Moodle webservices architecture 

Moodle webservices architecture 

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Learning Management Systems (LMS) have become widespread among most centres for education and training. Being a mature technology, LMS have left the vanguard of innovation. Educational usages of the Web 2.0, Personal Learning Environments, Game-based Learning and particularly the introduction of mobile phones and tablets in education are happening...

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... Moodle Webservices Architecture adds two logical layers to Moodle's architecture (shown in Figure 1). The first one, called Moodle External API is a set of php files that include the logic of each service. ...

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... The Open Knowledge Initiative (OKI) made a serious attempt to propose a set of standard interfaces (Open Source Interface Definitions-OSIDs) [7]. Although these standards never fully caught up as such, according to Alier and Casany [8], OKI's OSIDs had a strong influence on the design of the Moodle Webservices API, released in Moodle 2.0. This showcases a movement of a major actor in the LMS market to become more attractive for potential switchers and easy to maintain from version to version. ...
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... According to Yazhen and Jian (2011), it involves connectivity for downloading and/or online working via wireless networks, mobile phone networks or both, and linking to institutional systems like Virtual Learning Environments (VLEs) and Management Information Systems (MIS). The portability of mobile devices and their ability to connect to the Internet for a relatively low cost almost anywhere, make such devices ideal tools for storage of learning experiences and reference materials as well as a general tool to enhance learning process (Casany et al., 2012). Mobile learning can be used in different ways such as live talks and lectures broadcasted to students. ...
Chapter
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... Designed to make it easier for those planning to integrate mobile applications into higher education MIT has developed the MIT mobile framework for educational institutions [9]. Moodbile is also a framework helping integration of multiple learning applications into learning management systems [10]. As valuable and informative as they are, these frameworks focus precisely on the integration of technology into other technological systems and not on broader aspects such as educators, learner profiles or contexts of learning. ...
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La conferencia “Sistemas educativos adaptativos. Personalización de la educación” fue impartida el 18 de junio de 2019 dentro del Programa “Visita de Investigador de Impacto Internacional” de la Universidad Nacional de San Agustín (Perú). El objetivo de esta conferencia es presentar el marco conceptual de la personalización del aprendizaje y de los sistemas adaptativos educativos.
... A new paradigm in this learning transformation is the mobile learning or m-learning [14]. M-learning is expanding in the field of education and training due to its coverage, accessibility, cost effectiveness and just-in-time result particularly in collaborative set-up. ...
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The advantage of the electronic and mobile learning platforms is the dissemination of learning contents with ease, but these operate differently to exchange the learning the learning contents from the server to the client. integrating these learning platforms to operate as a single platform and exchange the contents based on learners' request could improve the learning efficiency and reduce the operational cost. this work introduces a Web Services approach based on the client-server model to develop an integrated architecture that join the two learning platforms. in this paper the architecture of the learning platforms is presented and explained. furthermore, an adapter in a form of Web services is developed and as a middleware for the client-server communication.
... Mobile-based applications can show its effective use for interfacing LMS for service delivery. Casany et al. (2012) proposed a new mobile-based approach so-called Moodle 2.0 for the integration of educational applications to web-based services (Casany et al. 2012). With the complex interaction of mobile and educational application, user-friendliness was the main driving force for the end-users need. ...
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... A new paradigm in this learning transformation is the mobile learning or m-learning [14]. M-learning is expanding in the field of education and training due to its coverage, accessibility, cost effectiveness and just-in-time result particularly in collaborative set-up. ...
... , virtual learning environments (VLE) or learning platforms(García-Peñalvo & García Carrasco, 2002), m-learning(Casany et al., 2012;Ramírez-Montoya & García-Peñalvo, 2017;Sánchez- Prieto, Olmos-Migueláñez, & García-Peñalvo, 2014), ubiquitous learning (Conde González, Muñoz Martín, & García-Peñalvo, 2008; Joo-Nagata, Martínez Abad, García-Bermejo Giner, & García-Peñalvo, 2017; Yang, 2006) and Massive Open On-line Courses (MOOC) (García-Peñalvo, 2015d; García-Peñalvo, Fidalgo-Blanco, & Sein-Echaluce, 2018; López Meneses, Vázquez-Cano, & Román Graván, 2015; Martínez Abad, Rodríguez Conde, & García-Peñalvo, 2014; Martínez-Núñez, Borrás-Gene, & Fidalgo-Blanco, 2016).This book comprises four chapters related to the educational and learning technologies.Martín-Fernández et al. (2018) analyze several editions of a MOOC and the opportunity offered by the use of different types of learning (formal, non-formal and informal) that occur in them, thus characterizing patterns to train the open content and knowledge generation through gamification(Minović, García- Peñalvo, & Kearney, 2016;Sánchez i Peris, 2015). From results, indicators for managing successful and sustainable knowledge communities are proposed along with indicator for persistence and interaction between participants. ...
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This book, entitled Global Implications of Emerging Technology Trends, is focused on the Information Technology Research as a fully multicultural, multidisciplinary and interdisciplinary research filed, which has a broad scope of application areas, with the aim to face up the complex Knowledge Society problems and challenges we currently have to solve (García-Peñalvo, 2014, 2015b, 2015c, 2013). The book comprises fourteen chapters that are organized in three main sections: information, media and coding literacy (Lee & So, 2014; National Research Council Committee on Information Technology Literacy, 1999; Vee, 2013), educational and learning technologies (Herold, 2016; Robinson, Molenda, & Rezabek, 2008; Spector, 2015) and data-driven intelligent ecosystems (Bogdanova & Ackovska, 2010; Cruz-Benito, Therón, & García-Peñalvo, 2016).
... MIT developed the MIT Mobile Framework for educational institutions which was to support those thinking of incorporating mobile applications in higher education (Yu, 2009). Casany et al. (2012) developed Moodbile: a framework to integrate m-learning applications within learning management systems. These are both valuable frameworks, but they are focused on integrating technology into other technology systems and do not focus on educators integrating technology into the curriculum. ...
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Purpose Mobile devices transcend the educational affordances provided by conventional tethered electronic and traditional learning. However, empirical findings show that educators are not integrating technology effectively into the curriculum. This paper aims to discuss these issues. Design/methodology/approach In this study, a thematic synthesis methodology was used to develop and present a framework for thinking about the integration of mobile devices in teaching and learning. Findings The mobile learning (mlearning) integration framework comprises four main parts: beliefs, resources, methods and purpose. These four areas are elucidated to reveal the many sub-components that determine how technology is integrated. Originality/value An ecological framework is then presented to demonstrate how the individual parts of the initial framework operate through a complex, interconnected network of systems involving personal and environmental factors.
... Moodle widely implemented as a management system knows new utilization domains but also new means of connection such as PC's networks, cloud systems, mobile OS's as well as other. Its adaptability and scalability to those environments as well as its property as open sourced software make it so appealing [1], [11]. It can provide maximum output when correctly configured and may lead to rapid development and improved knowledge of the trainees those being key ingredients for their competiveness on an ever changing and dynamic professional market [9], [12]. ...
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E-learning methods apply to most modern and various domains but also represent a great tool for the mechanical educational system where there are a lot of sustained efforts for its implementation. Using, administrating and maintaining an e-learning system for a certain field of study requires knowledge related to computation system's utilization but also the understanding the working mechanisms behind it that allows the system to be fully customized in order to be perfect fitted to the user's needs and requirements. A Moodle based test is evaluated from several points of views such as coherence clarity, concise content, information synthesis capacity and the presentation mode which makes the difference between clear or fuzzy graphical representations or terms. The authors appreciate that the ability of managing information in real time by the professor is a decisive decision in order to successfully implement an e-learning web platform. Updating information and structuring trainee's activities from thoroughgoing study up to their individual proposals for conceived applications leads to a better understanding and practical knowledge of theory.