evaluate the possibilities of implementing graphic elements and computational tools in Moodle's interface that could facilitate user's collaboration. These procedures have generated a set of needs, requirements, interface elements and functionalities to facilitate collaboration processes in learning management systems and/or other digital platforms.
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Sakala, Lucy Charity. "Resistance to the implementation of learning management systems by lecturers in higher education in a developing country context". Doctoral thesis, Faculty of Commerce, 2019. http://hdl.handle.net/11427/30345.

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Problem Statement: The implementation and use of Information Communication Technologies (ICTs) has been ascribed as a transformative drive across the world, especially to improve the human capacity development of individuals in Higher Educational Institutions (HEIs). However, developing countries are still struggling to harness the productive capacity of their ICT resources. The ICT index of ‘access, use and skills’ in developing countries is less than 50%, whilst that for developed countries is above 75%. Whilst HEIs have incorporated ICTs, the uptake of the Learning Management Systems (LMS) is low, with the expected objectives remaining largely unachieved and the full potential of the technologies not realised. A myriad of challenges have contributed to the low uptake of ICT projects in resource-limited settings ranging from limited ICT expertise, cost and complexity of implementation, inadequate training, lack of top management support, poor organisational culture, limited infrastructure and resistance to change. Whilst these challenges play a significant role in limiting uptake, the role of user resistance to LMS implementation in HEIs has not been fully explored. Purpose of study: This study offered an explanatory critique of user resistance and its implications on low uptake of LMS in HEIs. The objective was to examine how resistance behaviours manifested from lecturers during implementation of an LMS in an HEI of a developing country context. The study identified different forms of lecturer resistance behaviours and examined how they manifested to cause low uptake of the LMS. It also analysed the nature of responses and/or strategies from management and ICT implementers towards the lecturer resistance behaviours during LMS implementation. Furthermore, the study examined how contextual factors influenced manifestation of resistance practices in relation to habitus, capital and field positions of lecturers, management and ICT implementers. Research methodology: The study adopted an interpretive research paradigm and drew on Bourdieu`s Theory of Practice (TOP) framework and the Multilevel Model of Resistance to Information Technology Implementation (MRITI) as theoretical lens, to analyse the manifestation, interaction and logic of user resistance towards LMS implementation in HEIs. The study analysed data from semi-structured interviews and project documents to highlight issues of incorporating ICTs into teaching and learning. More data and field notes came from participant observations during the implementation of the LMS (Moodle). The case of Omega University in Zimbabwe was used as a representation of an HEI in a developing country context. Key findings: User resistance affected the implementation and uptake of Moodle. The different forms of resistance behaviours that manifested from lecturers during Moodle implementation were disinterest, minimal use, refusal to use, pessimism, withdrawal, avoidance, prioritisation and delegation. The forms were classified into four episodes; apathy, passive resistance, covert resistance and active resistance. Aggressive forms of resistance were not found in this study. Delegation of responsibilities was a unique form in that it falsified and misrepresented acceptance of Moodle despite harbouring resistance tendencies; like two sides of the same coin. Resistance behaviours manifested during Moodle implementation due to initial conditions that interacted with objects and triggers of resistance to generate perceived threats in lecturers. Initial conditions were Omega`s management model, its ICT structure and ICT culture, whilst the objects of lecturer`s resistance were mostly towards ‘Moodle advocates’ and less towards ‘Moodle features’ or ‘Moodle significance’. Therefore, lecturer resistance behaviours were directed towards external rather than internal factors with regard to the LMS. The triggers of lecturer resistance were grouped into management, infrastructure and personal triggers. Perceived threats from lecturers were either fear of loss of relevance, status, jobs or increased workloads. The positive responses and/or strategies from management and ICT implementers were acknowledgment, reward innovation, rectification, effective training and user consultations, whilst the negative responses were inaction, dissuasion, enforcement, no reward for innovation, ineffective training, and absence of change management. Due to other underlying contextual factors, the nature of these responses neither reduced lecturer resistance nor enhanced the low uptake of Moodle. Contextual factors in form of differences in habitus and forms of capital influenced lecturer resistance as well as practices of management and ICT implementers during Moodle implementation. Lecturer resistance was caused by the following habitus: prior exposure to technology, age-related habitus, technophobia and pedagogical beliefs and the following forms of capital: qualifications, position, academic titles and employment status. The practices of management and ICT implementers were driven by the habitus of implementing, supporting, training of ICT projects, providing ICT infrastructure as well as developing and enforcing ICT policies. The following forms of capital motivated management and ICT implementers` practices: prestige, honour, level of Moodle expertise and university positions. Contribution of the study: The study contributed to knowledge, theory and practice. First, the study provided a deeper conceptualisation of user resistance towards the implementation of ICT projects and suggested theoretical propositions to explain how lecturer resistance manifested during the implementation of LMS in HEIs. Second, the study developed a unified conceptual framework by integrating Bourdieu`s TOP and MRITI to explain resistance practices during LMS implementation in HEIs. Third, the study provided recommendations for managers and ICT implementers in Zimbabwean HEIs and similar contextual settings, to address user resistance issues by creating effective responses and strategies aimed at improving the design, implementation and uptake of LMS in HEIs. Additionally, recommendations were provided for HEIs who wish to achieve ‘technological determinism’ and/or ‘techno-centrism’, to implement policies that equip intended technology users with all the knowledge components of TPACK (Technology, Pedagogy and Content Knowledge). Finally, technology implementers should resolve exogenous issues in the institution before system implementation to avoid users directing focus on endogenous factors. This intervention and understanding may lead to the realisation of the full potential of ICT projects and achievement of expected objectives in HEIs of developing countries.
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Libros sobre el tema "Learning Management System Moodle"

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Using Moodle: Teaching with the popular open source course management system. Sebastopol, CA: O'Reilly Community Press, 2005.

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Cole, Jason R. Using Moodle: [teaching with the popular open source course management system]. 2a ed. Sebastopol, CA: O'Reilly Community Press, 2008.

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Cole, Jason R. Using Moodle: [teaching with the popular open source course management system]. 2a ed. Sebastopol, CA: O'Reilly Community Press, 2008.

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Inc, ebrary, ed. Moodle as a curriculum and information management system: Beginner's guide. Birmingham, U.K: Packt Pub., 2011.

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Burke, Louise. CIMA Learning System 2007 Management Accounting: Decision Management. Burlington: Elsevier, 2006.

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Dias, Sofia B., José A. Diniz y Leontios J. Hadjileontiadis. Towards an Intelligent Learning Management System Under Blended Learning. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02078-5.

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Dyer, Alice. Instructional classroom management system. [Albany]: University at Albany, State University of New York, Two-Year College Development Center, in cooperation with Office of Occupational & Continuing Education, State Education Dept., 1989.

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Learning with information systems: Learning cycles in information systems development. London: Routledge, 1996.

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Hallikainen, Petri. Evaluation of information system investments. [Helsinki?: Helsinki School of Economics, 2003.

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Smith, Gareth. Dynamic generation of HTML for a web based learning management system. Oxford: Oxford Brookes University, 2004.

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Capítulos de libros sobre el tema "Learning Management System Moodle"

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Kushwaha, Rahul Chandra, Achintya Singhal y S. K. Swain. "Learning Pattern Analysis: A Case Study of Moodle Learning Management System". En Lecture Notes in Electrical Engineering, 471–79. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2685-1_45.

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Badea, Gabriel, Elvira Popescu, Andrea Sterbini y Marco Temperini. "Integrating Enhanced Peer Assessment Features in Moodle Learning Management System". En Foundations and Trends in Smart Learning, 135–44. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6908-7_19.

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Minović, Miroslav, Velimir Štavljanin, Miloš Milovanović y Dušan Starčević. "Usability Issues of e-Learning Systems: Case-Study for Moodle Learning Management System". En On the Move to Meaningful Internet Systems: OTM 2008 Workshops, 561–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-88875-8_79.

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Limongelli, Carla, Filippo Sciarrone, Marco Temperini y Giulia Vaste. "A Module for Adaptive Course Configuration and Assessment in Moodle". En Knowledge Management, Information Systems, E-Learning, and Sustainability Research, 267–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16318-0_30.

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Ulmane-Ozolina, Lasma, Vineta Kulmane y Marina Kazakevica. "Students’ Everyday Use of Web 2.0 Collaboration Tools and Use within Moodle". En Knowledge Management, Information Systems, E-Learning, and Sustainability Research, 449–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16318-0_56.

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Saw, Thinzar, Kyu Kyu Win, Zan Mo Mo Aung y Myat Su Oo. "Investigation of the Use of Learning Management System (Moodle) in University of Computer Studies, Mandalay". En Advances in Intelligent Systems and Computing, 160–68. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0869-7_18.

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Wong, Seng Yue, Wee Jing Tee y Pui Voon Lim. "Design Model for Integrating Learning Activity Management System (LAMS), Massive Open Online Courses (MOOC) and Flipped Classroom in Taylor’s Integrated Moodle e-Learning System (TIMeS)". En Taylor’s 7th Teaching and Learning Conference 2014 Proceedings, 379–87. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-399-6_35.

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Loiseau, Esteban, Pierre Laforcade y Sebastien Iksal. "Abstraction of Learning Management Systems Instructional Design Semantics: A Meta-modeling Approach Applied to the Moodle Case-Study". En Open Learning and Teaching in Educational Communities, 249–62. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_19.

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Liu, Danny Y. T., Deborah Richards, Phillip Dawson, Jean-Christophe Froissard y Amara Atif. "Knowledge Acquisition for Learning Analytics: Comparing Teacher-Derived, Algorithm-Derived, and Hybrid Models in the Moodle Engagement Analytics Plugin". En Knowledge Management and Acquisition for Intelligent Systems, 183–97. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42706-5_14.

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Schoblick, Robert. "Rollen im Moodle-System". En Blended Learning mit MOODLE, 173–96. München: Carl Hanser Verlag GmbH & Co. KG, 2020. http://dx.doi.org/10.3139/9783446465541.006.

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Actas de conferencias sobre el tema "Learning Management System Moodle"

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Kakasevski, Gorgi, Martin Mihajlov, Sime Arsenovski y Slavcho Chungurski. "Evaluating usability in learning management system moodle". En 2008 30th International Conference on Information Technology Interfaces (ITI). IEEE, 2008. http://dx.doi.org/10.1109/iti.2008.4588480.

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Silva, Osvaldo, Jerónimo Nunes, Áurea Sousa y João Cabral. "UNIVERSITY STUDENTS’ SATISFACTION WITH MOODLE LEARNING MANAGEMENT SYSTEM". En 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2152.

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Belova, Ekaterina E. "Management Of Studentsꞌ Independent Work Through Moodle Learning Management System". En International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.15.

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Trilaksono, Kumianto y Harry Budi Santoso. "Moodle Based Learning Management System Development for Kinesthetic Learning Style". En 2017 7th World Engineering Education Forum (WEEF). IEEE, 2017. http://dx.doi.org/10.1109/weef.2017.8467180.

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Dondorf, Thomas, Christiane Pyka, Richard Gramlich, Hani Sewilam y Heribert Nacken. "LEARNING ANALYTICS SOFTWARE IMPLEMENTATION FOR THE MOODLE LEARNING MANAGEMENT SYSTEM". En 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1655.

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Gadhave, Vishal D. y S. N. Kore. "Portable attendance system integrated with learning management system like moodle". En 2016 IEEE International Conference on Recent Trends in Electronics, Information & Communication Technology (RTEICT). IEEE, 2016. http://dx.doi.org/10.1109/rteict.2016.7808198.

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Yusuf, Irfan, Sri Wahyu Widyaningsih, Zuhdan Kun Prasetyo y Edi Istiyono. "Development of Moodle Learning Management System-Based E-Learning Media in Physics Learning". En Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200515.042.

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Leuchter, Sandro. "FINE-GRAINED LEARNING ANALYTICS DATA ACQUISITION IN THE LEARNING MANAGEMENT SYSTEM MOODLE". En International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0619.

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Dhika, Harry, Fitriana Destiawati, Michael Sonny, Surajiyo y Musa Jaya. "Comparison of Learning Management System Moodle, Edmodo and Jejak Bali". En International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.097.

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Ikawati, Yunia, M. Udin Harun Al Rasyid y Idris Winarno. "Student Behavior Analysis to Detect Learning Styles in Moodle Learning Management System". En 2020 International Electronics Symposium (IES). IEEE, 2020. http://dx.doi.org/10.1109/ies50839.2020.9231567.

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Informes sobre el tema "Learning Management System Moodle"

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Braslavskaya, Elena y Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, junio de 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Miller, Craig y Robert Larmouth. Energy Sector Security through a System for Intelligent, Learning Network Configuration Monitoring and Management (“Essence”). Office of Scientific and Technical Information (OSTI), mayo de 2017. http://dx.doi.org/10.2172/1360111.

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Carroll, Colin, Ruth Smith, Oksana Elkhamri, Linda Hansen y James McCarthy. Learning Management System User Requirements for the National Nuclear Security Administration's International Nuclear Safeguards Engagement Program. Office of Scientific and Technical Information (OSTI), enero de 2021. http://dx.doi.org/10.2172/1764584.

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Scoular, Claire y Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, marzo de 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.

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This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.
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Lapcha, Haidar y Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), enero de 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
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Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), mayo de 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.

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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four key relationships in an education system: politics, compact, management, and voice and choice; and five features that can be used to describe these relationships: delegation, finance, information, support, and motivation. This Framework can be a useful approach for characterising the key actors and interactions in the education system, thinking through how these interactions produce systems outcomes, and identifying ways to intervene that can shift the system towards better outcomes.
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Babu M.G., Sarath, Debjani Ghosh, Jaideep Gupte, Md Asif Raza, Eric Kasper y Priyanka Mehra. Kerala’s Grass-roots-led Pandemic Response: Deciphering the Strength of Decentralisation. Institute of Development Studies (IDS), junio de 2021. http://dx.doi.org/10.19088/ids.2021.049.

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This paper presents an analysis of the role of decentralised institutions to understand the learning and challenges of the grass-roots-led pandemic response of Kerala. The study is based on interviews with experts and frontline workers to ensure the representation of all stakeholders dealing with the outbreak, from the state level to the household level, and a review of published government orders, health guidelines, and news articles. The outcome of the study shows that along with the decentralised system of governance, the strong grass-roots-level network of Accredited Social Health Activists (ASHA) workers, volunteer groups, and Kudumbashree members played a pivotal role in pandemic management in the state. The efficient functioning of local bodies in the state, experience gained from successive disasters, and the Nipah outbreak naturally aided grass-roots-level actions. The lessons others can draw from Kerala are the importance of public expenditure on health, investment for building social capital, and developing the local self-delivery system.
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McKenna, Patrick y Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, junio de 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.
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Perceptions of community pharmacists, patent and proprietary medicine vendors, and their clients regarding quality of family planning services: The IntegratE Project. Population Council, 2021. http://dx.doi.org/10.31899/rh17.1016.

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The IntegratE Project is a four-year initiative (2017–21) implemented by the Population Council and partners that seeks to increase access to contraceptive methods by involving the private sector (community pharmacists [CPs] and patent and proprietary medicine vendors [PPMVs]) in family planning (FP) service delivery in Lagos and Kaduna States, Nigeria. The project aims to establish a regulatory system with the Pharmacists Council of Nigeria to ensure that CPs and PPMVs provide quality FP services, comply with FP regulations, and report service statistics to the Health Information Management System (HMIS). To achieve this, the project is implementing: a pilot three-tiered accreditation system for PPMVs; a supervisory model to ensure standard drug-stocking practices; building the capacity of CPs and PPMVs to provide a wider range of FP services and data report to the HMIS. This brief focuses on quality of care received by women voluntarily seeking FP services from CPs and PPMVs. CPs and PPMVs and their clients appear to be satisfied with the FP services offered by CPs and PPMVs; on-going learning opportunities, and a supportive supervision system that is properly coordinated should be sufficient to maintain the quality of services offered by CPs and PPMVs.
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