Finding Ways to Bring Education to Everyone in Panama Through Mobile Learning

This paper presents the main features developed for a mobile learning application to expand the possibilities of learning for students from rural areas or those constrained by schedule and location to attend school. The work presented is focused on methodologies and tool selections to develop the system. Still remains one of the main concerns about the system, which consists on making sure the system is light in terms of power consumption and bandwidth needs.This paper presents the main features developed for a mobile learning application to expand the possibilities of learning for students from rural areas or those constrained by schedule and location to attend school. The work presented is focused on methodologies and tool selections to develop the system. Still remains one of the main concerns about the system, which consists on making sure the system is light in terms of power consumption and bandwidth needs

Android based mobile environment for moodle users

This paper is about the development of a platform that eases, throughout Android based mobile devices, mobility of users of virtual courses at Technological University of Panama. The platform deploys computational techniques such as “web services,” design patterns, ontologies and mobile technologies to allow mobile devices communicate with Moodle CMS. This creates a collaborative and customized environment of interaction and alerts that allows an efficient, flexible, and transparent communication. The environment is based on service oriented client server architecture, achieved through the Service Oriented Architecture (SOA) methodology that eases reuse. The client will have alerts, file downloads, forums and chats, grading, quizzes, and calendar, among other functionalities.This paper is about the development of a platform that eases, throughout Android based mobile devices, mobility of users of virtual courses at Technological University of Panama. The platform deploys computational techniques such as “web services,” design patterns, ontologies and mobile technologies to allow mobile devices communicate with Moodle CMS. This creates a collaborative and customized environment of interaction and alerts that allows an efficient, flexible, and transparent communication. The environment is based on service oriented client server architecture, achieved through the Service Oriented Architecture (SOA) methodology that eases reuse. The client will have alerts, file downloads, forums and chats, grading, quizzes, and calendar, among other functionalities

A System for Mobile Learning: A Need in a Moving World

This paper presents MLEA, a mobile learning application that brings together functionalities of Android devices, Moodle LMS and needs of Mobile learning system users. The application is an answer to young adult learners ‘preferences for mobile technologies. It also provides for professors to close the bridge with their students as well as the trends in higher education. The paper describes in detail the architecture of the design of MLEA, including the creation of web services through the project pattern DAO and a factory method to ensure flexibility.This paper presents MLEA, a mobile learning application that brings together functionalities of Android devices, Moodle LMS and needs of Mobile learning system users. The application is an answer to young adult learners ‘preferences for mobile technologies. It also provides for professors to close the bridge with their students as well as the trends in higher education. The paper describes in detail the architecture of the design of MLEA, including the creation of web services through the project pattern DAO and a factory method to ensure flexibility

Ambiente de aprendizaje movil de apoyo a la educacion a distancia

El desarrollo de la computación móvil y su aplicación en la educación, hizo surgir un nuevo enfoque de educación a distancia, denominado aprendizaje móvil, el cual facilita a los estudiantes el aprendizaje en cualquier momento y desde cualquier lugar. Este trabajo presenta el diseño de un ambiente de aprendizaje móvil, que facilita a los usuarios de los cursos virtuales, de la Universidad Tecnológica de Panamá, interactuar de forma eficiente, flexible y transparente en un ambiente colaborativo y personalizable de interacción y alertas, por medio de smartphones, tablets y reproductores multimedia con sistema operativo Android.El desarrollo de la computación móvil y su aplicación en la educación, hizo surgir un nuevo enfoque de educación a distancia, denominado aprendizaje móvil, el cual facilita a los estudiantes el aprendizaje en cualquier momento y desde cualquier lugar. Este trabajo presenta el diseño de un ambiente de aprendizaje móvil, que facilita a los usuarios de los cursos virtuales, de la Universidad Tecnológica de Panamá, interactuar de forma eficiente, flexible y transparente en un ambiente colaborativo y personalizable de interacción y alertas, por medio de smartphones, tablets y reproductores multimedia con sistema operativo Android

Uma arquitetura flexível para promover a integracao entre o moodle e sites de redes sociais

Social networking sites make it possible for Internet users to communicating, sharing, cooperating and expressing their ideas. Also known as SNSs, theywield impressive attraction within its users, who spend several daily hours in this kind of sites. This paper advocates that the popularity and social tools these sites provide can be used in behalf of education, as a mean to increase student’s interest and commitment for the teaching/learning process. In order to incorporate SNSs into the process, this article presents a flexible architecture to integrate Moodle and distinct social networking sites. Besides, these architecture has been implemented to provide integration between Moodle and Facebook and Twitter. This way, we believe that teachers are provided with a new way of communicating with their students, increasing the odds of interaction among them and, possibly, students get more active and start using Moodle more frequently.Social networking sites make it possible for Internet users to communicating, sharing, cooperating and expressing their ideas. Also known as SNSs, theywield impressive attraction within its users, who spend several daily hours in this kind of sites. This paper advocates that the popularity and social tools these sites provide can be used in behalf of education, as a mean to increase student’s interest and commitment for the teaching/learning process. In order to incorporate SNSs into the process, this article presents a flexible architecture to integrate Moodle and distinct social networking sites. Besides, these architecture has been implemented to provide integration between Moodle and Facebook and Twitter. This way, we believe that teachers are provided with a new way of communicating with their students, increasing the odds of interaction among them and, possibly, students get more active and start using Moodle more frequently

A social software for mobile learning

The traditional teaching methods of the Learning Management Systems (or LMS) are rigid in nature and impose limitations on the teaching process. By having a closed pattern, these tools end up hurting the student, for preventing it from interacting with anyone who shares the same interests as him. As a result, the concepts of community, relationship and interaction between users are required to overcome these limitations. This paper proposes the development of an architecture for creating a social software that enables the use of online social networks automatically created for students through their mobile devices. Besides, this architecture has been created based on web services, what makes it possible the integration with MLEA (Mobile Learning Environment Adapter), an application that allows students to access Moodle through their mobile devices.The traditional teaching methods of the Learning Management Systems (or LMS) are rigid in nature and impose limitations on the teaching process. By having a closed pattern, these tools end up hurting the student, for preventing it from interacting with anyone who shares the same interests as him. As a result, the concepts of community, relationship and interaction between users are required to overcome these limitations. This paper proposes the development of an architecture for creating a social software that enables the use of online social networks automatically created for students through their mobile devices. Besides, this architecture has been created based on web services, what makes it possible the integration with MLEA (Mobile Learning Environment Adapter), an application that allows students to access Moodle through their mobile devices

Educación Virtual: Una Visión de Inclusión

Cada día crece más el número de personas que presenta dificultad para asistir a un salón de clases presencial, concluir sus estudios o mantenerse actualizado y responder así a las demandas del mercado de trabajo y del desarrollo nacional. Convencidos que la educación virtual constituye un factor democratizador de la educación, la Universidad Tecnológica de Panamá, en la perspectiva de inclusión digital, como medio de inclusión social, ha creado la Universidad Virtual-UTPVirtual, para resolver las necesidades de formación y especialización de aquellas personas que por razones de tiempo, compromiso de trabajo, distancia, responsabilidades familiares, discapacidad física y otros, no pueden beneficiarse de una educación presencial especializada. Este artículo presenta una experiencia institucional, la cual discute como UTPVirtual se constituye en un agente de inclusión, que ofrece igualdad de oportunidades de aprendizaje a quienes, de manera general, encuentran dificultades para asistir regularmente a un salón de clases presencial. Para concluir se presentan los resultados obtenidos a través del proceso de virtualización del aprendizaje y la enseñanza introducido por UTPVirtual, como factor de inclusión.Cada día crece más el número de personas que presenta dificultad para asistir a un salón de clases presencial, concluir sus estudios o mantenerse actualizado y responder así a las demandas del mercado de trabajo y del desarrollo nacional. Convencidos que la educación virtual constituye un factor democratizador de la educación, la Universidad Tecnológica de Panamá, en la perspectiva de inclusión digital, como medio de inclusión social, ha creado la Universidad Virtual-UTPVirtual, para resolver las necesidades de formación y especialización de aquellas personas que por razones de tiempo, compromiso de trabajo, distancia, responsabilidades familiares, discapacidad física y otros, no pueden beneficiarse de una educación presencial especializada. Este artículo presenta una experiencia institucional, la cual discute como UTPVirtual se constituye en un agente de inclusión, que ofrece igualdad de oportunidades de aprendizaje a quienes, de manera general, encuentran dificultades para asistir regularmente a un salón de clases presencial. Para concluir se presentan los resultados obtenidos a través del proceso de virtualización del aprendizaje y la enseñanza introducido por UTPVirtual, como factor de inclusión

Automatic construction of mobile social networks on Moodle

The traditional teaching methods of Learning Management Systems (or LMS) are rigid in nature and impose limitations on the teaching process. By having a closed pattern, these tools end up hurting the students, by preventing them from interacting with anyone who shares the same interests. For example, a student posts a question about a particular topic in the forum and sometimes waits days, weeks, without getting any return. As a result, the concepts of community, relationship and interaction between users are required in order to overcome these limitations. Currently Moodle does not provide tools that support the creation of a social network that can be articulated by the participants. The purpose of this study is to develop a software that automatically enables the creation and articulation of online social networking in Moodle. From this, it is expected that each student will be able to have their own space, with virtual communities of practice specific to their needs, and add new people to these communities, that can be anywhere, that is, in any Moodle course, group or forum, extending besides the social networking, the educational possibilities that collaborative learning provides.The traditional teaching methods of Learning Management Systems (or LMS) are rigid in nature and impose limitations on the teaching process. By having a closed pattern, these tools end up hurting the students, by preventing them from interacting with anyone who shares the same interests. For example, a student posts a question about a particular topic in the forum and sometimes waits days, weeks, without getting any return. As a result, the concepts of community, relationship and interaction between users are required in order to overcome these limitations. Currently Moodle does not provide tools that support the creation of a social network that can be articulated by the participants. The purpose of this study is to develop a software that automatically enables the creation and articulation of online social networking in Moodle. From this, it is expected that each student will be able to have their own space, with virtual communities of practice specific to their needs, and add new people to these communities, that can be anywhere, that is, in any Moodle course, group or forum, extending besides the social networking, the educational possibilities that collaborative learning provides

A Flexible Architecture to Promote the Integration between Moodle and Social Network Sites

Social networking sites make it possible for Internet users to communicating, sharing, cooperating and expressing their ideas. Also known as SNSs, theywield impressive attraction within its users, who spend several daily hours in this kind of sites. This paper advocates that the popularity and social tools these sites provide can be used in behalf of education, as a mean to increase student’s interest and commitment for the teaching/learning process. In order to incorporate SNSs into the process, this article presents a flexible architecture to integrate Moodle and distinct social networking sites. Besides, these architecture has been implemented to provide integration between Moodle and Facebook and Twitter. This way, we believe that teachers are provided with a new way of communicating with their students, increasing the odds of interaction among them and, possibly, students get more active and start using Moodle more frequently.Social networking sites make it possible for Internet users to communicating, sharing, cooperating and expressing their ideas. Also known as SNSs, theywield impressive attraction within its users, who spend several daily hours in this kind of sites. This paper advocates that the popularity and social tools these sites provide can be used in behalf of education, as a mean to increase student’s interest and commitment for the teaching/learning process. In order to incorporate SNSs into the process, this article presents a flexible architecture to integrate Moodle and distinct social networking sites. Besides, these architecture has been implemented to provide integration between Moodle and Facebook and Twitter. This way, we believe that teachers are provided with a new way of communicating with their students, increasing the odds of interaction among them and, possibly, students get more active and start using Moodle more frequently

Construção Automática de Redes Sociais Móveis no Ambiente Moodle (Automatic construction of mobile social networks on Moodle)

Os métodos de ensino tradicionais dos sistemas de gerenciamento de aprendizagem (ou LMS do termo em inglês (Learning Management System) são rígidos por natureza e imp ō em limitações ao processo de ensino. Por terem um padrão fechado, essas ferramentas acabam prejudicando o aluno, pois o impedem de interagir com qualquer pessoa que compartilhe dos mesmos interesses que ele. Por exemplo, o aluno posta uma dúvida sobre um determi-nado assunto no forum e às vezes espera dias, semanas, sem obter retorno algum. Como resultado, os conceitos de comunidade, relação e interação entre os usuários são necessá-rios para superar essas limitações. Atualmente o Moodle não provê ferramentas que supor-tam a criação de uma rede social que possa ser articulada pelos participantes. A proposta deste trabalho é o desenvolvimento de um software que possibilite a criação e articulação de redes sociais online no ambiente Moodle de forma automática. A partir disso, espera-se que cada aluno possa ter o seu próprio espaço com comunidades virtuais de prática especí- ficas para as suas necessidades e que eles consigam também a qualquer momento adicionar novas pessoas a essas comunidades, que estejam em qualquer lugar, ou seja, em qualquer Moodle, curso, grupo ou fórum. Assim, ampliando além da rede social, as possibilidades educacionais que a aprendizagem colaborativa oferece.Os métodos de ensino tradicionais dos sistemas de gerenciamento de aprendizagem (ou LMS do termo em inglês (Learning Management System) são rígidos por natureza e imp ō em limitações ao processo de ensino. Por terem um padrão fechado, essas ferramentas acabam prejudicando o aluno, pois o impedem de interagir com qualquer pessoa que compartilhe dos mesmos interesses que ele. Por exemplo, o aluno posta uma dúvida sobre um determi-nado assunto no forum e às vezes espera dias, semanas, sem obter retorno algum. Como resultado, os conceitos de comunidade, relação e interação entre os usuários são necessá-rios para superar essas limitações. Atualmente o Moodle não provê ferramentas que supor-tam a criação de uma rede social que possa ser articulada pelos participantes. A proposta deste trabalho é o desenvolvimento de um software que possibilite a criação e articulação de redes sociais online no ambiente Moodle de forma automática. A partir disso, espera-se que cada aluno possa ter o seu próprio espaço com comunidades virtuais de prática especí- ficas para as suas necessidades e que eles consigam também a qualquer momento adicionar novas pessoas a essas comunidades, que estejam em qualquer lugar, ou seja, em qualquer Moodle, curso, grupo ou fórum. Assim, ampliando além da rede social, as possibilidades educacionais que a aprendizagem colaborativa oferece