Integration of e-portfolios in learning management systems

The LMS plays a decisive role in most eLearning environments. Although they integrate many useful tools for managing eLearning activities, they must also be effectively integrated with other specialized systems typically found in an educational environment such as Repositories of Learning Objects or ePortfolio Systems. Both types of systems evolved separately but in recent years the trend is to combine them, allowing the LMS to benefit from using the ePortfolio assessment features. This paper details the most common strategies for integrating an ePortfolio system into an LMS: the data, the API and the tool integration strategies. It presents a comparative study of strategies based on the technical skills, degree of coupling, security features, batch integration, development effort, status and standardization. This study is validated through the integration of two of the most representative systems on each category - respectively Mahara and Moodle

Seqins: a sequencing tool for educational resources

The teaching-learning process is increasingly focused on the combination of the paradigms “learning by viewing” and “learning by doing.” In this context, educational resources, either expository or evaluative, play a pivotal role. Both types of resources are interdependent and their sequencing would create a richer educational experience to the end user. However, there is a lack of tools that support sequencing essentially due to the fact that existing specifications are complex. The Seqins is a sequencing tool of digital resources that has a fairly simple sequencing model. The tool communicates through the IMS LTI specification with a plethora of e-learning systems such as learning management systems, repositories, authoring and evaluation systems. In order to validate Seqins we integrate it in an e-learning Ensemble framework instance for the computer programming learning

Seqins - A Sequencing Tool for Educational Resources

The teaching-learning process is increasingly focused on the combination of the paradigms "learning by viewing" and "learning by doing." In this context, educational resources, either expository or evaluative, play a pivotal role. Both types of resources are interdependent and their sequencing would create a richer educational experience to the end user. However, there is a lack of tools that support sequencing essentially due to the fact that existing specifications are complex. The Seqins is a sequencing tool of digital resources that has a fairly simple sequencing model. The tool communicates through the IMS LTI specification with a plethora of e-learning systems such as learning management systems, repositories, authoring and evaluation systems. In order to validate Seqins we integrate it in an e-learning Ensemble framework instance for the computer programming learning

Orchestration of e-learning services for automatic evaluation of programming exercises

Managing programming exercises require several heterogeneous systems such as evaluation engines, learning objects repositories and exercise resolution environments. The coordination of networks of such disparate systems is rather complex. These tools would be too specific to incorporate in an e-Learning platform. Even if they could be provided as pluggable components, the burden of maintaining them would be prohibitive to institutions with few courses in those domains. This work presents a standard based approach for the coordination of a network of e-Learning systems participating on the automatic evaluation of programming exercises. The proposed approach uses a pivot component to orchestrate the interaction among all the systems using communication standards. This approach was validated through its effective use on classroom and we present some preliminary results

Orchestration of E-Learning Services for Automatic Evaluation of Programming Exercises

Abstract: Managing programming exercises require several heterogeneous systems such as evaluation engines, learning objects repositories and exercise resolution environments. The coordination of networks of such disparate systems is rather complex. These tools would be too specific to incorporate in an e-Learning platform. Even if they could be provided as pluggable components, the burden of maintaining them would be prohibitive to institutions with few courses in those domains. This work presents a standard based approach for the coordination of a network of e-Learning systems participating on the automatic evaluation of programming exercises. The proposed approach uses a pivot component to orchestrate the interaction among all the systems using communication standards. This approach was validated through its effective use on classroom and we present some preliminary results

Critical success factors for improving learning management systems diffusion in KSA HEIs: an ISM approach

Higher educational institutes (HEIs) are managing their resources by using learning management systems (LMS) which facilitate the learning processes. This paper aims to develop the relationships among success factors typically found in the technology, as well as the human and organisational aspects using an interpretive structural modelling (ISM) approach for LMS diffusion in HEIs in the Kingdom of Saudi Arabia (KSA). The success factors possessing a higher driving power in the ISM approach need to be prioritised as many other dependent variables are affected by them. Success factors emerging with high dependence contribute to facilitating the implementation of LMS. A key finding of the modelling is that clearly defined information technology (IT) policies along with appropriate technology infrastructure are significant factors for facilitating the technology aspect of LMS implementation. Additionally, the strengthening and standardisation of IT education resources, level of computer skills, proper training programmes for staff to deliver knowledge to users as well as a high level of human competencies are significant factors for facilitating the human aspect of LMS implementation. Moreover, the support of top management is a very significant factor for improving the organisational aspect of LMS. To ensure successful LMS implementation, KSA HEIs should focus on effective learning environments, facilitate education activities, top management involvement and increased interaction between pedagogy and technology. Understanding user characteristics and online needs is essential to ensure that barriers are overcome, ensuring successful and continued LMS implementation. Further, in this research, the relationship models among the identified success factors in terms of technology, human and organisational have not been statistically validated. However, it has been suggested that future research may be targeted to develop the initial model through ISM for success factors for improving LMS implementation and then testing it using Structural equation modeling (SEM)

e-Portefólio Mahara: um espaço de construção de uma identidade

Relatório de Estágio apresentado para a obtenção do grau de Mestre em Educação e Comunicação MultimédiaEste relatório de estágio profissionalizante, pretende dar a conhecer as potencialidades da plataforma Mahara, na construção de e-portefólios, relativamente a outras já existentes. Para isso, será implementada no espaço privilegiado de aprendizagem em regime de elearning denominado e.raizes_redes, do Instituto Politécnico de Santarém. Este espaço usa o Moodle, com aplicativos adicionais, onde esta plataforma pode ser uma mais-valia, tanto para estudantes como para docentes.This report of the probationary period professionalizing, wants to make known the full potential of the platform Mahara, the construction of e-portfolios, with respect to other already existing. For this reason, it will be implemented in privileged space of learning in regime of elearning called e-raizes networks, of the Polytechnic Institute of Santarém. This space uses the Moodle, with additional applications, where this platform can be an added value, both for students and teachers.N/

AN INVESTIGATION OF E-PORTFOLIO IMPLEMENTATION IN THE MALAYSIAN SKILLS TRAINING PROGRAMME (MSTP)

The Malaysian Skills Training Programme (MSTP) is a sub-division of Malaysian Vocational and Training Education (VET) under the jurisdiction of the Ministry of Human Resource, Malaysia. The programme was developed to prepare skilled workers for employment in the ‘blue collar’ sector. The Malaysian Ministry of Higher Education and the UNESCO-UNEVOC believe that the VET should be upgraded to offer a more professional service in which ICT (Information and Communication Technology) applications such as electronic learning need to be explored and harnessed (Kafka & Dale, 2013). This thesis investigates the implementation of an electronic portfolio (E-portfolio) in one accredited Skills Training Institution in Malaysia. The research aim was to deploy an E-portfolio which was developed using MAHARA software with several skills training courses in one training semester. The idea of a ‘threshold concept’ was adopted to provide guidelines to direct the E-portfolio development and implementation. Kolb’s Experiential Learning (KEL) and Competency Based Training (CBT) were the main reference theories informing the design of the E-portfolio process of use. Based on quasi-experimental design, the system’s implementation included groups of students in 2013 and 2014 cohorts. Upon completion, the use of the E-portfolio was evaluated to determine the system’s impact and its effectiveness in the teaching and learning process. A mixed methods research approach was used, consisting of assessment rubrics, survey questionnaires, e-mail interviews, online communication and document reviews. A respondent’s validation based approach called a ‘report-and-respond enquiry’ was executed at the end of data analysis to validate the findings. Qualitative and quantitative data showed that the E-portfolio could contribute to the improvement of several aspects of teaching and training such as communication, reflection on practical work, motivation of learning, progress based learning, and the construction of new knowledge. In addition, senior staff believed that the use of an E-portfolio would benefit the institution by saving printing costs and enhancing the institution’s image to the public and to the awarding body. The findings suggested that, when blended with the current traditional training pedagogy, the E-portfolio system has the potential to be implemented as a showcase E-portfolio, used for online assessment or can be used as a teaching approach. The email interviews and Facebook communication revealed that user attitudes and the support required for the use of the E-portfolio are the biggest challenges. Based on these findings, a scaffolded approach to the implementation of E-portfolios in MSTP is recommended. The key outcomes of this research are the E-portfolio scaffolding strategies in the MSTP that could be deployed at other Skills Training institutions or organizations which intend to explore the use of E-portfolios in the future