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Sakai-Related Research Papers & Articles

This page is intended to be a repository for all Sakai-related scholarly papers and articles that might be of interest to the community. Please share your journal articles, conference papers, etc. below. Just copy and paste the "panel" example below to the bottom of the page and fill out the information.

Paper Title

Author(s):
Year:
Journal / Conference:
Volume (Number) and Pages:
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Paper Title

Author(s): Alejandro Sartorio y Maximiliano Cristia
Year: 2008
Journal / Conference: Anales CLEI 2008 del XXXIV Conferencia Latinoamericana de Informática. ISBN 978-950-9770-02-7.
Volume (Number) and Pages:
Link or DOI: http://www.mesadearena.edu.ar
Abstract: En este trabajo3 se presenta una propuesta de diseño e implementación de espaciosWeb e-learning con propiedades de reconfiguración de servicios en tiempo de ejecución, brindando un nuevo mecanismo de adaptación y personalización con características de sensibilidad al contexto. Se describe un modelo de integración para la incorporación de "coordinación de contratos sensibles al contexto" a un framework e-learning. La implementación fue resuelta utilizando patrones de diseño que permiten superposición de reglas, a través de contratos, entre las interacciones de los objetos que implementan servicios (ej., edición de mensajes en un Foro) y los objetos que lo invocan.



Evaluating an e-Learning Experience Based on the Sakai Environment

Author(s): Félix Buendía García & Antonio Hervás Jorge
Year: 2007
Journal / Conference: Web Information Systems and Technologies - Third International Conference, WEBIST 2007, Barcelona, Spain, March 3-6, 2007
Volume (Number) and Pages: 338-346
Link or DOI: doi:10.1007/978-3-540-68262-2_25
Abstract: In the context of the Bologna process, e-learning experiences are being promoted in many European universities. Recently, the Universidad Politécnica of Valencia (UPV) has implemented the Poliformat platform that is based on the Sakai environment. Last year, a pilot experience was developed to test this environment for undergraduate courses in a Computer Engineering degree. The current work describes an e-learning application of the Poliformat platform in an Operating Systems online course and how this experience has been evaluated using survey techniques that analyze online learning issues and also technical aspects related to the Poliformat platform. Globally, the experience was rather positive although some problems were detected in the evaluation process that revealed that e-learning methods and tools have to be improved.

The coming functionality mash-up in Personal Learning Environments

Author(s): Charles Severance, Joseph Hardin, & Anthony Whyte
Year: 2008
Journal / Conference: Interactive Learning Environments
Volume (Number) and Pages: 16 (1), pp. 47-62
Link or DOI: doi:10.1080/10494820701772694
Abstract: Current Virtual Learning Environments (VLEs) are focused very much on meeting the needs of the institution in providing a basic, common technology platform for teaching and learning. However monolithic VLEs are too hard to customize at the individual user level, and evolve far too slowly to meet teaching and learning of users who want their teaching and learning environments to be under their personal control. This paper explores how the concept of the Personal Learning Environment has influenced developments with learning technology, within the context of emerging social software, and examines a range of developments with existing VLEs that move them in the personalized direction. It contrasts the issues involved in bespoke extensions to VLEs as opposed to the incorporation of existing tools (mash-ups), and suggest that the latter approach offers the best hope to escape the bonds of a single VLE product by allowing teachers and learners to simply aggregate whatever tools and capabilities they desire from the Internet to use in their learning. Real progress is being made on several fronts, including the provision of interfaces to social software systems that support the building of applications that can be organized around a personal or group context, and in the development of specifications for learning tool interoperability.

Saving Time or Innovating Practice: Investigating Perceptions and Uses of Learning Management Systems

Author(s): Steven Lonn & Stephanie D. Teasley
Year: 2009
Journal / Conference: Computers & Education
Volume (Number) and Pages: 53 (3), pages 686-694
Link or DOI: doi:10.1016/j.compedu.2009.04.008
Abstract: Learning Management Systems (LMS) are web-based systems that allow instructors and/or students to share materials, submit and return assignments, and communicate online. In this study, we explored the uses and perceived benefits of using a LMS to support traditional classroom teaching as reported by instructors and students at a large American Midwestern university. We examined two years of survey data focusing on specific uses of the LMS that emphasized either efficient communication or interactive teaching and learning practices. We matched aggregate user log data with corresponding survey items to see if system use was consistent with patterns seen in the survey results. Findings suggest that instructors and students value tools and activities for efficient communication more than interactive tools for innovating existing practices. However, survey item analysis reveals that instructors and students also highly value the teaching and learning tools within the LMS.

Using a Virtual Learning Environment to Manage Group Projects: A Case Study

Author(s): Yvonne Cleary & Ann Marcus-Quinn
Year: 2008
Journal / Conference: International Journal on E-Learning
Volume (Number) and Pages: 7 (4), pp. 603-621
Link or DOI: http://www.editlib.org/p/24342
Abstract: Virtual Learning Environments (VLEs) are increasingly used by Higher Education Institutions to manage and enhance teaching and learning, and research. Discussion, chat, scheduling, and other collaboration tools make VLEs especially useful systems for designing and managing complex group projects. In the spring semester of 2006, students at the University of Limerick used a pilot version of the Sakai VLE to collaborate on a group project, which required them to design a piece of e-learning courseware. They uploaded their e-learning course onto Sakai, and evaluated the Sakai system as part of a module on Information Management and Content Production. Their evaluation reports demonstrated high expectations of the VLE, intolerance of technical glitches, but a positive overall response to the system.

The Impact of the Open Source Portfolio on Learning and Assessment

Author(s): Darren Cambridge, Luke Fernandez, Susan Kahn, Judith Kirkpatrick, & Janice Smith
Year: 2008
Journal / Conference: Journal of Online Learning and Teaching
Volume (Number) and Pages: 4(4), pp. 490-502
Link or DOI: http://jolt.merlot.org/vol4no4/cambridge_1208.htm
Abstract: The Open Source Portfolio (OSP) software for eportfolio learning and assessment has seen widespread adoption over the last five years. This article surveys the current state of OSP development and use and shares results of research on its effectiveness, conducted through the Inter/National Coalition for Electronic Portfolio Research. OSP is being used for personal representation, teaching and learning, and assessment and accreditation. Research at Indiana University Purdue University Indianapolis (IUPUI) and Kapi'olani Community College shows that use of the OSP Matrix tool can affect learning and engagement when used to promote matrix thinking, the process of reflecting on work originally created in another context in relationship to the intersection of multiple dimensions of a shared conceptual framework. Data indicates that such thinking is linked to advanced reflection, increased student engagement, and enhanced learning strategies. Research at George Mason University demonstrates that matrix thinking also can help institutions learn about their students' practice of leadership, while Weber State University's study suggests that OSP can create an environment for systematic assessment of general education if effectively integrated into day-to-day teaching and learning practices. The Syracuse College of Education successful accreditation using goal aware tools suggests one such means of integration.


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