E-learning

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Quality through E-Learning and Quality for E-Learning

Quality through E-Learning and Quality for E-Learning

E-learning is a term frequently debated in the lasts years, especially in the academic environment. Computer technology has profoundly transformed society, research and education. It provides support for the development of an educational system continuously adapted to society’s demands and advances in knowledge acquisition. Students can learn, evaluate and communicate their own results in formal or informal settings, universities and other public institutions take part in the development of international projects, workers are able to integrate learning into work, using the same tools and technology for working as they use for learn. Teachers have to adopt an appropriate way to interact with students, accept that both formal and informal learning settings offer important strengths to the learning process. They have to assist students in accessing knowledge, become facilitators of learning and partners in sharing ICT resources. What is more, if students used to learn in an on-line way, the school-to-work transition is easier, because they carry the experience of e-learning with them into the workplace, they have more control over their learning and can integrate learning into work more effectively.
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E Learning Technologies and Human Learning Process

E Learning Technologies and Human Learning Process

Implementation is the process of making a new or improved work system operational in the institution. E-learning lends itself to paired modules - a learning course and an assessment test. The test is not meant to fail people. It is there to allow them to demonstrate their competence. If everyone achieves a very high score on your test, you have achieved exactly what you wanted. If not, you should review (a) the questions, in case they are badly worded or needlessly tricky, and (b) the learning module, as there may be topics that are not adequately explained. One should bear in mind that the benefits of E-learning, or any other training, are difficult to quantify in terms of changes of behaviour and productivity and return on investment. Gather whatever evidence you can, using similar methods to those by which your institution was evaluating its previous training provision.Consider what was successful about this pilot. Can you see ways the courseware design could be improved? How did you get on with the software, with outside contractors, with your own IT support people? Learn from any failures and shortcomings certainly, but most of all, build on your success. You will learn more from this one experience than from five years of reading reports, setting up meetings, and preparing strategy documents. Of course, as you roll out your e-learning implementation more widely through your institution, you may wish to draw on the expertise of specialists in various disciplines. The advantage of starting by doing is that you will find out where you need help, and where you can manage perfectly well on your own.Much has been said about online learning. However, its impact has not been quite as widespread as expected. Learning Tree research makes conclusion in participants that "high dropout rate, comparison shopper, and quality indifference", these "lessons" cannot be solved through process control (traditional lifecycle), it makes way for the next best choice - the Hybrid Blended learning model. This calls for combining traditional classroom based learning with computer-based teaching.
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Significance of E Learning as a Tool in Teaching and Learning

Significance of E Learning as a Tool in Teaching and Learning

the time spent online between learners and course providers or the learners with learners. In this type of internet learning, learners can use internet to chat with course providers or instructors or among/between other learners through means such as chat rooms and video conferences. The advantage of this type of learning is that the learners can get feedback immediately. In Asynchronous internet time interaction learning, learners post their problem to any other participant/s over the internet [5, 12]. The asynchronous mode enables learners to send emails, thread discussions, blogs and recording audio messages and other similar techniques to discuss with the instructors and between/among themselves at different times. As the discussion or interaction time is not at the very same moment hence the term Asynchronous used. One of the drawbacks of this type of learning is that the learner does not get immediate feedback but this type of learning provides this freedom to the learner that they can manage their learning at the time that best suits their individual learning habits [35]. It is worth noting here that there is no distinct line between synchronous and asynchronous modes of e-learning and it is quite possible that they may have their applications taking place very closely may it be traditional class rooms under the direct supervision of the course provider or instructor or outside the classes without formal direct supervision 5, 12, 33, 35].
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LEARNING OBJECTS MANAGEMENT SYSTEM FOR E-LEARNING

LEARNING OBJECTS MANAGEMENT SYSTEM FOR E-LEARNING

instructional material that can be used during “technology supported learning.” Learning objects should be stored in a database and organized by a management system for easy retrieval and search. For this purpose a small amount of additional information must be provided to describe each learning object. These information are called metadata. In common sense metadata is a label placed on any object, similar to the labels on cans of vegetables and library cards. In e-learning context metadata is the term to describe a package of information about an electronic resource, providing information such as author, title, subject matter, copyright information, and location.
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Trends in the Design of E-Learning and Online Learning

Trends in the Design of E-Learning and Online Learning

“synthesize the theories, methods, and findings of both qualitative and quantitative” (Ke, 2009, p. 6) studies related to the design of e-learning and online learning. A qualitative meta-analysis “is an approach towards formulating a complete depiction of the subject” (Ke, 2009, p.6). As part of the analysis, literature was selected based on its relevance to design. Once selected, the studies were numbered, alphabetized and read. Each study was re-read and annotated, focusing specifically on the data, findings, conclusions and implications that related directly to e-learning and online course design considerations (Creswell, 2012). Components were identified from each study and then grouped into common subthemes. Notes were analyzed to identify common themes and findings and topics that occur and reoccur in the studies.
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E Learning Framework for Learning Disabled Children

E Learning Framework for Learning Disabled Children

Software developers, designers and researchers have been looking towards various e-learning frameworks for solutions to help and educate students with LD. But none are available to fulfill the needs of LD students. So with the proposed e- learning framework specifically designed for LD students, the aim is to overcome their learning difficulties from academically point of view. This framework will be further enhanced to cover all the physical and sensory limitations accompanied by LD students.

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Learning styles, personalisation and adaptable e learning

Learning styles, personalisation and adaptable e learning

The e-learning platform iLearn [is currently being developed using semantic web technologies and these include XML [29], RDF [30] and web ontology language (OWL) [31]. In particular, these technologies will be used to add meaning and reasoning to the semantic processing engine. The semantic processing engine will manage and generate the personalisation for the specific learner. This semantic personalisation engine will be able to interact with the learner to determine their learner style and subject preferences and it will also interact with the learning objects (Flash, Video, Audio, PP Presentation or Text) and then will develop a personalised e-learning package designed around the learner’s specific requirements.
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DIFFUSION OF E-LEARNING AS AN INNOVATION AND ECONOMIC ASPECTS OF E-LEARNING SUPPORT STRUCTURES

DIFFUSION OF E-LEARNING AS AN INNOVATION AND ECONOMIC ASPECTS OF E-LEARNING SUPPORT STRUCTURES

Institutes and teachers who want to produce digital learning material can ‘rent’ qualified students, so called student consultants’, for low rates who are supported and advised by the e-learning center of the university as their back office [3]. The advantages of this concept lies in the flexibility and qualification of those student consultants: while teachers often have difficulties to find qualified students for media production projects within their own disciplines, they now can book students for exactly the amount of time and the competencies they have demand for in their projects – just as in commercial projects. Nevertheless, the student’s wages are far below market prices and in addition, the students are supported by the team members of the central e-learning unit. While some universities offer this kind of services for free, Frankfurt decided to charge some minimum prices in order to raise cost awareness and efficiency in e-learning projects. Although the provision of such special services is charged, the provision of general services and any consulting are provided for free. 2.2.2 Funding and incentive system
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NEW APPROACHES IN LEARNING: E LEARNING, M LEARNING AND U LEARNING

NEW APPROACHES IN LEARNING: E LEARNING, M LEARNING AND U LEARNING

M-learning is the idea that a student can learn from any place at any time using portable learning devices. M-learning or ‘mobile learning’ is any sort of learning that takes advantages of learning opportunities offered by mobile technologies. In other words, mobile learning decreases limitation of learning location through the mobility of portable device. M-learning is convenient in the sense that it is accessible from virtually anywhere, which provides access to all the different learning materials available. It is also collaborative, sharing is almost instantaneous among everyone using the same content, which leads to the reception of instant feedback and tips. M-learning also bring strong portability by replacing books and notes with portable devices filled with tailored learning content. While there are some great advantages afforded by mobile learning, there are can be problems when m-learning is not designed well. As mobile devices become more and more powerful it will become easier to design effective mobile learning. M-Learning involves learning anywhere with no need to physically connect to an out let. There is also a focus with the latest technology of e-learning being delivered with “just in time”, “just enough” and “just for me” concepts. According MoLeNET, “The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning”. Polsani (2003) defines “mobile learning as a form of education whose site of production, circulation and consumption is the network”. Traxler (2005) defined it as “any educational provision where the sole or dominate technologies are hand held and palmtop devices.” Most researcher and educators probably view mobile learning as the immediate descendant of e-learning. In other word we can say that m-learning provides the potential to provide the right information to right people at the any time and any place using portable learning devices. Thus the m-learning can be summarized in a single statement – “deliverance of education or any learning via any portable devices”.
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A New Pathway for E-Learning: From Distribution to Collaboration and Competence in E-Learning

A New Pathway for E-Learning: From Distribution to Collaboration and Competence in E-Learning

The focus in the discussion about how e-learning can make a difference, moved from e-learning as a technological innovation to e-learning as a pedagogical innovation and today has arrived at a discussion about the strategic level—how e-learning can make a difference through stimulating a new learning and organizational culture. E-learning demands for a “total system” approach (Garrison, 2004), including economical questions of sustainability and business strategies, pedagogical and technological questions, and organizational and cultural questions. However, in the heart of today’s discussion about e-learning is the pedagogical design because it is clear that e-learning in the long run will only have success if it manages to show an educational added value and to make use of its pedagogical innovation potential (Kerres, 2001, p. 89, Seufert & Euler, 2002). This view is also supported by Schulmeister (2005, p. 487). He differenti- ates two worlds of e-learning between which there are gradual intermediate levels (Figure 1). In e-learning World A the students are learning with predefined content whereas in e-learning World B the students are creating knowledge in a collaborative way within a learning community.
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E-TEACHER AND E-LEARNING IN DOT.COM AGE

E-TEACHER AND E-LEARNING IN DOT.COM AGE

The E-teacher who is surrounded by rapidly changing E-environments and technologies must at times feel like they are trying to change a type on a moving vehicle. When explaining the challenge and changing roles for E-teachers, it is a little like encouraging them to be information and environment architects. The environment they create may well be totally aligned with the work of the regular classroom so that E-learning becomes an integral part of it. Alternatively it may be a virtual classroom where the students only visit electronically. This seamless transition from what we now accept as learning to an E-learning environment will in time mean that the "E" ceases to have any particular significance.
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Adaptivity in e-learning

Adaptivity in e-learning

In recent years, we have been witnesses to the growing awareness of the potential benefits of adaptivity in e-learning. This has been reinforced with the understanding that the ideal of personalized learning (i.e. learning coordinated with user`s specific demands and affinities) cannot be obtained, particularly not with the mass use of traditional approaches. The factors that contribute to the move in this direction include: the differences in the population that is a part of the education process (intensified by the gradual accomplishment of lifelong education); different approaches to the media, and the manner in which a person can efficiently use them, in order to approach, manipulate or take part in the work on educational content or learning, and at the same time with different uses of such technologies; the expected multiplication of free educational contents necessary to fit the learning subjects, space and activities, etc.
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Adaptive learning environments and e‑Learning standards

Adaptive learning environments and e‑Learning standards

information about the user (e.g., demographics, previous achievements, etc.), but also maintains a “live” account of the user’s actions within the system. Group models: Similarly to user / learner models, group models seek to capture the characteristics of groups of users / learners. The main differentiating factors between the two are: (a) group models are typically assembled dynamically, rather that “filled in” dynamically, and (b) group models are based on the identification of groups of learners that share common characteristics, behaviour, etc. As such, groups model are used to determine and “describe” what makes learners “similar” or not, as well as whether any two learners can belong to the same group. This dynamic approach to identifying groups and user participation in them is already used widely in collaborative filtering and product recommenders, and bears great promise in the context of e-Learning. The adaptation model: This model incorporates the adaptive theory of an ALE, at different levels of abstraction. Specifically, the (possibly implicit) adaptation model defines what can be adapted, as well as when and how it is to be adapted. The levels of abstraction at which adaptation may be defined, range from specific programmatic rules that govern run-time bahaviour, all the way to general specifications of logical relationships between ALE entities, that get enforced automatically at run-time. The most widely known ALEs today (e.g., NetCoach (Weber, and Brusilovsky, 2001), AHA! (De Bra et al., 2002b), InterBook (Brusilovsky et al.,1998), etc.) use adaptation models that generically specify system behaviour on the basis of properties of the content model (such as relationships between content entities).
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E-Learning For Fundamental Of Microprocessor

E-Learning For Fundamental Of Microprocessor

digital collaborations using content via all electronic media, including the Internet, satellite broadcast, audio/video tape, interactive TV, and CD-ROM. Similar also to e-learning and its related terms is technology-based learning [3] shared that e-learning covers a wide set of applications and processes, including computer-based learning, web-based learning, virtual classrooms, and digital collaborations. For the purpose of their report, they further customized their definition to the delivery of content via all electronic media, including the Internet, intranets, extranets, satellite broadcast, audio/video tape, interactive TV, and CD-ROM.
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An Interactive System for E Learning

An Interactive System for E Learning

This is the era of progressive technology where the main players comprise of mobile and mobile devices. Mobile application pool has grown tremendously because of high availability and the portable nature of mobile phones and public API‟s. M-learning or mobile learning is defined as “learning across multiple contexts, through social and content interactions, using persona electronic devices”. This learning allows seeking information with our personal smart-phones and with ease. Combining E-learning concept, with a motive of providing mobility for learning and seeking the usefulness of OCR, an interactive E-learning system has been developed. The proposed system includes image processing, client (mobile) – sever (computer) communication for interaction and exchange of data. The client side will first send the image consisting of the source code to the server (any personal computer) and the server side will make use of OCR technique to convert the text (in the image) into editable text form, compile it, generate and send the output/result of the source code in the form of a text file, back to the client side(mobile).
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E-learning specifications. An introduction

E-learning specifications. An introduction

Nowadays we are in an inflexion point on e-learning. More and more e-platforms and e-tools are coming up to the market and fight against each other to get the first position and spread their influence and use wide abroad. However, there is a large set of research groups, universities and institutions working in parallel to provide an open and free solution, based on interoperability of lesson plans and re-use of units of learning. This means a break-point between commercial vendors based on private software and a collaborative framework focused on teachers and students where both worlds, commercial and academic, can live together to provide the best approach or approaches to the new challenges on e- education.
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4.1 E-Learning-for-Education

4.1 E-Learning-for-Education

KNOWLEDGER KNOWLEDGER WORKER WORKER COMPETITION COMPETITION Satellite-based Education Satellite-based Education E-Learning E-Learning Industrial Training Industrial Training Classroom [r]

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E-Learning On Distributed Generation

E-Learning On Distributed Generation

Literature review is a some kind of research,done by a new inventor to research about the current project,and how to improvise it.The weakness from the former subject will be solve and some of the new information will add up to make a better performance.It can give the overview of the project that has been suggested from the project that already been done by someone else. This project based on e-learning,so the computer have been used during the teaching and learning process. Paper work and journal which is related with the distributed energy have been took,in case if any problem may occur in the future,it can be used as a reference.
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E-Learning Of DC Motor

E-Learning Of DC Motor

CBT (computer based training) system which is E- Learning is found by George Orwell in 1984. An extradionary Irish entrepreneur, Bill McCabe had come to pursue his dream. His vision was to train computer professional with computer based training. There was no incentive to pay for training. Lotus Notes in Cambridge, Massachusetts (pre-IBM) become the first CBT System customer. Mt of CBT‟s software was written in Ireland and India of its day in terms of wages. Training without the cost of instructors and classrooms captivated the imagination of the cylical computer industry. Other vendors signed up. After a while, CBT Systems offered computer-based training for every major vendor‟s software.
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An e-learning application on electrochemotherapy

An e-learning application on electrochemotherapy

The first part of our e-learning application (Basics of elec- troporation process) brings the educational material on basic mechanisms underlying electroporation process on the levels of: cell membrane, cell and tissue as a composite of cells. Electroporated cell in a local electric field exceed- ing reversible threshold value E >Erev is represented by a simple graphical illustration in Fig. 3a. The electropora- tion of cell membrane first occurs within the cell area fac- ing the electrodes (dashed line in Fig. 3a), since the induced transmembrane potential is maximal at the poles of the cell in accordance Schwan's equation: U TI = -1.5 r E cos ( φ ), where r is the radius of the cell, E is the strength of applied electric field, and φ is the angle between the direc- tion of the electric field and the selected point on the cell surface. Possible applications of electroporation process, depending on parameters of the electric pulses applied, are illustrated in Fig. 3b: the introduction of small mole- cules, macromolecules and cells' electrofusion require reversible electroporation regime (Erev <E <Eirrev), while the permanent cell damaging requires irreversible electro- poration thus local electric field exceeding irreversible threshold E >Eirrev.
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