4 research outputs found
New concepts integration on e-learning platforms
The learning experience has evolved into the virtual world of the Internet, where learners
have the possibility to shift from face-to-face learning environments to virtual learning environments supported by technologies. This concept, called e-learning, emerged in the early 1960s where a group of researchers from the Stanford University, USA began experimenting different ways to publish and assign learning content using a computer. These experiments were the beginning that led to the creation of countless learning platforms, initially constructed in standalone environments and later ported to the Internet as Webbased
learning platforms. As initial objectives, these learning platforms include a collection
of features to support instructors and learners in the learning process. However, some of these platforms continued to be based on an old instructor-centered learning model and created a collection of outdated technologies that, given the current need to a learner-center learning model and the existence of Web 2.0 technologies, become inadequate. As a solution to address and overcome these challenges, a friendly user interface and a correct root incorporation of Web 2.0 services a platform designed to focus the learning experience and environment personalization into the learner is needed to propose.
In an operating system (OS) context the graphic user interface (GUI) is guided by a collection of approaches that details how human beings should interact with computers. These are the key ideas to customize, install, and organize virtual desktops. The combination of desktop concepts into a learning platform can be an asset to reduce the learning curve necessary to know how to use the system and also to create a group of flexible learning services. However, due to limitations in hypertext transfer protocol-hypertext markup language (HTTP-HTML)
traditional solutions, to shift traditional technologies to a collection of rich Internet
application (RIA) technologies and personal learning environments (PLEs) concepts is needed, in order to construct a desktop-like learning platform. RIA technologies will allow the design of powerful Web solutions containing many of the characteristics of desktop-like applications.
Additionally, personal learning environments (PLEs) will help learners to manage learning
contents.
In this dissertation the personal learning environment box (PLEBOX) is presented. The PLEBOX platform is a customizable, desktop-like platform similar to the available operating systems, based on personal learning environments concepts and rich Internet applications technologies that provide a better learning environment for users. PLEBOX developers have a set of tools that allow the creation of learning and management modules that can be installed on the platform. These tools are management learning components and interfaces built as APIs, services, and objects of the software development kit (SDK). A group of prototype modules were build for evaluation of learning and management services, APIs, and SDKs. Furthermore, three case studies were created in order to evaluate and demonstrate the learning service usage in external environments. The PLEBOX deployment and corresponding features confirms that this platform can be seen as a very promising e-learning platform. Exhaustive experiments were driven with success and it is ready for use.A experiência de aprendizagem baseada em tecnologias evoluiu para o mundo virtual da
Internet, onde os alunos têm a possibilidade de mudar uma aprendizagem presencial em sala
de aula para uma aprendizagem baseada em ambientes virtuais de aprendizagem suportados
por tecnologias. O conceito de e-learning surgiu nos anos sessenta (1960) quando um grupo de
investigadores da Universidade de Standford, nos Estados Unidos, começaram a experimentar
diferentes formas de publicar e atribuir conteúdos de aprendizagem através do computador.
Estas experiências marcaram o começo que levou à criação de inúmeras plataformas de
aprendizagem, inicialmente construÃdas em ambientes isolados e depois migradas para a
Internet como plataformas de aprendizagem baseadas na Web. Como objectivos inicias, estas
plataformas de aprendizagem incluem um conjunto de recursos para apoiar professores e
alunos no processo de aprendizagem. No entanto, algumas destas plataformas continuam a
ser baseadas em velhos modelos de aprendizagem centrados no professor, criadas com base
em tecnologias ultrapassadas que, dadas as necessidades actuais de um modelo de
aprendizagem centrado no aluno e da existência de tecnologias baseadas na Web 2.0, se
tornaram inadequadas. Como abordagem para enfrentar e superar estes desafios propõem-se
uma plataforma focada na personalização do ambiente de aprendizagem do aluno, composta
por uma interface amigável e uma correcta incorporação de raiz de serviços da Web 2.0.
No contexto dos sistemas operativos (SOs) o graphic user interface (GUI) é desenhado tendo
em conta um conjunto de abordagens que detalha como as pessoas devem interagir com os
computadores. Estas são as ideias chave para personalizar, instalar e organizar áreas de
trabalho virtuais. A combinação do conceito desktop com uma plataforma de aprendizagem
pode ser um trunfo para reduzir a curva de aprendizagem necessária para saber como utilizar
o sistema e também para criar um grupo de serviços flexÃveis de aprendizagem. No entanto,
devido as limitações em soluções tradicionais hypertext transfer protocol - hypertext markup
language (HTTP - HTML), é necessário migrar estas tecnologias para um grupo de tecnologias
rich Internet application (RIA) e conceitos presentes em ambientes personalizados de
aprendizagem (personal learning environment - PLE) para construir uma plataforma baseada
em ambientes de trabalho virtuais de aprendizagem. As tecnologias RIA irão permitir a
criação de soluções Web poderosas que contêm muitas das caracterÃsticas disponÃveis em
aplicações desktop. Adicionalmente, o conceitos de PLE irá ajudar os alunos a gerir os seus
próprios conteúdos de aprendizagem.
Nesta dissertação, com base nas caracterÃsticas apresentadas anteriormente, é apresentada a
personal learning environment box (PLEBOX). A plataforma PLEBOX é uma solução de
aprendizagem parametrizável com um ambiente de trabalho semelhante aos sistemas operativos actuais, baseando-se em personal learning environments e tecnologias RIA que
fornecem um melhor ambiente de aprendizagem para os seus utilizadores. Os programadores
da PLEBOX têm ao seu dispor um conjunto de ferramentas que permitem a criação de
módulos de aprendizagem e administração que podem ser instalados na plataforma. Estas
ferramentas são componentes de aprendizagem e interfaces construÃdos como APIs, serviços e
objectos do software development kit (SDK). Foi construÃdo um conjunto de módulos com o
objectivo de avaliar e demonstrar os serviços de aprendizagem, os serviços de gestão, APIs e
SDKs. Para além disso, foram criados três casos de estudo para avaliar e demonstrar a
utilização dos serviços de aprendizagem em ambientes externos. O desenvolvimento
efectuado até ao momento na PLEBOX e respectivos recursos confirma que esta plataforma
pode ser vista com uma promissora plataforma de aprendizagem (e-learning), totalmente
modular e adaptativa. Realizaram-se experiências exaustivas para testar a plataforma e estas
foram realizadas com sucesso num ambiente real, estando assim a plataforma pronta para
exploração real
The Effectiveness of Aural Instructions with Visualisations in E-Learning Environments
Based on Mayer’s (2001) model for more effective learning by exploiting the brain’s dual sensory channels for information processing, this research investigates the effectiveness of using aural instructions together with visualisation in teaching the difficult concepts of data structures to novice computer science students. A small number of previous studies have examined the use of audio and visualisation in teaching and learning environments but none has explored the integration of both technologies in teaching data structures programming to reduce the cognitive load on learners’ working memory.
A prototype learning tool, known as the Data Structure Learning (DSL) tool, was developed and used first in a short mini study that showed that, used together with visualisations of algorithms, aural instructions produced faster student response times than did textual instructions. This result suggested that the additional use of the auditory sensory channel did indeed reduce the cognitive load.
The tool was then used in a second, longitudinal, study over two academic terms in which students studying the Data Structures module were offered the opportunity to use the DSL approach with either aural or textual instructions. Their use of the approach was recorded by the DSL system and feedback was invited at the end of every visualisation task.
The collected data showed that the tool was used extensively by the students. A comparison of the students’ DSL use with their end-of-year assessment marks revealed that academically weaker students had tended to use the tool most. This suggests that less able students are keen to use any useful and available instrument to aid their understanding, especially of difficult concepts.
Both the quantitative data provided by the automatic recording of DSL use and an end-of-study questionnaire showed appreciation by students of the help the tool had provided and enthusiasm for its future use and development. These findings were supported by qualitative data provided by student written feedback at the end of each task, by interviews at the end of the experiment and by interest from the lecturer in integrating use of the tool with the teaching of the module. A variety of suggestions are made for further work and development of the DSL tool. Further research using a control group and/or pre and post tests would be particularly useful
A quality assessment framework for knowledge management software
CONTEXT: Knowledge is a strategic asset to any organisation due to its usefulness in supportinginnovation, performance improvement and competitive advantage. In order to gain the maximum benefit from knowledge, the effective management of various forms of knowledge is increasingly viewed as vital. A Knowledge Management System (KMS) is a class of Information System (IS) that manages organisational knowledge, and KMS software (KMSS) is a KMS component that can be used as a platform for managing various forms of knowledge. The evaluation of the effectiveness or quality of KMS software is challenging, and no systematic evidence exists on the quality evaluation of knowledge management software which considers the various aspects of Knowledge Management (KM) to ensure the effectiveness of a KMS.AIM: The overall aim is to formalise a quality assessment framework for knowledge management software (KMSS).METHOD: In order to achieve the aim, the research was planned and carried out in the stages identified in the software engineering research methods literature. The need for this research was identified through a mapping study of prior KMS research. The data collected through a Systematic Literature Review (SLR) and the evaluation of a KMSS prototype using a sample of 58 regular usersof knowledge management software were used as the main sources of data for the formalisation of the quality assessment framework. A test bed for empirical data collection was designed and implemented based on key principles of learning. A formalised quality assessment framework was applied to select knowledge management software and was evaluated for effectiveness. RESULTS: The final outcome of this research is a quality assessment framework consisting of 41 quality attributes categorised under content quality, platform quality and user satisfaction. A Quality Index was formulated by integrating these three categories of quality attributes to evaluate the quality of knowledge management software.CONCLUSION: This research generates novel contributions by presenting a framework for the quality assessment of knowledge management software, never previously available in the research. This framework is a valuable resource for any organisation or individual in selecting the most suitable knowledge management software by considering the quality attributes of the software