Specification of an Adaptable and Inclusive E-Learning Support System

2010 ◽  
pp. 207-227
Author(s):  
Steve Green
Keyword(s):  
Learning Environment ◽  
Support System ◽  
Learning Support ◽  
User Profiles ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Learning Support System ◽  
E Learning

The chapter outlines the problems associated with inclusive e-learning and the role that user profiles and an adaptation service can have to support personalization. The chapter introduces the idea of an Adaptable Personal Learning Environment (APLE) and looks at how one component, the Transformation, Augmentation and Substitution Service (TASS), can be formally specified using Prolog. The compliance with a range of standards is identified: in particular the IMS ACCLIP and ACCMD standards for accessible learner profiles and learner object metadata and the AccessForAll proposals. The chapter also considers issues of IMS and SCORM content packaging, learner information profiles and the JISC definitions for a Personal Learning Environment, all within the context of inclusive e-Learning support.

scholarly journals Asynchronous Collaborative and Interactive Learning Support System

2021 ◽  
Vol 6 (3) ◽  
pp. 39-43
Author(s):  
A. Hadiana ◽  
L. Leiliawati ◽  
M. Muslih ◽  
R. Rohmanto ◽  
N. Natalia ◽  
...  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Support System ◽  
Learning Process ◽  
Web Technology ◽  
Shared Knowledge ◽  
Learning Support ◽  
Learning Support System ◽  
Level Of Knowledge

We propose in this paper an educational distance learning support system to provide learning environment in higher education especially it is very important during Covid-19 pandemic. This system provides the collaboration functions among students, in order to make students more active and interactive in learning process based on web technology without any restriction of time and place, and also in order to decrease teachers’ load. In this system students are endorsed to collaborate each other for constructing shared knowledge as much as possible according to their level of knowledge. Students can make discussions or ask some questions collaboratively to acquire more knowledge which cannot be gained through lessons. We describe the concept of this system including its architecture.

Personal Learning Environment Box (PLEBOX): A new approach to E-learning platforms

2011 ◽  
Vol 21 (S1) ◽  
pp. E100-E109 ◽  
Author(s):  
Tiago M. C. Simões ◽  
Joel J. P. C. Rodrigues ◽  
Isabel de la Torre
Keyword(s):  
Learning Environment ◽  
New Approach ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
E Learning ◽  
Learning Platforms

Intelligent Work-Study Support Based on Interactive Web Guide

2007 ◽  
Vol 11 (1) ◽  
pp. 118-125
Author(s):  
Masaaki Tanaka ◽  
◽  
Tokuro Matsuo ◽  
Takayuki Ito ◽  
Tadachika Ozono ◽  
...  
Keyword(s):  
Support System ◽  
Web Pages ◽  
Learning Support ◽  
Web Based ◽  
Learning Support System ◽  
E Learning ◽  
Study Support ◽  
Historical Sites ◽  
Online Web

Advances in the Internet have enabled the dissemination of many types of e-learning in assisted education. We propose a collaborative learning support system (CLSS) for studying in the classroom and off-campus. Users study cultural and historical sites through a field trip using our system and cellphones. We report the results of learning based on experience and study using online Web-based authoring support overcoming the limitations of conventional Web page authoring support making it difficult for learners to make web pages. We propose a Web-pamphlet making support system (WPASS) as a CLSS subsystem in which users easily construct and edit their study notes. The WPASS provide services to edit Web pages via a browser and enables teachers to advise learners thorough these pages. We discuss the advantages and effectiveness of our proposal, which supports making a Web guide for users in experienced learning, making and editing Web pages in real time and write about their experiences using cellphones. CLSS has the advantages of enabling (1) beginners to become experienced in PC use, (2) users to make Web guides for their activities, (3) mentors to give appropriate Web guidance, (4) users to learn and discuss the ethics of using cellphones in public, (5) users to keep long-term records of activities.

scholarly journals МОДЕЛЬ ВИКОРИСТАННЯ СИСТЕМИ ПІДТРИМКИ E-LEARNING ДЛЯ РОЗВИТКУ ІКТ-КОМПЕТЕНТНОСТЕЙ ПРАЦІВНИКІВ ЦЕНТРІВ ДИСТАНЦІЙНОЇ ОСВІТИ УНІВЕРСИТЕТІВ

2017 ◽  
Vol 61 (5) ◽  
pp. 76
Author(s):  
Anton Yu. Zabolotskii
Keyword(s):  
Support System ◽  
Educational Process ◽  
Human Interaction ◽  
Learning Support ◽  
Ict Competence ◽  
Learning Support System ◽  
E Learning ◽  
The Subject ◽  
The University

The article presents the e-learning support system’s construction for the university. It is provided the model of using the e-learning support system as a tool to increase ICT competence of employees of the distance education centres of universities. There are formulated main tasks that the e-learning support system should solve. It has been carried out analysis of the theory of knowledge, philosophy and psychology on the subject nature of human activity, the activity approach to the development of the person, didactic positions, the theory of the step-by-step formation of mental actions, didactic ideas of the problem approach to learning process. It was stated that one of the key problems of the informatization of society is a problem of a human interaction with various information systems. This problem is especially acute in education domain, where the role of the teacher as the most important source of knowledge was considered traditionally unconditional. The above mentioned challenges need to seek a new model of the educational process, to redefine the functions of its participants.

Cloud-Based Learning

2018 ◽  
pp. 183-212
Author(s):  
Luc Zwartjes
Keyword(s):  
Social Context ◽  
Learning Environment ◽  
Virtual Learning Environment ◽  
Learning Paradigm ◽  
Personal Learning ◽  
Personalised Learning ◽  
Personal Learning Environment ◽  
Different Types ◽  
E Learning

The chapter initially presents styles and types of education, clarifying the differences between differentiation, individualisation and personalisation. To implement personalised learning the learning paradigm must be adopted. According to research we can distinguish different types: e-learning, i-learning, m-learning and u-learning. Many organizations have developed a virtual learning environment (VLE) as a supplement to the traditional type of education. So the existing VLE should be adjusted to a personal learning environment (PLE) that places the focus on the appropriation of different tools and resources by the learner, whereby the learner is situated within a social context which influences the way in which they use media, participate in activities and engage in communities. Finally, a checklist with criteria has been used to weigh the quality of personalised learning courses. This work was realized in the context of the “School on the Cloud” Project.

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