Modular Object-Oriented Dynamic Learning Environment Research Articles

Creation of an integrated environment to supply e-learning platforms with Office Automation features

Over the last years great efforts have been made within the University environment to implement e-learning technologies in the standard educational practice. These learning technologies distribute online educational multimedia contents through technological platforms. Even though specific e-learning tools for technical disciplines were already available on the Internet, in our opinion more general tools, typically involving calculations, plots or diagrams, through the use of spreadsheets or graphical applications, were still needed to provide a more flexible and multi-purpose integrated environment. Therefore, we developed an integrated system to supply e-learning platforms with almost the same functionalities offered by standalone Office Automation applications. Modular object-oriented dynamic learning environment (MOODLE) and OpenOffice.org were selected to deal with any problem originating from the software and to smooth over the users' learning curve. Furthermore, MOODLE is a modular platform and offers an extensive application programming interface for coding in a simple and effective manner. The implementation of the work required the employment of Java and Asynchronous JavaScript and Extensible Markup Language technologies and included the creation of a Java Applet to be embedded in the web pages of the new MOODLE modules. Students could thus be offered a single working environment for handling “traditional” material and performing practical activities. The students' feedback on this new integrated system was very positive and proved the effectiveness of our work.

How the usage of learning management systems influences student achievement

In this paper, our aim is to explore the predictors of adoption by students of a Learning Management System (LMS) based on a Modular Object-Oriented Dynamic Learning Environment as well as the influence of active student participation and the interactive usage of an LMS on the achievements of students in a blended learning environment. Our study was conducted on 169 students, who are using an LMS for the first time in their studies, from the largest university from Serbia. Our findings indicate that students' active participation in class has a stronger positive effect on students' achievement than does students' interactive usage of the LMS. A stepwise linear regression analysis revealed that a student's interactive usage of the LMS and his/her active participation in class accounted for 47% of the variation in a student's achievement. A student's interactive usage of the LMS is only affected by his/her perceived easy usage of the LMS.

Evaluation of Students' Views about the Use of SCORM (Sharable Content Object Reference Model)-Compatible Materials in Physics Teaching.

In the present study, a web site including instructional materials such as Whiteboard Movies (WBM), simulations and animations and testing materials such as true-false, fill-in-the-blanks, puzzles, open- ended questions and multiple-choice questions was designed. The study was carried out with 76 students attending Dicle College (DC), Diyarbakir Anatolian High School (DAHS) and Cumhuriyet Science High School (CSHS) located in the central town of the city Diyarbakir in southeast of Turkey and equipped with computer laboratories and Internet connection in the academic year of 2008 to 2009. Before the application, the data base records were taken regarding the participation of the students in the web activities. At the end of the application, 10 open-ended questions were directed to 19 volunteering students to evaluate the participating students’ views about the learning approach used and about the web site designed. The analyses of the responses given to the open-ended questions revealed that the students were generally satisfied with the testing and instructional materials found on the web site developed and that the students still experienced such problems as slowly-opening WBMs, an inadequate number of test forms including multiple-choice questions and insufficient duration of application. Considering the findings as a whole obtained in the study, it was thought that it would be beneficial to use web-based educational applications in teaching physics in schools with better Internet infrastructure and opportunities. Key words: Web based education, modular object-oriented dynamic learning environment (MOODLE), students’ views.

Intelligent Curriculum for Learning Analytics

The present education scenario in higher education emphasizes on a group of individuals, traditional assessment technique and an inefficient learning approach. However, these methods demand better accuracy and reliability since they employ a classical approach of learning which do not provide learner specific content and analyses the learner at the end of his course. Hence the validity of such approaches summonses a review. This paper provides an alternative solution to the drawbacks by developing intelligent curriculum as a customized learning content specifically developed to a learner. Intelligent curriculum forms a part of learning analytics where learning analytics is used to collect, analyze and report learner’s data. Intelligent curriculum is developed using educational technological tools like bloom’s taxonomy, rasch analysis, learning model, SCORM (Sharable Content Object Reference Model) and MOODLE (Modular Object-Oriented Dynamic Learning Environment). The developed curriculum containing resources for a student focuses on betterment of performances from previous attempts.

Distance learning and conceptual maps during medical clerkships

What problems were addressed? Moving clerkship rotations from hospital-based to community-based settings can be challenging, mostly because students are dispersed across many different settings far from the university hospital and are under the supervision of family medicine practitioners or preceptors from municipal services, rather than faculty members. Our medical school runs a 6-year traditional curriculum. This includes 18 months of clerkship rotations, with an 8-week rotation in primary care. Seventeen family health primary care units (PCUs) in the municipality receive a total of 28 students. We decided to improve faculty supervision of these students and to follow up their learning experiences. Although the rotation provided an excellent opportunity for practice, students did not participate in teaching activities oriented by faculty members. What was tried? We planned and implemented an educational activity based on the use of distance learning and conceptual maps. This was intended to support students’ learning and reflection about their practice in the primary care rotation. We conducted 4-hour meetings every 2 weeks with groups of 14 students. During their primary care rotation, each student identified one case per cycle in an area in which they felt they could improve their learning. At the first meeting (time-point 1), students selected one case from among 14 to use in a brainstorming session. In sequence, they discussed and depicted the case and collectively developed a conceptual map; this map revealed their knowledge gaps. At the end of the meeting, students raised questions for learning. During the following 2 weeks, students maintained their practical activities in the PCUs and discussed the learning objectives raised at time-point 1 through participation in forums based on the Moodle (modular object-oriented dynamic learning environment) software platform (time-point 2). Case discussion was conducted using an evidence-based medicine paradigm. Participation was stimulated by a medical faculty member who facilitated discussions, helping students to build individual and collective knowledge. The second face-to-face meeting (timepoint 3) consisted of another 4-hour session used to further discuss questions addressed in the initial meetings and to develop a final conceptual map. A total of 104 students participated, providing attendance rates of 99.6% at time-points 1 and 3, and 96.8% at time-point 2. A questionnaire evaluating the students’ perceptions about this experience was answered by 98 (94.2%) students, who reported that they felt more confident about dealing with real cases after the discussion and believed they had improved their ability to engage in online education, decision making and information seeking. What lessons were learned? These educational activities are helpful for students in settings outside the medical school. The development of group work for students who were unaccustomed to this mode of learning initially presented difficulties for effective participation; hence, it is vital to create a comfortable and safe environment and to establish certain rules before group activities begin. This process should include the delineating of appropriate working groups and the highlighting of teacher responsibility for monitoring the forum and encouraging participation and reflection. Our initial evolution data suggest that our educational strategy is effective in identifying learning gaps and provides a systematic protocol through which to promote learning activities.

Usage Patterns of and Feedback on Online E-learning Modules for ‘Common Trunk’ Trainees in Medicine

Introduction. E-learning is a useful tool providing after-hours access to continuous Medical Education and the theoretical component of postgraduate medical trainings. Furthermore, it allows accurate recording of trainee activity. Objective. To observe the pattern of usage by trainees and to assess feedback on e-learning use. Method. A modular object-oriented dynamic learning environment (Moodle) online e-learning management system – including 24 online modules relevant to different medical specialities and 24 quizzes. All 23 (14 Female) medical ‘Commontrunk’ trainees at Mater Dei Hospital, Malta were asked to complete these modules as part of their compulsory academic activities within a 6-week deadline. Data on usage was collected by the learning management system and trainees were asked to fi ll in an online feedback form. Results. All trainees (n=23) completed all modules; however, 36.1% of modules (M=49.8%, F=27.4%) were completed in the last week. Nineteen (n=21) trainees found the e-learning as a useful or very useful tool. 19/21 Students reported presentations as being of good/high quality and 13/21 reported quizzes to be of a good/high quality standard. Selfrating of acquisition of new knowledge was 7.95 (SD 1.75) on a scale of 0–10. The quality of IT work was rated 7.81 (SD 1.86). Forty-three percent (M 36.6%, F 47.0%) of modules were completed from 16:00 hours to 19:59 hours; 16.5% (M=29.3%, F=16.5%); from 20:00 hours to 23:59 hours and 4.5% (M=8.2%, F=2.2%) from 00:00 hours to 03:59 hours. A total of 31.2% of modules were performed during weekends (Sat=13.6%, Sun=17.6%, Average Mon–Fri=13.8%). Average time to complete learning module: F=49.7 minutes, M=76.4 minutes. Conclusion. Overall feedback on e-learning was positive. There was signifi cant after hour and weekend use. Gender diff erences in time of access and total time needed to complete modules were noted. Keywords: Moodle, Online E-Learning, “common trunk” trainees, feedback, medicine (Published: 29 June 2012) DOI: 10.3109/21614083.2012.699440

Usage Patterns of and Feedback on Online E-learning Modules for ‘Common Trunk’ Trainees in Medicine

Introduction. E-learning is a useful tool providing after-hours access to continuous Medical Education and the theoretical component of postgraduate medical trainings. Furthermore, it allows accurate recording of trainee activity. Objective. To observe the pattern of usage by trainees and to assess feedback on e-learning use. Method. A modular object-oriented dynamic learning environment (Moodle) online e-learning management system – including 24 online modules relevant to different medical specialities and 24 quizzes. All 23 (14 Female) medical ‘Common-trunk’ trainees at Mater Dei Hospital, Malta were asked to complete these modules as part of their compulsory academic activities within a 6-week deadline. Data on usage was collected by the learning management system and trainees were asked to fill in an online feedback form. Results. All trainees (n = 23) completed all modules; however, 36.1% of modules (M = 49.8%, F = 27.4%) were completed in the last week. Nineteen (n = 21) trainees found the e-learning as a useful or very useful tool. 19/21 Students reported presentations as being of good/high quality and 13/21 reported quizzes to be of a good/high quality standard. Self-rating of acquisition of new knowledge was 7.95 (SD 1.75) on a scale of 0–10. The quality of IT work was rated 7.81 (SD 1.86). Forty-three percent (M 36.6%, F 47.0%) of modules were completed from 16:00 hours to 19:59 hours; 16.5% (M = 29.3%, F = 16.5%); from 20:00 hours to 23:59 hours and 4.5% (M = 8.2%, F = 2.2%) from 00:00 hours to 03:59 hours. A total of 31.2% of modules were performed during weekends (Sat = 13.6%, Sun = 17.6%, Average Mon–Fri = 13.8%). Average time to complete learning module: F = 49.7 minutes, M = 76.4 minutes. Conclusion. Overall feedback on e-learning was positive. There was significant after hour and weekend use. Gender differences in time of access and total time needed to complete modules were noted.

The Internet and Computer-Mediated Artefacts for Foreign Language Learning and Practice, and Intercultural Communication: MOODLE, Second Life, and Others

Abstract The present study aims at discussing the potential of the Internet and computer-mediated artefacts for education. The understanding of digitalised and technology utilised education, which is the current trend of our age, is highlighted and some computer-mediated artefacts such as the so called modular object-oriented dynamic learning environment (MOODLE), the online virtual reality chatting game Second Life, and some others are introduced in a unified connection to show how they can be practically integrated in education, and how they can foster foreign language learning and practice, and intercultural communication. It is emphasised that the current situation of the physical conditions, and also the needs, interests and abilities of the new age learners should be considered more carefully to give education a correct direction in the future.

Integrating an open-source course management system (Moodle) into the teaching of a first-year medical physiology course: a case study

Educators in medical schools around the world are presently experimenting with innovative ways of using web-based learning to supplement the existing teaching and learning process. We have recently used a popular open-source course management system (CMS) called the modular object-oriented dynamic learning environment (Moodle) to construct an online site (DPhysiol) to facilitate our face-to-face teaching of physiology to a group of first-year students in the Bachelor of Medicine and Bachelor of Surgery program. The integration of the Moodle site into our teaching was assessed using online log activity, student examination marks, and feedback from students. The freely available Moodle platform was simple to use, helped to effectively deliver course materials, and has features that allowed cooperative learning. Students who used the CMS throughout their academic year and commented favorably regarding its use as a complement to the face-to-face classroom sessions. The group of students used the CMS obtained significantly higher scores in the final examination compared with the previous class that did not use the CMS. In addition, there was a significant correlation between student participation and performance in online quizzes and their final examination marks. However, students' overall online usage of the CMS did not correlate with their examination marks. We recommend Moodle as a useful tool for physiology educators who are interested in integrating web-based learning into their existing teaching curriculum.

Teoria da aprendizagem significativa: elaboração e avaliação de aula virtual na plataforma Moodle

Esse estudo teve por objetivo elaborar e avaliar uma aula virtual sobre a Teoria da Aprendizagem Significativa para licenciandos em enfermagem. Trata-se de pesquisa aplicada, de produção tecnológica, desenvolvida em cinco fases: concepção e planejamento; desenvolvimento do conteúdo e designer instrucional; criação do material educacional, implantação no portal de aprendizagem Moodle (Modular Object-Oriented Dynamic Learning Environment) e avaliação por juízes. A aula foi elaborada e, após avaliação, foi aprovada pelos juízes mediante ajustes e passará a integrar a disciplina Metodologia do Ensino de Enfermagem I do Curso de Licenciatura da Escola de Enfermagem da USP. Acreditamos que a proposta deste estudo privilegia a formação do licenciando e, portanto, do futuro docente de enfermagem, de forma crítica e reflexiva, tendo como um dos componentes de seu perfil a perspectiva de buscar e utilizar novos conhecimentos para o desenvolvimento de sua prática profissional.

Argentine Society of Cardiology Continuous Update Program (PROSAC)

BACKGROUND The training of the staff involved in the activities concerning health, is a complex task. In fact, those in charge of health must know the most sophisticated technical knowledge that allows them to assist in a preventive or curative way. (1) The development of scientific knowledge and technology in the field of health sciences is so dizzy that the implementation of continuous education forms in order to prevent human resource obsolescence is essential. Specialists are in a changeable environment and the existence of new technologies forces them to renew their academic training in order to know, understand, appreciate and implement those techno-scientific concepts for the benefit of their patients. (2) Abbreviations > MOODLE Modular Object-Oriented Dynamic Learning Environment

AMBIENTE VIRTUAL DE APRENDIZAGEM COMO FERRAMENTA PARA O ESTUDO EXTRA-CLASSE E EDUCAÇÃO CONTINUADA

Trata-se de um relato de experiência sobre o uso do Ambiente Virtual de Aprendizagem (Modular Object-Oriented Dynamic Learning Environment) para a realização de um curso de atualização sobre técnicas de enfermagem e aspectos relacionados à utilização destas técnicas em situações clínicas em instituições de saúde. Participaram do curso professores, profissionais e alunos de graduação em enfermagem. São apresentadas algumas reflexões da utilização do Modular Object-Oriented Dynamic Learning Environment no processo ensino aprendizagem. Os depoimentos, postados nos fóruns, destacaram os aspectos teóricos e práticos dessa ferramenta, permitiram trocas de experiências e discussão ativa sobre as técnicas de enfermagem, tanto em seus aspectos formais, como nos aspectos relacionados ao sentimento dos envolvidos neste processo de cuidado.

The development of information-education materials for systems of distance learning: “Protection of Intellectual Property,” an example of a course of study

The existing open-source object-oriented systems that can be used as an environment to upload and to store information-educational resources for distance learning (open-source LMS\LCMS: ATutor, Claroline, Dokeos, Sakai, and Moodle), are analyzed. The use of Moodle (a Modular Object-Oriented Dynamic Learning Environment) as the environment for the learning portal of the Mendeleyev University of Chemical Technology of Russia ( http://moodle.muctr.ru ) is justified. The capabilities of Moodle with regard to the development of information-educational resources are explored and educational materials are elaborated for a course of study, viz., "Protection of Intellectual Property," e.g., theoretical materials, seminar and colloquia exercises, tests for interim and final control of student's knowledge level, as well as the elements of a learning process management system for a course of study.

Development of E-Learning environments combining learning skills and science and technology content for junior high school

In this paper we present an overview of E-learning environments that we have implemented using the Moodle platform (Modular Object-Oriented Dynamic Learning Environment). Moodle communicates extremely well with many web-based resources allowing developers creativity and versatility whilst enabling tailoring of the system to individual needs. These environments have been developed in partnership with teachers, as an enhancement to face-to-face teaching, for both curricular and extra-curricular learning. One main advantage of these environments is the freedom of teachers to add, change or use them as is, according to their needs; the teachers are equal partners in the development.

Criação de comunidades de prática como instrumento para o aprendizado organizacional

A criação de Comunidades de Prática é uma realidade para as organizações que adotaram a Gestão do Conhecimento e incentivam a permuta de experiências e conhecimentos entre seus colaboradores. Este trabalho tem como objetivo relatar a experiência de criação de Comunidades de Prática no Instituto Brasileiro de Informação em Ciência e Tecnologia, IBICT, a partir de sua concepção teórica, metodológica e operacional. A abordagem adotada na fase de implantação foi a aprendizagem situada (situated cognition), tendo como sustentação metodológica, em sua fase de sensibilização, a Investigação Apreciativa ( appreciative inquiry) e a Metodologia de Sistemas Flexíveis (Soft Systems Methodology). A dinâmica da criação das comunidades de prática fundamentou-se no treinamento intensivo em paralelo com a pesquisa--ação para a simultânea implantação das comunidades de prática idealizadas. O software adotado para o gerenciamento e comunicação das comunidades de prática foi o Moodle (Modular Object-Oriented Dynamic Learning Environment). O Moodle foi concebido em código aberto, tem linguagem de fácil desenvolvimento (PHP), que permite a adequação do ambiente às necessidades da organização e apresenta um conjunto de módulos que favorece a avaliação da participação dos integrantes das comunidades de prática. Como resultado, foram formadas comunidades de prática no Instituto, encontrando-se todas em operação e funcionando com grupos de 5 pessoas.

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Development of a new MOODLE module for a basic course on computer architecture

This work describes a new Moodle module, CTpractices , developed to give support to the practical content of a basic computer organization course. Within a constructivist pedagocical aproach Moodle (Modular Object-Oriented Dynamic Learning Environment)[1], a very popular Learning Management Systema (LMS), provides a highly configurable web-based interface that includes a wide range of activities which are, in general, sufficient for a standard course. Nevertheless, when dealing with specific subjects, some functional features are missed, as it is the case when teaching a basic course on computer architecture, an essential topic in the computer science curricula. It involves practical assignments consisting on the design and simulation of elementary processors by means of CAD tools making use of schematic or VHDL design entries. Currently the University of Malaga is making an increasing effort oriented to the successfull implementation of the ECTS (European Credit Transfer System) system. This involves changing the teaching practices carried out traditionally [2], looking towards the developing of assessment mechanisms in order to increase the student?s active effort. In our course, in order to better guide the students, teachers should perform a functional evaluation using a simulation tool to verify whether the students? designs work or not according to the specifications. This is a very time consuming task, becoming a common bottleneck when looking for a continuous assessment of students. One key element of the new CTpractices module is the automatic checking and verification engine that keeps information about the current state of students work, supplying automatic assessment features and feedback to the student. Teachers can modify the project description and define different testing benches. The module stores historical information concerning the results of the different evaluations, extracting statistics and metrics which are very useful when determining the student workload in the context of the ETS model. Additionally, this new module is oriented to promote a collaborative teamwork allowing to define student teams in a more operative way than built-in moodle groups. Other basic aspects supported are material repository, deadlines, hosting, etc. The new module inherits a part of its functionality from a specific LMS previously developed by the authors, that has been in use from academic year 2004 [3], widely proving its usefulness. It has been re-designed according to the Moodle philosophy, making possible to easily extend its application to other similar subjects. The choice for Moodle is motivated by its modular organization based on free software like PHP and MySQL. From the developer point of view, this allows to add new modules using well-known interfaces. As Moodle is currently used by the Virtual Campus of our university, this new module breaks the isolation of the previous platform as refers to activities like forums, messages or event signaling.

Faculty Response to the Implementation of an Open Source Learning Management System in Three Tertiary Institutions in New Zealand

ABSTRACT In spite of their apparent benefits, learning management systems can be regarded as a hindrance to effective online learning. Their design, functionality, complexity, price, and value are beginning to be questioned by some users. As a new generation of Web-based tools and approaches evolves, Web-based learning management systems are becoming better suited to meet the need for dynamic online learning, interaction, collaboration, and networking. The new tools and collaborative approaches these systems provide allow learners to take proactive control of their own learning. In June 2004 a consortium of New Zealand Tertiary Institutions led by the Waikato Institute of Technology secured a one-year Ministry of Education grant to support the “Open Source Courseware Initiative New Zealand” (OSCINZ). The OSCINZ project focused on the development and implementation of “Moodle” (Modular Object-Oriented Dynamic Learning Environment) to create a uniquely New Zealand learning management system, based on quality open source code developed and tested by leading educational providers. This paper describes the response of faculty in three of the project's partner tertiary institutions to the implementation of Moodle in their institutions.

Readiness For Shifting From A Traditional Higher Education Learning System To An E-Learning System: A Case Study From The Sultanate Of Oman

The Ministry of Higher Education in the Sultanate of Oman initiated recently a restructuring program for the General Directorate Colleges of Education aiming to replace the existing six colleges with more applied and highly IT assisted institutions. A particular emphasis is directed towards improving the learning methods by developing and implementing a unified Learning Management System (LMS), which will serve the new form of these colleges. Such system is particularly intended to improve the e-learning skills in the six Colleges of Education. Each college has a Learning Resource Center (LRC) that provides IT services for about 1500 students and 150 staff members. During the past few years, the LRC at Nizwa College of Education (NCoE) has exerted many efforts in upgrading such services to the benefit of the college community. The discussion in this paper will be based on Nizwa LRC as an example, reflecting uniformity among the six colleges of education. This paper analyzes the readiness of the current learning system for the gradual shifting to a more IT assisted teaching system. First, the paper describes the evolution of the Intranet and Internet services in the college. Second, the steps realized in expanding and upgrading IT are described. Third, an evaluation of the available services and users is presented. This is supported by the analysis of the experimental implementation of an open source LMS, the "Modular Object-Oriented Dynamic Learning Environment" (Moodle) to assess the effectiveness of Moodle as a learning facilitator. Finally, recommendations on how to improve the outsourcing of these services are given. Aspects of the services provided by the LRC will be discussed through different users’ perspectives.

Distance learning platform based on Content Management System

This paper presents Distance Learning Platform used by Institute of Electronics Silesian University of Technology. Platform is based on modular object-oriented dynamic learning environment named Moodle. Moodle is an open source e-learning platform. Currently Moodle is used by 6300 sites from 136 countries. Moodle represents LMS (Learning Management Systems) technology, a software package designed to help educators create quality online courses. Currently Institute of Electronics has created 70 online courses designed for Electronics and Telecommunications students. Number of Distance Learning Platform users exceeds 2400. Distance Learning Platform works as typically asynchronous e-learning service, but in the future more synchronous e-learning services will be added.