There are several hundred Learning Management Systems (LMS) avaliable today. In order to decide which LMS is a good fit for a specific company, it is important to define a list of requirements for an LMS. The purpose of this thesis was to construct a list of requirements for a small consulting firm and test a selection of LMSs. An additional purpose was to evaluate the list of requirements against previous research on the area of digital learning and learning in LMSs. The thesis' result might help other companies to evaluate LMSs in comparison to their needs.  The requirements were found by conducting eleven interviews with employees at the consulting firm and their customers, and performing a thematic analysis on the interview data. The criteria for selecting LMSs was a free trial period and suitability according to the company's business requirements. The LMSs chosen for detailed testing were Techable, Thinkific, AddWisdom and Learnifier. The result showed that AddWisdom fulfilled all high priority level requirements. However, Techable and Thinkific fulfilled the majority of the company's functionality requirements. In the analysis, deficiencies in the list of requirements were found, which are important to take into account in the future. / Det finns fleera hundra digitala lärplattformar (eng. Learning Management Systems, LMS) tillgängliga idag. För att kunna avgöra vilken digital lärplattform som passar ett specifikt företag bäst är de viktigt att definiera en kravlista för en lärplatform. Syftet med detta examensarbete var att konstruera en kravlista för ett mindre konsultföretag och testa ett urval av lärplattformar. Ett ytterligare syfte var att utvärdera kravlistan mot tidigare forskning på området digitalt lärande och lärande i digitala lätplattformar. Resultatet av uppsatsen kan hjälpa andra företag att utvärdera plattformar i jämförelse med deras behov.  Kraven identifierades genom att genomföra elva intervjuer med anställda på konsultföretaget och deras kundföretag, och genomföra en tematisk analys på intevjudatan. Kriterierna för att välja en digital lärplattform var en gratid provperiod och lämplighet enligt företagets affärskrav. De plattformar som valdes för detaljerad testning var Teachable, Thinkific, AddWisdom och Learnifier.  Resultatet visade att AddWisdom uppfyllde alla högprioriterade krav. Dock uppfyllde Teachable och Thinkific majoriteten av företagets krav på funktionalitet. I analysen upptäcktes brister i kravlistan, som är viktiga att ta hänsyn till i framtiden.

Esta tese propõe conceitos, processos e uma arquitetura de sistemas para Monitoração e Acompanhamento da Aprendizagem Eletrônica (MAAE). A arquitetura é definida pelo seu modelo conceitual, pela interação com os serviços externos e pela representação XML dos conceitos e dos serviços. Ela independe de abordagem pedagógica específica. O Ponto de Observação é inserido em vários locais do Conteúdo da Aprendizagem Eletrônica. Um Elemento de Observação é associado ao Ponto de Observação, e é o responsável pela captura das interações do Processo de Aprendizagem Eletrônica. O Agenciador de Observação (Agenciador de Monitoração e Acompanhamento da Aprendizagem Eletrônica) recebe os eventos e solicitações dos Elementos de Observação e interage com os serviços externos. Os eventos são gravados no Repositório de Observação. A definição dos Processos de Aprendizagem Eletrônica é útil para a definição da estratégia de monitoração (Modelagem do Processo da Aprendizagem Eletrônica). Através da inserção dos mecanismos de observação nas Atividades de Aprendizagem (Processo da Produção do Conteúdo de Aprendizagem Eletrônica) é feita a monitoração do aprendiz (Processo da Aprendizagem Eletrônica) e se obtém as informações para análise (Avaliação e Análise da Aprendizagem Eletrônica). / This thesis proposes concepts, processes and a system architecture for Monitoring and Tracking E-Learning. The architecture is defined by a conceptual model, the interaction with external services and representation XML of the concepts and the services. It does not depend on any specific pedagogical boarding. The Monitoring Point is inserted in some places of the E-Learning Content. A Monitoring Element is associated to the Monitoring Point and it is for responsible of one of the interactions of the E-Learning Process. The Monitoring Service (E-Learning Monitoring and Following Service) receives the events and requests from the Monitoring Elements and it interacts with the external services. The events are recorded in the Monitoring Repository. The E-Learning Processes definition is useful to modeling the monitoring strategy (Learning Process Modeling), and insert to the monitoring mechanisms in the E-Learning Activities (Learning Content Production Process). The learner interaction monitoring occurs by getting the information according to the previous planning (Learning Process), and the generated information (Learning Analysis and Evaluation Process) is used in the analysis of learning tracking.

Esta tese propõe conceitos, processos e uma arquitetura de sistemas para Monitoração e Acompanhamento da Aprendizagem Eletrônica (MAAE). A arquitetura é definida pelo seu modelo conceitual, pela interação com os serviços externos e pela representação XML dos conceitos e dos serviços. Ela independe de abordagem pedagógica específica. O Ponto de Observação é inserido em vários locais do Conteúdo da Aprendizagem Eletrônica. Um Elemento de Observação é associado ao Ponto de Observação, e é o responsável pela captura das interações do Processo de Aprendizagem Eletrônica. O Agenciador de Observação (Agenciador de Monitoração e Acompanhamento da Aprendizagem Eletrônica) recebe os eventos e solicitações dos Elementos de Observação e interage com os serviços externos. Os eventos são gravados no Repositório de Observação. A definição dos Processos de Aprendizagem Eletrônica é útil para a definição da estratégia de monitoração (Modelagem do Processo da Aprendizagem Eletrônica). Através da inserção dos mecanismos de observação nas Atividades de Aprendizagem (Processo da Produção do Conteúdo de Aprendizagem Eletrônica) é feita a monitoração do aprendiz (Processo da Aprendizagem Eletrônica) e se obtém as informações para análise (Avaliação e Análise da Aprendizagem Eletrônica). / This thesis proposes concepts, processes and a system architecture for Monitoring and Tracking E-Learning. The architecture is defined by a conceptual model, the interaction with external services and representation XML of the concepts and the services. It does not depend on any specific pedagogical boarding. The Monitoring Point is inserted in some places of the E-Learning Content. A Monitoring Element is associated to the Monitoring Point and it is for responsible of one of the interactions of the E-Learning Process. The Monitoring Service (E-Learning Monitoring and Following Service) receives the events and requests from the Monitoring Elements and it interacts with the external services. The events are recorded in the Monitoring Repository. The E-Learning Processes definition is useful to modeling the monitoring strategy (Learning Process Modeling), and insert to the monitoring mechanisms in the E-Learning Activities (Learning Content Production Process). The learner interaction monitoring occurs by getting the information according to the previous planning (Learning Process), and the generated information (Learning Analysis and Evaluation Process) is used in the analysis of learning tracking.

The aims of this paper are to present some of the findings about the creation and utilization of online assignments and choice of support software for several calculus classes at Simon Fraser University (SFU) by considering the needs and perspectives of the instructors, students, and administrators. The term online assignment is used for a set of problems that are posted, submitted, graded, and recorded electronically through a course learning management system (LMS) of choice. The purpose of this note is to contribute to the discussion about a common question detected among research papers on the theme of online assignments; how can technology be used in teaching so that students benefit the most? Questions are provided to guide an instructor in choosing online assignment problems, and a list of necessary skills is supplied for an instructor to be able to deal effectively with this pedagogical tool.

The aims of this paper are to present some of the findings about the creation and utilization of online assignments and choice of support software for several calculus classes at Simon Fraser University (SFU) by considering the needs and perspectives of the instructors, students, and administrators. The term online assignment is used for a set of problems that are posted, submitted, graded, and recorded electronically through a course learning management system (LMS) of choice. The purpose of this note is to contribute to the discussion about a common question detected among research papers on the theme of online assignments; how can technology be used in teaching so that students benefit the most? Questions are provided to guide an instructor in choosing online assignment problems, and a list of necessary skills is supplied for an instructor to be able to deal effectively with this pedagogical tool.

This study investigated the effect of a blended-learning approach in the learning of problem-solving skills in a first-level distance education physics module. A problem-solving type of instruction with explicit teaching of a problem-solving strategy was implemented in the module, which was presented through correspondence, online using an in-house learning management system as well as two face-to- face discussion classes. The study used the ex post facto research design with stratified sampling to investigate the possible cause-effect relationship between the blended-learning approach and the problem-solving performance. The number of problems attempted, the mean frequency of using strategy in problem solving and the achievement marks of the three strata were compared using inferential statistics. The finding of the study indicated that the blended-learning approach had no statistically significant effect in the learning of problem-solving skills in a distance education module. / Educational Studies / M. Ed. (Open and Distance Learning)

Renforcés par les avancées technologiques des « Sciences et Technologies de l’Information et de la Communication (STIC) », les Travaux Pratiques électroniques « e-TP » sont devenus un mode d’enseignement incontournable surtout dans les disciplines techniques et scientifiques. Plusieurs modes d’e-TP ont émergé : TP virtuel, TéléTP, TP présentiel assisté par ordinateur, TP en réalité augmentée... ces derniers modes nécessitant l'usage de dispositifs matériels (maquette pédagogique, appareils de mesure, robots, etc.). Dans la majorité des cas, avant ou même pendant une session d'e-TP, il est nécessaire de (re)configurer ces dispositifs selon des besoins pédagogiques. Cette reconfiguration nécessite, pour des systèmes complexes, comme les Systèmes Automatisés de Production (SAP), des compétences que l'instructeur ne possède pas systématiquement. Ce qui impose la présence d'un technicien ou limite le nombre d'instructeurs susceptibles d'utiliser la plate-forme pédagogique. Ce travail de recherche a pour objectif de faciliter la (re)configuration de systèmes complexes, particulièrement les SAP, dans le cadre d'e-TPs. Une première enquête auprès des utilisateurs de l’« AIP-Priméca-RAO » (situé à l’INSA de Lyon) a révélé les besoins et contraintes liés à une plate-forme de ce type. Il s'est avéré qu'au-delà de la (re)configuration, l'absence d'outil commun de gestion des ressources pédagogiques faisait perdre un temps précieux aux utilisateurs. Ce constat a nourri la conception d'un outil informatique gérant une chaîne éditoriale dont le but est de simplifier la création, l’édition, l’assemblage, l’organisation et la réutilisation des différentes ressources à exploiter dans une session d’e-TP. Cet outil a également pour objectif d’améliorer l’autonomie de l’instructeur lors de la préparation de sessions d’e-TP tout en réduisant le temps requis pour configurer cette session. Cela a impliqué d’automatiser le processus de reconfiguration du SAP support d'e-TP, et de publication des scénarios pédagogiques sur un système de gestion d’apprentissage « LMS » (Learning Management System). Un prototype a été développé et testé sur des e-TPs réels afin de valider cette conception. Cet outil pourrait, ultérieurement, être rendu plus générique afin de servir des e-TPs dans d'autres disciplines. / Powered by the technological advances of the “Information and communication sciences and technologies”, the Electronic Laboratory for Practical Training “ELab” (also known as ELab hands-on training) has become an inescapable teaching mode especially in the technical and scientific disciplines. Thus, several ELab modes have emerged: virtual ELab, remote ELab, Local Elab, augmented reality ELab, etc. The latter require the use of hardware devices (educational mock ups, measuring instruments, robots, etc.). In most cases, before or during an ELab session, these devices need to be reconfigured according to teaching purposes. For complex systems, like Automated Production Systems (APS), this reconfiguration process requires technical skills which the instructor does not have systematically. This imposes that a technician should be available, failing which the usage of the pedagogical platform will be limited to a few skilled instructors. Accordingly, this research aims at facilitating the reconfiguration process of complex systems (particularly the APS) featuring ELabs. A first survey designated to the users of « AIP-Priméca-RAO », located at the INSA de Lyon, has revealed the needs and constraints related to such a platform. It has been highlighted that beyond the (re)configuration process, a waste of precious time was detected. It has been established that it was due to the absence of a common tool for pedagogical resource management. This observation fed the design of a software tool managing an editorial chain aiming at simplifying creation, edition, assembling, organization, and the reutilization of different resources that can be exploited in an ELab session. This tool is also intended to improve the autonomy of the instructor during the preparation of an ELab session, by reducing the required time to configure this session. This implies to automate the reconfiguration process of an APS supporting the ELab and the publishing of the pedagogical learning scenarios on a Learning Management System (LMS). In order to validate this design, a prototype has been developed and tested on real Elab cases. Subsequently, this tool could be rendered more generic so that it can serve Elabs in different disciplines.

L'Apprentissage Par Projet (APP) est une méthode d'enseignement orientée apprenant, qui leur permet de réaliser des projets sous forme d'enquêtes approfondies. L'APP offre aux apprenants la possibilité de planifier leur projet, de collaborer avec leurs pairs et de rechercher les ressources pour atteindre les objectifs du projet. Cependant, l'APP est difficile à mettre en œuvre avec succès du fait que les apprenants manquent souvent des compétences d'autorégulation pour suivre, réfléchir, gérer et évaluer les activités durant le projet. L'apprentissage autorégulé peut aider les apprenants à acquérir ces compétences. Cependant, la plupart des environnements d'apprentissage utilisés en APP proposent surtout des matériaux d'apprentissage riches aux apprenants, et rarement les moyens de suivre et analyser leurs processus de gestion de projet et d'apprentissage. L'objectif principal de cette thèse est de soutenir l'apprentissage autorégulé en apprentisage par projet. Nous proposons une architecture générale de système de gestion des apprentissage par projet (PBLMS) qui aide les apprenants à comprendre comment réguler leurs activités d'apprentissage au cours d'un projet. Cette architecture générale intègre un système existant de gestion des apprentissages (LMS) et deux outils que nous proposons: un outil de reporting et un tableau de bord dynamique. L'outil de reporting supporte les processus de réflexion des apprenants en les amenant à décrire leurs activités non instrumentées, leurs réflexions et leurs évaluations sur les activités menées durant le projet à l'aide de phrases semi-structurées. Le système enregistre automatiquement les traces des interactions des utilisateurs avec le LMS, l'outil de reporting et le tableau de bord. Ces traces d'activité sont fusionnées avec les données autodéclarées afin que les indicateurs puissent être calculés sur la base de ces deux types d'informations. Le tableau de bord dynamique permet aux apprenants de créer des indicateurs personnalisables. Les apprenants peuvent spécifier les données à prendre en compte, le calcul et les modes de visualisation. Nous avons implémenté cette proposition théorique avec le développement de la plate-forme DDART (tableau de bord dynamique basé sur les traces d'activité et déclarées) qui intègre l'outil de reporting et le tableau de bord dynamique. Pour évaluer notre proposition, nous avons tout d'abord testé la capacité de DDART à créer un large échantillon d'indicateurs qui sont proposés dans les recherches existantes sur l'analyse des activités, la cognition, les émotions et les réseaux sociaux. De plus, une expérience a été menée afin d'évaluer l'utilisabilité et l'utilité perçue de DDART. Selon les résultats de cette expérience, nous avons constaté que DDART supporte les réflexions des apprenants sur la façon dont ils mènent leur projet et leur fournit les moyens de suivre leurs activités et apprentissages, même si la création d'indicateurs apparait difficile pour les novices. / Project-based Learning (PBL) is a learner-oriented instructional method, which enables learners to carry out challenging and authentic projects by thorough investigations. PBL affords learners the opportunities to organize and plan the project, to collaborate with peers and to look for the resources and guidance to achieve the project goals. However, PBL is difficult to implement successfully because learners often lack of the self-regulation skills required to monitor, reflect, manage and assess their project activities and learning. Self-Regulated Learning (SRL) can train learners to gain these skills. However, most learning systems used in PBL focus on providing rich learning materials to the learners but rarely offer possibilities to monitor and analyze their project and learning processes. The main goal of this thesis is to support SRL during PBL situations. We propose a general architecture of Project-based Learning Management System (PBLMS), which help learners to understand how to regulate their learning activities during the projects. This general architecture integrates an existing Learning Management System (LMS) and two tools we propose: a reporting tool and a dynamic dashboard. The reporting tool enhances learners' reflective processes by leading them to describe their non-instrumented activities, their reflections and assessments on the project activities based on semi-structured sentences. The system can record automatically the activity traces of the users' interactions with the LMS, the reporting tool and the dashboard. These activity traces are merged with the self-reporting data so that indicators can be calculated basing on this entire information. The dynamic dashboard supports learners in creating customizable indicators. Learners can specify the data to take into account, the calculation and the visualization modes. We implemented this theoretical proposition with the development of the DDART (Dynamic Dashboard based on Activity and self-Reporting Traces) platform that integrates the reporting tool and the dynamic dashboard. To evaluate the proposition, we firstly test the ability of DDART to recreate a large sample of indicators that are proposed in existing researches about the analysis of activities, cognition, emotion and social network. Furthermore, an experiment was conducted to evaluate the usability and perceived utility of DDART. According to the results of this experiment, we found that DDART supports learners' reflections on the way they carry out the project and provides them with the opportunities to monitor their activities and learning, even if the indicator creation could be difficult for the novices.

CriseIT är ett projekt som arbetar med att bidra till god krisberedskap genom att skapa mindre gränsregionala hinder i krisövningar över den svenska och norska gränsen mellan Värmland och Hedmarks Fylke. I tidigare krisövningar över gränsen har det varit tydligt att det uppstår språkliga barriärer. Därför har en parlör tagits fram i syfte att överbrygga dessa hinder. Syftet med detta arbete i att designa en digitalt utbildningsmodul är att ta reda på hur man kan lägga upp en utbildning som hjälper användaren i att öva på svenska och norska kristermer. Det kan vara genom att lära sig ord utantill eller genom att öva på att söka på ord och begrepp i parlören. Som metod användes ett pilottest med 11 deltagare från området krisledningsövning av en prototyp innehållande ett par olika typer av ordinlärningsfrågor samt ett kortare frågeformulär. Pilottestet gjordes på distans via det webbaserat systemet Ozlab. Upplägget av frågorna i utbildningsdelen i pilottestet fungerar övervägande bra som ett sätt att lära sig ord och som en övning i att leta på ord och begrepp i ordlistan. I slutsatserna diskuteras lämpligt LMS (Learning Management System) för en sådan utbildningsmodul. Testpersonernas kommentarer var övervägande positiva kring parlören och att hitta svar i den till utbildningsmodulen. Bland de brister som uppmärksammades var själva sökfunktionen i den pdfbaserade parlören. Det ges även synpunkter kring utveckling av parlören.

Increasing enrollment of students and declining availability of qualified and experienced faculty are leading to increased assessment loads of the existing faculty. Moreover, the assessment techniques are changing drastically due to the ever-increasing demand of new knowledge and abilities from the students. The tools offered by information technology can now be effectively used in enhancing the productivity of a teacher. This thesis proposes a mechanism for creating both summative and formative assessment instruments for a course in an engineering program. The assessment instruments will vary widely in nature depending on the subject. With increasing prevalence of digital devices in all walks of life a first level knowledge of digital systems is considered necessary for all engineers especially under electrical and computer engineering curricula. The first level course ‘Basics of Digital Systems’ is chosen for developing a framework of computer assisted evaluation. Creation of assessment instruments is best done in the context of an instructional system design (ISD) model. ADDIE, a generic model is chosen for the study. Bloom’s classification of levels of cognition, Vincenti’s categorization of engineering knowledge, and ‘Gronlund 2-level’ method for writing the learning objectives are integrated to create a ‘Bloom-Vincenti–Gronlund’(BVG)framework for preparing the learning objectives/assessment instruments. Developing tools for evaluation of performance of students in the assessment tests requires consideration of many issues: analysis of problems and their solution methods, errors normally committed by students, grading preferences of the instructor and feedback to students. A set of tools are developed that are able to evaluate the truth tables, state tables, excitation tables, timing diagram and VHDL codes. The developed tools are validated. The submission of the assignment and the integration of all the tools for evaluation will be more effective if they can be integrated in a learning management system (LMS). ‘MOODLE’, an open source LMS, is identified for the integration of the tools. The developed tools execute the files submitted by the students, evaluate them, and provide feedback to the students. In summary, the thesis addressed some key issues related to “assessment and evaluation of students’ performance” and proposed an integrated computer assisted system for the evaluation of students’ performance in the course ‘Basics of Digital Systems’.