The Model for Learning Objects Design Based on Semantic Technologies

The paper presents a comparison of state of the art methods and techniques on implementation of learning objects (LO) in the field of information and communication technologies (ICT) using semantic web services for e-learning. The web can serve as a perfect technological environment for individualized learning which is often based on interactive learning objects. This allows learners to be uniquely identified, content to be specifically personalized, and, as a result, a learner’s progress can be monitored, supported, and assessed. While a range of technological solutions for the development of integrated e-learning environments already exists, the most appropriate solutions require further improvement on implementation of novel learning objects, unification of standardization and integration of learning environments based on semantic web services (SWS) that are still in the early stages of development. This paper introduces a proprietary architectural model for distributed e-learning environments based on semantic web services (SWS), enabling the implementation of a successive learning process by developing innovative learning objects based on modern learning methods. A successful technical implementation of our approach in the environment of Kaunas University of Technology is further detailed and evaluated

System Architecture Model Based on Service-Oriented Architecture Technology

This paper involves the research of the tools that have a positive effect on the quality, effectiveness and value of eLearning. Due the complexity of actual software systems, including web portals and networks, it is becoming more and more difficult to develop software systems suitable for their intended usage. To tackle this problem, we can develop an integrated system for curriculum planning and delivery by using new technologies with a range of individualized constructive learning strategies and social skills acquired through constant communication, active sharing of knowledge and experience, joint activities in various groups, teamwork and training (learning) environments and social networks, with development and evaluation of the work performance

Technological aspects of the gamification model for e-learning participant’s engagement

Gamification has been a popular object of researches in various fields. Many researches were made on various aspects of gamification and just very few were oriented to the influence of technological aspects for e-learning participant’s engagement. The challenge for our designed model was to find out the new effective ways for the engagement of the students. This paper analysis the prevailing technological aspects and technologies used in e-learning process as well as implementation of various technological solutions in learning platforms. Also, this paper presents a new model of technological aspects of gamification, which was implemented at the Faculty of Informatics to engage students to get better results in learning programming

Distance education for lifelong learning in 21. century Proceedings

Available from Latvian Academic Library / LAL - Latvian Academic LibrarySIGLELVLatvi

Lifelong learning - a path to social capital Proceedings of the conference

Available from Latvian Academic Library / LAL - Latvian Academic LibrarySIGLELVLatvi

Continuing and distance education for developing of workforce Proceedings of the international conference

Available from Latvian Academic Library / LAL - Latvian Academic LibrarySIGLELVLatvi

"eBig3": A New Triple Screen Approach for the Next Generation of Lifelong Learning

In this report we want to map out our progress on design science research project ETM that creates a new approach to lifelong learning by the smart integration of the popular technologies Internet, mobile phones, and television [1,2,3]. By studying the results of the target group behaviour as they simultaneously use of these technologies, we designed the learning approach eBig3 that is based on user usage patterns. The evaluation of the initial delivery of the courses confirms the interest of the target group and their commitment to continue-on to pass the courses