Advances in E-learning-Experiences and Methodologies

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Open Source LMS Customization Figure 3. Moodle grades GEnERaToR oF REPoRTS, DiPLomaS, anD CERTiFiCaTES In the following lines, the functionality obtained in the generator of reports will be described, its main elements, and the difficulties found during the development. Functionality ACEM was built as an application for a certain client but after considering the limitations of Moodle which have been overcome, we decided to use it as an add-value component for that learning platform. The application implements the following functionality: (4/10)*10 = 4, (16./20)*10 = 8.25 and (3.3/10)*10 = 3.3. So the average value would be: (4+8.25+3.3)/8 = 1.94; whereas according to Moodle calculations it would be: (23.8/90 )*10 = 2.64. Thus, in the case of ACEM, all the grades will be considered equally no matter the scale of each element. • 3n. This option enables the obtaining of statistic data related to the whole platform. The generated report will reflect data related to all the students in the campus, the users, some generic information about the courses, the resources and the activities grouped by their type, as well as information about the grades in the platform. The user is allowed to decide whether to include or not those courses without graded activities, which involves a change in the final grade since more courses are used to compute the statistics. Information of final report can be complemented with data typed by the user means of a WYSIWYG (What You See Is What You Get) editor. The data of the generated document are shown in several ways (lists, tables, charts, etc.) as it can be observed on figures 4, 5, 6, and 7. Any of the documents generated can be obtained in different formats like PDF, HTML, or MS-WORD (.doc). • Course-level report generation: It allows a user to obtain statistic data of a certain
Open Source LMS Customization Figure 4. Information in list mode Figure 5. Information in table Figure 6. Bar chart
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Advances in E-Learning: Experiences
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Table of Contents Preface .........
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Chapter XIV Open Source LMS Customi
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Chapter III Philosophical and Epist
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of constructive and cooperative met
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Chapter XIV Open Source LMS Customi
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contents, learning contexts, proces
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xv these organizations do not get a
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xvii QuALIty In e-LeArnIng Before t
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allow that the teachers in training
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xxi ISO. (1986). Quality-Vocabulary
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Chapter I RAPAD: A Reflective and P
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RAPAD in fields such as law, engine
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RAPAD mystery to the new student. B
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RAPAD example, whereas Laurillard h
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RAPAD Ontologically, systems philos
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RAPAD information related processes
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RAPAD methods and techniques accord
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RAPAD 2. An introduction to learnin
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RAPAD then asked to reflect on and
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RAPAD Figure 4. A rich picture to h
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RAPAD Again using techniques from t
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RAPAD university preparation course
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RAPAD The third interface is at the
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RAPAD Knight, P.T., & Trowler, P. (
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RAPAD AddItIonAL reAdIngs Goodyear,
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A Heideggerian View on E-Learning t
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A Heideggerian View on E-Learning (
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A Heideggerian View on E-Learning s
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A Heideggerian View on E-Learning r
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A Heideggerian View on E-Learning o
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A Heideggerian View on E-Learning n
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A Heideggerian View on E-Learning M
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A Heideggerian View on E-Learning W
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Philisophical and Epistemological B
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Chapter IV E-Mentoring: An Extended
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E-Mentoring However, what is unders
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E-Mentoring baugh, & Williams, 2004
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E-Mentoring Table 2. Contact. Diffe
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E-Mentoring Table 10. Ethical impli
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E-Mentoring Table 15. Technology st
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E-Mentoring Table 21. Coaching. Bes
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E-Mentoring Table 27. Moment. Best
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E-Mentoring Moreover, existing rese
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E-Mentoring Kasprisin, C. A., Singl
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E-Mentoring Ensher, E. A., Heun, C.
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Chapter V Training Teachers for E-L
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Training Teachers for E-Learning FL
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Training Teachers for E-Learning ne
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Training Teachers for E-Learning A
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Training Teachers for E-Learning yo
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Training Teachers for E-Learning Di
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Training Teachers for E-Learning ht
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The Role of Institutional Factors i
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E-Learning Value and Student Experi
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Integrating Technology and Research
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Chapter IX AI Techniques for Monito
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AI Techniques for Monitoring Studen
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Chapter X Knowledge Discovery from
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Knowledge Discovery from E-Learning
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Chapter XI Swarm-Based Techniques i
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Swarm-Based Techniques in E-Learnin
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Page 230 and 231: Swarm-Based Techniques in E-Learnin
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Page 240 and 241: E-Learning 2.0 Figure 1. Difference
Page 242 and 243: E-Learning 2.0 where the blog is al
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Page 248 and 249: E-Learning 2.0 Finally, it is impor
Page 250 and 251: E-Learning 2.0 never be a hotchpotc
Page 252 and 253: E-Learning 2.0 McPherson, K. (2006)
Page 254 and 255: E-Learning 2.0 Rosen, A. (2006). Te
Page 256 and 257: Telematic Environments and Competit
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Designing an Online Assessment in E
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Quality Assessment of E-Facilitator
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Chapter XIX E-QUAL: A Proposal to M
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E-QUAL is proposed to evaluate the
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E-QUAL provide competent, service-o
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E-QUAL 2004; Scalan, 2003) and qual
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E-QUAL benchmarks address technolog
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E-QUAL E-learning added two differe
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E-QUAL Table 6. Application of the
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E-QUAL Future trends The future of
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E-QUAL (EQO) co-located to the 4 th
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E-QUAL SMEs: An analysis of e-learn
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E-QUAL Meyer, K. A. (2002). Quality
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Compilation of References Argyris,
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Compilation of References Biggs, J.
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Compilation of References Cabero, J
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Compilation of References Comezaña
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Compilation of References Downes, S
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Compilation of References Fandos, M
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Compilation of References national
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Compilation of References Hudson, B
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Compilation of References Harbour.
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Compilation of References Little, J
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Compilation of References Metros, S
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Compilation of References ONeill, K
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Compilation of References Preece, J
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Compilation of References Sadler, D
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Compilation of References Shin, N.,
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Compilation of References tional Co
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Compilation of References Vermetten
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Compilation of References Yu, F. Y.
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About the Contributors Juan Pablo d
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About the Contributors part: “An
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About the Contributors María D. R-
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About the Contributors Applications
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Index e-learning tools, automated p
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Socrates 55 Sophists 55 student-foc
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