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Proceedings ArticleDOI

Developing virtual lab to support the Computer Science Education in Moodle

16 Apr 2015-pp 186-191
TL;DR: This paper proposes two integration approaches that can be used to prepare and integrate the virtual lab for CSE into the LMSs (e.g. Web-Based Approach and Service-Oriented Approach).
Abstract: E-Learning plays the main role to support the traditional learning with online learning. This is achieved through the management of the Learning Management Systems (LMSs) and their functionalities. Many LMSs contain functionality that virtualizes the course's theoretical part in the classroom but not addressing the technical part. In this direction and to support the Computer Science Education (CSE), the virtual lab has emerged as an adopted environment which could be integrated into the LMS environment. This paper proposes two integration approaches (e.g. Web-Based Approach and Service-Oriented Approach) those can be used to prepare and integrate the virtual lab for CSE into the LMSs (e.g. Moodle).
Citations
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Journal Article
TL;DR: This architecture aims to overcome the limitations of existing systems for organizational management of corporate e-learning activities in virtual worlds by overcoming the streamlining of activity setup and data collection in multi-trainer contexts.
Abstract: Joining efforts of academic and corporate teams, we developed an integration architecture - MULTIS - that enables corporate e-learning managers to use a Learning Management System (LMS) for management of educational activities in virtual worlds. This architecture was then implemented for the Formare LMS. In this paper we present this architecture and concretizations of its implementation for the Second Life Grid/OpenSimulator virtual world platforms. Current systems are focused on activities managed by individual trainers, rather than groups of trainers and large numbers of trainees: they focus on providing the LMS with information about educational activities taking place in a virtual world and/or being able to access within the virtual world some of the information stored in the LMS, and disregard the streamlining of activity setup and data collection in multi-trainer contexts, among other administrative issues. This architecture aims to overcome the limitations of existing systems for organizational management of corporate e-learning activities.

9 citations

Proceedings ArticleDOI
07 Oct 2020
TL;DR: In this article, the authors discuss some of the challenges that have arisen in the online teaching and learning of information technology and other computing courses and discuss some strategies that will possibly contribute to mitigating these challenges.
Abstract: The coronavirus pandemic significantly disrupted the educational landscape nationwide by forcing the widespread closure of institutions from elementary to tertiary levels. With the closure of institutions, programs which typically relied on face-to-face interactions to deliver content were abruptly demanded to switch to online-based education. This upheaval has spawned unique challenges in delivering content for various subjects and disciplines. Particularly in the delivery of technical programs such as information technology and other computing disciplines, the unexpected shift to online classes introduced significant challenges. The inability to interact directly with instructors and peers endangers students? ability to master much of the intricate and abstract concepts in computing courses. Further, students and faculty find themselves socially isolated and neither may be properly prepared for online teaching and learning.Strategies incorporating the use of learning management systems, web conferencing software, and open-source software can, nonetheless, be adopted to mitigate the challenges in the teaching and learning of information technology and other computing courses. This paper discusses some of the challenges that have arisen in the online teaching and learning of these courses. It also details some strategies that will possibly contribute to mitigating these challenges.

8 citations


Cites background from "Developing virtual lab to support t..."

  • ...Further, integration of these types of resources into existing LMS is a topic of great interest to computing faculty [15, 16]....

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Journal ArticleDOI
31 Oct 2015
TL;DR: This paper proposes an extension tool to support students in all educational fields to send their appeal against exams results via a mobile application that integrates one of the well-known software architectures called Service-Oriented Architecture (SOA).
Abstract: Mobile technologies have enormous potential to transform ordinary institutions content to electronic content. This change contributes to advance the level of performance of these institutions, whether educational or services institutions. Therefore, developing such applications using one of the well-known Software Engineering paradigms is important to support the institutions. Most of educational organizations in Oman don’t provide a clear mobile application architecture that supports different organizational services. The significant purposes of these services are to provide an environment with more malleable procedures, satisfying student’s needs, and achieving a quick access to information. Moreover, this paper proposes an extension tool to support students in all educational fields to send their appeal against exams results via a mobile application that integrates one of the well-known software architectures called Service-Oriented Architecture (SOA). In this paper, Service-Oriented Architecture for post result mobile application is used to integrate a set of services that have been implemented in a web server with the existing post result application.

8 citations


Cites background from "Developing virtual lab to support t..."

  • ...248 Copyright c 2015 SERSC following a model of publishing services and applications and their universal access [5-7]....

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Journal ArticleDOI
TL;DR: This work further clarifies how the MULTIS architecture can be used for integration of virtual worlds in learning management system (LMS) for organizational management of e-learning activities, as an extension to a previous work published in the proceedings of VEAI 2016.
Abstract: This work further clarifies how the MULTIS architecture can be used for integration of virtual worlds in learning management system (LMS) for organizational management of e-learning activities, as an extension to a previous work published in the proceedings of VEAI 2016. Current LMSs provide minimal support for educational use in an organizational context, and other integration efforts assume that educators are inside the virtual world, accessing the LMS as an external service. Our approach enables educators to set up and manage virtual world activities from within the traditional LMS Web interface as an integral part of the overall educational activities of a course. The MULTIS architecture foresees several alternative communication channels between LMS and virtual worlds, including the spooling of automated clients or “bots” and the flexibility to inject code if necessary and possible. In this work, we detail the application of this architecture and its approach in several sample scenarios, based on previous analysis of integration requirements. It is the result of a joint effort by academic and corporate teams, implemented and tested in the Formare LMS for OpenSimulator and Second Life Grid virtual world platforms.

5 citations


Cites background from "Developing virtual lab to support t..."

  • ...In this regard, there are similarities with the field of remote physical laboratories, where efforts have been made to orchestrate collaboration [19] and current concerns include federating authentication and conducting laboratory tasks under control of the LMS [20]....

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Proceedings ArticleDOI
01 Dec 2016
TL;DR: The Multis architecture can be used for integration, with concrete cases, an approach that can be implemented in other LMS and virtual world platforms, to overcome the limitations of existing systems for organizational management of e-learning activities.
Abstract: Learning Management Systems (LMS) provide minimal support for educational use of virtual worlds. Integration efforts assume the educators are inside the virtual world, providing hooks to services in the external LMS, to setup and manage virtual world activities. We present the inverse approach, enabling educators to setup and manage virtual world activities using the traditional LMS Web interface as an integral part of the overall educational activities of a course. In our approach, the LMS enables the teacher/trainer to setup, control, track, and store virtual world activities and its elements. It is the result of a joint effort by academic and corporate teams, implemented in the Formare LMS for OpenSimulator and Second Life Grid virtual world platforms. We explain how the Multis architecture can be used for integration, with concrete cases, an approach that can be implemented in other LMS and virtual world platforms, to overcome the limitations of existing systems for organizational management of e-learning activities.

3 citations


Cites background from "Developing virtual lab to support t..."

  • ...In this regard, there are similarities with the field of remote physical laboratories, where efforts have been made to orchestrate collaboration [17] and current concerns include federating authentication and conducting laboratory tasks under control of the LMS [18]....

    [...]

References
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Journal ArticleDOI
TL;DR: The authors discuss LMS evolution and present core challenges that must be addressed to achieve information interoperability in next-generation e-learning platforms.
Abstract: The learning management system (LMS) has dominated Internet-based education for the past two decades. However, the traditional LMS is failing to keep pace with advances in Internet technologies and social interactions online. To support technological diversity, current frameworks such as the e-learning framework (ELF), the IMS abstract framework, and the open knowledge initiative (OKI) have defined the initial steps toward service-oriented e-learning platforms. Next-generation platforms will be based on these service-oriented visions. The authors discuss LMS evolution and present core challenges that must be addressed to achieve information interoperability in next-generation e-learning platforms

303 citations


"Developing virtual lab to support t..." refers background in this paper

  • ...This architecture moves from centralized, component-based systems to decentralized platform assembling multiple services [4]....

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Journal ArticleDOI
TL;DR: Strategies for integrating cloud-based applications are suggested and results from a case study involving graduate education students are presented.
Abstract: Cloud computing technologies, such as Google Docs and Microsoft Office Live, have the potential to enhance instructional methods predicated on constructivism and cooperative learning. Cloud-based application features like file sharing and online publishing are prompting departments of education across the nation to adopt these technologies. However, realizing the full potential of these tools necessitates that future educators develop an understanding of how they can be used. Strategies for integrating cloud-based applications are suggested and results from a case study involving graduate education students are presented.

112 citations

Proceedings Article
01 Jan 2003
TL;DR: The LearnServe system as discussed by the authors is based on the assumption that a typical learning system is a collection of activities or processes that interact with learners and suitably chosen content, the latter in the form of learning objects.
Abstract: E-learning platforms and their functionalities resemble one another to a large extend. Recent standardization efforts in e-learning concentrate on the reuse of learning material, but not on the reuse of application functionalities. Our LearnServe system builds on the assumption that a typical learning system is a collection of activities or processes that interact with learners and suitably chosen content, the latter in the form of learning objects. This enables us to subdivide the main functionality of an e-learning system into a number of stand-alone applications, which can then be realized individually or in groups as Web services. The implementation of these services enables a reuse of functionalities of an e-learning platform. The LearnServe system is based on common standards, both in the area of e-learning and in the area of Web services. The realization in a distributed fashion leads to a number of challenges including the maintenance of content and services, but has, on the other hand, potentials like direct integration of e-learning services into business applications or the access of learning services by different devises if there is an appropriate client for that device.

106 citations

Journal ArticleDOI
TL;DR: The results of this evaluation show that GLUE! reduces the burden of educators when instantiating collaborative activities that require the integration of external tools, while facilitates students the realization of these activities in collaboration.
Abstract: The integration of external tools in Virtual Learning Environments (VLEs) aims at enriching the learning activities that educational practitioners may design and enact This paper presents GLUE!, an architecture that enables the lightweight integration of multiple existing external tools in multiple existing VLEs GLUE! fosters this integration by imposing few restrictions on VLE and tool providers, as well as by requiring an attainable effort from developers, unlike other integration works Besides, GLUE! facilitates the instantiation and enactment of collaborative activities within VLEs, leveraging the VLEs distinctive features for the management of users and groups GLUE! has been evaluated using three authentic collaborative learning situations, instantiated and enacted by real practitioners at university level The results of this evaluation show that GLUE! reduces the burden of educators when instantiating collaborative activities that require the integration of external tools, while facilitates students the realization of these activities in collaboration Interestingly, the development effort required by the integration software is similar to that in other lightweight generic approaches that offer a lower degree of functionality

64 citations

Journal ArticleDOI
TL;DR: Both the technology for course design and programme redesign adopted a blended learning approach with both face‐to‐face and online learning aimed at enhancing the students' control over their own learning.
Abstract: At the nexus of education and technology, blended learning is growing rapidly. Integrating face-to-face and online learning, blending can enhance learning and optimize seat time. This paper describes the use of the blended e-learning model in a course “Data Structures and Algorithms” given at the Afyon Kocatepe University, Turkey. This model is realized as a combination of a face-to-face environment and online learning, using the University's Learning Management System (LMS) named @KU-UZEM. The LMS consists of many applications in accordance with SCORM standards, such as, student records, user roles, courses, exams security applications, student affairs, counseling services, internal communication, director processes and evaluation. It provides whole software infrastructure by a virtual academic institution and is currently used in Afyon Kocatepe University. This paper describes both the technology for course design and programme redesign adopted a blended learning approach with both face-to-face and online learning aimed at enhancing the students' control over their own learning. According to the obtained results with the performed experimental evaluation, the realized blended learning model provided more effective and efficient educational experience rather than traditional, face-to-face learning. A survey conducted at the end of the course also showed that students were satisfied with the pedagogical approach, and their academic achievements were also better than expected. Particularly important is that the dropout rate was greatly diminished, which could be related to students' satisfaction with the support they received from the teacher and the system. © 2010 Wiley Periodicals, Inc. Comput Appl Eng Educ 21: 328–342, 2013

62 citations


"Developing virtual lab to support t..." refers background in this paper

  • ...Moreover, some of them are trying to introduce the blended e-Learning and a combination of face-to-face and online learning approach in education [9]....

    [...]