Toward the Cross-Institutional Data Integration From Shibboleth Federated LMS

Through this study, we aim to examine a method for data integration in shared Learning Management System (LMS) in authentication federation. We proposed a method of transmitting ePTID and learning data with user’s consent as a method for data integration across institutions. The method is compared with the other existing methods to realize the shared LMS. We discuss the suitable method for next version of GakuNinMoodle and conclude that our requirements are not fully satisfied by a single method

LTI Course Material Distribution and Learning Record System for GakuNin LMS

概要：筆者らは学認LMSをLTIプロバイダとして対応させることにより標準規格に基づく教材配信機能を実装した．この際，Moodle標準のLTIプラグインではLTIによるアプリケーション間認証に基づき，コンシューマからプロバイダにdisplayname, emailなどの個人情報が取り込まれるため，これらをフィルタリングして秘匿するカスタマイズを行った．また，学習履歴データの標準規格であるxAPI, CaliperAnalytics準拠の学習履歴データを参加機関が取得できる環境を構築することにより，LTIだけでは取得できない詳細なログを提供することを可能にした．本稿では各機能の詳細について報告を行う

Development of Information Ethics Online Course for Diverse Learners

研究成果の概要 (和文) : 本研究は，多様な学習者がモチベーションを維持しつつ，様々な端末で学習できる情報倫理オンライン教育の提供を目指した取り組みである：(1)多様な学習者へ対応するための取り組みを行った．(2)学習者のモチベーションの維持に資するコンテンツデザインについて検討を進めた．(3)Universal Accessを実現した．これらを踏まえ学習プラットフォームを刷新し，2020年4月から「学認LMS https://lms.nii.ac.jp/」に移行するための準備を行った．加えて，インストラクショナルデザインの考え方を取り入れた新しいコンテンツ「倫倫姫の情報セキュリティ教室」を製作し公開した。研究成果の概要 (英文) : In this study, we aimed to provide online information ethics education that allows diverse learners to learn on various devices while maintaining their motivation: (1) Efforts were made to respond to diverse learners. (2) A study on content design that contributes to maintaining learners\u27 motivation was carried out. (3) Universal Access is realized.Based on the above, we renewed the learning platform and made preparations for the transition to the "GakuNin LMS https://lms.nii.ac.jp/" from April 2020. In addition, a new content, "Princess Rinrin\u27 s information security column," which incorporates the idea of instructional design, has been produced and published

Multiple Case Study of Institutions Using or Piloting Sakai

Institutions using or piloting Sakai were studied in order to gather grey literature on their use of Sakai. These documents were analyzed in order to find common themes. From the sample frame multiple institutions were chosen for use as case studies in multiple case study analysis. Bijker's concept of Interpretive Flexibility is used to examine the differences

Information technology governance maturity and technology innovation in higher education: factors in effectiveness

Prior research has explored many facets of innovation, provided models of governance maturity, and analyzed the impact of corporate decision-making on innovation. However, there is little research on IT governance maturity in higher education or on IT innovation in organizations outside of the IT industry. Findings from previous research were ambiguous regarding whether a mature IT governance process helps or hinders innovation. This study fills a gap in existing knowledge by reviewing the literature and examining the interaction of IT governance and information technology innovation at five major U.S. universities. It provides insights into the structures and processes necessary for IT governance to facilitate technology innovation and the factors required for effective IT governance in higher education. Highly effective IT governance processes focused on collaboration and communication were associated with greater integration of radical innovation into institutional processes than effective IT governance processes that focused primarily on the prioritization of large enterprise projects. Incremental technology innovations were pervasive among all schools studied. IT governance was found to be more effective under a delegated model of decision-making authority that empowers IT governance bodies than under a CIO-centric model. The inclusion of a faculty, students and business units in IT governance committees was associated with a stronger innovation culture

From collaborative virtual research environment SOA to teaching and learning environment SOA

This paper explores the extension of the CORE VRE SOA to a collaborative virtual teaching and learning environment (CVTLE) SOA. Key points are brought up to date from a number of projects researching and developing a CVTLE and its component services. Issues remain: there are few implementations of the key services needed to demonstrate the CVTLE concept; there are questions about the feasibility of such an enterprise; there are overlapping standards; questions about the source and use of user profile data remain difficult to answer; as does the issue of where and how to coordinate, control, and monitor such a teaching and learning syste

A note on organizational learning and knowledge sharing in the context of communities of practice

Please, cite this publication as: Antonova, A. & Gourova, E. (2006). A note on organizational learning and knowledge sharing in the context of communities of practice. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. September 12th, Sofia, Bulgaria: TENCompetence. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThe knowledge management (KM) literature emphasizes the impact of human factors for successful implementation of KM within the organization. Isolated initiatives for promoting learning organization and team collaboration, without taking consideration of the knowledge sharing limitations and constraints can defeat further development of KM culture. As an effective instrument for knowledge sharing, communities of practice (CoP) are appearing to overcome these constraints and to foster human collaboration.This work has been sponsored by the EU project TENCompetenc

Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems

An interoperability gap exists between Learning Management Systems (LMSs) and Learning Object Repositories (LORs). Learning Objects (LOs) and the associated Learning Object Metadata (LOM) that is stored within LORs adhere to a variety of LOM standards. A common LOM standard found in LORs is the Sharable Content Object Reference Model (SCORM) Content Aggregation Model (CAM). In contrast, LMSs are independent computer systems that manage and deliver course content to students via a web interface. This research addressed three important issues related to the interoperability gap: (a) a lack of a metadata standard that defined the format of how student assessment data should be communicated from LMSs to LORs, (b) a lack of an architectural standard for the movement of data from LMSs to LORs, and (c) a lack of middleware that facilitated the movement of the student assessment data from the LMSs to LORs. This research achieved the following objectives: (a) the SCORM CAM LOM standard was extended to facilitate the storage of student assessment data, (b) Service Oriented Architecture (SOA) was identified as the best architecture to resolve the interoperability gap between LMSs and LORs, (c) a panel of Computer Information Systems (CIS) experts participated in a five-stage, web-based, anonymous Delphi process that approved and ranked 28 functional requirements for a proposed middleware application, and (d) the functional requirements were verified via the development of a prototype that transferred student assessment data from a LMSs into the LOM of LOs that are stored within a LOR. In conclusion, the research demonstrated that there are three acceptable approaches to extending the SCORM LOM standard: (a) new metadata elements, (b) new vocabulary values, and (c) the reference of an internal or external XML file using a location element. The main accomplishments of the research were the gathering of SOA functional requirements and the development of a prototype that provided an approach for the resolution of the interoperability gap that exists between LMSs and LORs