Designing an IMS-LD Model for Disciplinary Information Space of Learning Management System

Ouadoud, Mohammed; Chafiq, Tarik; Chkouri, Mohamed Yassin

doi:10.1145/3286606.3286817

Cited by 8 publications

(4 citation statements)

References 6 publications

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“…Finally, the IMS-LD model and their transformation into an IMS-LD model based on the ATL language. However, we design our model without using the transformation based on the rules of the ATL language, because we detected the same problems as in this works [10,20,23,11,22,24,25,26,4]. In IMS-LD, we do not have the possibility of building a course, which consists of several chapters; because, there is at this level a semantic loss.…”

Section: Correspondence Between the Terminology Of Ims-ld And That Of The Disciplinary Information Modelmentioning

confidence: 91%

Prototyping a Disciplinary Information Space for a New Smart Learning Management System Based on IMS-LD and NoSQL

Ouadoud¹,

Marrakchi²,

Taghzout³

2020

Int. J. Recent Contrib. Eng. Sci. IT

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This work is mainly based on the prototyping of a disciplinary information space for a new LMS. Our work is first to think about the conditions for creating a real LMS between learners and teachers. We have chosen to base ourselves on the hybridization between four learning theories as the basis for teaching this LMS, namely traditional pedagogy, behaviorism, cognitivism and social constructivism. These pedagogies have already proven themselves, mainly in classroom learning situations. The LMS consists of different activity spaces for teaching and learning activities. We limit ourselves in this work to the prototyping of disciplinary information space for a new LMS based on IMS-LD, NoSQL MongoDB database, and Symfony framework.

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Section: Correspondence Between the Terminology Of Ims-ld And That Of The Disciplinary Information Modelmentioning

confidence: 91%

Prototyping a Disciplinary Information Space for a New Smart Learning Management System Based on IMS-LD and NoSQL

Ouadoud¹,

Marrakchi²,

Taghzout³

2020

Int. J. Recent Contrib. Eng. Sci. IT

Self Cite

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“…This adaptation will go through three stages, first the development of a collaborative meta-model; secondly, the study of correspondence between the developed meta-model and IMS-LD model and their transformation to IMS-LD meta-model that reduced the MDA approach in a transformation that is based on the rules implemented in the ATL language. However, we will talk about the IT design of our LMS collaborative meta-model without using the transformation that is based on the rules implemented in the ATL language, because we have detected the same problems as in several works [20], [23], [40], [41], [42]. In IMS-LD, we do not have the opportunity to build a Project, which consists of several Projects.…”

Section: Synthesismentioning

confidence: 96%

Generate a Meta-Model Content for Collaboration Space of Learning Management System Compatible with IMS-LD

Ouadoud

Chafiq

Rida

et al. 2019

Int. J. Interact. Mob. Technol.

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The context of this work is that of designing a Instructional Management Systems - Learning Design (IMS-LD) model for collaboration space of a Learning Management System (LMS). Our work is specifically in the field or seeking to promote, by means of information technology from a distance. Our approach is to first think about the conditions for creating a real collaboration space between learners, and designing the IT environment that supports this space. In this paper, we try to adapt the IMS-LD model with a collaboration model for Learning Management System based on the social constructivism. This adaptation will go through three stages. Firstly, the development of an LMS model. Secondly, the study of correspondence between the developed model and IMS-LD model. Finally their transformation to IMS-LD model.

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“…LMS assists teachers with the management of their courses. It also allows for the provision of pedagogical contents, communication, collaboration, and sharing to aid learning (Septiani et al, 2017;Ouadoud, Chafiq & Chkouri, 2018). It provides an avenue for classroom materials or activities to be shared easily.…”

Section: Introductionmentioning

confidence: 99%

Quality Facetsof a UX LMS Affective Model for the Design and Evaluation of Learning Management Systems

et.al¹

2021

TURCOMAT

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This study looked into extant literature to elicit a mapping relationship for the affective component of Bloom’s learning taxonomy and a theoretical affective model for the design and evaluation of the affective experiences of users of and learners on learning management system (LMS) platforms. The study found that no prior affective model exists specifically for the design and evaluation of the affective experiences of LMS users. The study then mapped the affective component of the Bloom’s taxonomy of learning with the conceptual affective model and captured corresponding suitable quality facets/dimensions that influence and contribute to the model. This model is particularly appropriate for the design and evaluation of the affectivity of LMS platforms.

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Designing an IMS-LD Model for Disciplinary Information Space of Learning Management System

Cited by 8 publications

References 6 publications

Prototyping a Disciplinary Information Space for a New Smart Learning Management System Based on IMS-LD and NoSQL

Prototyping a Disciplinary Information Space for a New Smart Learning Management System Based on IMS-LD and NoSQL

Generate a Meta-Model Content for Collaboration Space of Learning Management System Compatible with IMS-LD

Quality Facetsof a UX LMS Affective Model for the Design and Evaluation of Learning Management Systems

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