Webinar gratuit 22/05/12, de 11h00 à 12h00 : La plateforme LMS : un projet clé de votre stratégie e-learning
Intervenants : Michel Diaz, Directeur Associé, Féfaur et Olivier Ferhat, Directeur Général, MindOnSite
- À propos du débat "is LMS dead"
- Tracking, évaluations, habilitations
- LMS ou LCMS ?
- Comment mener à bien son projet LMS
- Le projet LMS : un projet clé d'une stratégie e-learning / Blended Learning globale
Les participants recevront le Livre Blanc de Féfaur "La plateforme LMS : un projet-clé de la stratégie e-learning".
A learning platorm is an integrated set of resources, tools, and interactive online services for teachers, learners, and others involved in education to support and enhance educational delivery and management (Wikipedia, 2011). The term ‘learning platform’ often refers to a number of tools and services available in a range of products known by various names, including learning management system (LMS), virtual learning environment (VLE), course management system (CMS) and learning content management system (LCMS) providing learning experiences and content management. The term ‘learning platform’ also includes the personal learning environment (PLE) that helps learners to keep control and manage their own learning by personalizing the content and process.
Docebo, leader in the E-Learning market, showcases its latest intelligence and products at Online Educa Berlin 2011, the largest European event focusing on E-Learning for Corporate, Educational and Public Services.
Nov, 2011 - During the Online Educa Berlin 2011, November 30th to December 2nd, Docebo will showcase its latest products and will also take part in the “Learning in the Cloud” discussion with a special keynote about Cloud E-Learning.
As in the past, Docebo will be among the exhibitors at the Online Educa Berlin. Thanks to our interactive stand, visitors from around the world will be able to discover and try the latest Docebo products. Major attention will be given to the innovative Docebo Simulators which are based on Artificial Intelligence routines. This technology will make training more dynamic, interactive and deductive by analyzing the user-interaction. The implemented IA routines can calculate unlimited variables supporting the learning process with continuous real-time feedback.
In addition to these new-generation simulators, Docebo will also officially unveil the new "As a Service" versions of its E-Learning platform. These LMS are designed to provide training "on the Cloud", and allow companies, schools and public administrations to manage "self-provisioning" training projects, with online self-activation of the E-Learning platform. Docebo E-Learning for Google Apps will also be disclosed to the SME market. It is already integrated with Google Apps for Business and can be activated directly from Google Apps Marketplace.
For the first time, Docebo will be at Online Educa Berlin also as a guest in the "Learning in the Cloud" discussion. The company's CEO, Claudio Erba, will give the keynote, entitled: "Cloud E-Learning: features, opportunities and risks of a technological revolution”. His speech is aimed at shedding light on crucial aspects of this technology, which was pioneered by Docebo for its E-Learning related applications.
Docebo, chosen by Google as a successful case study for the adoption of business cloud solutions, has already completed transferring its tools and commercial products to Seeweb’s cloud servers. Docebo E-Learning platform currently delivers training “on the Cloud” to more than 230,000 users all around the world.
Docebo Stand @ OEB 11: Gardenlounge II, E 147
Claudio Erba Speech: VIR65, Friday, December 2, 2011 - 14:15 - 16:00
In this webinar we will first explain what IMS-LTI is and then make a few demos to show the perspectives of the teacher and the students. We will then show how an LMS administrator can integrate IMS-LTI enabled tools into an LMS. Finally, we will outline what a programmer has to do, to add an IMS-LTI adapter to an existing web application.
We have identified seven aspects where these changes are most obvious and/or important. To sum up, learning with PLE leads to changes concerning: (1) the role of the learner as active, self-directed creators of content; (2) personalisation with the support and data of community members; (3) learning content as an infinite “bazaar”; (4) the big role of social involvement; (5) the ownership of learner's data; (6) the meaning of self-organised learning for the culture of educational institutions and organisations, and (7) technological aspects of using social software tools and aggregation of multiple sources.
The vast number of tools, supporting collaboration on the web is an indicator that PLE and social software tools are not only a flash in the pan, but lead to a new notion of learning and a measure for sustainable competence development. Nevertheless, the existing approaches and ideas for PLE need further development and elaboration. With the discussion of the related shifts from LMS towards PLE and their challenges, this paper may serve as the basis for learners, teachers and educational institutions decisions for (or against) the technological concept of PLE, on a general level and taking into account its pedagogical implications.