https://www.bibsonomy.org/tag/e-learningBibSonomy RSS Feed for /tag/e-learninghttps://ieeexplore.ieee.org/abstract/document/6418626antun2026-03-22T19:05:24+01:00Knowledge Recommender Social e-learning management networks social system web <a itemprop="url" data-versiondate="2026-03-22T19:05:24+01:00" href="https://ieeexplore.ieee.org/abstract/document/6418626" rel="nofollow" class="description-link">https://ieeexplore.ieee.org/abstract/document/6418626</a>https://tugraz.elsevierpure.com/en/publications/social-bookmarking-as-a-component-of-e-learning/?utm_source=chatgpt.comkatarinamajdak2026-03-21T09:37:57+01:00Collaboration E-Learning Learning System <a itemprop="url" data-versiondate="2026-03-21T09:37:57+01:00" href="https://tugraz.elsevierpure.com/en/publications/social-bookmarking-as-a-component-of-e-learning/?utm_source=chatgpt.com" rel="nofollow" class="description-link">https://tugraz.elsevierpure.com/en/publications/social-bookmarking-as-a-component-of-e-learning/?utm_source=chatgpt.com</a>Article de la conférence ICL2007 (Villach, Autriche) qui décrit les barrières de l’e-learning pour les personnes en situation de handicap et propose des principes/bonnes pratiques pour rendre accessibles le contenu, les outils (LMS/VLE) et la communication, en s’appuyant notamment sur les WCAG et le Universal Design for Learning. (11 pages)https://telearn.hal.science/hal-00257138v1/documentsara.152025-10-29T22:12:43+01:00HAL accessibilite e-learning educational-technology <span itemprop="description">Article de la conférence ICL2007 (Villach, Autriche) qui décrit les barrières de l’e-learning pour les personnes en situation de handicap et propose des principes/bonnes pratiques pour rendre accessibles le contenu, les outils (LMS/VLE) et la communication, en s’appuyant notamment sur les WCAG et le Universal Design for Learning. (11 pages)</span>https://moodle.org/plugins/index.php/?q=toolbox2024-05-23T10:12:33+02:00E-learning LMS Moodle PlugIn <a itemprop="url" data-versiondate="2024-05-23T10:12:33+02:00" href="https://moodle.org/plugins/index.php/?q=" rel="nofollow" class="description-link">https://moodle.org/plugins/index.php/?q=</a>DSpace is a digital service that collects, preserves, and distributes digital material. Repositories are important tools for preserving an organization's legacy; they facilitate digital preservation and scholarly communication. http://www.univ-bejaia.dz/dspacearezki.oudj2023-07-01T23:51:59+02:00Académique Algérie Bejaia Bibliothèque Colloque Conférence Congrès Connaissance E-learning Education Forum Livre Mémoire Plateforme Publication Savoir Science Thèse Université article <span itemprop="description">DSpace is a digital service that collects, preserves, and distributes digital material. Repositories are important tools for preserving an organization&#039;s legacy; they facilitate digital preservation and scholarly communication. </span>Podcast-Folge | Lehrenden Talk https://open.spotify.com/episode/4jubcekBXpDQvhb7P1nn3qereidt2022-10-23T15:46:09+02:00e-learning e-teaching highered learninganalytics podcast practice <span itemprop="description">Podcast-Folge | Lehrenden Talk </span>This article explores what digital ethics are, why they're important, and how you can improve this essential skill.https://elearningindustry.com/elearning-skills-2030-digital-ethicsereidt2022-07-24T12:04:58+02:00artificialintelligence digitalskills e-learning ethics improvement learninganalytics machinelearning softskills <span itemprop="description">This article explores what digital ethics are, why they&#039;re important, and how you can improve this essential skill.</span>Die Studie befasst sich damit welche Wünsche die Studierenden im Bezug auf digitale Lehrmodelle auch nach der Corona Pandemie haben. https://www.hul.uni-hamburg.de/forschung/laufende-projekte/tales/studierendenbefragung-im-sommersemester-21-wuensche-der-studierenden.pdfhttp://elearn_fb7_rwth2022-04-13T15:19:15+02:00digitalisierung e-learning elearning <span itemprop="description">Die Studie befasst sich damit welche Wünsche die Studierenden im Bezug auf digitale Lehrmodelle auch nach der Corona Pandemie haben. </span>The International Review of Research in Open and Distributed Learninghttps://www.irrodl.org/index.php/irrodl/issue/view/109ereidt2022-02-06T14:44:30+01:00artificialintelligence curriculum e-learning edtech journal learninganalytics onlinelearning openlearning paper research specialissue <span itemprop="description">The International Review of Research in Open and Distributed Learning</span>Want to implement learning analytics for your eLearning courses, but don’t know where and how to start? This blog tries to answer all your questions on learning analytics. CommLab India | January 27 2022https://blog.commlabindia.com/elearning-design/learning-analytics-elearning-assessments-role-slideshareereidt2022-02-06T14:40:14+01:00assessment e-learning implementation learninganalytics monitoring onlinecourses organization resources <span itemprop="description">Want to implement learning analytics for your eLearning courses, but don’t know where and how to start? This blog tries to answer all your questions on learning analytics. CommLab India | January 27 2022</span>"...la docencia híbrida no debe centrarse únicamente en alternar educación presencial con educación a distancia mediada por tecnología, sino que debe promover un uso más efectivo en el aula de las posibilidades de aprendizaje que ofrecen las herramientas digitales, con un mejor aprovechamiento de la tecnología para crear experiencias centradas en el alumno, que sean personalizadas, relevantes y atractivas" (BID, 2021: 7).http://blogcued.blogspot.com/2022/02/10-modulos-para-la-implementacion-de.htmljepcastel2022-02-03T09:40:35+01:00e-learning education model.hibrid <span itemprop="description">&#034;...la docencia híbrida no debe centrarse únicamente en alternar educación presencial con educación a distancia mediada por tecnología, sino que debe promover un uso más efectivo en el aula de las posibilidades de aprendizaje que ofrecen las herramientas digitales, con un mejor aprovechamiento de la tecnología para crear experiencias centradas en el alumno, que sean personalizadas, relevantes y atractivas&#034; (BID, 2021: 7).</span>https://www.pinkuniversity.de/konfliktloesungsstrategien/as2022-01-25T12:00:17+01:00E-Learning Konfliktlösung Online_Kurs <a itemprop="url" data-versiondate="2022-01-25T12:00:17+01:00" href="https://www.pinkuniversity.de/konfliktloesungsstrategien/" rel="nofollow" class="description-link">https://www.pinkuniversity.de/konfliktloesungsstrategien/</a>http://https://link.springer.com/content/pdf/10.1007/978-3-658-32849-8.pdfelearn_fb7_rwth2022-01-05T13:41:37+01:00digitalisierung e-learning hochschullehre <a itemprop="url" data-versiondate="2022-01-05T13:41:37+01:00" href="http://https://link.springer.com/content/pdf/10.1007/978-3-658-32849-8.pdf" rel="nofollow" class="description-link">http://https://link.springer.com/content/pdf/10.1007/978-3-658-32849-8.pdf</a>cmi5 is an xAPI Profile that bridges the SCORM and xAPI divide by specifying interoperability rules that inform how an LMS and xAPI activities communicate.https://xapi.com/cmi5/overview/ereidt2022-01-02T10:32:54+01:00LMS LRS SCORM cmi5 e-learning interoperability learninganalytics xAPI <span itemprop="description">cmi5 is an xAPI Profile that bridges the SCORM and xAPI divide by specifying interoperability rules that inform how an LMS and xAPI activities communicate.</span>Ludwigsburger Beiträge zur Medienpädagogikhttps://www.medienpaed-ludwigsburg.de/issue/view/27elearn_fb7_rwth2021-12-07T11:04:50+01:00digitalisierung e-learning hochschullehre <span itemprop="description">Ludwigsburger Beiträge zur Medienpädagogik</span>analytikus Bloghttps://es.analytikus.com/post/are-college-students-comfortable-using-edtech-maybe-not-1ereidt2021-11-28T13:40:41+01:00confidence e-learning edtech highered learninganalytics learningexperience students survey <span itemprop="description">analytikus Blog</span>Motivation is central to all things human. Online teaching and learning are no different. In the early years of the Web, however, students endured extremely dry online content, affectionately known as “shovelware.” Over time, learners were increasingly inundated by bland content and unimaginative activities. Worse, too often they accepted it as reality. In the process, online learning became woefully lockstep and mechanized. There was no room for flexibility, choice, or creative expression of any kind. Unfortunately, most online content remains lifeless today. Legions of learners are interminably bored. Part of the reason is that their online and blended courses fail to effectively utilize the smartphones, tablets, and other wireless and mobile technologies strapped to their bodies or tucked into in their tote bags. At this very moment, tens of millions of learners around the planet are navigating through seemingly endless pages of their online courses. Unfortunately, most of these learners are swimming in this sea of content without much hope for interaction, collaboration, or engagement. The emergence of massive open online courses (MOOCs), where learners in a single course can number in the hundreds of thousands, has made the present situation even more precarious and a remedy more urgent. We propose the TEC-VARIETY framework as a solution to the lack of meaningful engagement. It can shift learners from nearly comatose states to actively engaged ones. Adding Some TEC-VARIETY helps instructors focus on how to motivate online learners and increase learner retention. It also is a comprehensive, one-stop toolkit for online instructors to inspire learners and renew their own passion for teaching. Using 10 theoretically driven and proven motivational principles, TEC-VARIETY offers over 100 practical yet innovative ideas based on decades of author experience teaching in a variety of educational settings.http://tec-variety.com/yish2021-10-25T09:13:27+02:00activities e-learning free resources <span itemprop="description">Motivation is central to all things human. Online teaching and learning are no different. In the early years of the Web, however, students endured extremely dry online content, affectionately known as “shovelware.” Over time, learners were increasingly inundated by bland content and unimaginative activities. Worse, too often they accepted it as reality. In the process, online learning became woefully lockstep and mechanized. There was no room for flexibility, choice, or creative expression of any kind. Unfortunately, most online content remains lifeless today. Legions of learners are interminably bored. Part of the reason is that their online and blended courses fail to effectively utilize the smartphones, tablets, and other wireless and mobile technologies strapped to their bodies or tucked into in their tote bags. At this very moment, tens of millions of learners around the planet are navigating through seemingly endless pages of their online courses. Unfortunately, most of these learners are swimming in this sea of content without much hope for interaction, collaboration, or engagement. The emergence of massive open online courses (MOOCs), where learners in a single course can number in the hundreds of thousands, has made the present situation even more precarious and a remedy more urgent. We propose the TEC-VARIETY framework as a solution to the lack of meaningful engagement. It can shift learners from nearly comatose states to actively engaged ones. Adding Some TEC-VARIETY helps instructors focus on how to motivate online learners and increase learner retention. It also is a comprehensive, one-stop toolkit for online instructors to inspire learners and renew their own passion for teaching. Using 10 theoretically driven and proven motivational principles, TEC-VARIETY offers over 100 practical yet innovative ideas based on decades of author experience teaching in a variety of educational settings.</span>Ein Interview mit Dr. Peter Salden über künstliche Intelligenz und Learning Analytics in der Hochschulbildung und das Projekt KI:edu.nrw an der RUBhttps://elearning.blogs.ruhr-uni-bochum.de/menschen-werden-in-studium-und-lehre-noch-genug-selbst-tun-muessen/ereidt2021-10-17T13:42:13+02:00KI artificialintelligence e-learning education highered implementation interview learninganalytics <span itemprop="description">Ein Interview mit Dr. Peter Salden über künstliche Intelligenz und Learning Analytics in der Hochschulbildung und das Projekt KI:edu.nrw an der RUB</span>Certain words are like sparks in a puddle of gasoline. “Bias” is definitely one of those words—and for good reason. If there is something that we are doing, that we are unaware of, that is causing harm to others, then we definitely should be taking it seriously.https://learningsolutionsmag.com/articles/find-and-mitigate-the-bias-lurking-in-your-learning-dataereidt2021-10-17T13:35:44+02:00algorithms bias data e-learning learninganalytics <span itemprop="description">Certain words are like sparks in a puddle of gasoline. “Bias” is definitely one of those words—and for good reason. If there is something that we are doing, that we are unaware of, that is causing harm to others, then we definitely should be taking it seriously.</span>Digital lernen und lehren von Dr. Alexandra Nießen, 05.08.2021https://www.uni-due.de/2021-08-05-digital-lehren-irene-angelica-chountaereidt2021-08-18T20:53:19+02:00KI e-learning feedback highered learninganalytics learningtechnologies onlinelearning <span itemprop="description">Digital lernen und lehren von Dr. Alexandra Nießen, 05.08.2021</span>