基于JSF框架的学习内容管理系统设计与实现

以学校的数字化校园建设为背景,基于面向对象技术和学习内容管理技术,提出了一个面向网络教学的学习资源模型,并基于该模型采用JSF框架设计和实现了一个通用的学习内容管理系统.     

模板技术在学习内容管理系统中的应用研究

本文针对学习内容管理系统作为一个完整的网络教育系统解决方案,讨论学习内容管理系统几个组成部分,重点说明学习内容发布策略中模板技术的应用。     

内容管理系统实现的关键技术

随着信息量的增加,内容管理在实际生活中的重要作用越来越明显。与此对应的内容管理系统的实现也变得更加重要。探讨了在内容管理系统实现中具有重要作用的两个关键点:权限管理和内容分类,并提出了解决实现的基本思想和方法:基于角色的权限管理机制和聚类分类方法。通过以上两种方法的实现,内容管理系统的安全性和组织性将会得到保证,从而解决了内容管理实现的技术难点。     

多安全模式内容管理系统研究

内容管理系统是目前企业信息管理领域的研究热点。该文介绍了企业内容管理系统的意义和技术发展趋势,并分析了现在企业系统中存在的问题。针对中小企事业单位的需求,设计和实现了易特内容管理系统,尤其在安全性上的改进,保障了企业各类信息的安全可靠。其实现思路对于提高内容管理系统在企业的应用提供了很好的参考价值。     

教师如何创建魔灯（Moodle）课程

学习管理系统（LMS，Learning Man—agement System），是具有组织、跟踪、评估、发送、呈现、管理学习内容和学习活动，促进学习者之间交互等一系列功能的计算机（网络）系统。目前，LMS比过去更方便、更成熟且容易使用，已经出现了许多在教学和企业中有效应用的学习管理系统，如Boclington、TingLMS、Eledge、Claroline等。用LMS辅助教学，能改善我们的课程，促进高质量教学。许多教师发现，这种结合面对面和在线学习的“混合式”课程可以节省他们的时间，扩大学生的知识面，使教学效果更理想。魔灯（Moodle）就是一种非常典型的学习管理系统（LMS）。     

基于SCORM的开放式内容对象及其运行环境的设计

在分析了目前现有远程教育技术规范特点的基础上，提出了一种开放式内容对象的组件模型，该组件模型能给可共享Web学习内容的结构与顺序设计提供一种更为灵活高效的方法。首先将学习内容的组成单元设计成具有请求服务与提供服务功能的开放式内容对象OCO，使内容组件不仅可以通过聚集组合成更高级的教学单元，还可以在学习过程中通过以学习管理系统作为中转的消息传递机制形成可互操作的关联关系。最后，通过对ADL的SCORM规范运行环境的扩充，为开放式内容对象OCO在不同的学习管理系统间的运行设计了一个通用运行环境。     

基于SCORM 规范的学习管理系统的设计与实现

SCORM2004 规范解决了远程教育资源在教学平台中缺乏互操作性、可重用性等问题,本文在分析SCORM 规范中定义的“运行时间环境模型”的基础上,设计实现了一个基于此规范的学习管理系统。     

开源学习管理系统推介

学习管理系统(Learning Management System)是指具有组织、跟踪、评估、发送、呈现、管理学习内容与学习活动,促进学习者之间交互等一系列功能的计算机(网络)系统。     

因特网内容管理系统设计

本文提出了因特网网站内容管理系统的系统原型,制定了设计原则和目标,采用当前流行的操作系统、应用技术构建出了内容管理系统的架构,并给出了内容管理系统的具体实现方案,为系统的实现提供了有效的方法。     

基于学习对象的内容包装交换模型构建研究

随着现代教育技术的迅猛发展和构建学习型社会需求的不断提高,远程教育为学习者构建了一个适合接受终身教育的学习环境。但是,当前网络学习资源的共享性、可重用性,以及对自适应学习的支持上还尚存众多的问题,这已严重地制约了网络教育快速发展。基于此,该文采用SCORM标准,以学习对象为学习内容组织单位,将学习资源划分为数字资源对象、可共享内容对象和应用数字对象三种组件,对学习资源模型进行封装,为其构建元数据文件、内容清单文件和包交换文件,实现学习内容在不同网络教学系统间的共享和重用,以及可以根据学习者特征、学习需求与学习目的对学习内容和学习路径进行动态调整,从而实现网络自适应学习,提高远程教育的服务质量和学习者的满意度。     

Towards a semantic infrastructure for context-aware e-learning

Architectural supports, e.g., user context processing and learning content management are essential for facilitating the development and proliferation of context-aware e-learning services. In this paper, we propose a context-aware e-learning infrastructure called Semantic Learning Space. It leverages the Semantic Web technologies to support semantic knowledge representation, systematic context management, interoperable content integration, expressive knowledge query, and adaptive content recommendation. The functionality encapsulated in the infrastructure handles the common, time-consuming and low-level details in learning context processing and content management. The architectural design and enabling technologies are described in detail. Finally, the prototype implementation and preliminary experimental results are presented.     

Collaborative e-learning systems using semantic data interoperability

In a collaborative e-learning content management environment, the heterogeneity of data in different learning management systems presents many difficulties for data sharing; some of these difficulties are how to integrate data, produce results for user queries, and find the correct data from heterogeneous learning management systems. Over the last few years, numerous e-learning system architectures have been proposed; however, issues related to sharing and integrating data from different e-learning systems have been given less attention. Considering this need, this paper presents solutions for semantic data interoperability, distributed metadata management, and an agent-based query processing approach for supporting the exchange of learning content from different e-learning systems. The paper presents an empirical evaluation of the user acceptability of the proposed solutions to find qualitative measures of the users' acceptability and satisfaction; our proposed solutions resulted in high user satisfaction.     

School Innovative Management Model and Strategies: The Perspective of Organizational Learning

Abstract

Along with knowledge-based economy coming, knowledge and innovation have been the core elements of national competitive power. Education plays an important role to improve individual or organizational creativity and innovational power. School innovational management is conducive to promoting creativity education. Additionally, it helps schools to acquire competitive power so as to develop constantly. This study discusses the related concepts and content of learning school and school innovative management; analyzes the impact factors of school organizational learning; and establishes the model of school innovative management based organizational learning. From the perspective of organizational learning, the study presents the strategies of school innovative management using for reference for China's schools.     

Improving online learning activity interoperability with Acos server

Modern online learning management systems (LMSs) support a variety of online learning activities, such as animations, exercises, and other interactive learning materials. However, there are many technical challenges in using the same activities in multiple LMSs because content is typically tightly coupled with one protocol to communicate with the LMS and different LMSs use different protocols for launching activities and receiving grades. This leads to low reusability of learning activities and similar content being developed in multiple places. To overcome these issues, we present Acos, a smart learning content server, which emphasizes the reusability of online learning activities by decoupling the content and existing interoperability protocols. It allows integrating the same learning activities into multiple LMSs using different protocols by providing a uniform interface for learning activities. Adapting this architecture allows instructors to choose activities based on pedagogical goals instead of letting technical restrictions of LMSs dictate the content selection process. Copyright © 2017 John Wiley & Sons, Ltd.     

电力企业教育培训信息化管理的探索研究

本文先对电力企业教育培训信息化的意义进行了阐述,然后对电力企业教育培训信息化的现状进行了深入探 究,并从管理信息与学习内容规划、培训管理信息系统、知识管理系统等几方面提出了电力企业教育信息化管理发展规划措 施。     

基于Wiki的教学资源平台的研究与设计

分析了Wiki应用于教学资源平台建设的作用和意义,梳理了基于Wiki的教学资源平台所应当具有的内容.以Wiki的开源思想和开源平台为基础,构建了包含资源管理、学习交流、系统管理和系统帮助四个主要功能模块的基于Wiki的教学资源平台,以有效地支持教学资源共享和网络协同学习.     

Learning adaptivity in support of flipped learning: An ontological problem‐solving approach

In recent years, flipped learning has received tremendous attention from educational practitioners and researchers. However, this study argues that existing e‐learning systems mainly serve for learning management and content delivery purposes, although they lack support for flipped learning. As an innovative educational approach, flipped learning requires more pedagogical elements, such as integrated instructional design and adaptive content delivery, to achieve effective direct instruction. This study aims to create a learning adaptivity design to support effective learning in the flipped individual learning space in which the teacher is absent. Because teaching involves various pedagogical and content knowledge sources, we propose a conceptual model of teaching as a function of the knowledge triad of Guideline (G), Teaching Activity (T), and Material (M). To realize this conceptualization, an ontological problem‐solving approach is used for knowledge‐based systems development to integrate the relevant knowledge sources. The knowledge model is created using the Protégé platform to develop OWL‐based domain ontology, task ontology, and SWRL‐based semantic rules to enable inference in the GTM triad for learning adaptivity. The case illustration shows that the knowledge‐based system prototype can adaptively guide student learning in the flipped individual learning space with the knowledge sources integrated.     

Meta-Data and Media Management in a Multimedia Interactive Telelearning System

This paper describes the system design and the components of a web-based multimedia interactive Telelearning system (MITS) with emphasis on metadata and media content management mechanisms. Metadata model is defined and exploited in designing the overall architecture to support courseware creating, management, delivery, and learner performance evaluation. Multimedia document architecture is used to describe the media contents which represent the course material. Metadata and media contents are generated, stored, and utilized to facilitate the search and on-demand presentation of learning objects. Learner preference, performance and progress information is maintained by profile database to make courseware presentation adaptable and more interactive. The system provides a multimedia interactive learning environment with easy-to-search and highly reusable learning objects.     

Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation

There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments. This study proposes a conceptual e-learning assessment model, hexagonal e-learning assessment model (HELAM) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) content quality, (4) learner perspective, (5) instructor attitudes, and (6) supportive issues. A survey instrument based on HELAM has been developed and applied to 84 learners. This sample consists of students at both undergraduate and graduate levels who are users of a web-based learning management system, U-Link, at Brunel University, UK. The survey instrument has been tested for content validity, reliability, and criterion-based predictive validity. The analytical results strongly support the appropriateness of the proposed model in evaluating LMSs through learners’ satisfaction. The explanatory factor analysis showed that each of the six dimensions of the proposed model had a significant effect on the learners’ perceived satisfaction. Findings of this research will be valuable for both academics and practitioners of e-learning systems.