LMS

Re: Call for Contributions: Initial PHY Proposals (IEEE 802.16.3-00/24) Abstract A PHY is proposed for 802.16.3 in which modulation format and coding rate can be adjusted on a block by block basis to provide optimum channel utilization for the widest range of channel conditions. Purpose This proposal is offered as a PHY layer for the 802.16.3 Task Group Notice This document has been prepared to assist IEEE 802.16. It is offered as a basis for discussion and is not binding on the contributing individual(s) or organization(s). The material in this document is subject to change in form and content after further study. The contributor(s) reserve(s) the right to add, amend or withdraw material contained herein. Release The contributor grants a free, irrevocable license to the IEEE to incorporate text contained in this contribution, and any modifications thereof, in the creation of an IEEE Standards publication; to copyright in the IEEE’s name any IEEE Standards publication even though it...

Dunia berputar dengan putaran yang terasa semakin cepat. Tentu bukan putaran planet bumi yang semakin cepat, tetapi perkembangan yang terjadi dalam kehidupan kita. Perkembangan teknologi yang sekarang disebut-sebut tengah mengalami revolusi industri ke-4 telah berimbas ke segala sendi kehidupan kita. Bahkan jauh sebelum itu, perkembangan teknologi secara pasti telah mengubah berbagai dimensi kehidupan kita, baik dalam dunia bisnis, pendidikan, maupun keseharian kehidupan kita. Selama 30 tahun lebih berkecimpung dalam dunia pendidikan jarak jauh, penulis menyaksikan secara langsung berbagai perubahan yang terjadi yang disebabkan oleh perubahan dan perkembangan teknologi khususnya teknologi informasi dan komunikasi, mulai dari era televisi dan radio yang bersifat satu arah hingga berbagai media komunikasi yang kini berbasis Internet dan bersifat interaktif. Untuk pendidikan jarak jauh yang bertumpu pada penggunaan teknologi dan media dalam pembelajarannya, perkembangan teknologi tentu...

Es perentorio sostener las trayectorias educativas de todos los estudiantes. Esto implica adquirir nuevas alfabetizaciones. Bajo la perspectiva de la educacion inclusiva, el articulo 24 de la Convencion sobre los Derechos de las Personas con Discapacidad recomienda atender las barreras ocultas que impiden o perturban la permanencia y egreso de los estudiantes con discapacidad y, en particular, la visual. El articulo refleja el proceso de analisis y comparacion de las plataformas E-ducativa, Moodle y Chamilo. Ademas, se propone una breve guia para orientar las decisiones sobre un entorno virtual accesible para estudiantes con discapacidad visual.

Learning management system (LMS) used for delivering education has become one of the most important innovative tools. It is widely used and implemented by educational institutes and universities all over the world. This paper reports on a literature review focusing on behavioural intentions of the stakeholders to adopt learning Management Systems in a multinational context. The authors examined 35 publications on the subject from 2018 to 2021, making critical analysis of theories adopted in the study, the research approach, adoption factors, barriers, constructs used and research context. The primary focus is to shed light on these contradictive objectives unfolding in this context and identify research areas that need more attention in future LMS implementation research in the educational institutes.

A learning management system (LMS) is an educational framework used to plan, implement, and assess a specific learning process which is specially used for e-learning education courses or training programs. We begin with the argument that the Technology Acceptance Model (TAM) is more applicable in predicting intention to use and usage for users than non users. This paper looks at the acceptability of TAM in predicting intention to use MOODLE Online Examination System among current users and future users where MOODLE is a learning platform designed to provide educators, administrators and learners with a single robust, secure and integrated system to create personalised learning environments. The place of the study was based on a Pvt. Management College of Kolkata, West Bengal, India and sample size was 55. For conducting the Online Examination in MOODLE platform, sample questions along with the correct answers has to be uploaded in the MOODLE local server with a few supported specific formats like-Aiken format, Gift format, Black board format, WebCT format or MOODLE XML format etc. Now it is a tedious job among the Faculty members of different departments to submit all the questions along with the appropriate answers with that specific MOODLE supported format, specially for whom who does not have so much experience in IT or Web based Technology. To resolve the problem, we practically implemented a template (namely Moodle_Quiz_V09) in the MOODLE platform which specifically can convert any .doc format (simple Word format) questions to MOODLE XML format. After conversion of such a questionnaire, a mock test was conducted to test the acceptability of the template. Based on the practical implementation, a proposed theoretical framework has been designed from the original TAM Model. A pilot survey was conducted among the 55 Faculty members of the College to collect their feedback and incorporated the same into the proposed framework which shows the acceptance of MOODLE Online Examination system with the specified Moodle_Quiz_V09 template.

The Inter-Symbol Interference (ISI) is a challenging problem in a wireless channel that degraded communication links. One of the efficient methods to reduce the ISI is the adaptive equalizer. In the wireless channel, the ISI elimination required an algorithm with powerful computation due to the fast changing of the wireless channel properties. In this paper, a novel Selective Mapping Variable Step Size Normalized Least Mean Square (SMVSS-NLMS) algorithm has been introduced to mitigate the ISI efficiently. The SMVSS-NLMS algorithm operates by computing a mapping of weight vectors from many variable step sizes and selects the vector that gives the minimum error. The SMVSS-NLMS algorithm has been tested and compared to the Tuning-Free VSS-NLMS algorithm (TFVSS-NLMS). The simulation results have been observed under complex static and dynamic wireless channels using Binary Phase Shift Keying (BPSK) and Quadrature Phase Shift (QPSK) modulation schemes. The Bit Error Rate (BER) performance...

El 19 de junio de 1999 los ministros de Educ ación de 29 países europeos, conscientes de la necesidad de un cambio en la educación superior europea firman la Declaración de Bolonia, momento fundamental para que once años después vaya a entrar en funcionamiento el Espacio Educativo de E ducación Superior (EEES). La llegada del EEES a España, como a la mayoría del resto de país es europeos, está suponiendo una fuerte revolución formativa (Quintana, 2007).

Pembelajaran berdiferensiasi adalah jawaban untuk pertanyaan, “bagaimana kurikulum yang fleksibel dapat diterapkan di sekolah yang dapat memberikan layanan pembelajaran yang bervariasi kepada peserta didik (teaching at the right level)? dalam ruang kelas atau bahkan di satu sekolah yang mana tentu pasti terdapat beragam karakteristik peserta didik yang mempunyai tingkat kesiapan belajar, minat, dan gaya belajar yang berbeda dari peserta didik satu ke peserta didik lainnya. Menurut (Tomlinson, 2014) begitu banyak yang tidak menyadari bahwa kemampuan saja tidak cukup dan usaha itu penting. Sekitar setengah dari siswa yang putus sekolah mengatakan bahwa kelas mereka tidak menarik, dan sekitar dua pertiga mengatakan tidak ada satu guru pun yang peduli dengan keberhasilan mereka dalam belajar di sekolah. Tidak semuanya menyenangkan dengan guru, pengajaran, dan sekolah. Dengan demikian, mereka perlu diberikan pelayanan pengajaran yang berbeda agar dapat lebih cepat mencapai tujuan pembelajarannya. Salah satu prinsip yang dapat dijadikan acuan dalam merancang desain pembelajaran yang mengakomodasi berbagai karakteristik peserta didik adalah pembelajaran berdiferensiasi (Mumpuniarti et al., 2023). Pada pembelajaran berdiferensiasi, guru mengajarkan materi dengan  mempertimbangkan tingkat kesiapan, minat, dan gaya belajar peserta didik . Guru dapat mengkombinasikannya dengan  konten pelajaran, proses pembelajaran, serta artefak dan hasil pelajaran. Proses pembelajaran berdiferensiasi diterapkan di sekolah untuk memberikan kebebasan kepada peserta didik dalam belajar. Jadi konsep dasar pembelajaran diferensiasi adalah memungkinan peserta didik dengan  kemampuan  berbeda ( jenis dan tingkat kebutuhan khusus, atau  karakteristik  berbeda lainnya) dapat memperoleh pendidikan yang sama dalam lingkungan  kelas inklusif.

In this study, we aim to discover unique and relative associations among eighth-grade students' motivational constructs (intrinsic and extrinsic motivation and mathematics self-concept), their expectations, social expectations (student perception of teacher treatment, school teacher expectations and parent expectations) and mathematics achievement using Trends in International Mathematics and Science Study 2015 dataset. We analyzed direct and indirect relationships between these constructs using structural equation modeling on the Turkey portion of the dataset (N=6,079; 2,933 female and 3,123 male). We found that intrinsic motivation, mathematics self-concept, student expectation, parent expectations and SES significantly predicted mathematics achievement. Teacher treatment predicted mathematics self-concept and mathematics self-concept predicted student expectation. We also found that student expectation and parent expectations partially mediated the relationship between SES and mathematics achievement and mathematics self-concept fully mediated the relationship between teacher treatment and mathematics achievement. We did not find evidence for achievement gap between female and male students. However, female students are found to be more extrinsically motivated than male students; female expectations are higher; and their mathematics self-concept is less than that of male students. Based on our findings, interventions targeting associations among these cognitive and non-cognitive elements-specifically the mediation role of student motivation and expectation on the relationship between social expectations and mathematics achievement-can contribute to future research toward creating a more feasible and low-cost educational context toward improving mathematics achievement using a more comprehensive approach.

In this chapter, I move from a standpoint arguing that multicultural and pluralist
societies produce social conflicts because diversities seem to be unavoidable contradictions.
When faced with conflicts, we almost instinctively go on the defensive;
we tend to avoid conflicts rather than deal with them. The law is ontologically a
social structure conceived as a set of practices to prevent conflicts. It prescribes
several judicial models to manage conflicts deciding who is right and who is wrong
in accordance with its prescriptions. In this way, the law has become, over time,
almost a self-referential institution, which appears self-sufficient and often even
distant from the mechanisms that work in everyday life. Since the law is prevalently
an instrument of power, conflicts arising from and feeding off the coexistence of
plural societies often appear impervious to legal dynamics.

Ndër modelet e mëdha gjuhësore të inteligjencës artificiale, më i përhapuri sot është ChatGPT, dhe versioni 4o i saj tashmë garanton njohuri të besueshme, në krahasim me "halucinacionet" e versioneve 3 dhe 4, por kjo sigurisht mund të rregullohet për versionin 5, tashmë të premtuar deri në verën e vitit 2024. Kështu, nëpërmjet trajnimit të tij dhe qasjes së drejtpërdrejtë në përmbajtjen e internetit, ChatGPT mund të marrë shumicën e njohurive të grumbulluara në botë në sekonda pasi të bëjë pyetjet e duhura. Kërkimi shkencor do të thotë të punosh në kufijtë e dijes, pra të zotërosh aspekte specifike të njohurive të grumbulluara në një sektor të caktuar kërkimi dhe, në bazë të kësaj, të bësh pyetje rreth konteksteve të reja dhe të marrësh informacion për këtë me një qasje krijuese. Kështu del fakti që ChatGPT dhe bashkëmoshatarët e tij janë drejtpërdrejt në kufirin e dijes nëpërmjet zotërimit të të gjitha njohurive të botës, në aktivitetet e kërkuara për këtë deri tani.  Ky ndryshim ka një ndikim të ndryshëm në aktivitetet e kërkuesve në shkencat natyrore dhe teknike deri tani, ku puna empirike laboratorike shpesh është në fokus, dhe në shkencat sociale, ku kërkimi shkencor kryhet në bazë të njohurive të grumbulluara në libra dhe studime që zbulojnë marrëdhëniet e aktiviteteve sociale. Ata përpiqen të fitojnë njohuri që mund t'i hedhin poshtë dhe të zbulojnë lidhje të reja. Kështu, versionet më të avancuara të modeleve të gjuhëve të mëdha të bazuara në inteligjencën artificiale mund të sjellin ndryshime të mëdha në rastin e shkencave sociale, dhe kjo është arsyeja pse ne po e mbajmë këtë në mendje në këtë artikull të shkurtër. Është e rëndësishme të theksohet paraprakisht si një kufizim i modeleve të mëdha gjuhësore që nëpërmjet trajnimit të tyre dhe qasjes së drejtpërdrejtë në njohuritë online, ata mund të zotërojnë tërësinë e njohurive tashmë ekzistuese shkencore sociale, por ata nuk mund të krijojnë në mënyrë krijuese njohuri të reja shkencore.

In communication system, if statistical property of the signal is known then we are use a fixed filter but when the property of the signal is unknown we used adaptive filter. Adaptive filter is one of the most important areas in DSP to remove background noise. In this paper, we describe the noise cancelling using recursive least square (RLS) algorithm to remove the noise from input signal. The RLS adaptive filter uses as a reference signal on the input port and desired signal on the desired port to automatically match the filter response in noise filter block. The filtered noise should be completely subtracted from the noise signal of the input speech signal and noise input signal and the error signal should contain only the original signal.

This published phenomenological study was a benchmark study on the lived experiences of teachers and students from Leyte, Philippines, in using Schoology as a learning management system (LMS) for Filipino language courses. The study was conducted at a specialized public science high school in Eastern Visayas. The participants were carefully identified through criterion sampling and underwent individual semi-structured interviews and a focus group discussion about their experiences using Schoology during the early days of the COVID-19 pandemic. Students were able to immediately navigate the LMS due to its simple interface. The mode of instruction was modular. Users had a positive perception of the LMS because of its flexible repository and file management. The LMS has provided subject teachers with an array of assessment templates. Immediate interventions were provided through the feedback mechanism in Schoology. However, older teachers had difficulties transitioning to digital instruction. The fear of the teacher about the possibility of assessment leakage was due to a lack of technical knowledge and exploration of the LMS. The features and services of Schoology were not consistent in both desktop and mobile application versions.

I nuovi stimoli maturati in ambito storico-educativo, a partire dall’emergere del filone di studi relativo alla cosiddetta cultura materiale della scuola e dal diffuso interesse per i beni culturali scolastici, così come dalle contaminazioni determinate dallo sbocciare della nuova museologia, hanno portato a uno sviluppo importante dei musei della scuola e dell’educazione negli ultimi decenni. Le origini di questa particolare tipologia di musei possono essere tra le più varie. Alcuni nascono a seguito di importanti progetti universitari e sulla base di accurate ricostruzioni storico-educative. È questo il caso del Museo de la Educación de la Universidad de País Vasco (Meupv), che si presenta in questa sede. Il museo spagnolo ha una sua peculiarità del tutto specifica, sia per la capacità di promuovere uno sviluppo continuo degli studi di settore, con ancoraggio solido alla storia dell’educazione locale, sia per quella di rivolgersi a un pubblico diversificato e quindi anche non specialista attingendo a molteplici canali di comunicazione, secondo la recente prospettiva della public history of education.

La incorporacion de Tecnologias de la Informacion y Comunicacion (TICs) han revolucionado la forma de ensenar y aprender. Teniendo en cuenta que su evolucion es cada vez mayor, este trabajo se centra en los avances realizados desde el desarrollo del Entorno Virtual de Ensenanza y Aprendizaje 3D (EV3D) en la Universidad Nacional del Noroeste de la Provincia de Buenos Aires (UNNOBA) y su conexion con el Entorno Virtual de Ensenanza y Aprendizaje (EVEA) ya oficialmente utilizado, UNNOBA Virtual.

Suatu artikel tentang refleksi saya selama 3 bulan mengikuti Pendidikan Guru Penggerak Angkatan 10 di bawah naungan BBGP Jawa Timur. Pada artikel ini, saya menulis refleksi saya tentang pentingnya implementasi pembelajaran berdiferensiasi untuk memenuhi kebutuhan belajar peserta didik. Ketika apa yang dibutuhkan oleh peserta didik terpenuhi, mereka akan bersuka cita dan lebih mudah dalam belajar. Dengan memiliki motivasi intrinsik seperti ini, diharapkan visi murid impian yang memiliki karakter Profil Pelajar Pancasila terwujud.

This paper is concerned with several of the most important aspects of Competence-Based Learning (CBL): course authoring, assignments, and categorization of learning content. The latter is part of the so-called Bologna Process (BP) and can effectively be supported by integrating knowledge resources like, e.g., standardized skill and competence taxonomies into the target implementation approach, aiming at making effective use of an open integration architecture while fostering the interoperability of hybrid knowledge-based e-learning solutions. Modern scenarios ask for interoperable software solutions to seamlessly integrate existing e-learning infrastructures and legacy tools with innovative technologies while being cognitively efficient to handle. In this way, prospective users are enabled to use them without learning overheads. At the same time, methods of Learning Design (LD) in combination with CBL are getting more and more important for production and maintenance of easy to faci...

This paper describes a pilot study in using Facebook as an alternative to a learning management system (LMS). The paper reviews the current research on the use of Facebook in academia and analyzes the differences between a Facebook group and a regular LMS. The paper reports on a precedent–setting attempt to use a Facebook group as a course website, serving as a platform for delivering content and maintaining interactions among the students and between the students and the lecturer. The paper presents findings from the students’ self-assessments and reflections on their experience. The students expressed satisfaction with learning in Facebook and willingness to continue using these groups in future courses.

Universities across Australasia regularly evaluate their Learning Management Systems (LMS) to meet the increasing digital teaching and learning demands. LMS reviews conducted approximately every five years or so are driven by factors such as pandemics, contract renewals, fiscal considerations, and the pursuit of optimal student online learning experiences. Recent trends show that Australian universities are conducting LMS reviews more frequently and transitioning to new LMSs at an accelerated pace (Phil, 2022; Sankey, 2023a). This is to ensure the LMS of choice meets the Next Generation Digital Learning Environment (NGDLE) functionality (Educause, 2018), is affordable, reliable and is still fit for purpose. While ongoing LMS reviews are common, there is a lack of published information on how higher education institutions undertake them. There was little available to unpack how best to engage in open, transparent, and aspirational conversation with staff and students about their experience with the LMS. As part of the review, even less was published about the dialogue on the future teaching and learning needs and the future of the LMS. To help address this gap in the literature, this practice-based paper reports on our approach and the steps taken to propose a unique two-phase / multi-stage model for reviewing an LMS and offers a useful checklist for those who may want some help getting started.

The single system model of an LMS, reflecting a relatively passive use of digital technologies, is increasingly out of step in the rapidly evolving global higher education environment. This proposes a model that moves from a single systems conception of the LMS to one informed by concepts of learning ecosystems and platforms. We define the LMS and the scope of its functions in order to frame how it might evolve in the future. A conception of the LMS as a learning platform is presented drawing on the successful models used by large Internet companies to provide an infrastructure designed to support change through innovation at the boundary while also ensuring it remains manageable at its core and operates in a way that is aligned to the strategic objectives of the university.

This special issue reviews and compares the processes of digitalization of higher education. The articles in this Special Issue, covering 14 countries or regions from five continents, show the many commonalities and challenges of the transformation to a digital state and society, but also significant differences between them, especially between the countries of the 'global North' and the 'global South.' However, these differences stem mostly from governmental policy decisions regarding higher education, more so than technological dimensions of digitalization or the stages of economic development.

Education is a pivotal pillar in modern society, and technology has brought about major changes in how students learn. Online learning is becoming an increasingly popular form of education, especially since the coronavirus disease (COVID-19) pandemic broke out. However, the challenge of maintaining student engagement and motivation in online learning environments remains a concern for many educators. This is where the concept of gamification erupts as an innovative solution to this problem. This study aimed to examine the effect of case and project-based gamification models on student engagement and academic achievement in online learning in tertiary institutions. Quasi-experimental post-test only non-equivalent control group design was chosen as the method of this research. The subjects of this study were 117 students from Universitas Pendidikan Ganesha. The instrument used to measure student engagement was a questionnaire developed by researchers with reference to the online student engagement (OSE) indicator; meanwhile, an objective test was to assess student academic achievement. The data were analyzed using a oneway multivariate analysis of variance (MANOVA) technique. The study results show significant differences in student engagement and academic achievement between groups of students taught using case and project-based gamification models and direct e-learning models. Case and project-based gamification models used in online learning were effective in increasing student engagement and student academic achievement.

RESUMEN Las nuevas tecnologías aportan a la educación aspectos innovadores que permiten mejorar las formas de enseñar y aprender. Una de las principales innovaciones son los sistemas de educación a distancia, que ofrecen formación continua a estudiantes que por diversas razones no pueden asistir a clases. Como en la enseñanza presencial, en la enseñanza virtual es necesario que los alumnos logren una asimilación efectiva del conocimiento. Sin embargo, frecuentemente tal asimilación no ocurre porque los cursos de e-learning se diseñan sin considerar las características particulares de cada estudiante. Actualmente, los procesos de aprendizaje centrados en el alumno requieren que estos sistemas sean capaces de personalizar la enseñanza a las características y necesidades individuales de cada estudiante.

Purpose of Study: The current study aimed at revealing the integration of information and communications technology (ICT) in EFL/ESL teachers' training and self-efficacy beliefs as perceived by trainers. A group of (64) trainers from different countries (Palestine, UK, USA, Iran, Lebanon, Yemen, Iraq) completed the two instruments of the study. Methodology: The first instrument was a survey of the actuality of ICT integration in the training; it comprises (47) items distributed into nine domains, i.e.  PowerPoint, Facebook, Wiki, YouTube, Blogs, Email, Google, Mobile, and Platform\E-course. The second instrument was a self-efficacy scale which consists of (14) items. The results of trainers' responses revealed that Emails, Mobile, and Google are often used with relative weights (%78.59, %68.13, and %68.02) respectively, whereas Wikis were never used i.e. relative weight (%28.96). The differences in integrating ICTs between male and female trainers were statistically insignif...

Resumen Los procesos educativos con el transcurrir del tiempo han sido testigos de la aparicion de muchos paradigmas. Con el devenir del siglo XXI y la reduccion de las distancias gracias a Internet, parece fundamental la necesidad de incorporar nuevas herramientas tecnologicas a las ya existentes, con el objetivo de hacer llegar la educacion a todo aquel que la necesite. Creemos que la educacion a distancia es una de esas herramientas, potenciada (en Pla.C.E.O.S.) por las grandes ventajas que aporta el modelo colaborativo de construccion de software denominado Bazar.

国外文凭范本西敏大学毕业证在线办理英国西敏大学毕业证《Q微信/1954292140》【办英国文凭证书】西敏大学毕业证书学位证查询《西敏大学毕业证学历证书》、《英国西敏大学毕业证成绩单》、留信网认证原版仿制西敏大学毕业证英国西敏大学成绩单、买西敏大学文凭英国西敏大学成绩单、英国文凭学位证书哪里卖英国英国西敏大学 Degree Certificate西敏大学Diploma。

专业留学服务公司《办西敏大学毕业证书扫描件》【Q/微1954 292 140】《英国西敏大学学位证书电子版一模一样》拥有海外样板无数，能完美1:1还原海外各国大学西敏大学degree #Diploma #Transcripts等毕业材料。

一整套留学文凭证件服务：
一：毕业证#成绩单等全套材料《英国文凭学位证书哪里卖西敏大学毕业证书扫描件》【Q/微1954292140】《一模一样西敏大学学位证书电子版》，从防伪到印刷，水印底纹到钢印烫金，
二：真实使馆认证（留学人员回国证明），使馆存档
三：真实教育部认证，教育部存档，教育部留服网站可查
四：留信认证，留学生信息网站可查
五：国外学历、毕业证、学位证、成绩单办理《英国西敏大学毕业证书扫描件办》【Q/微1954292140】《哪里卖西敏大学留信网认证文凭学位证书》。

特别关注：【业务选择办理准则】
一、工作未确定，回国需先给父母看毕业证的样子《办西敏大学毕业证书扫描件》【Q/微1954292140】《英国西敏大学学位证书电子版一模一样》、亲戚朋友看下学历认证的情况，办理一份就读学校西敏大学毕业证成绩单即可。
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外学历认证的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证成绩单《英国文凭学位证书哪里卖西敏大学毕业证书扫描件》【Q/微1954292140】《一模一样西敏大学学位证书电子版》即可。
三、回国进国企、银行等事业性单位或者考公务员的情况，办理一份西敏大学毕业证成绩单递交材料到教育部《英国西敏大学毕业证书扫描件办》【Q/微1954292140】《哪里卖西敏大学留信网认证文凭学位证书》办理真实教育部认证 教育部学历认证。
一：毕业证#成绩单等全套材料《英国西敏大学毕业证书扫描件办》【Q/微1954292140】《哪里卖西敏大学留信网认证文凭学位证书》，从防伪到印刷，水印底纹到钢印烫金；
二：真实使馆认证（留学人员回国证明），使馆存档；
三：真实教育部认证，教育部存档，教育部留服网站可查；
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