The presented work discusses and compares these means of learning: the Content Management System and Distant Learning Environment. In the same way the means called MOODLE is studied with great attention in order to discover its opportunities, structure and working principles. http://MOODLE.org/ MOODLE – Modular Object Orentiered Dynamic Learning Environment MOODLE- is based on the theory of Social Constructivism and, from the pedagogical point of view, is considered to be the most flexible means of virtual learning. It approaches both distant learning and a task presentation for those who study in a computer classroom (not exactly Computer Studies). They are such systems as PHP and MySQL (some others, e.g. DB), which are oriented on the main technological standards (for instance, LDAP – users system, SCORM – presentation of learning material). The course is considered to be enough flexible, thus it might be presented in three ways: v Weekly (all the lectures are hold on time, like in the traditional timetable model); v According to the list of topics (topics are taught in consecutive order, it is possible to determine time of learning. However they are not so strict as in a weekly course model); v Social (based on discussions). Also it is worth to mention that there are plenty of various activities. The following ones are used the most often: (a) Lecture; (b) Individual task; (c) Critical estimation of the colleagues (Workshop); (d) Discussions (synchronous and... [to full text]

Darbo „Studijų kokybės vertinimas nuotolinio mokymosi sistemose“ tikslas – sukurti įrankį, kurio pagalba būtų galima nustatyti studijų kokybę nuotolinio mokymosi sistemoje. Pagrindiniai šio darbo uždaviniai yra orientuoti į darbo tikslą. Šiame darbe aprašytas, realizuotas ir į Moodle NMA įdiegtas Statistikos modulis, kurio pagalba galima nustatyti, ar yra ryšys tarp studento pažymio ir apsilankymų skaičiaus kurso medžiagoje. Pritaikytas statistinis metodas - koreliacijos koeficiento skaičiavimo metodas. Darbas inovatyvus tuo, kad tokio pobūdžio modulis sudaro sąlygas įvertinti besimokančiųjų nuotolinių studijų kokybę. / The main purpose of master work is to create the tool for quality evaluation in distance education systems. The Statistics module is described, created and realized in Moodle distance education system, because Moodle is open source software and is free to making it versatile for growing users’ needs. Statistics module helps to relate student‘s mark and his/her number of visits in course material. In this module was fitted method of correlation coefficient calculation. Such module allows evaluating the study quality of students’ in distance education.

SANTRAUKA SMS (Short Message Service) - tai technologija, kuri leidžia siųsti ir priimti pranešimus tarp mobiliųjų telefonų. SMS pirmą kartą atsirado Europoje 1992 metais ir buvo įtraukta į GSM (Global System for Mobile Communications) standartus. Vėliau buvo perkelta į bevieles technologijas, tokias kaip: CDMA ir TDMA. GSM ir SMS standartai buvo parengti ETSI. ETSI santrumpa - Europos telekomunikacijų standartų institutas. Dabar 3GPP (Third Generation Partnership Project) yra atsakinga už tinklo sukūrimą bei GSM ir SMS standartų išlaikymą. Taigi kaip žinia mobilios technologijos jau daug metų yra naudojamos įvairiose srityse. Viena iš šių sričių yra e-švietimas. Žinant tai, jog šiame 21 amžiuje naujos technologijos yra neatsiejama e-švietimo dalis, buvo ieškoma galimybė kaip palengvinti dėstytojų darbą, bei suteikti studentams galimybę laiku gauti reikiamą informaciją. Remiantis šiais prioritetais ir buvo sukurta mobiliųjų technologijų posistemė bei integruota į virtualiąją mokymosi sistemą „Moodle“. / SUMMARY SMS stands for Short Message Service. It is a technology that enables the sending and receiving of messages between mobile phones. SMS first appeared in Europe in 1992. It was included in the GSM (Global System for Mobile Communications) standards right at the beginning. Later it was ported to wireless technologies like CDMA and TDMA. The GSM and SMS standards were originally developed by ETSI. ETSI is the abbreviation for European Telecommunications Standards Institute. Now the 3GPP (Third Generation Partnership Project) is responsible for the development and maintenance of the GSM and SMS standards. So mobile technology is used for many years in various fields. One of these fields is e-education. E-education is a field in which new technologies are very used in the 21 century. Trying to make job easier for lecturers and keeping in mind that some students does not get information on time, "distance education system" using mobile technologies was created.

<p>U dana&scaron;nje vreme sve vi&scaron;e obrazovnih institucija kao &scaron;to su fakulteti koji nude e-obrazovanje. U nekim slučajevima učenje na daljinu je ukombinovano sa tradicionalnim oblicima učenja, dok se u drugim ono odvija u potpunosti samostalno putem internata. U svakom slučaju da bi učenje na daljinu moglo da se realizuje i da bi njime moglo da se upravlja potrebno je da postoji posebno okruženje u kom će se ono organizovati. U većini slučajeva Sistemi za obrazovanje na daljinu &ndash; (Learning management system &ndash; LMS) obavljaju ovaj zadatak. LMS obezbeđuje raznovrsne alate za podr&scaron;ku profesorima u kreiranju, administriraju i upravljanju online kursevima. S druge strane oni uglavnom ne uzimaju u obzir individualne razlike studenata i tretiraju sve studente na isti način bez obzira na njihove lične potrebe i karakteristike. U na&scaron;oj literaturi ne postoji puno radova koji se bave temom adaptivnog elektronskog obrazovanja, naročito ne sa aspekta izrade i implementacije modela adaptivnog elektronskog obrazovanja. Predmet ove doktorske disertacije je implementacija sistema za elektronsko obrazovanje koji je kreiran po modelu adaptivnog elektronskog obrazovanja i koji obezbeđuje za isto vreme veće neposredno znanje korisnika i pozitivno utiče na trajnost znanja, nego standardni neadaptivni sistem za elektronsko obrazovanje. U radu su kombinovane prednosti LMS-a sa adaptivnim sistemima i na taj način je pro&scaron;irena funkcija LMS-a tako &scaron;to su integrisani stilovi učenja i obezbeđena je adaptivnost sistema. Adaptivni model elektronskog obrazovanja koji je razvijen u radu je implementiran i procenjivan kori&scaron;ćenjem Moodle sistema. Ova doktorska disertacija imala je za cilj da na osnovu kreiranja, implementacije i kori&scaron;ćenja modela adaptivnog elektronskog obrazovanja ukaže na statistički značajnu mogućnost podizanja sveobuhvatnog nivoa i kvaliteta obrazovnog procesa.</p> / <p>Nowadays the majority of universities offer e-learning to their students. Sometimes distance learning is combined with traditional education, while in other cases it functions on its own by using the Internet. However, distance learning requires special surroundings where it can be organized. Learning management systems &ndash; LMSs are used in most of the cases for distance learning. LMS provides professors with various tools for creation, administration, and management of online courses. On the other hand, LMSs don&rsquo;t usually consider individual differences of students and treat all students in the same way, disregarding their personal needs and characteristics. In our literature, there are very few studies that analyze adaptive e-learning systems, especially the creation and implementation of adaptive e-learning models. The goal of this doctoral thesis has been creation and implementation of an adaptive model of the e-learning system which provides students with wider knowledge that lasts a longer period of time comparing to the knowledge acquired with standard (non-adaptive) systems of e-learning. The thesis has expanded the function of LMS by combining LMS with adaptive systems and incorporating students&rsquo; learning styles into it. The adaptive model that is developed in the thesis has been implemented and evaluated by using Moodle system. The aim of the doctoral thesis has been to point out at statistically significant probability of improving the level and quality of the educational process by creating, implementing and using the adaptive model of e-learning.</p>

Tese de mestrado. Tecnologia Multimédia (Área de especialização de Educação). Faculdade de Engenharia. Universidade do Porto. 2009

<p>Umeå University currently uses two Course Management System, Moodle and Sakai (Cambro). Both Moodle and Sakai are based on open source code and are today the two more popular choices among Swedish Universities. They both have different strengths and weaknesses both from a technical perspective and a user perspective. This can create problems for a course responsible/teacher when it comes to planning the course structure at a distance course but also when planning the course structure on a campus course that uses a Course Management System. With this as my starting point my formulations of questions become:</p><ul><li>How do the Course Management Systems that Umeå University uses differs, both from a technical perspective and user perspective?</li><li>What possibilities is there in the Course Management Systems to use a different Course Structure?</li><li>Is there a noticeable difference on the view of Course Management System of teachers and students at different departments?</li></ul><p>The purpose with my essay is to create a basis that course responsible/teacher can use to plan the course structure. For those teachers with a choice in which Course Management System they use, this essay can be used to see what Course Management System fits them the best. I have in my essay done a case study over the two Course Management System that are being used at Umeå University currently, Moodle and Sakai. The essay focuses on a technical perspective through a technical comparison of the systems that has been done with EduTools. The user perspective consists of interviews done with teachers and a survey done among students. The teachers and students are chosen through a theoretical selection.</p><p>The conclusions that I have been able to draw is that through a technical perspective Sakai is to be preferred, it has tools and functions that Moodle is missing. From a user point of view there is no big difference between Moodle and Sakai. Although Moodle has a bigger share of users that leaves the Course Management System with a good general impression, than Sakai has. The research findings has also attracted attention to some problems in Moodle and Sakai that are in need of improvement, these are problems that both the teachers that have been interview and the students taking part of the survey have pointed out. The research findings has also attracted attention to some problems from the technical comparison and review done by The National Agency for Special Needs Education and Schools.</p>

The purposes of this research are to development an e-Learning course based on the ¡§Moodle¡¨ learning management system, to discuss the possible strategies to combine teaching with e-Learning management system and to assess the learning effects from students after the teachers using e-Learning center as a teaching material. By learning these things, we hope to increase students¡¦ e-Learning interests and also to promote the instruct quality. This research uses¡¨ ADDIE¡¨ instructional systems design to design the ¡§Internet Literacy¡¨ and uses students from the fourth grade for our experiment to practice our seven weeks online courses. Moreover, we use the evaluations from professional teachers and students as a basis for revising our courses. The research result shows: 1. The first step to develop the e-Learning course is to analyze the learners¡¦ learning background and the learning contents of the courses. According to the learning background from the learners, we find out that though most students use internet very often, but they lack the learning experience of e-Learning courses. Thus, designers for e-Learning courses should focus more on learning service supports and the management of learning community. After analyzing the information education teaching materials for learners, we found out: The teaching material for current phase focuses more on cognitive teaching and skills simulation and it lacks the information for internet etiquette, internet safety interaction and internet information application; thus, it is a necessity to implementation ¡§Internet Literacy¡¨. 2. The design phase of ¡§Internet Literacy¡¨, designs for teaching doing assessment tools, designs for teaching strategies, plans for learning processes and plans for the learning community¡¦s managrment . Teachers need to edit and choose the e-Learning materials, and set-up an e-Learning management system and have the assessment of courses for the development phase for ¡§Internet Literacy¡¨. While designing e-Learning courses, teachers¡¦ workloads are heavier than the traditional way of teaching; however, it is more effective and more flexible while using the multimedia hyperlink, on-line tests, and discussion boards on¡¨ Moodle¡¨ learning management system . 3.The implementation phase of ¡§Internet Literacy¡¨:Teachers can handle students¡¦ individual learning progress and provide help for the students accordingly and it helps students to increase learning interests and it is more effective. Moreover, teachers can use the billboards, chat rooms and votes which are more interactive activities from the e-Learning center to increase students¡¦ interests on discussing internet-related topics and to help students exchanging their opinions, ideas and their feelings. 4. The assessment phase of ¡§Internet Literacy¡¨: By using online transcripts, online learning progresses and learning feedbacks, we know that this course is approved by most students. Additionally, students can reach their cognitive learning goals and skills after students take the learning tasks of Internet Literacy. However, it takes more time and more observations for emotional and attitude parts. The face-to-face teaching times are too less for this research project; thus, it is hard to understand whether the students¡¦ internet literacy has promote or not.

Informacinės technologijos vis labiau įsilieja į mokymo/si procesą, tampa neatsiejama jo dalimi. Vyrauja nuomonė, kad nuo mokymosi apie informacines technologijas turi pereiti prie mokymo su informacinėmis technologijos. Tuo pačiu tradicinio mokymo metodus praplečiant informacinių technologijų mokymo metodais. Tai turi padėti veiksmingiau derinti bei taikyti naujus mokymo metodus. Atlikus anketinę tiksliųjų mokslų (chemijos, fizikos, informatikos, matematikos) mokytojų apklausą išsiaiškinta kokia mokytojų dalis naudoja informacines technologijas moksleivių testavimui, kokios programos naudojamos, kokios funkcijos šioms programoms reikalingos. Išanalizavus gautus duomenis nustatyta kokia programinė įranga dažniausiai naudojama moksleivių testavimui, kokių funkcijų joje pasigendama. Sukurti ir išbandyti priedai praplečiantys virtualios mokymosi aplinkos Moodle funkcijas, reikalingas tiksliųjų mokslų žinių testavimui: modifikuotas Moodle programos kodas įjungiant HTML redaktorių testavimo sistemos klausimų atsakymams, sukurtas filtras cTeX leidžiantis įvedinėti chemines formules ir trimačius molekulių modelius Moodle aplinkoje, sukurtas naujas klausimo tipas leidžiantis tikrinti programavimo žinias paskalio kalba. / Information technologies are becoming ever more an integral part of the learning process. It has become accepted that learning about information technologies should be transformed to learning with information technologies expanding traditional teaching methods with the methods for teaching information technologies. That should help to coordinate and apply new teaching methods more effectively. Having conducted a questionnaire of teachers of exact sciences (chemistry, physics, informatics and mathematics), it has been determined what percentage of teachers use information technologies for student testing, what software is used, and what functionality for the software is needed. After analyzing the survey data the software most often used for testing students and its missing functionality have been determined. The modules extending the virtual learning environment Moodle for testing students in exact sciences have been written and tested: the Moodle program code has been modified by including an HTML editor for the answers to testing system questions; the filter cTeX for entering chemical formulas and three-dimensional molecule models has been written, and a new type of question for testing the Pascal programming language has been created.

Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Exatas, Departamento de Ciência da Computação, 2017. / Submitted by Albânia Cézar de Melo (albania@bce.unb.br) on 2017-09-08T16:47:37Z No. of bitstreams: 1 2017_JoãoBatistaRibasdeMoura.pdf: 11388779 bytes, checksum: 5a19b440af1d60163ad0593e9671ad80 (MD5) / Approved for entry into archive by Raquel Viana (raquelviana@bce.unb.br) on 2017-09-27T12:23:41Z (GMT) No. of bitstreams: 1 2017_JoãoBatistaRibasdeMoura.pdf: 11388779 bytes, checksum: 5a19b440af1d60163ad0593e9671ad80 (MD5) / Made available in DSpace on 2017-09-27T12:23:41Z (GMT). No. of bitstreams: 1 2017_JoãoBatistaRibasdeMoura.pdf: 11388779 bytes, checksum: 5a19b440af1d60163ad0593e9671ad80 (MD5) Previous issue date: 2017-09-27 / Este trabalho apresenta a implementação do software Moodle como ferramenta de Gestão do Conhecimento para captura do conhecimento tácito dos especialistas em Dívida Ativa da União na Procuradoria-Geral da Fazenda Nacional (PGFN) e dos servidores do Conselho Administrativo de Recursos Fiscais (CARF) para a explicitação das ameaças e vulnerabilidades nos processos de trabalho corporativos. Essa inovação iniciada na PGFN e posteriormente desenvolvida em completude no CARF, totalmente sobre software livre e gratuito, permitiu a identificação de riscos a custo irrisório em um momento de extremas restrições orçamentárias. Os riscos identificados e mantidos na base de dados do Moodle já encontram-se em tratamento confirmando a materialização de todas as etapas da Gestão de Riscos preconizadas pela norma ABNT 31000. O acompanhamento da evolução no tratamento dos riscos pela alta gestão é possível devido à criação de Indicadores Chave de Risco (KRI) e dashbords gerenciais, ambos inexistentes antes deste trabalho, que garantem a transparência necessária à Governança. A metodologia desenvolvida para operacionalizar o Processo de Avaliação de Risco foi decisiva para criação da Cultura de Riscos exigida pela nova versão da norma ABNT ISO 9001. Este trabalho ainda contribuiu à adequação com a determinação governamental de sistematização de práticas relacionadas à gestão de riscos apresentada pela Instrução Normativa No 01 MP/CGU, basilar aos Programas de Integridade. A metodologia e a Gestão de Riscos implementadas a partir deste trabalho foram validadas por auditoria externa que concedeu ao CARF o Certificado de Qualidade ISO 9001. / This research presents the implementation of Moodle software as Knowledge Management tool to capture the Tacit Knowledge of experts in Nacional Treasury Attorney’s Office (local acronym PGFN) and of employees in Administrative Council of Tax Appeals (local acronym CARF) into explicit knowledge that exposes threats and vulnerabilities in work processes. This innovation started at the PGFN and later full was developed in CARF using free software to allowed the identification of risks at negligible cost in a time of extreme budgetary constraints. The risks identified and maintained in the Moodle database are already in treatment process confirming the operationalization of all stages of Risk Management recommended by the ABNT 31000 standard. Monitoring evolution of risks in treatment by the high level management is possible due to the creation of Key Indicators of Risk (KRI) and dashbords, both of which did not exist prior to this work, granting transparency and Governance on organizational risks. The methodology developed in this research allowed operationalize the Risk Assessment Process and was decisive for Risk Culture required by the ISO 9001 standard. This work still contributed to government’s determination to operationalize Risk Management as determined in Brazilian Regulatory Standard No01 MP/CGU that is enforceable for anti-corruption compliance. This Risk Management implemented was validated by an external audit that granted CARF the ISO 9001 Quality Certification.

Tese de mestrado. Tecnologia Multimédia. Faculdade de Engenharia. Universidade do Porto. 2007