<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>

Inaug.-Diss.--Freiburg i. B. / Vita. Bibliography: p. 186-209.

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: How do the Course Management Systems that Umeå University uses differs, both from a technical perspective and user perspective? What possibilities is there in the Course Management Systems to use a different Course Structure? Is there a noticeable difference on the view of Course Management System of teachers and students at different departments? 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. 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.

Made available in DSpace on 2016-06-02T19:05:47Z (GMT). No. of bitstreams: 1 3369.pdf: 5124058 bytes, checksum: f95c0582bf0ec98704f3cd74c73fbeaa (MD5) Previous issue date: 2009-08-01 / Financiadora de Estudos e Projetos / Research efforts on e-Learning systems have mainly focused on the provision of learning contents for users, but these efforts have not considered security requirements in the implementation of such systems. However, threats to security may not be neglected, as these applications are usually built using heterogeneous, distributed and open architectures. This feature may make these systems vulnerable to ill-intentioned users. This work presents the INCA (Integrity, Non Repudiation, Confidentiality and Authenticity), a service that provides security through the technology of Web Services and aims at meeting the security requirements of e- Learning environments developed in different architectures and programming languages. The use of web services to provide security in e-Learning environments will complement the features of such environments, not being limited to platforms in which the client system was developed. INCA uses cryptography and digital signature to provide integrity, non-repudiation, confidentiality and authenticity. Through the tests it could be seen that INCA provides security for e-learning environments in a flexible, configurable, scalable and efficient way. The main features of INCA are presented in this work, with their employability in a case study for the upload tool for Sakai and Moodle environments, which were modified so that they could make use of INCA. The contribuition of this work is the case study implementation for the above mentioned environments, since such tool in these systems does not have security services. Such modifications were necessary to evaluate the applicability of the INCA in different environments. The case study shows the proof of concept for the security service presented in this work. / Pesquisas no domínio de e-Learning enfocam, principalmente, a maneira como o conteúdo de aprendizado é fornecido aos usuários do sistema, sem considerar os requisitos de segurança na maioria das implementações. Entretanto, as ameaças à segurança não podem ser negligenciadas, principalmente, porque aplicações de e-Learning são construídas sobre arquiteturas heterogêneas, distribuídas, abertas e que podem ser vulneráveis à ação de pessoas mal-intencionadas. Este trabalho apresenta INCA (Integridade, Não Repúdio, Confidencialidade e Autenticidade), um serviço que oferece segurança por meio da tecnologia de Web Services e que se propõe a atender os requisitos de segurança de ambientes de e-Learning desenvolvidos em diferentes arquiteturas e linguagens de programação. A utilização de Web Services para oferecer segurança nos ambientes de e-Learning complementa as funcionalidades de tais ambientes, isto é, não se limita às plataformas em que o sistema cliente foi desenvolvido. INCA utiliza criptografia e assinatura digital para oferecer integridade, não repúdio, confidencialidade e autenticidade. Por meio dos testes realizados pôde-se constatar que o INCA oferece segurança a ambientes de e-Learning de maneira flexível, configurável, escalável e de forma eficiente. As funcionalidades do INCA são apresentadas neste trabalho, com sua empregabilidade em um estudo de caso para a ferramenta upload de arquivo, dos ambientes Sakai e Moodle, que foram modificados para que pudessem usar os serviços do INCA. A contribuição deste trabalho é a realização do estudo de caso para os ambientes supracitados, uma vez que tal ferramenta nesses sistemas não possui serviços de segurança. Algumas modificações, em tais ambientes, foram necessárias para avaliar a aplicabilidade do INCA em ambientes diferentes. O estudo de caso evidencia a prova de conceito para o serviço de segurança apresentado neste trabalho.

Learning management systems(LMSs) have become one of the most common computer systems adopted at universities, colleges and distance learning organizations. In order to identify different features and accordance of each LMS, LMSs’ features were compared by using four different categories; communication tools, productivity and student involvement tools, course delivery tools, and administration tools. Based upon the comparison of the different features affecting different usage patterns, this paper proposes a classification of seven selected LMSs; ANGEL, Blackboard, Moodle, Sakai, WebCT, Ning and Elgg. These seven LMSs are classified into three groups according to systems’ pedagogical adaptability and technological usability. The classification seeks to understand the possibilities and limitations of what these classified groups of LMSs can accomplish and is used to suggest a suitable usage in order to support teaching and learning. The proposed classification implies the need of future exploratory case study analyzing teaching and learning practices according to the classification. / text

Pasaulyje yra žinoma apie 150 fosilinių sakų rūšių. Didžioji jų dalis randama Šiaurės pusrutulyje, Europoje ir Amerikoje. Be to, vis daugiau fosilinių sakų aptinkama Azijoje, Afrikoje, Pietų Amerikoje.Vienas labiausiai paplitusių fosilinių sakų – Baltijos gintaras – nuo seno naudojamas papuošalų, buitinių ir liturginių reikmenų, smulkiosios plastikos gamybai, medžio, kaulo ir kitų dirbinių dekoravimui. Nuo XIX a. pradžios mėginta analizuoti gintarą, nesuardant jo pirminės medžiagos, tačiau nesėkmingai. Tik išaiškinta, kad gintarą sudaro alkoholyje tirpi dalis ir jokiame tirpiklyje netirpstantis likutis, pavadintas sukcinitu. Dabar gintaro chemijos tyrimams pasitelkiami nauji cheminės ir fizikinės analizės metodai: chromatografija, IR spektroskopija, branduolinis magnetinis rezonansas, masių spektroskopija ir kiti. Šio darbo tikslas buvo infraraudonosios spektroskopijos analizės metodu ištirti ir palyginti tarpusavyje kelių rūšių fosilinių sakų pavyzdžius iš skirtingų šalių archeologinių radimviečių: Baltijos pajūrio (Lietuva) „šiuolaikinį“ skaidrųjį gintarą, Benaičių ir Turlojiškių archeologiniuose kompleksuose (Lietuva) rastus archeologinio gintaro pavyzdžius, tamsųjį archeologinį Japonijos gintarą, fosilinius sakus iš Centrinio Libano archeologinės radimvietės ir fosilinius sakus iš Šiaurės Paryžiaus Orsi kvartalo archeologinės radimvietės. Nustatyta, kad fosiliniai sakai iš Japonijos, Centrinio Libano ir Paryžiaus archeologinių radimviečių tikrai nėra Baltijos regiono... [toliau žr. visą tekstą] / Amber is a fossilized form of terpenoid resins. Unlike other fossil, amber is completely organic in nature, and its chemical composition remains almost constant over millions of years. Chemical characteristics of amber are a consequence of both biological origins and geological enviroment. Have been proposed different characterization techniques such as IR spectroscopy, NMR and other. By these methods chemical structure can be derived. However, these techniques do not allow totally exclusive distinction, because spectral differences cannot be universally established for all the samples. The main aim of this work was to characterize some samples of fossil resins from different countries. Six fossil resins were campared: ,,contemporary” Baltic transparent amber (Lithuania), archeological amber from Benaičiai and Turlojiškės (Lithuania), archeological amber from Japan, fossil resin from Central Lebanon and fossil resin from North Paris. These fossil resin were analyzed using IR spectroscopy method. IR spectra of fossil resin showed a presence of these groups: O─H (in polymers), ─CH3 and ─CH2─, ―Si─O─Si― or ―Si─O─C―. Come to a conclusion, the chemical structure and features of all analyzed fossil resin are similar. But they have the differences too. Fossil resins from Lithuania (Baltic transparent amber and archeological amber from Benaičiai and Turlojiškės) spectra have an absorption band at wavelength 1250-1175 cm-1, which is called ,,Baltic shoulder” by Beck. Fossil resins... [to full text]