eLML, the e-Lesson Markup Language: Developing sustainable e-Learning content using an open source XML framework

eLML, the open source “eLesson Markup Language”, is an XML framework allowing authors of e-Learning lessons to create structured and sustainable content. eLML is based on the pedagogical concept ECLASS (adapted from Gerson, 2000), standing for entry, clarify, look, act, self-assessment and summary. Each lesson is divided into units that contain a number of smaller learning objects. To allow different teaching and learning scenarios most of the structure elements are optional or can be repeated several times and different orders. Lessons written with eLML can be transformed into HTML or PDF or be imported into a learning management system (LMS) using the SCORM or IMS Content Packaging format. The paper presents experiences from the development of eLML itself, the design of e-Learning content based on the eLML-structure, and the use of eLML-based content in conjunction with a LMS

OGRS2012 Symposium Proceedings

Do you remember the Open Source Geospatial Research and Education Symposium (OGRS) in Nantes? "Les Machines de l’Île", the Big Elephant, the "Storm Boat" with Claramunt, Petit et al. (2009), and "le Biniou et la Bombarde"? A second edition of OGRS was promised, and that promise is now fulfilled in OGRS 2012, Yverdon-les-Bains, Switzerland, October 24-26, 2012. OGRS is a meeting dedicated to sharing knowledge, new solutions, methods, practices, ideas and trends in the field of geospatial information through the development and the use of free and open source software in both research and education. In recent years, the development of geospatial free and open source software (GFOSS) has breathed new life into the geospatial domain. GFOSS has been extensively promoted by FOSS4G events, which evolved from meetings which gathered together interested GFOSS development communities to a standard business conference. More in line with the academic side of the FOSS4G conferences, OGRS is a rather neutral forum whose goal is to assemble a community whose main concern is to find new solutions by sharing knowledge and methods free of software license limits. This is why OGRS is primarily concerned with the academic world, though it also involves public institutions, organizations and companies interested in geospatial innovation. This symposium is therefore not an exhibition for presenting existing industrial software solutions, but an event we hope will act as a catalyst for research and innovation and new collaborations between research teams, public agencies and industries. An educational aspect has recently been added to the content of the symposium. This important addition examines the knowledge triangle - research, education, and innovation - through the lens of how open source methods can improve education efficiency. Based on their experience, OGRS contributors bring to the table ideas on how open source training is likely to offer pedagogical advantages to equip students with the skills and knowledge necessary to succeed in tomorrow’s geospatial labor market. OGRS brings together a large collection of current innovative research projects from around the world, with the goal of examining how research uses and contributes to open source initiatives. By presenting their research, OGRS contributors shed light on how the open-source approach impacts research, and vice-versa. The organizers of the symposium wish to demonstrate how the use and development of open source software strengthen education, research and innovation in geospatial fields. To support this approach, the present proceedings propose thirty short papers grouped under the following thematic headings: Education, Earth Science & Landscape, Data, Remote Sensing, Spatial Analysis, Urban Simulation and Tools. These papers are preceded by the contributions of the four keynote speakers: Prof Helena Mitasova, Dr Gérard Hégron, Prof Sergio Rey and Prof Robert Weibel, who share their expertise in research and education in order to highlight the decisive advantages of openness over the limits imposed by the closed-source license system

A model of amateur radio community behavioural intention to use amateur radio communication technology in emergency situations

Amateur Radio Community (ARC) is a small community that passionately uses amateur radio communication technology (ARCT) to support relief agencies during emergency situation. Understanding their behavioural intention (BI) would help us recognize salient factors that can empower the public to participate actively and support the government relief agencies in emergency situation. As ARC exhibits responsible, trustworthy, and willing behaviour to use the ARCT, especially in emergency situation, it is interesting to explore these unique behaviours so that government can empower them to actively continue using ARCT. However, the lack of demographics information as well as salient factors that drive their intentions in using ARCT has limited the government's efforts in engaging them to support relief agencies. Thus, this study develops a model to unravel these problems.This study employs a quantitative research method via an online survey. The survey instrument is constructed by reviewing relevant factors, which the ARCT experts then confirm. A pilot study involving 30 experienced ARC was conducted to check instrument reliability. Academic experts verified the research instrument before and after the pilot study. For the main study, 400 respondents were selected from the ARC throughout Malaysia. This study presented the ARC demographics, such as age, gender, race, education level, occupation, income, practice and skill in using ARCT. The findings revealed that the most significant factors were compatibility because using ARCT is their usual practice in daily life. Hedonic motivation, which is referred to as ARC excitement and willingness to use ARCT to achieve satisfaction, was also a significant factor. Other significant factor includes habit, peer trustworthiness, social influence, performance expectancy, price value, effort expectancy and facilitating condition. While, experience, age and gender were significant in moderating the relationship between each factor. The moderating effect shows the variance in the strength of the relationship of each factor. In conclusion, this study's outcomes are meant to be included as guidelines for the stakeholders in dealing with emergency situation. In addition, the established model can be further explored by researchers in their future studies on this subject. The salient factors identified from the study showed the ARC readiness to be at the forefront in supporting relief agencies before, during or after a disaster struck

Dinâmicas de MOODLiz@ção num agrupamento de escolas de Matosinhos: o caso do agrupamento vertical de escolas de Leça da Palmeira/Santa Cruz do Bispo

Doutoramento em Multimédia em EducaçãoO advento da Internet e da Web, na década de 1990, a par da introdução e desenvolvimento das novas TIC e, por consequência, a emergência da Sociedade da Informação e do Conhecimento, implicaram uma profunda alteração na forma de análise dos processos de ensino-aprendizagem, já não apenas segundo um prisma cognitivista, mas, agora, também social, isto é, segundo a(s) perspetiva(s) construtivista(s). Simultaneamente, torna-se imperativo que, para que possam transformar-se em futuros trabalhadores de sucesso, isto é, trabalhadores de conhecimento (Gates, 1999), os sujeitos aprendentes passem a ser efetivamente educados/preparados para a Sociedade da Informação e do Conhecimento e, tanto quanto possível, através da educação/formação ao longo da vida (Moore e Thompson, 1997; Chute, Thompson e Hancock, 1999). Todavia, de acordo com Jorge Reis Lima e Zélia Capitão, não se deve considerar esta mudança de paradigma como uma revolução mas, antes, uma evolução, ou, mais concretamente ainda, uma “conciliação de perspectivas cognitivas e sociais” (Reis Lima e Capitão, 2003:53). Assim, às instituições de ensino/formação cumprirá a tarefa de preparar os alunos para as novas competências da era digital, promovendo “a aprendizagem dos pilares do conhecimento que sustentarão a sua aprendizagem ao longo da vida” (Reis Lima e Capitão, Ibidem:54), isto é, “aprender a conhecer”, “aprender a fazer”, “aprender a viver em comum”, e “aprender a ser” (Equipa de Missão para a Sociedade da Informação, 1997:39; negritos e sublinhados no original). Para outros, a Internet, ao afirmar-se como uma tecnologia ubíqua, cada vez mais acessível, e de elevado potencial, “vem revolucionando a gestão da informação, o funcionamento do mercado de capitais, as cadeias e redes de valor, o comércio mundial, a relação entre governos e cidadãos, os modos de trabalhar e de comunicar, o entretenimento, o contacto intercultural, os estilos de vida, as noções de tempo e de distância. A grande interrogação actual reside em saber se a Internet poderá também provocar alterações fundamentais nos modos de aprender e de ensinar” (Carneiro, 2002:17-18; destaques no original). Trata-se, portanto, como argumenta Armando Rocha Trindade (2004:10), de reconhecer que “Os requisitos obrigatórios para a eficácia da aprendizagem a ser assim assegurada são: a prévia disponibilidade de materiais educativos ou de formação de alta qualidade pedagógica e didáctica, tanto quanto possível auto-suficientes em termos de conteúdos teóricos e aplicados, bem como a previsão de mecanismos capazes de assegurar, permanentemente, um mínimo de interactividade entre docentes e aprendentes, sempre que quaisquer dificuldades destes possam manifestarse”. Esta questão é também equacionada pelo Eng.º Arnaldo Santos, da PT Inovação, quando considera que, à semelhança da “maioria dos países, a formação a distância em ambientes Internet e Intranet, vulgo e-Learning, apresenta-se como uma alternativa pedagógica em franca expansão. Portugal está a despertar para esta nova realidade. São várias as instituições nacionais do sector público e privado que utilizam o e-Learning como ferramenta ou meio para formar as suas pessoas” (Santos, 2002:26). Fernando Ramos acrescenta também que os sistemas de educação/formação que contemplam componentes não presenciais, “isto é que potenciam a flexibilidade espacial, têm vindo a recorrer às mais variadas tecnologias de comunicação para permitir a interacção entre os intervenientes, nomeadamente entre os professores e os estudantes. Um pouco por todo o mundo, e também em Portugal, se têm implantado sistemas (habitualmente designados como sistemas de ensino a distância), recorrendo às mais diversas tecnologias de telecomunicações, de que os sistemas de educação através de televisão ou os sistemas de tutoria por rádio ou telefone são exemplos bem conhecidos” (Ramos, 2002b:138-139). Ora, o nosso estudo entronca precisamente na análise de um sistema ou plataforma tecnológica de gestão de aprendizagens (Learning Management System - LMS), o MOODLE, procurando-se, deste modo, dar resposta ao reconhecimento de que “urge investigar sobre a utilização real e pedagógica da plataforma” (Carvalho, 2007:27). Por outro lado, não descurando o rol de interrogações de outros investigadores em torno da utilização do MOODLE, nem enveredando pelas visões mais céticas que inclusive pressagiam a sua “morte” (Fernandes, 2008b:134), também nós nos questionamos se esta ferramenta nem sequer vai conseguir transpor “a fase de final de entusiasmo, e tornar-se uma ferramenta de minorias e de usos ocasionais?” (Fernandes, Op. cit.:133).The beginning of Internet and of the Web, in the nineties, along with the introduction and development of new ICT and, as a consequence, the emergence of the Information and Knowledge Society, implied a profound change in the ways o of the teaching and learning processes, not any longer according to a single cognitivist prism, but, now, also social, i.e., according to the constructivist perspective(s). Simultaneously it becomes imperative that , so as to become future success workers, that is, knowledge workers (Gates, 1999), learners have to be effectively educated/prepared for the Information and Knowledge Society and, as much as possible, through lifelong education/training (Moore e Thompson, 1997; Chute, Thompson e Hancock, 1999). However, according to Jorge Reis Lima and Zélia Capitão, one cannot consider this change of paradigm as a revolution but rather as an evolution, or, more precisely yet, a “conciliation of cognitive and social perspectives” (Reis Lima and Capitão, 2003:53). Therefore, it is up to the teaching/training institutions to fulfil the task of preparing students for the new competences of the digital era, promoting “the learning of the principles of knowledge that will sustain the learning throughout life” (Reis Lima and Capitão, Ibidem:54), that is, “learning to know”, “learning to do”, “learning to live in common”, and “Learning to be” (Equipa de Missão para a Sociedade da Informação, 1997:39; bold and underlines in the original). For other, the Internet, affirming itself as an ubiquitous technology, more and more accessible and of high potential, “has been revolutionising the management of information, the functioning of the market of capitals, the chains and networks of value, the world commerce, the relationships between governments and citizens, the modes of working and of communicating, entertainment, the intercultural contact, life styles, the notions of time and distance. The great question at present resides in knowing whether the Internet can provoke fundamental changes in the ways of learning and teaching” (Carneiro, 2002:17-18; highlights in the original). We face, therefore, as Armando Rocha Trindade (2004:10) argues, the recognition that “The compulsory requisites for effective learning to be thus assured are: prior availability of educational or training materials of high pedagogical and didactic quality, as far as possible self sufficient in terms of theoretical and applied content, as well as the provision of mechanisms capable of assuring, permanently, a minimum of interactivity between teachers and learners, whenever any difficulty is manifested”. This issue is also equated by Engineer Arnaldo Santos, from PT Inovação, when he considers that, as it happens in the “majority of countries, distance education in Internet and Intranet environments, generally labelled e-Learning, is presented as a pedagogical alternative in overt expansion. Portugal is awakening for this new reality. There are various national public and private sector institutions that use e-Learning as a tool or means to train their people” (Santos, 2002:26). Fernando Ramos also adds that the systems of education/training that contemplate non face-to-face components “that is, that potentiate spatial flexibility, have been resorting to the most varied technologies of communication to allow interaction amongst participants, namely between teachers and students. A little throughout the world, and also in Portugal, have implanted systems (habitually known as distance learning systems), resorting the most diverse telecommunications technologies, of which the systems of education by TV or the tutoring systems by radio or telephone are well known examples” (Ramos, 2002b:138-139). Now, our study is rooted precisely on the analysis of a system or technological platform for the management of learning (Learning Management System - LMS), MOODLE, seeking, therefore, to find answers for the recognition that “it is urgent to study the real and pedagogical use of the platform” (Carvalho, 2007:27). On the other hand, not setting aside the array of questions from other researchers on the use of MOODLE, nor taking for granted the more sceptical views that include the premonition of its “death” (Fernandes, 2008b:134), we also question whether this tool will be able to overcome “the final phase of enthusiasm, and become a tool of the minorities and of occasional use” (Fernandes, Op. cit.:133)