The LMS plays a decisive role in most eLearning environments. Although they integrate many useful tools for managing eLearning activities, they must also be effectively integrated with other specialized systems typically found in an educational environment such as Repositories of Learning Objects or ePortfolio Systems. Both types of systems evolved separately but in recent years the trend is to combine them, allowing the LMS to benefit from using the ePortfolio assessment features. This paper details the most common strategies for integrating an ePortfolio system into an LMS: the data, the API and the tool integration strategies. It presents a comparative study of strategies based on the technical skills, degree of coupling, security features, batch integration, development effort, status and standardization. This study is validated through the integration of two of the most representative systems on each category-respectively Mahara and Moodle.
This article presents a guide that helps teachers in the process of planning and implementing a blended-learning or an e-learning course (e/b-learning). Planning an online course demands reflection and effort in the teaching/learning process. The work described in this paper proposes a guide that speeds the process of creating an online course by crossing cognitive objectives, pedagogical models and techniques, web tools, target public, among other variables.
Currently, higher education institutions have been increasing the use of web technologies to support face-to-face teaching process. Based on the achievement of defined objectives, increasingly, teachers have been defining learning strategies considering the advantages of digital interaction and personalization of learning paths. The work described in this paper AIMS to the explicit reflection on current practices regarding the use of web 2.0 technologies in higher education looking for a pedagogical framework. Contrary to the majority of scientific papers published in this area of knowledge, this research starts by analyzing current educational practices and seeks. Then for pedagogical pattern, using a bottom-up approach. As a result it was found that the pedagogical exploitation of current Web 2.0 technologies can enhance formal learning and preparation for lifelong learning. Nevertheless, it is important to map all the web tools used in order to clarify its usage and control the dispersion of inherent social environments.
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