Strategic-Model-Of-Implementing-E-learning
... The proposed methodology is based on e-learning pedagogy and has helped final year students of the universities to improve their software designing and development skills. Previously proposed methodologies such as " An Activity-Level Internet-Based eLearning Model For University Level Courses " (Shahin et al. 2008), " A Theory-Based Design Framework " (Dabbagh, 2005) and The Funnel Model (Madar and Willis, 2014) did not focus on the pedagogy of learning software designing skills. Shahin et al. (2008) proposed an elearning model which described a framework for university level regular courses. ...
In this study, we proposed an approach, which helped students to improve their software engineering, designing, developing and coding skills. As a part of this methodology, we developed a comprehensive infrastructure including client-server, sub-versioning control setup and a three tier teaching pedagogy entitled as student-mentor-teacher layer. To test the proposed methodology two experiments were conducted; two types of feedbacks were collected. Adempiere ERP-an open source project was selected as test case. We also highlighted challenges of working on open source projects. Results showed that students who worked on open source projects were more skillful in designing and developing software projects than those who worked on standalone projects. Feedback of student's mentors as well as of teachers recommended using the proposed methodology that helped in improving technical skills by working with highly experienced professionals of open source software community.
... -learning is the application of Internet technology (intranet, extranet and Internet) in teaching and learning process in educational institutions [16]. Depending on institution's requirements, there are various types of Elearning systems used for different purposes. ...
This chapter illustrates novel methods to provide personalized and adaptive content to the learners. This chapter illustrates a new methodology of automatically constructing concept maps using ontology to measure the learners' understanding for a particular topic, thereby teachers can adopt adaptive teaching based on the learners knowledge structures as reflected in the concept maps. The teachers can dynamically revise and deliver instructional materials according to the learners' current progress. In the approach, the authors provide dynamic content to the learners based on neuro fuzzy domain ontology extraction algorithm. This method also provides a personalized ontology model of a learner to learn the ontological user profiles from both world knowledge base and user local instance repositories. The main quality of the innovative work is to mine the personalized ontology of the learners to extract their knowledge through ontology mining using Inc Span+ algorithm.
This paper describes the implementation of an e-learning strategy at a single higher education institution in terms of the levers used to promote effective uptake and ensure sustainable embedding. The focus of this work was at the level of the academic school using a range of change practices including the appointment of school-based learning technologists and e-learning champions, supporting schools to write their own strategies, a pedagogical framework of engaging with e-learning, and curriculum development and evaluation of school-supported projects. It is clear that the implementation of the e-learning strategy has led to a large and increasing proportion of our students experiencing blended learning. In addition, there are initial indications that this has enhanced some learning and teaching processes. Where there has been sustainable embedding of effective e-learning, the following levers were identified as particularly important: flexibility in practices that allow schools to contextualise their plans for change, the facilitation of communities of key staff and creating opportunities for staff to voice and challenge their beliefs about e-learning.
Educational technology, as a subset of pedagogy, is the sound use of any technology to support and improve learning. Information technology, on the other hand, focuses more on the digital delivery of information. Technical issues tend to take precedence. In this paper we argue that educational and information technologies cannot be separated. For better or for worse they impact upon one another. When one seeks to improve learning using digital media pedagogical considerations are always an issue. We believe there is a need for a conscious pedagogy of e-learning. The same fundamental questions that are asked of traditional university pedagogy need to be asked of e-learning but, in addition, the potential for a radically different, more innovative pedagogy has to be explored. E-learning is made possible by a revolution in information communication technology (hereafter ICT). Changes occurring as a result of the revolution continue at an exponential rate. The most obvious change as far as tertiary education is concerned involves the expansion of off-campus courses. E- learning is here to stay both as a support for face- to-face teaching and as the main means of distance education. Good pedagogy can inform and be supported by good ICT. Poor pedagogy can subvert the very point of using good ICT. A combination of bad pedagogy and bad ICT is a disaster for the future of e- learning.
Research works in the field of E-Learning are represented by a broad spectrum of applications, ranged from virtual classrooms to remote courses or distance learning. Web-based courses offer obvious advantages for learners by making access to educational resource very fast, just-in-time and relevance, at any time or place. In this paper, based on our previous work, we present the Semantic Web-Based model for our e-learning system. In addition we present an approach for developing a Semantic Web-based e-learning system, which focus on the RDF data model and OWL ontology language. We demonstrate the effectiveness of this approach through several experiments using different type of courses taught in Qatar university. The feedbacks of both teachers and students were highly promising.
This case study presents a description of Web-based tertiary unit of study developed in collaboration with employer, industry and university stakeholders with a view to fostering skills in interactive multimedia and project management. The course utilised a range of learning approaches, including peer teaching and integrated assessment in which participants provided feedback to colleagues. The paper also discusses how electronic communications and Apple-based technologies can be used effectively to create environments for professional learning. The intention is to describe the design of the learning environment, the curriculum approach adopted, the types of learning activities and assessment tasks that were designed to foster workrelated skills.
Developing approaches to foster Generic Skills in the workplace and in training organizations has kindled much enthusiasm among the international fraternity of educators. Learner-centered approaches like experiential learning and problem-based learning resulted from researches in this direction. Developing specific programs which focus on a particular generic skill, using authentic experiences as much as possible to help people learn or reflect on their skills and teaching through participatory learning strategies, helps the development of generic skills. Participatory Learning helps to foster personal, educational and professional growth of the learner. The objective of Participatory Learning is to provide a more conducive learning environment wherein the students shoulder an active role in the learning process. In participatory learning, the classroom environment is issue-based and democratic thereby facilitating student-centered pedagogies. The strategies of participatory learning involve approaches which put students at the center of the learning process as well as the society. Through participatory learning strategies the acquisition of generic skills becomes more enjoyable, meaningful and exciting. The purpose of the study was to explore the possibilities of fostering Generic Skills among student teachers through Participatory Learning. The generic skills among student teachers were assessed using the Generic Skills Inventory. The findings of the study revealed significant difference between Traditional Learning Strategies and Participatory Learning Strategies in developing Generic Skills among student teachers. The study recommends the adoption of Participatory Learning Strategies in fostering Generic Skills.
This paper presents a theory-based design framework for E-Learning that emphasizes the transformative interaction between pedagogical models, instructional strategies, and learning technologies. I argue that situated or distributed cognition is an appropriate foundational knowledge perspective from which to derive pedagogical models and constructs for E- Learning and offers a theory-into-practice framework that characterizes the instructional implications of situated cognition and guides the design of E-Learning. Specific examples of how to apply this framework in E- Learning contexts are provided.
This research advances the understanding of how to define, evaluate, and promote e-learning success from an information systems perspective. It introduces the E-Learning Success Model, which posits that the overall success of an e-learning initiative depends on the attainment of success at each of the three stages of e-learning systems development: system design, system delivery, and system outcome. To study this model, an online version of an undergraduate quantitative methods core course for business students is developed using a prototyping strategy. Four cycles of development are traced, each comprised analysis, design, implementation, testing, and enhancement. Findings from the study confirm the validity of using the proposed success model for e-learning success assessment. In addition, an action research methodology is also found to be a valuable impetus for promoting e-learning success through an iterative process of diagnosing, action planning, action taking, evaluating, and learning.
Methodology of developing online lectures
- Hanke K Owoc
Hanke k., Owoc M., (2006). Methodology of developing
online lectures, Proceedings of E-education Conference.