Development of Web-Based ICT Learning System at SMP YAPI AL-HUSENI

ICT, shorten for Information Communication and Technology has been spread to many aspect. One of them were Education System. This project focuses on the development of an ICT learning system in junior high school level at SMP YAPI AL-HUSENI, with a web-based platform. The objective is to enhance the learning experience for students by leveraging the capabilities of web technologies. The system aims to provide an interactive and accessible platform for both students and teachers, facilitating efficient communication and the delivery of educational content. By incorporating web-based features, such as online resources, collaborative tools, and interactive assessments, the ICT learning system strives to create an engaging and dynamic environment for students to acquire essential digital skills. The development process includes designing a user-friendly interface, implementing robust functionalities, and ensuring scalability for future enhancements. Through this initiative, SMP YAPI AL-HUSENI aims to embrace modern educational methodologies and prepare students for the evolving demands of the digital age

A personalized adaptive e-learning approach based on semantic web technology

Recent developments in semantic web technologies heightened the need for online adaptive learning environment. Adaptive learning is an important research topic in the field of web-based systems as there are no fixed learning paths which are appropriate for all learners. However, most studies in this field have only focused on learning styles and habits of learners. Far too little attention has been paid on understanding the ability of learners. Therefore, it is becoming increasingly difficult to ignore adaptation in the field of e-learning systems. Many researchers are adopting semantic web technologies to find new ways for designing adaptive learning systems based on describing knowledge using ontological models. Ontologies have the potential to design content and learner models required to create adaptive e-learning systems based on various characteristics of learners. The aim of this paper is to present an ontology-based approach to develop adaptive e-learning system based on the design of semantic content, learner and domain models to tailor the teaching process for individual learner’s needs. The proposed new adaptive e-learning has the ability to support personalization based on learner’s ability, learning style, preferences and levels of knowledge. In our approach the ontological user profile is updated based on achieved learner’s abilities

The demand-driven learning model as a standard for web-based learning

The advent of the Web and its rapid development from a text-only medium to an expanding multimedia communication system has offered new and diverse opportunities for learning at anytime and in any place. The technological revolution is challenging the common conceptions of the teaching-learning process as more and more training is being made available online. Given the ever-expanding range of possibilities presented with new technologies, educators must be proactive in the development and use of technology in the teaching-learning process. Educators should be the individuals who are dictating the technological needs required to facilitate the attainment of learning goals; they must become involved in the development process to ensure that it is the educational needs that are driving the development of technology, rather than the technology driving the educational process. Sadly, educators often have little experience and limited support when it comes to designing Web-based learning (WBL). Furthermore, extant models developed to guide this process often fail to address the specific needs of the adult learner. Unquestionably, for WBL to become a universally accepted and effective method of learning there must be standards and guidelines for its design, development, delivery, and evaluation. Moreover, these standards and guidelines need to align with specific learner needs and program goals.Peer reviewedFinal article publishe

Global Teamwork: A Study of Design Learning in Collaborative Virtual Environments

With the recent developments in communication and information technologies, using Collaborative Virtual Environments (CVEs) in design activity has experienced a remarkable increase. In this paper we present a collaborative learning activity between the University of Sydney (USYD), and the Istanbul Technical University (ITU). This paper shares our teaching experience and discusses the principles of collaborative design learning in virtual environments. Followed by a study on students’ perception on the courses and collaborative learning in both universities, this paper also suggests future refinements on the course structure and the main areas of collaborative design learning. Keywords: Collaborative Design; Collaborative Virtual Environments; Design Teaching And Learning</p

Webs of activity in online course design and teaching

In this study, we followed three faculty members' experiences with designing and teaching online courses for the first time. In order to complete the activity, the faculty members had to work -collaboratively with others across the university. Activity theory provided a framework within which to study faculty members' collaborative activities with members of different activity systems that had different goals, tools, divisions of labor and accountabilities. In concordance with activity theory, such differences led to contradictions, disturbances, and transformations in thinking and work activities. The results of the study have implications for individuals and systems undertaking technology integration in teaching

Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

Towards Developing an Online Social Media-based Mobile Learning System

The advancement of Information and Communication Technology (ICT) and the Internet revolution gave rise to the several learning technologies on the web and mobile platform. During the last decade, the social media network became available for users to socialise and collaborate among peer group. Hence, The integration of e-learning and social media using mobile device as access point is to allow for learning and collaboration anytime, anywhere. This study seeks to provide learning on the social network platform for users to view the application on a mobile device and also foster collaboration among scholars. The system was developed using an open source Content Management System (CMS) Wordpress and Buddypress running on a WAMP or XAMPP server. MySQL was used as database. The usability of the System on the different mobile devices used was evaluated by identifying the usability attributes; designing a questionnaire based on those attributes and then analyzing the results with Statistical Package for Social Science (SPSS). The results showed that the learning system had a good usability score on mobile device

Charting the role of the online teacher in higher education: winds of change

The purpose of this paper is to examine the role of the online teacher at the University of Southern Queensland, Australia. In this paper, it is intended to identify the issues and dilemmas facing those who are navigating the online teaching environment, to elaborate on the issues/dilemmas, and to offer some ways of addressing these issues by referring to the responses of experienced practitioners, online students, to the literature and to data collected for an Australian Government-funded educational evaluation project. Much of the data presented in this paper relates to an online course, Designing Instruction for Flexible Learning, which is part of the totally online initiative, launched at USQ in 1997. The authors of this paper have been involved in both teaching and instructional design of online courses for several years and have identified a significant shift in the role of the online teacher

Designing an interface for a digital movie browsing system in the film studies domain

This article explains our work in designing an interface for a digital movie browsing system in the specific application context of film studies. The development of MOVIEBROWSER2 follows some general design guidelines based on an earlier user study with film studies students at Dublin City University. These design guidelines have been used as an input to the MOVIEBROWSER2 system design. The rationale for the interface design decisions has been elaborated. An experiment has been carried out among film studies student, together with a one-semester trial deployment. The results show positive feedback and a better performance in the students’ essay outcome with higher perceived satisfaction level