Aspects Related to Learning Content Management Systems

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1 Aspects Related to Learning Content Management Systems Iuliana Dobre 1 (1) Petroleum-Gas University of Ploiesti B-dul Bucuresti 39, , PO BOX 52, ROMANIA iulianadobre@yahoo.com Abstract Interactive online education is one of the newer areas of research in computer science. The general idea of interactive online learning is to feed the human senses with information similar to the one accessed during our daily life. The efficiency of such educational systems is a very important target to be achieved and this is possible by surrounding the users (students) with realism, a realism which can be realized using information & communication technologies, multimedia tools, e-learning techniques and collaborative tools in an interactive environment. A new paradigm has appeared on the horizon and request specialists attention this paradigm being the creation and development of a knowledge-based society. In this context, this article presents an overview of the most important aspects specific to online learning methodologies, tools, techniques as well as a case of study referring to the use of Learning Content Management Systems. Keywords: collaborative tools, e-assessment, e-learning, learning content management systems, online education Introduction The education has changed and will change in the future in a fundamentally way. The use of the information technology, communications technology, multimedia tools for educational materials distribution, computer-assisted instruction and e-learning techniques have as result the improvement of teaching, learning as well as student s knowledge assimilation and skills assessment. The above mentioned processes major changes have as main support the development of the Internet at global level, this providing new features to education such us: accessibility, globalization, flexibility. The new environment created by the emergence of the Internet and supported by revolutions in communications products, improved video technologies has determinate the development of new forms of training. Lewis Perelman says that need to improve education and schools through implementing the hyper-training, which is not only a new form of instruction, issued by any constraint, but also a world liberated from the constraints of education. Nations that choose education system using the latest technologies will be the most powerful nations economically in the 21st century. This new form of learning will extend beyond school, beyond the static roles of teacher and student and beyond school years. Intelligent training environments, interactive hypermedia systems, biomedical technologies and intelligent communications infrastructure enabling access to knowledge at anytime and anywhere are key components of hyper-training technology (L.J. Perelman, 1992). Collaboration tools have as well a very important role. Such tools help teachers and students working and learning together without being dependent on the distance separating them. They let the e-learning process participants share their ideas and even their sighs and smiles. They are essential for collaborative e-learning and knowledge management initiatives. The collaboration tools represent

2 480 University of Bucharest and University of Medicine and Pharmacy Târgu-Mureş a category of a wide range of tools, from simple text-based clients to complex online meeting tools. Providing a complete collaborative environment may require to combine several separate tools and technologies (I. Dobre, 2006). Collaborative Tools for E-learning The majority and the most popular of the collaboration tools work the same way. Typically, someone creates a message in a collaboration tool called a client. The message then goes to a collaboration server that relays the message to other clients. The content can be almost anything a simple composed in Microsoft Outlook, a reply to a chat message, a drawing on a whiteboard, a statement made in audio conferencing or a frame of video in video conferencing. Regardless of its form, the message is sent to the server, which relays it to each of the client tools that should receive it. The client tools then display or play the message for their users. The collaboration process involves a client-server relationship, the most popular client-server relationship being shown schematic in Figure 1. Curriculum Course Create Offer Collaboration Process Access Lesson Page Media Collaboration server Collaboration client Figure 1. Example of the most common client-server relationship Collaboration tools typically require communication between two kinds of software to enable a dialog among participants. First there is a collaboration server. It runs on a Web server on the Internet, an intranet or a LAN. Its function is to coordinate the flow of messages among participants. The second type of collaboration software runs on each participant s system. It is called a collaboration client and it enables the participant to receive and send messages to other participants by way of the server. software is a simple example of this client-server relationship. Centralized servers route and dispatch messages that are then opened, read and answered using clients. The server may be a specialized software package, such as Microsoft Exchange Server or it may be built-in part of a standard Web server. This built-in server component is typically called a SMTP server, which stands for Simple Mail Transfer Protocol. The client part is the reader, such as Microsoft Outlook. Some collaboration servers and clients provide multiple collaboration tools, whereas others specialize in one particular tool. A number of servers and clients are designed as matched sets where a specific brand of server requires the same brand of client. Of course this is not mandatory. The above presented client-server relationship is the most popular. But the specific market can provide variations of this client-server theme. For example, some collaboration servers work only with corresponding client tools. Other collaboration servers, especially ones for textual media, require no specific client and can be accessed with a Web browser. To display other media, these servers use a media player. Such a setup is called thin client architecture because most of the software is in the server and little is in the client. Another variation omits the server altogether and enables collaboration clients to

3 The 5 th International Conference on Virtual Learning ICVL communicate directly with each other. Tools like those called peer-to-peer (P2P) collaboration tools allow the communication to go directly from a client to another without passing through a server. Anyhow a server may still be used to register the address of potential collaborators so they can find each other. Collaboration tools can also be categorized based on whether they enable synchronous or asynchronous collaboration. Collaboration tools make possible for all participants to communicate freely and to work together on common tasks (L. Border et al, 1992). In the Figure 2 is presented a short overview of these tools together with a general scheme referring how they are used in e-learning. The simplest tool is between the teacher and student. Often messages are broadcast, typically from the teacher to all students to announce a change or an event. Students and teachers can also post messages on online discussion forum. Others can then read and reply to these messages. Several collaboration tools provide real-time exchanges among the teacher and students. For example, participants can use chat or instant messaging to exchange text messages. The teacher may also use a polling tool to encourage voting on issues and other types of choices. Another group of tools help distant students share a common experience. A whiteboard lets students share a graphic and take turns marking it up. The teacher may conduct a Web tour to take all participants to the same Web sites. Through application sharing, the teacher lets students see and interact with a computer program, a window or a document. When network speed allows, learners can use audio conferencing much as they would a telephone conference call to talk with the instructor and each other. Those with very fast networks can use video conferencing to see the instructor or to swap video images of each other. Online collaboration tools may require learners to download and install a corresponding piece of software called a collaboration client. Clients for collaboration tools are components that run on the students computers to enable them to interact. They are the students interface to the online meeting tool. Clients communicate with one another by way of a collaboration server, which takes care of routing messages among all participants in a collaboration activity. For most e-learning applications, collaboration clients are usually paired with a particular collaboration server or online meeting tool. Notable exceptions include readers, newsgroup readers and online discussions that appear directly in a browser window. Figure 2. Example of the most common client-server relationship

4 482 University of Bucharest and University of Medicine and Pharmacy Târgu-Mureş Learning Content Management Systems Online learning technology together with collaborative tools may be used for almost anything. It s a business and a solution for educational process, by teaming the knowledge in the organization (I. Dobre, 2000). Online learning uses interactive and multimedia technology to illuminate lesson content. It allows users to navigate through material, respond to questions, listen to sounds, watch a video, view special graphics, and explore hyperlinks to related topics. Also, online learning allows teachers to confirm that students understand and retain the knowledge deliver it. But online learning is not only an engaging way to present information but as well is a cost-effective solution that enhances and, in some cases, replaces traditional teacher-led and print-based training. In addition, by adopting online learning in an organization, that organization will join thousands of other organizations that are also reaping great benefits. In this context the progress recorded in the past decades brought in the specialists attention new learning systems available today in a large number from various companies. Called Learning Content Management Systems (LCMS), were created with the purpose to simplify the task of creating, managing, and reusing learning content (i.e.: the media, pages, tests, lessons etc.). Usually the LCMS s manage learning content by maintaining items of content in a central repository. From this data base the teachers can organize, assemble, approve, publish and deliver courses and other learning events. On the market is available a quite impressive list of LCMS s and is including tools with a wide range of capabilities, some of which go beyond the bounds of a pure LCMS. Vendors like Click2learn WBT Systems, PeopleSoft, Asymetrix etc. have been developed with different grade of success products with LCMS capabilities. However, the cost of such products is also a very important aspect which needs to be carefully evaluated. The author had the opportunity to work with one Asymetrix company product, called Asymetrix ToolBook II Assistant. Asymetrix offers online learning solution for both, teachers and students, the most popular being the Asymetrix ToolBook II Instructor and Asymetrix ToolBook II Assistant. Asymetrix ToolBook Assistant is an authoring tool that is specially designed for easy use. Its intuitive interface is ideal for those who want to create interactive learning applications quickly but don t need the OpenScript programming capabilities available with Asymetrix ToolBook II Instructor. A catalogue of pre-programmed interactive objects makes drag-and-drop authoring fast and easy to use for everyone. Using the Asymetrix ToolBook II Assistant the author has developed an online course, the Informatics Basis course. The course has been developed in thirteen lessons, all delivered through University Informatics Laboratory network. Each lesson has been finalised with a quiz to test the knowledge level achieved by students. At the end of the course a final test has been used to graduate the course. Learning Content Management System Evaluation Case Study A case study was carried out by the author regarding the impact on students, based on students feedback. The course has been delivered to number 34 students during the first semester. At the end of the final assessment was delivered to each participant a feedback form in order to collect their feedback (I. Dobre, 2000). Feedback Questionnaire The questionnaire was designed and built taking into consideration the multiple possibilities to use the feedback coming from students such as: to improve the course presentation, assessment quiz, to catch the reaction of the students facing a new learning & assessment method, to measure the efficacy of the online learning & assessment method etc. The author split the questionnaire in several parts as follows: Student identification data the aim is to cover the possibility to obtain pedagogical and social statistics related to the participants (students);

5 The 5 th International Conference on Virtual Learning ICVL Navigation issues this part of the questionnaire was connected to the accessibility capabilities of the software; Interface issues this part of the questionnaire was dedicated to the interface accessibility and used methodology; Interaction issues the interaction of the student with the software package is one of the main issues what should be taken into consideration; Acceptability issues the level of understanding and personal opinion of each student is the opportunity that the educator can use to develop further the software itself, the methodology and technology used to implement it. Navigation, interface and interaction parts were covered with four questions each. The student had the possibility to rate each question with a score starting from 1 (very poor) to 5 (excellent). The last part of the questionnaire dedicated to the acceptance issues was covered through six questions and the student was asked to answer by yes / no / I don t know. All results were analysed by simple statistical techniques and transformed in percentages. The author would like to focus on the interaction and acceptability parts of the questionnaire by presenting below the results obtained. Student Interaction Since the beginning the author would like to highlight the fact that very few students didn t answer to all questions from the questionnaire. But, taken into consideration the number of the students and the number of the questions remained without a response the author considers this fact as negligible. As the author said previously the student interaction level was covered through four questions (see Table 1) and the results obtained after the author did the analysis can be find enclosed in the table below. Table 1. Students Interaction Analysis Based on Their Feedback. Questions Rating score It is the software presentation interesting? It is the software content at the same level with your level of knowledge? How do you appreciate the capability of the software to provide you with an effective feedback that you can use in stimulating your personal development? How do you appreciate the capability of the software to evaluate correctly your performances? Total % from Total The author emphasis that the interaction recorded at the first use was appreciated by 71.2% from the students as a positive one. The satisfactory level was considered by 25.8% from the students and only 3% disagree with the capabilities of the software to improve the assessment process by using an online methodology. In Figure 3 the author presents the overall distribution of the students appreciations related to the interaction issues. If we look at little bit closer to the results some conclusions can be drawn there. The software package in general was positively appreciated by the students but still there exists a negative reaction from them when we are talking about their responsibilities related to the educational process. About 56% from the students answered positively to question three regarding

6 484 University of Bucharest and University of Medicine and Pharmacy Târgu-Mureş the use of the software for personal improvement. It is true also that no students answered directly with a negative appreciation to this question but still there is a percentage of 46% from students who have doubts. 3% 25,8% 25,8% 45,4% Excelent Very Good Satisfactory Poor Figure 3. Answers percentage overall distribution for students interaction level Also, around 31% from the students are still no confident in the capability of the software package to perform a correct evaluation. Student Acceptability This part of the questionnaire focused on trying to identify future directions for improvement of the online course also taking the opportunity to better understand the students point of view related to the use of such tools. The author provided the students with six questions as shown in table 2. Also, the author analyses the feedback by calculating the percentages from the total answers received and these are enclosed in the graph from Figure 4. 20,7% 13,6% 65,7% YES NO I DON'T KNOW Figure 4. Answers percentage overall distribution for the students acceptance level If we look to the statistics some conclusions could be drawn. The students involved in this study replied in a majority, 87.5% that the software can be used to correct some deficiencies at a personal level. Also, the level of trust is quite high, 66.7% compared with negativistic opinions, 12.1% to which we can add another 21.2% who are not yet sure. The same results as above were recorded when the students were requested to provide their opinion about the possibility to attach the assessment module to the traditional classroom laboratories/seminaries. 66.7% considered it as positive attempt. Of course, this involves the students efforts. Such action will lead to a regular evaluation of what they succeed to achieve during each learning courses. But, in any case, such percentage encourages future efforts. The question coming is the one referring to whether the students are prepared or not to face such type of online evaluation. This is for sure another matter. The majority of the students know

7 The 5 th International Conference on Virtual Learning ICVL to use the computer at least at a minimum level. However, the author believes that any improvement in computer culture could come only from the student s side. The educator can add the spark but only the student is responsible for his own future development. In this case, 76.4% from all students answering to this question are right. The software is a challenge for them. Like any other software package there is always room for improvement. Even the author believes that at this stage the software package is at its very beginning developing level and of course, in the future new improvements will be added. Conclusions Whenever we are talking about evaluations we have to take into consideration the subjective factors. But, regarding the subject in discussion, the author considers these trends as normal taken into consideration that all students faced for the very first time an online learning & assessment course. It always takes some time until the new is coming usual and the users of the new become familiar with this. The author is convinced that after a while, working with such types of online learning courses the level of appreciations will increase and the discredit will disappear for the majority of the students. For sure the teachers, working together in teams, are able to build up a viable educational system. But the responsibility for this task does not belong only to them but also to the students. Of course, this paper will not be able to solve the challenges of the educational process as well as the author believes that a true value assessment of the students begins always with the educational values. The teachers, students, specialists who are acting in the educational process shall pay the right attention to the outcomes but also and equally to the experiences that lead to those outcomes (T. Bender, 2003). The students opinion is always welcomed. New gates can be opened based on their feedback. As more and more institutions from higher education area incorporate online courses in their curriculum, the educators need to determine and implement better methodology for the performances evaluation. The advantage that the technology provides is simple and clear. Traditional forms of teaching, learning and assessing are limited and can provide only a partial picture of students performances. But the e-learning means more than this. It means an interactive environment in which knowledge is created and shared between all participants. The evaluations lead to improvement only when all parties involved in the educational process are active participants. References Books: Perelman, L.J. (1992): School s Out: Hyperlearning. The New Technology and the End of Education. William Morrow and Co., New York. Border, L. and Chism, N. (1992): Teaching for diversity: New directions for teaching and learning. Jossey- Bass Prentice Hall, San Francisco. Horton, W. and Horton, K. (2003): E-learning Tools and Technologies. Willey Publishing Inc., Indianapolis. Bender, T. (2003): Discussion Based Online Teaching To Enhance Student Learning. Stylus Publishing LLC., Virginia. Journal Articles: Dobre, I. (2000) The Future Now Interactive Online Learning. Mathematics Informatics Physics Series, Bulletin Petroleum-Gas University of Ploiesti, vol. LII, no. 1/2000, Ed. Petroleum-Gas University of Ploiesti, Dobre, I. (2006) Aspects of Collaboration Tools in E-Learning. Mathematics Informatics Physics Series, Bulletin Petroleum-Gas University of Ploiesti, vol. LVIII, no. 1/2006, Ed. Petroleum-Gas University of Ploiesti,

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