Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement

Terminology Extraction for and from Communications in Multi-disciplinary Domains

Terminology extraction generally refers to methods and systems for identifying term candidates in a uni-disciplinary and uni-lingual environment such as engineering, medical, physical and geological sciences, or administration, business and leisure. However, as human enterprises get more and more complex, it has become increasingly important for teams in one discipline to collaborate with others from not only a non-cognate discipline but also speaking a different language. Disaster mitigation and recovery, and conflict resolution are amongst the areas where there is a requirement to use standardised multilingual terminology for communication. This paper presents a feasibility study conducted to build terminology (and ontology) in the domain of disaster management and is part of the broader work conducted for the EU project Sland \ub4 ail (FP7 607691). We have evaluated CiCui (for Chinese name \ub4 \u8bcd\u8403, which translates to words gathered), a corpus-based text analytic system that combine frequency, collocation and linguistic analyses to extract candidates terminologies from corpora comprised of domain texts from diverse sources. CiCui was assessed against four terminology extraction systems and the initial results show that it has an above average precision in extracting terms

E-learning for Networked Living

Networked Living is a Level 1 course in Information and Communication Technologies (ICT) offered by the UK Open University. The first two presentation of the course, in 2005 and 2006, attracted over 3000 students between them. Networked Living introduces students to ICT concepts and issues in a range of contexts. The course adopts a blended learning approach, using printed texts, web resources, DVD and computer conferencing. All the above media are used where appropriate to support students' learning. About 60% of the material is print-based – teaching texts, together with selected third-party articles. About 20% is web-based – using a comprehensive course web site, but also requiring students to find and use third-party sites. The remaining 20% is based on offline computer resources (e.g. spreadsheets) and collaborative activities using computer conferencing. The course web site contains short animations, quizzes and several interactive activities where students contribute information and commentaries, and can then see the collated contributions of other students. The DVD contains longer animations, simulations and software. Computer conferencing is used for tutor-group and whole-cohort conferences, and for online tutorials, with both asynchronous and synchronous discussion. The course web site provides a new, shareable 'online journal' facility, where students can record their work for the course. This paper discusses the various e-learning elements of Networked Living, based on the first two presentations of the course. The paper considers how e-learning can be combined with printed resources to create a successful blended learning experience for students

DIGITAL: multidisciplinary and multidimensional in the classrooms

In this paper our aim is to analyse and present some pedagogical paths that prefigure and guide the teaching-learning devices developed "around" the digital tools. In this context issues related to the implementation with teaching methodologies and teaching techniques acquire a new dimension due to the need of transpose them into online learning environments (technologies to teach to technologies to learn). This starting point is a deep understanding from the analysis of actors in the online learning process: student, teacher, platform and e- contents. Thus, it is our goal in this chapter to promote digital education, think of teaching methods, tools and learning processes, to adapted to eLearninginfo:eu-repo/semantics/publishedVersio

Students With Disabilities and California's Special Education Program

Provides an overview of the state's special education programs, including eligibility, enrollment, student performance, time spent outside regular classrooms, spending, and financing, compared to national trends. Considers policy implications

Thematic Annotation: extracting concepts out of documents

Contrarily to standard approaches to topic annotation, the technique used in this work does not centrally rely on some sort of -- possibly statistical -- keyword extraction. In fact, the proposed annotation algorithm uses a large scale semantic database -- the EDR Electronic Dictionary -- that provides a concept hierarchy based on hyponym and hypernym relations. This concept hierarchy is used to generate a synthetic representation of the document by aggregating the words present in topically homogeneous document segments into a set of concepts best preserving the document's content. This new extraction technique uses an unexplored approach to topic selection. Instead of using semantic similarity measures based on a semantic resource, the later is processed to extract the part of the conceptual hierarchy relevant to the document content. Then this conceptual hierarchy is searched to extract the most relevant set of concepts to represent the topics discussed in the document. Notice that this algorithm is able to extract generic concepts that are not directly present in the document.Comment: Technical report EPFL/LIA. 81 pages, 16 figure