Evaluating the accessibility of three open‐source learning content management systems: A comparative study

A Learning Content Management System (LCMS) is an integrated multi-user administrative, authoring, and delivery platform. It allows administrators to host, schedule, manage registrations, assess, test, and track online training activities. These systems also allow Instructional Designers to create and house course materials, and learners to access course schedules, register for training, take assessments, and manage transcripts. The tools may base on content management or learning content management. Presently a composition of Learning Management System (LMS) and Content Management System (CMS) is used in eLearning. This paper helps you to understand the basic functionality of LMS, CMS and LCMS and how these are helpful in eLearning.

Learning management systems are characterized by the fact that the scenarios of their operation are related to various aspects of educational activity, which in turn requires costs for the creation of professional training programs, electronic educational resources and their exploitation. These problems confirm the relevance of research aimed at developing models of life cycles for electronic educational resources, programs and qualification levels of specialists, as well as at creating effective tools for automated management of the learning process. The purpose of this study is to optimize the life cycles of electronic educational resources, training programs, employer requirements and increase efficiency in managing the continuous process of training specialists. Analytical studies of life cycle models of electronic educational content, learning and educational activity management systems, content management systems were carried out in the work in order to select and develop tools for automated design and filling of educational resources, as well as synthesis of the life cycle management system of its main components. Models of the life cycles of the main components of the educational environment have been developed, which allow for their coordination and optimization for the system of automated management of training processes and professional development. Distinctive features of the models are the comprehensive synchronization of the life cycles of all components with the assessment of the effectiveness of this process, as well as adjustment to the changing requirements of the external environment. A model for synchronizing the life cycles of the components of the educational environment, including electronic educational content and a system for managing learning and professional development processes, has been developed. A feature of the model is a comprehensive assessment of the effectiveness of the synchronization process at all its stages for the automated selection and/or synthesis of personalized training programs and electronic resources in accordance with the changing requirements of standards and employers.

This second-year study which took place in 2022 aims to investigate, determine and design a learning management system (LMS) design through Moodle and Content Management System (CMS) through Google Sites for Critical Literacy course in Prodi Pendidikan Bahasa Inggris UNJ. Critical Literacy course aims to prepare the students to have the ability to interpret text critically and communicate actively in the multimodal context in a hybrid learning process. The study was conducted with the qualitative approach with The Successive Approximation Model (SAM) iterative phase research design. Throughout the Savvy Start and Iterative Design Phase, the phase rotated through design, prototype, and review to make sure students and lecturers can contribute and support the design direction. Forty-four students and one lecturer generates as participants in this study. Two kinds of modules were developed during the study, namely: (1) LMS on www.onlinelearning.unj.ac.id and (2) CMS on Google Sites. LMS and CMS modules for the Critical Literacy course were: (1) Defining Critical Literacy, (2) Literacy, Critical Literacy, Multi-literacy, Multimodal, (3) Data Literacy, Fact, and Hoax (4) Analyzing Multimodal Text (5) Reflective Notes (6) Mid-term Test (7) Analyzing Various Texts (8) Wrap Up (9) Final Semester Individual Project. These nine headings were categorized into four topics namely: Theories, Tests, Reflection, and Projects. The theories can be used to deliver learning materials and examples in the form of text, video, slides, QR codes, and websites. Meanwhile, the test could be used to provide assignments, exercises, and learning evaluations. Reflection was used to provide the students with opportunities to do both self- and peer-reflection on the learning processes. Finally, the projects were used to involve the students with problem-solving skills and self-regulated learning. The study’s findings showed that LMS and CMS could handle the complexity of teaching Critical Literacy in the digital environment. The Critical Literacy course should have attracted interest or participation from the students to familiarize, encourage, fulfill, assess, and comprehend the various texts. This LMS and CMS also provided students with class discussion, credible references, project-based activities, and criticism on literacy topics.

When a university or an organization wants to offer a program of online courses and online collaborative spaces, one of the major decisions concerns the virtual environment - VLE - Virtual Learning Environment or LMS. This decision is quite difficult to make because looking for an online training system we may get stuck choosing between two similar-sounding, but ultimately different systems: Learning Management Systems (LMS) and Learning Content Management Systems (LCMS). Coping with the boundaries between the two, means to be aware of the key differences and similarities those organizations should keep in mind when looking to add e-learning elements to their training programs. This paper aims to make some conceptual and functional clarifications of the terms in order to cover a comparative analysis of the possibilities of using these systems in the context of an extremely dynamic educational environment and market. UNDERSTAND THE TERMS Using e-learning techniques are a credible and effective response to the challenges of the current educational environment. It can be motivating for users to participate, given the advantages they offer: access to a wide array of formative approaches and supple and flexible learning strategies (active pedagogy, participatory training, meta knowledge, learning focused on problems, games, and conflict resolution, etc..) diversified assessment (self-assessment, formative assessment, summative or certificate etc..) asynchronous approach in time and space via the Internet, dynamic content, collaborative environment, feedback, low cost. These facts are common nowadays and generally accepted, and anyone located on the improvement road seems to recognise the strategic importance and the educational opportunities of formal and ongoing training supported by different type of e-learning systems: CMS, LMS or LCMS. LMS: A platform for managing people A Learning Management System is a software package hosted on the server, and intended for the development, management and delivery of courses and training programs. It provides the platform for managing the experience of students or trainees as they interact with e-learning content. In this case the e-learning content has already been created, and more than that, it is in the right format to be compatible with the LMS system. The services provided by an LMS generally include access control, synchronous and asynchronous communication tools, management of user groups. The following main characteristics of an LMS system could be considered: o emphasis on registering participants, tracking their activity, and gauging their progress through online coursework; o interaction with existing human resource information systems, to track the pool of those eligible for participation, and for reporting back outcomes; o analytics and performance management tools. An LMS can equally be seen as: - a specialized pedagogical content management system - editing and distribution of educational content, the ordering of training modules, training and evaluation management; LMS users are mainly trainees, guided by trainers and tutors; the primary objective of LMS is to deliver and manage training support, focusing especially around courses and less on their content; the limits of such a system are given by the difficulty of creating, modifying or reuse of the content.

Educational remote laboratories are a software and hardware tool that allows students to remotely access real equipment located in universities as if they were in a hands-on-lab session. Their integration in Content and Learning Management Systems (CMSs or LMSs) has been an active research topic for years, supporting mainly ad hoc solutions. A notable exception has been the use of federation protocols -commonly used for sharing laboratories from one university to other-, for actually sharing laboratories from a remote laboratory system to a C/LMS. This approach opened new doors in the simplification of the process, since it did not require the remote laboratories to make any type of change. The focus of this contribution is to provide a solution to decrease the number of functionalities required for creating an integration by providing a software component that reuses them. As shown in the contribution, this component has been implemented and two remote laboratory management systems (which provide access to multiple remote laboratories) are already supported, and a third one is under development. In the C/LMS side, all the LMSs supporting IMS LTI are supported, and HTTP APIs are provided for being supported by other systems. Indeed, the contribution describes its support in the Joomla CMS and in the Moodle 1.9 and dotLRN LMSs which do not support IMS LTI. The solution, called gateway4labs, is an open source initiative which targets to be used in production.

The maintainability of Content Management Systems (CMS) within Learning Management Systems (LMS) is critical in educational institutions to ensure efficient content management, system scalability, and security. This paper presents a framework aimed at enhancing the maintainability of CMS within LMS in Kenyan universities. The research utilizes Cognitive Load Theory and Software Evaluation Theory to address CMS challenges, focusing on perfective, corrective, adaptive, and preventive maintenance. This paper also discusses key factors influencing CMS maintainability, including system documentation, modularity, and error handling. Findings from this study contribute to the development of a framework and advancing CMS design in LMS, providing a robust, scalable, and secure platform for educators and administrators.

A conceptual modeling of an adaptive or a flexible learning content management (LCM) system is an initialized step toward successful implement of a distance education system on Internet. Its aim is at planning and accomplishing the responsiveness to the learning content (re)configuration required for meeting the students' learning goals. Since learning content is composed of the relative learning objects, their (re)configurations and reuses are essential to the construction (modification) of a new (existing) studying subject (content). The alternatives of appropriately aggregating a number of relative learning objects to structure the learning subject certainly is to the success of the LCM system implementation. This paper thus presents such a conceptualization that is able to model an adaptive LCM system by defining its learning object constituents as the respectively reusable active objects represented in the nature of the object-orientation (OO) software. The aspect of the proposed OO-based active objects instruments the modeling process of an adaptive LCM system.

ABSTRACTOver the past few years, a number of software applications have been proposed to tackle the administration, documentation, tracking, and reporting of training programs and contents such as CMS (Content Management System) and LMS (Learning Management System). However, CMS focuses on the administration and development of websites, while LMS is mainly focused on the management of training through the use of learning objects. CMS and LMS have features that can be used in conjunction in order to create educational environments which enhance the teaching–learning process in classrooms. This article presents a hybrid management system called Athena for multi‐device educational content providing a set of Web‐based interfaces for managing, presenting, and generating PHP‐based applications with educational content, reducing both the time and effort invested during the development process of this type of software. Athena borrows the main features of both CMS and LMS in order to manage and reuse educational content. Athena allows the user to develop platform‐independent multi‐device educational software using existing educational content. Athena aims to provide new forms of accessibility to educational content, envisioning a better future for online education. To demonstrate Athena's capabilities, we have presented a case study for generating a multi‐device physics course to emphasize our contribution.© 2012 Wiley Periodicals, Inc. Comput Appl Eng Educ 22:750–763, 2014; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21567

Since the end of last century, technology has taken a front seat in dispersion of medical education. Advancements of technology in neurosurgery and traditional training methods are now being challenged by legal and ethical concerns of patient safety, resident work-hour restriction and cost of operating-room time. To supplement the existing neurosurgery education pattern, various e-learning platforms are introduced as structured, interactive learning system. This study focuses on the concept, formulation, development and impact of web based learning platforms dedicated to neurosurgery discipline to disseminate education, supplement surgical knowledge and improve skills of neurosurgeons. 'Neurosurgery Education and Training School (NETS), e-learning platform' has integration of web-based technologies like 'Content Management System' for organizing the education material and 'Learning Management System' for updating neurosurgeons. NETS discussion forum networks neurosurgeons, neuroscientists and neuro-technologists across the globe facilitating collaborative translational research. Multi-authored neurosurgical e-learning material supplements the deficiencies of regular time-bound education. Interactive open-source, global, free-access e-learning platform of NETS has around 1) 425 visitors/month from 73 countries; ratio of new visitors to returning visitors 42.3; 57.7 (2); 64,380 views from 190 subscribers for surgical videos, 3-D animation, graphics based training modules (3); average 402 views per post. The e-Learning platforms provide updated educational content that make them "quick, surf, find and extract" resources. e-Learning tools like web-based education, social interactive platform and question-answer forum will save unnecessary expenditure of time and travel of neurosurgeons seeking knowledge. The need for free access platforms is more pronounced for the neurosurgeons and patients in developing nations.

The paper explains the evolution of e-Learning and related concepts and tools and its connection with other concepts such as Knowledge Management, Human Resources Management, Enterprise Resource Planning, and Information Technology. The paper also distinguished Learning Content Management Systems from Learning Management Systems and Content Management Systems used for general web-based content. The newest Learning Content Management System, very expensive and yet very little implemented is one of the best tools that helps us to cope with the realities of the 21 st Century in what learning concerns. The debates over how beneficial one or another system is for an organization, can be driven by costs involved, efficiency envisaged, and availability of the product on the market.

Background : This paper examines creativity in content management (CM) by presenting a case study analysis of an original, open-source, web-based learning-management system (LMS). It explores existing literature and suggests new ideas about creativity and CM . Research questions : How can we conceptualize creativity in relation to CM? How can creativity be operationalized into specific design practices within CM? What dimensions of creativity should be considered when designing or evaluating creative CM systems? Situating the case : Theoretical research in content-management systems (CMSs) and LMSs has revealed a gap in our field's current understanding of how creativity relates to CM. Research studies related to the measurement of creativity have provided insight into characteristics and methodologies that could be adopted and adapted to evaluate creativity in CM. Studies from the learning sciences have investigated where LMSs fall short and suggested where new opportunities exist to better facilitate the informational needs of users. These works have pointed to a need for research on integrating creativity and CM, both in content and in the systems that manage content, and have laid the groundwork for this study . Methodology : This research investigates theories of creativity as they relate to CM by conducting a case study analysis of unique instructional software designed to deliver content to students enrolled in a university course. The primary evidence is taken from notes about the design and evaluation of the software and from survey data illustrating students’ user experiences . About the case : We developed a classification strategy for exploring creativity along three dimensions—importance, novelty, and affect—and then used this strategy to explore a unique system's approach to deal with content challenges in each of those areas. User experience impressions provide evidence of successes and failures of experimental CM in these domains . Conclusions : The study finds that this original LMS design did contain features that exhibited novelty, importance, and affect, and that such features can be used to identify creativity in product design as well as to assess the design of complex software systems such as CMSs and LMSs. This detailed analysis of an original design for an LMS suggests new ideas for implementing and using CMSs and LMSs in technical communication. The study concludes by presenting a rubric for evaluating creativity in CMSs and LMSs, or for designing such systems with creativity in mind.

If you have previously heard about content management (CM) it is most likely because you are connected to a large Web development project. Today that is where most of the interest and activity are. When the Web moved past small informally designed sites and into large, rapidly changing sites, the need for strong management tools became pressing. Product companies moved in to address this need and called their offerings content management systems (CMS). If your only problem is to create and maintain a large website, you have reason enough to desire the strict structure and formal procedures of a CMS. Such a system helps you get and stay organized so that your site can grow and change quickly while maintaining high quality. The Web, however, is simply one of many outlets for information that organizations need to manage. And when the amount of information sharing between these outlets grows, the desire for an organized approach becomes an absolute need. I have been giving talks and running seminars on CM for the last couple of years. I often ask my audiences what publications they are responsible for. It used to be that the very large majority of the responses were "website only." However, an ever-increasing number now say "multiple websites and print publications, and anything else we are able to create from the same information." At the highest level, CM is the process behind matching what you have to what they want. You are an organization with information and functionality of value. They are a set of definable audiences who want that value. This definition and the processes behind it work as well in other outlets as on the Web. In other words, at first blush CM may seem like a way to create large websites, but upon closer examination, it is in fact an overall process for collecting, managing and publishing content to any outlet. In collection, you either create or acquire information from an existing source. Depending on the source, you may or may not have to convert the information to a master format (such as XML). Finally, you aggregate the information into a your system by editing it, segmenting it into chunks (or components) and adding appropriate metadata. In management, you create a repository that consists of database records and/or files containing content components and administrative data (data on the system's users, for example). In publishing, you make the content available by extracting components out of the repository and constructing targeted publications such as websites, printable documents, and e-mail newsletters. The publications consist of appropriately arranged components, functionality, standard surrounding information and navigation. If CM were only a process for creating large websites, it would be worth using for organizations that have them. For organizations with multiple publications (even if the publications are multiple websites) CM becomes a necessity. However, there is a deeper reason why CM is important. It is not just the common forms of information I call "content" that must be collected, managed and delivered: it is all business. When organizations begin doing business electronically they must answer the same questions that confront them when they begin delivering information electronically. Namely: How do I break my business down into electronically deliverable parts? How do I make sure that I know what parts I have and that these parts are the right ones for my staff, partners and customers? How do I assure that the right part reaches the right person at the right time?If CM is the process of collecting, managing and publishing content, then eBusiness is the process of collecting, managing and publishing parts of your business. Of course, much of business entails publishing information. So, with no stretch at all, you can see how CM might underlie some of eBusiness. But organizations do business by providing for actions as well as information. Actions in an electronic world take the form of computer functionality. Functionality, in turn, takes the form of objects and blocks of computer programming code, which are distributed in exactly the same way as run-of-the-mill content. People use a very wide variety of tools and methods to process information and get it into publications. From paper note cards to massive database applications, organizations have found ways of organizing and managing information. My goal is not to say which ones of these systems are or are not true CMS. Rather, it is to describe the full range of possibilities available for constructing a system to handle most effectively the range of issues that may arise. I'll begin with the simplest system I have seen that still has some of the earmarks of a full system, the "nominal" Web CMS. I'll then move up in complexity to describe other systems that embody more and more of the full picture: dynamic websites, full Web CMS, and enterprise CMS. When people started creating websites, they did so by typing HTML into plain text editors like Microsoft's Notepad. As time moved on the need for better tools grew, fueled by enterprising product companies, less technical users and the need to automate tedious tasks. At first, these new HTML authoring tools did little more than help us remember the arcane syntax of HTML. Later, they began to be true WYSIWYG environments for creating Web pages. Today, they have added just enough management tools to serve as nominal Web CMS for organizations with small sites and no additional publications. Packages like Macromedia Dreamweaver and Microsoft FrontPage intend to be single tools that allow you not only to create pages, but also to share resources between pages and manage the layout and organization of your site. The following are the main facilities they offer for these management tasks: Page templates, which allow you to create standard page layouts and apply them across pages. These templates allow you to share resources such as images and standard text blocks and to auto-generate navigation based on the pages that have been added to your site. Basic status functions, which let you track where a page is in the development process. Link managers and site outlines, which let you verify that your cross-references are valid. Deployment managers, which let you upload the site you have created locally to the Web server where it will be publicly available. Today's Web authoring tools, which certainly include many more products than just Dreamweaver and FrontPage, are making their first halting steps into the realm of CM. I have no doubt that as time moves on they will expand their tools to cover more and more of the territory. Still, to really enter the world of CM, these tools will have to change some of the following fundamental characteristics: They are small-scale by design. They assume a small and loosely organized team producing pages one at a time. A CMS, on the other hand, assumes a large, very well organized team producing content that will be moved onto pages in bulk. They are page-oriented. In a CMS context chunks (components) are the things to be managed, not pages. While it is convenient at a small size and with a single site to manage pages, at a larger size, and especially when you have to create more than just a single site, you need to get past managing pages to managing content components. Finally, these tools assume you are creating one website. They have no ability to share the same content between pages of the same site, let alone between pages of two sites. They are not even close to being able to support any publication that is not HTML. Page Templates. Microsoft FrontPage provides a page-templating function that illustrates a number of the basic ideas behind publication templates. Using the site creation wizard in FrontPage 2000, I produced the page shown in Figure 1 in a few clicks. The page has everything on it that you might see on a published page except the actual content. In fact, it is a WYSIWYG template for creating pages for a site. The template includes the following: Microsoft FrontPage 2000 Page View A banner and global navigation buttons at the top whose names are changed by the applications as you change the name of the site or its pages. A local navigation bar on the left whose button names and order are changed by the application as you add or modify pages in this section of the site. A footer at the bottom with standard text and links that you would like to have appear on each page. While this system is far from a full publication template system (you only get one template per site), it shows many of the basics. In particular, it shows how the system can allow the creator to specify page layout, page names and standard content blocks once and then have the system automatically update and fill in the right stuff in the right place. Most importantly, if the design of the template is changed, the system automatically propagates the change to all affected pages. Status Functions. Macromedia FrontPage provides a function they call Design Notes to let you specify and review page status and notes as shown in Figure 2. Design Notes Dialog Box in Macromedia Dreamweaver 3.0 The box lets you choose a status for the page you are working on and type whatever notes you want. To help you encourage people to update the page status, the application can display this box each time the page is edited. This facility is the mere hint of a workflow and routing system, but it shows the basic idea of tagging pages with management information that won't be published but will be used by authors and administrators for management. Outlining and Organization Functions. Macromedia Dreamweaver provides a site outline and link checker that help you organize the outline and cross-references on your site as shown in Figure 3. A full CMS would provide a much more thorough set of tools for managing hierarchies and cross-references, as well as for managing indexes and sequences. However, the ability to see broken links and the directories where your files are stored is a start. File View of Site Outline and Line Checker in Dreamwearver 3.0 Deployment Tools. Microsoft FrontPage offers the function shown in Figure 4 for deploying your site to a production server. The function lets you communicate via FTP to a server on the Internet and deploy all of your pages or only those that have changed since the last time you deployed. This is the most basic form of deployment: file transfer. I will illustrate more advanced forms of deployment in the sections that follow. Publish Web Dialog Box in FrontPage 2000 A dynamic website is a system for producing Web pages "on the fly" as users request them. There is a data source (a relational database or possibly an XML structure) on the Web server that is queried in response to a user's click on a link. The link activates a template page. The template page has regular HTML in it as well as programming scripts, objects and other programs that interpret the request, connect to the data source, retrieve the appropriate content and do whatever processing is needed to form an HTML page. When the template has created the appropriate HTML page, the Web server sends it back to the user's browser as shown in Figure 5. Dynamic website creates pages programmatically. In a purely dynamic site there are no HTML files, only the ability to build them when someone wants them. This is in contrast to a static site in which all of the pages are pre-built and stored on a Web server as HTML files. Given this definition of dynamic sites, it is easy to see why they are often confused with CMS. For one thing, CMS can be said to do the same thing. They too have databases or XML structures, retrieve appropriate content and return built pages. On the other hand, there are compelling reasons to distinguish the two. Why? Because you can have a dynamic site that really is not doing CM. In addition, a CMS can just as easily build a static site. For example, suppose you have a large dynamic website that uses advanced scripts to put a user interface on an organization's financial system. The system responds to user requests and dishes out just the right HTML page in response. You would be hard pressed to call this a CMS – it is really a Web-based application. You can also have a CMS that produces a static site. Suppose that I set up a very complex CMS that has millions of components, sophisticated workflow and produces 100 distinct publications. One of those publications is a website. When I hit the right button, out flows a static website of a million HTML files. I put those files on a Web server and I am done. When I want to change the site, I hit the button again and out flows a new static website that replaces the first. In this case, I have a robust CMS producing a static website as shown in Figure 6. A CMS can, and often does, create static websites. So dynamic websites and CMS are not the same, and you do not have to produce a dynamic website from a CMS. In fact, if you could get away with only producing static websites from your CMS you would be better off. A static site is faster and much less prone to crashing than a dynamic one. But you rarely can get away with static sites, or at least not entirely static ones. You need a dynamic site if you do not know before hand what will be on a page. If you have to assess user input or some other factors in order to figure out what belongs on a Web page, you need a dynamic system. For any realistic degree of personalization, for interaction with data systems such as transactions or catalogs, or for "live" updates such as changing news stories or stock quotes you need the processing power on the Web server that a dynamic system gives you. While dynamic sites are not CMS they illustrate a number of the qualities of a CMS: The template pages in a dynamic site are very similar in approach to the templates in a CMS. Unlike the template system in a Web authoring tool, which is isolated from you and has a limited set of features, dynamic sites use generalized Web programming languages like Java Server Pages (JSP) and Active Server Pages (ASP). These programming languages are unlimited and can create any sort of page layout and logic that you might want. The templating system in many commercial CMS products is no more than an enhanced version of the kinds of template files used on dynamic sites. The data sources on a dynamic site are similar and, sometimes, the same as those you would use in a CMS. In either a dynamic site or a CMS you are likely to use the same database or XML products, use the same programming techniques and write the same sorts of content selection, layout and navigation building code. A good CMS, however, will provide you with enhancements that make these tasks much easier. CMS data sources also tend to have more management information stored in them than the data sources for dynamic sites. What is most missing from a dynamic site system is, first, the ability to create more than just a website and, second, the collection system that a CMS would include. Of course, there is nothing stopping the enterprising programmer from extending the website code to do these things, but then the programmer would not be creating a dynamic website, but rather creating a CMS! Sites do not have to be 100% static or 100% dynamic. In fact, the vast majority of large websites are some of each. Parts of your site can be HTML files and parts can be dished up dynamically out of a database. In addition, there may be a variety of databases that provide different parts of your site. In a full Web CMS there can be A CMS application behind the firewall that takes care of collecting content from contributors and managing your content's workflow and administration. A repository behind the firewall that is a relational or XML data source. The repository holds all of your content, administrative data and any of the resources you need to build the site, such as graphics and style sheets. A set of flat HTML files that are managed by the CMS and deployed by the CMS to the static part of the site. A live data source (the CMS generated database) on the Web server for the dynamic parts of the site. The CMS can deploy data and content from its repository to the CMS generated database. In this way, even dynamic content can be managed behind the firewall and kept off the server if it is not ready to be seen publicly. In addition, the template pages that access the CMS-generated database can be pages that are created by the CMS. Other data sources can be connected to the website that are not connected to the CMS. For example, a transaction database might be connected to the website, but not the CMS for conducting sales on the site. The other data sources can run completely independently of the CMS or the template pages that access these sources can be pages that are created by the CMS. As you can see, you can quickly get a system that is pretty complex. The nice thing is that you can manage this complexity with the CMS. If you consider the various chunks of code in the template pages as chunks of functionality (which they are), you can treat them as just another kind of content to be collected, managed and published onto the right pages. In general, your best bet is to drive as much of your site as feasible toward static pages. Even if content changes once a day, you are probably better off producing it as HTML files and posting the ones that have changed once a day to your server. Flat pages are tremendously faster and more reliable than dynamic pages. There should be compelling reasons to dynamically generate pages (for example, the content is changing minute by minute). Most discussion of CM centers on creating a large website. While large websites are the primary use of CMS today, the potential for a CMS to help an organization goes far beyond the Web. Clearly, a CMS can do a lot more than produce a website. It can encompass your entire content creation and organization system. It can provide a content repository where information can be reviewed and worked on independently of any page it might land on, and most importantly, it can produce websites and any other publications you might care to make from the stored content. If you look at your content collection, management and publishing needs from the perspective of the whole organization, you will quickly see that the potential for CM goes way beyond the Web. In my experience, this insight is dawning only slowly in organizations that are hard-pressed to get their sites organized let alone revamp the information processing in their entire enterprise. Many organizations have accepted (at least for the present) that their print publications will be quite separate from their Web publications – not that most would even call a website a publication. It follows that They are willing to spend extra time and money duplicating effort between a print team and a Web team. They are willing to put up with the lack of synchronization between the two sources of information they produce. They are willing to let one publication wait for content until the other goes to press. At first it was always the website that waited. More and more it is the print publication that has to wait for the content. I think this reticence about thinking globally is often driven by the entrenchment of print-based teams in their traditional tools and methodologies. For some print team members, the CMS attitude (away from a specific publication and toward creating good content) is a godsend that lets them reach new heights. For others it is no more than having to learn a lot of new programs and unlearn a lot of old habits. Not surprisingly, I have seen much more desire to think globally from those who have to share content among websites, or between the Web and other digital devices (WAP phones, for example). These teams have already embraced the new authoring tools, content formats, database technologies and templating models that dynamic Web sites have taught them. It is not such a big stretch to consider going the final steps to a CMS. Interestingly the divide between publications on hand-held digital devices and the Web is much wider than the divide between print publications and the Web. Hand-helds can show only a couple of sentences of text at a time and very small pictures. They require a major rethinking of how you will deliver anything you are used to seeing either in print or on the Web. While the Web still figures most prominently, there is nothing exclusive about the Web's demand for well-managed content. If your sole concern is the Web, don't worry, it won't be for long. CMS have a simple purpose: to allow you to get content with the least hassle, know what content you have, and get it out to a variety of places automatically. The details are less simple: Only the Web has really been covered by most systems in place today. Web authoring tools are great for small sites, but lack the functionality or scalability to serve as real systems. Today's most sophisticated websites go a long way toward CM, but are still much too narrowly focused to do the whole job. While the technology matures, you are best served by spending your time and energy taking what steps you can to move toward a CM approach. This means first figuring out in detail what you would like to have happen and second seeing how far you can get with today's tools. This article is taken in part from an upcoming book by Bob Boiko entitled The Content Management Bible(ISBN 0-7645-4862-X). The book will be published in the second half of 2001 by Hungry Minds Inc.

An increasing amount of health education resources for patients and professionals are distributed via social media channels. For example, thousands of health education videos are disseminated via YouTube. Often, tags are assigned by the disseminator. However, the lack of use of standardized terminologies in those tags and the presence of misleading videos make it particularly hard to retrieve relevant videos. i) Identify the use of standardized medical thesauri (SNOMED CT) in YouTube Health videos tags from preselected YouTube Channels and demonstrate an information technology (IT) architecture for treating the tags of these health (video) resources. ii) Investigate the relative percentage of the tags used that relate to SNOMED CT terms. As such resources may play a key role in educating professionals and patients, the use of standardized vocabularies may facilitate the sharing of such resources. iii) Demonstrate how such resources may be properly exploited within the new generation of semantically enriched content or learning management systems that allow for knowledge expansion through the use of linked medical data and numerous literature resources also described through the same vocabularies. We implemented a video portal integrating videos from 500 US Hospital channels. The portal integrated 4,307 YouTube videos regarding surgery as described by 64,367 tags. BioPortal REST services were used within our portal to match SNOMED CT terms with YouTube tags by both exact match and non-exact match. The whole architecture was complemented with a mechanism to enrich the retrieved video resources with other educational material residing in other repositories by following contemporary semantic web advances, in the form of Linked Open Data (LOD) principles. The average percentage of YouTube tags that were expressed using SNOMED CT terms was about 22.5%, while one third of YouTube tags per video contained a SNOMED CT term in a loose search; this analogy became one tenth in the case of exact match. Retrieved videos were then linked further to other resources by using LOD compliant systems. Such results were exemplified in the case of systems and technologies used in the mEducator EC funded project. YouTube Health videos can be searched for and retrieved using SNOMED CT terms with a high possibility of identifying health videos that users want based on their search criteria. Despite the fact that tagging of this information with SNOMED CT terms may vary, its availability and linked data capacity opens the door to new studies for personalized retrieval of content and linking with other knowledge through linked medical data and semantic advances in (learning) content management systems.

Student is becoming the key focus of the educational process, where students' creativity and interactions are strongly encouraged. Student role changed to be knowledge and information hunter rather than receiver, and teaching, meanwhile, is becoming a peripheral activity. Several interactive and new methods of learning has evolved in the last two decades aimed to utilizing the information and communication technology tools to improve the educational process availability and accessibility. The learning management system (LMS) is the system responsible for integrating all learning services and managing teaching and learning activities. It provides a collection of tools and functions to support teaching and learning processes, usually including course management tools, online group discussion, homework collections and grading, and course evaluation. This study was conducted to evaluate different open source learning management systems that were under consideration to be implemented by the College of Medicine, King Saud University (CMKSU), Riyadh, Saudi Arabia. The study reviewed open source and commercial LMS systems as a future strategy. Objectives: the main objective of the current study was to assess the open source LMS systems based on conducting literature review and practical evaluation. The study included a literature review on LMS including commercial and open source systems. The study focused on evaluating three open source LMS systems, Jusur, Sakai, and Moodle. Jusur is the LMS adopted by the National E-learning center in Saudi Arabia, and the other two LMS systems are considered as the principal open source LMS systems implemented worldwide. Methodology: this study depended on published technical reports, LMS systems official websites, and industry reviews, as well as examining the products features and evaluating how they meet CMKSU needs and requirements. Results: All the three LMS systems provide excellent tools including discussion boards, chat sessions, and other collaboration tools. Jusur has a strong localization features and technical support and training. On the other hand Sakai and Moodel were ranked better for the user interface and other content and course management features. Sakai is having the advantage of being developed in Java platform. Moodle and Sakai support integration with other systems, while Jusur support the integration in the offline mode only. Conclusion: Open source LMS systems is more recommended because of its popularity among reputable universities, and the benefits of such systems including exchange of experience and e-courses if the development efforts are guaranteed, as well as the availability of the skills required for the development. In the current study, the evaluation focused on the features of LMS systems and a combination of several frameworks to enhance the evaluation process. All three LMS systems provide excellent tools for student interactions and activities. Standards and integration that make these systems able to communicate with other students and hospitals systems are critical features. In addition, the LMS system should be able as well to mange and accommodate a huge amount of information that needed among medical and educational content, including different subjects, lecture notes, lecture videos, text books, videos of surgeries, and radiology images.

This document presents a five year development initiative that sought to implement a learning management system clearly differentiated from the CMS domain. The present article reports on our research work showing our effort towards a design of a true learning management system which entails pedagogical strategies embedded into the system design and the online learning environment. This is characterized by its highly interactive and collaborative learning tools. The ability of the system to measure student effort and performance via the summation of the learning objects usage clearly differentiate the concept of true online learning from the traditional distance learning via content management systems. Results from student usage of the learning management system provide some insight into learning, performance and behavior in online learning. Due to limitations only three learning objects were briefly analyzed to demonstrate their value to learning specifically and to the value of the system in general.