This dissertation pursues the possibility of increasing quality of teaching students in medical fields using LMS Moodle. It is based on years of experience with designing of e-learning courses at the Charles University. LMS Moodle uses knowledge of computer-aided or computer-controlled teaching at universities. According to an analysis of the changing situation at universities that is characterized by increasing number of students, also by creation of bachelor degree courses and unideal teaching financial security on the one hand and the significant developement of ICT on the other. As part of this work the usability of ICT in medical study fields was solved in subjects "Medical Informatics" , " Prosthetic materials and technology" and " Gnathology". In the last year (2010) LMS Moodle was started for a whole network of medical faculties that cooperate on the creation and access to electronic learning materials MEFANET (Medical faculty's network since 2007). Analysis of the central installation operation of Charles University's LMS Moodle for teaching from 2004 to 2010 gives a good picture of the aspects associated with the operation LMS Moodle, which would help assisting in management of LMS Mooodle Mefanet. The tracking of an e-learning course's development within the central Moodle installation at the...

Decentralization of web is, also known as Web 3.0 or Semantic Web, is catching on quickly. Deployment of a decentralized network or system for learning purposes in an educational institution could involve the use of new cutting-edge technologies and tools behind blockchain systems and Social Networking Sites (SNS). These technologies can be applied in the education sector to reap numerous benefits. The benefits could be in the areas of longdistance learning, real-time availability of learning content and assignments, improved collaboration between instructors and students, better evaluation of student performance, secure and transparent payment systems for courses, and easy and structured access to student records. Yet other benefits could be achieved by the implementing educational institution in the form of automation (using artificial intelligence and machine learning tools), cost reduction, improved efficiency, system reliability, and data security and privacy. However, like everything else, the decentralization of web or other such networks comes with its own set of challenges. This research study focuses on the challenges associated with implementing a decentralized learning model for learning systems of an educational institution. The study involved both primary and secondary research. First, a thorough review was conducted of the existing literature on the implementation of decentralization technologies in the education sector. Then, a survey was conducted among 25 students to collect information on their views of what these challenges are and to validate the findings from literature revie. The study concludes that, to fully realize the benefits of deploying these technologies to DWeb learning models, several challenges need to be overcome quickly. The survey that was conducted corroborated the findings from the literature review to a large extent. Though many respondents showed their satisfaction with the decentralized e-learning practices where they have been deployed, there still seem to be large gaps in understanding, awareness, deployment, and fine-tuning of such learning systems. The survey results revealed a strong resistance to the use of new technologies among educators; a lack of accessibility to resources and technical support; and a lack of competency and confidence due, perhaps, to a lack of operational training. Overcoming these challenges would require better awareness and understanding of the current trends and developments among both students and instructors. Education system should be well-prepared to train and update both students and instructors on how to best utilize these technologies to reap their benefits. Collaboration through digital means, as opposed to iii one-on-one classroom interactions, would also require a change in the mindset of the users of these learning models. / <p>Master Thesis </p>

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New types of emerging classrooms called flexible learning environments change the traditionalclassroom structure by removing barriers previously set by the room. Within these environments learningmanagement systems (LMS) are used by teachers to support them in their daily operations. The digitaltransformation of education presents new challenges of designing LMS for flexible learning environments.The research question for this study is as follows: “How do teachers experience learning managementsystems within flexible learning environments?” The aim of this study is to gain insights into teachers'experience with the use of LMS in flexible learning environments; and how the teachers experience theirdevelopment of digital competence to use the systems in their teaching. The study resulted in four themesof experiences (1) Lack of adoption, (2) Control within the system, (3) Collaboration and competencedevelopment, (4) Direct feedback and interactions. The insights of the themes of experience are presentedin the form of design propositions.

Sweden’s healthcare sector faces a significant challenge due to the increasing life expectancy and aging population. This is exacerbated by the anticipated decrease in the working age population, creating extended competency supply challenges for municipalities and regions. Simultaneously, there is a demand for digitalization and the use of digital tools, which entails new challenges for municipalities and regions to manage. This study aims to investigate the current education strategy of a medium sized municipality within the health care sector, referred to as Kommun X, to identify how the education process can be structured and how digital tools can contribute to a more qualitative process. The data collection method utilized in this study is semi-structured interviews, which is in line with a qualitative approach. Moreover, the study incorporates an expert interview that has been analysed alongside the other data sources. In our findings, we propose an approach that combines digital tools with physical meetings. To enhance the structure and accessibility of the education we recommend implementation of a learning management system (LMS) which is compatible with mobile devices. Furthermore, we suggest establishing designated responsibility and support materials for the education. A concluding suggestion is that Kommun X consider the use of VR technology for educational purposes to integrate more interactive experiences for employees.

Combined with advancements in technology, prior research investigating the teacher-student relationship has radically changed the way we teach and learn in online education. This study examined the way teacher self-disclosure (TSD) influenced student motivation to enroll in an online course and altered their affect, or feelings, toward the teacher when applied within a purely online learning setting. The experiment took place online and was built within a Boston University’s learning management system (LMS), Blackboard Learn. In the online environment, TSD was controlled to provide high levels of male and female TSD in two treatment groups and a complete absence of TSD in two control groups. Out of the 336 Master of Social Work (MSW) students that responded to the recruitment email, 84 students were placed in one of four online settings led by fictional male and female teachers. Students in the treatment groups were granted access to male or female TSD via a Meet the Professor tab within the online learning environment. This tab provided students with access to content collected from social media websites, such as LinkedIn, Pinterest, YouTube, and Twitter on a single web page. The social media content displayed personal and professional information about these fictional instructors and were used to create TSD in the sample online course. The study participants were instructed to explore their assigned sample course not including (control) or including (treatment) TSD. Before and after exploring the sample course, participants completed pre- and post-surveys measuring their motivation to engage in the online course materials, their affect toward the teacher (ATT), and their perceptions of TSD within the online learning environment. Hypothesis testing using ANCOVA, correlation, t-test, and Chi-squared procedures revealed no statistical significance. Findings include recommendations for methodological requirement need to explore the complexities of the teacher-student relationship within a purely online learning environment.

Den här studien undersöker hur ett användarcentrerat tillvägagångssätt kan utveckla gränssnittet för den digitala läroplattformen Canvas, baserat på hur plattformen upplevs av studenter med ADHD/ADD. Genom intervjuer och observationer har data samlats in kring studenternas interaktion med Canvas och vad de upplever för problematik med plattformen. Baserat på studenternas upplevelse, samt riktlinjer som går att återfinna i teorin, har ett alternativt gränssnitt har sedan skapats. Detta gränssnitt har sedan testats av studenterna för att samla in ytterligare information om vad som kan förbättras samt för att testa om förändringarna som gjorts är något studenterna upplever positivt. För att utveckla en produkt som fungerar för samtliga användare är det viktigt att i ett tidigt skede ta i beaktning de med funktionsnedsättningar, och genom att involvera dessa tidigt i designprocessen kan en digitalt tillgänglig produkt utvecklas. Data från denna studie har gett värdefulla insikter i vad studenter med ADHD/ADD upplever problematisk med digitala läroplattformar. / This study examines how a user centered approach can develop the learning management system Canvas, based on how it is perceived by students with ADHD/ADD. By conducting interviews and observations data has been collected about the students interaction with Canvas and what they experience as problems with the platform. Based on the students experiences and guidelines that can be found in the theory, an alternative interface has since been created. This interface has since been tested by the students to gather additional information about what can be improved, and to test whether the changes that have been made are well met. In order to develop a product that work for all users, it is important to take those with disabilities into account at an early stage in the design process, and by doing so a digitally accessible product can be developed. Data from this study provides valuable insights into what students with ADHD/ADD experience as problematic with learning management systems.

Information Literacy (IL) has been implemented among workers in schools in recent years in order to enhance workers’ skills and competencies through the utilisation of technology in education. To implement a sustainable IL system, the building of an IT infrastructure is required including the provision of PCs and network access, enabling students to connect to the internet during class time in order to access educational web-based content as well as to share discussions about subjects with their peers in and out of the class. Assessing the level of information literacy (IL) of stakeholders will assist in creating a new proposed school management system (SMS) to be used among them in the future. This will encourage teachers to use blended learning approach for teaching their students. Therefore, it is important to examine the IL of stakeholders (principal, head of division, teacher) in Kuwait to increase their skills and competencies which will lead to greater innovation in future developments. This work aims at assessing information literacy level of stakeholders, their skills and competencies in utilising technology in a workplace environment, which will assist the researcher to create a new school system. In addition, this work presents a new proposed school management system (SMS) for stakeholders in the current educational system of high schools in Kuwait, therefore, applying the BL approach in order to achieve a high quality of students' learning outcomes.

Canvas is a LMS used by many colleges, universities, and K-12 schools. The primary purpose of Canvas is for the instructors to organize courses, create assignments, and enter students’ grades. Canvas LMS is a web application. The response time performance of the Canvas is essential for its users. Both instructors and students claim that they experience slow response times from this system. Given the vast numbers of users, the effect of delayed responses is multiplied by a very large number; hence, improving the performance of such a system has a large economic and social impact. Moreover, many other applications utilize a set of services that communicate to realize the overall web service; hence, the results could also positively impact other services. This thesis focuses on the Canvas when running in a Docker container environment and proposes solutions to tune the system to optimize the performance of Canvas. This thesis uses experiments on the following aspects of the Canvas: Canvas RESTful API, Canvas GUI, the underlying system of the Docker containers, Canvas webserver, VM configurations, etc. This thesis provides tuning and optimization suggestions that could benefit Canvas developers and Canvas administrators. / Canvas är en Lärplattform (eng. Learning Management System(LMS)) används av många högskolor, universitet och K-12-skolor. Canvas huvudsakliga syfte är att instruktörerna ska organisera kurser, skapa uppdrag och ange elevernas betyg. Canvas LMS är en webbapplikation. Svarstider prestanda för Canvas är avgörande för användarna. Både instruktörer och studenter hävdar att de upplever långsamma svarstider från detta system. Med tanke på det stora antalet användare multipliceras effekten av fördröjda svar med ett mycket stort antal; följaktligen har förbättring av prestanda för ett sådant system en stor ekonomisk och social inverkan. Dessutom använder många andra applikationer en uppsättning tjänster som kommunicerar för att förverkliga den övergripande webbtjänsten; därför kan resultaten också påverka andra tjänster positivt. Denna avhandling fokuserar på Canvas när den körs i en Docker-behållare miljö och föreslår lösningar för att justera systemet för att optimera prestandan för Canvas. Denna avhandling använder experiment på följande aspekter av Canvas: Canvas RESTful applikationsprogrammeringsgränssnitt (API), Canvas grafiskt användargränssnitt (GUI), det underliggande systemet för Docker-behållare, Canvas-webbserver, virtuella maskin (VM)-konfigurationer, osv. Denna avhandling ger prestanda justering och optimering förslagsom kan gynna Canvas-utvecklare och Canvas-administratörer.

This study aims at discussing how students’ informational privacy in the learning management system (LMS) Canvas is perceived by staff at higher education institutions (HEIs), as well as identifying challenges arising from dataveillance and from perceptions of informational privacy themselves. The study of perceptions is based on a range of interviews at five HEIs in Sweden. While the LMS Canvas includes dataveillance of students especially through learning analytics (LA) functions that are novel and opaque at Swedish HEIs, consideration of respective flows of personal information and resulting challenges to students’ informational privacy is relatively scarce. Even though usage of dataveillance capabilities appears limited at HEIs, a discrepancy between processed data and respective perceptions among staff, in addition to rare institutional discussions, make Canvas a problematic case for HEIs. Canvas and its introduction were generally perceived as a success, but dataveillance is likely unknown to many students and thus potentially misaligned with their interests for informational privacy.