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Innovation with learning management system.

INTRODUCTION

Fast mechanical advancements have empowered the development of innovations utilized for learning. Advancement of various devices has enhanced teachers' choices towards the usage of innovation upheld learning, including a heterogeneous arrangement of devices, for example, Learning Management Systems (LMSs), virtual classrooms, enormous open online courses, and genuine amusements. With an enhancement of instruments and their going with necessities, the engineering of learning systems puts an overwhelming errand for e-figuring out how to be incorporated in a mind boggling framework that is versatile, adaptable, and above all evolvable and fit for enduring. When utilizing conventional LMS with no outside apparatuses, the learning space is left under the control of the foundation and teachers. Subsequently, this pretty much rules out learners to mastermind their computerized learning space and encourage their exercises [21]. This work recommends that a Social Learning Environment (SLE) be utilized to bolster taking in exercises from an institutional e-learning framework made out of critical thinking, joint effort and correspondence between the teacher and understudies. SLE depends on the PC upheld communitarian learning (CSCL) approach [17,21], concentrating on the client experience and conduct like informal communities. Interpersonal organizations and their exercises, when utilized suitably, can be seen as a sign of casual learning and as a stage that permits joint effort and viable correspondence among companions. Interpersonal organizations speak to a typical space where companions can share data that can be seen by others. Thusly, informal communities encapsulate a decent possibility to be utilized as an extra hotspot for learning. Contemplates have demonstrated that understudies invest a lot of energy in informal organizations, checking and taking part in an assortment of exercises [15].

In any case, despite the fact that interpersonal organizations are being advanced as one of the approaches to expand the collaboration and correspondence between understudies [19], it is important to go with use of informal communities in learning alongside suitable educational strategies.

Keeping in mind the end goal to investigate and use such open doors, it is important to manufacture a framework that will permit the joining of outside instruments inside institutional e-learning frameworks. In spite of the fact that not an interpersonal organization itself, SLE endeavors to impersonate the structure of an informal organization and is incorporated as a part of the e-learning framework. All things considered, SLE is not intended to supplant the e-learning framework, or any of its segments, yet to be utilized to bolster various types of learning. At the end of the day, SLE depends on the social association of the group, which comprises of learners and the teacher. The objective of this group is to share encounters and information identified with a specific area [12] with the expect to guide understudies through a group based exchange to all things considered work towards the arrangement or undertaking fulfillment. Through a procedure of correspondence and critical thinking inside a gathering, understudies have a dynamic part in the learning procedure, particularly when they are working towards the shared objective of taking care of an issue or achieving an assignment [2].Sharing data on interpersonal organizations can profit understudies in their learning as they can track their work on the web, while college can investigate their online exercises for the educational programs purposes [4]. Different components can add to the understudy achievement and engagement in the learning procedure utilizing this environment. So as to make this procedure more efficient, this work proposes an engineering for the SLE e-learning framework which fuses social parts of learning inside the e-learning. The proposed idea is to incorporate institutional e-learning framework with SLE and the business environment of the foundation through combination of administration arranged designs (SOA).

1.1 Social Learning Environment:

So as to consolidate SLE with the institutional e-learning framework, a few issues should be tended to. The plenty of accessible innovations, frameworks and instruments can confound to understudies. Educators might be compelled with the institutional e-learning framework and devices, in spite of the way that more fitting apparatuses and innovations might be more reasonable for their instructing and learning styles. Likewise, the consideration of outer instruments is not generally snappy and simple to execute, because of the slacking advancement of institutional e-learning frameworks. These are the explanations behind proposing engineering for incorporating SLE inside the institutional e-learning framework and outside web apparatuses. As it were, SLE can be seen as an extension between the institutional e-learning framework and outer web devices, while giving a situation to joint effort with the point of expanding the cooperation and consideration of issue based learning in understudy learning. Much work has been done in proposing diverse arrangements and models for the combination of institutional e-learning frameworks (LMS) and outer instruments. In this paper there is not an immediate association amongst LMS and outer devices, however another SLE framework serving as a scaffold and association between an institutional e-learning framework and outside apparatuses. All the more essentially, SLE is utilized as a controlled domain, oversaw by the course educator.

This work proposes a product engineering supporting functionalities that advance compelling educating and learning, while giving a diagram of assorted qualities of innovations and devices utilized as a part of the proposed design. Specifically noteworthy is the delicate product engineering for coordinating Institutional Learning Environment with outsider frameworks and devices keeping in mind the end goal to give stage that copy the structure of an interpersonal organization with the end goal of expanding the association and incorporation of issue and venture based learning. There are many works that propose an administration based system to coordinate outer apparatuses and institutional learning situations utilizing both web administrations and middle person components. This paper embraced this approach, and as opposed to associating LMS specifically to outside devices, interoperability is accomplished through a recently created framework--SLE, which is controlled and overseen by the course educator. In that capacity, SLE bolsters both formal and casual learning enhanced by innovation.

The incorporation of SLE with different parts in the design does not require any alteration of previous LMS and business administration frameworks however just uses their inserted web administrations. All things considered, SLE is versatile making it conceivable to coordinate recently created outside segments that will meet diverse learning styles and needs, and adaptable, permitting SLE usage to be reused with different frameworks with comparable necessities.

In spite of the fact that reconciliation of legacy applications, web-based social networking devices, or other Web based applications utilizing SOA and Web administrations (WSs) models and conventions is not new, this paper considers the way to utilize them so as to give sound academic methodologies upgraded by innovation.

The proposed design was actualized as a proof of idea with a specific end goal to approve it in the genuine classroom setting. Nonetheless, this execution can be reused with different frameworks with comparable necessities. This paper is composed as takes after. Segment 2 looks at changed programming designs and advances in e-learning. Area 3 concentrates on the proposed engineering for incorporation of institutional e-learning framework with SLE and outside devices.

II. Background:

Specialists and designers have created distinctive advancements and frameworks in their endeavor to enhance online learning. The inclination of the new framework is inclining towards the personalization and intelligence of learning material for every individual understudy [5]. One method for accomplishing more adaptability with learning materials and making them effectively versatile for customized learning is by sectioning learning materials into little, particular units. These units with regards to e-learning are alluded to as learning items (LIs). LIs can be utilized to gather lessons for various understudies, by giving every understudy an alternate arrangement of LIs for every client in view of their review educational modules and essential learning [8]. The use of LIs and their vaults are said to offer many advantages to learners [1], and can improve learner's learning knowledge, execution and adequacy. Distinctive learning styles have been actualized in classrooms and have been appeared to be powerful for internet learning also, for example, outline based learning [14], which consolidates both issue based and extend based learning. Issue construct learning is focused in light of the instructional technique used to start understudy learning, inspiration and securing of substance information, critical thinking and self-coordinated learning abilities.

This approach concentrates on encouraging the learning procedure, and less on giving the information in the instructional shape [16]. Extend based learning is seen to be an understudy focused approach, with the objective for the learner to take responsibility for learning through the critical thinking process [25]. In this work, we outlined SLE so that both instructional-and issue based learning can be actualized all through the term of the course.

One of the difficulties in making a reasonable and successful e-learning framework is to have the capacity to accomplish consistent communication between various frameworks and segments. To accomplish this similarity and adaptability, diverse models and frameworks have been proposed and created. Navarro et al. [20] utilized an example based coordination design to incorporate virtual classroom and outer web apparatuses. This was finished by straightforwardly associating the virtual classroom to outer web devices utilizing an arrangement of SOAP and REST ful web administrations. Dodero et al. [10] proposed a technique for the use of REST Ful learning administration for mix of a non specific wiki administration and Learning Activities Management System (LAMS). They called attention to that REST-based structural style for joining with LAMS is superior to SOAP. Xu et al. [20] have proposed a model for integrating dynamic e-learning framework utilizing a WS arranged structure with different levels, keeping in mind the end goal to have the capacity to distribute and recover their administrations on numerous stages utilizing open gauges, for example, SOAP and XML. The Open Knowledge Initiative (OKI) Open Service Interface Definitions determines how segments in an instructive domain can speak with each other and other venture frameworks. This work was proceeded through Open Standard Interface Definitions 3K (OSID 3K) [7]. IMS Digital Repository Interoperability Group gave a building model to the computerized storehouse interoperability [13]. Different undertakings that additionally centered around interoperability and ought to be said are POOL [2], Edutella [21], and eduSource [18].

In the joining of the institutional e-taking in, the instructive administration framework and SLE, we have taken into consideration SOA reconciliation. The principle inspiration for utilizing SOA was to accomplish adaptability, configurability, unwavering quality and enhanced execution [3]. Besides, SOA was picked so as to incrementally expand after existing institutional components and permit establishments to embrace new functionalities without full substitution of existing framework segments [3,1].

Wilson et al. [15] mulled over how to put a different scope of individual and institutionally oversaw applications with regards to formal learning. In particular, they investigated how web-sent gadgets with cooperation elements can be coordinated with institutional learning frameworks. In light of their work, Conde et al. [6] determined systems for integrating individual and institutional learning situations: (i) coordinate outer devices into LMS, (ii) open up LMS through web administrations and interoperability activities, and (iii) permit LMS and individual learning environment to coincide in parallel. In view of this, they proposed an administration based system to coordinate individual and institutional learning situations utilizing both web administrations and middle person components. In this work embraced this approach, yet as opposed to interfacing LMS straightforwardly to outside web apparatuses, interoperability is accomplished through a recently created framework, SLE. This takes into consideration more adaptability and future consistent mix with outsider web instruments without the need to change LMS. In any case, SLE serves as a design segment, as well as an academic and social device used to fortify inspiration and learning exercises of understudies by giving understudies both instructional-and issue based learning.

III. Functionalities And Software Architecture Of Main Environments:

The early architecture consisted of three independent systems: the Institutional Learning System (ILS), Educational Management System (EMS) and Social Learning Environment (SLE). As ILS and EMS were preexisting and functional institutional systems, the integration of these three systems had to fulfill the following requirements:

1. ILS, EMS and SLE are stand-alone applications that must be integrated

2. ILS contains course materials and instructional activities with course materials structured in the form of a sequence of learning objects (LOs)

3. ILS has to be able to evoke EMS for the user and course administrative data

4. EMS contains key information about the structure of the curriculum, student information (users) and course information.

5. SLE has to be able to evoke ILS for the user who is Logged in and retrieve course material and assignments.

6. External tools along with SLE and the e-learning system have complex environments, which require to be integrated as one system, in order to allow easier navigation and an enhanced learning experience for the learner.

These systems were integrated using Web services as shown in Fig. 1. The role of the institutional learning system is to satisfy institutional learning requirements. These include providing functionalities to create, publish and retrieve learning materials in the form of LOs and learning activities, and to allow usage of student assessment during the learning process.

IV. Interoperability Activities Modeling:

This section describes models of activities that present the usage scenarios of the proposed system. The intent of this section is to provide insight on the system usage and on how the systems evoke and interact with one another. Specifically, two activity models are described :creation of learning content.

The Evolution of the LMS

4.1. Model Of Activities Related To Learning Content Creation:

The curriculum for an academic major is based on institutional goals and objectives. It is assumed here that the institution has already approved the curriculum and its learning outcomes. Once this curriculum is approved, it can be created within EMS by creating the curriculum courses and syllabi (credit hours, course plan, grading policy, etc.). Within the course syllabus, the learning outcomes for each lesson are defined. Learning outcomes are later needed for creation of learning materials for the course, so that each learning outcome can be fulfilled with the set of LOs. Each learning outcome can be covered by one or more LOs. Using the DITA standard, LOs are referred to as "topics".

The model of activities for course content creation is given in Fig. 2. Creation of learning topics is assigned as an activity on the authoring tool. In order to create a lesson in the instructional form, the teacher will design the sequence of learning topics stored as a DITA map in ECMS. The learning sequence structures the lesson as a series of LOs combined with different graded and non-graded self-assessments. Once the content and learning activities are created, they are published for student use. Initially, SLE imports this structure from LMS and publishes this on SLE as a list of lessons, where each lesson is linked to its content on LMS. Each lesson on SLE serves not only as a link to the content, but it also creates an interactive learning space that allows for the communication between the instructor and students. Before the lesson publishing is announced to students, the teacher can create and post on SLE initial assignments, problems, tasks and resources that are used for student interaction and the problem-based learning approach.

It is left to the instructor's judgment and style of teaching to arrange the sequence and timing of these activities. Once the initial content and learning activities are ready, the teacher can choose to post on Face book that the lesson is ready in order to engage the students.

4.2. Modeling Of Learning Activities:

With the existence of SLE, the students are given a choice of different styles of learning. The students have a choice between instructional based learning by using created instructional content posted on LMS and problem based learning through tasks and activities posted on SLE. The models of both learning activities are given in Fig. 3. The coexistence of both LMS and SLE allows not only for different styles of learning, but also for students to go back and forth between them.

The process of SLE usage is as follows:

1. The students are assigned a problem, which relates to the lesson and are encouraged to share among each other resources and materials that will help them to solve the problem.

2. The teacher concurrently points out useful resources. In addition, the teacher provides smaller tasks aimed to develop certain skills necessary for the given lesson.

3. The students are encouraged to post tasks to each other when they want to share a newly developed skill that was not already posted by the instructor. These tasks can also include interesting examples, which can provide insight in solving the problem or completing the task.

4. Commenting on the existing posts and publishing of new tasks and resources in SLE generates Face book announcements for each learner.

5. While the students work on the problem, they share discoveries that they find useful and interesting. The students can also publish their interesting findings on Face book.

6. At any moment, the students can choose to view the lesson content. The links within SLE direct them to the published lesson.

7. The teacher serves as a moderator, and decides whether the posts are appropriate and related to the scope of the course. The exploratory information comprises of the accumulation of 5 Subject video Files with ten (10) keywords, all things considered. NPTEL provides E-learning through online Web and Video courses various streams. Table 3, Table 6 shows the comparison result of IRA. It illustrates the effectiveness of the performance is applicable in IRA

The evaluation was investigated in terms of two main measures, namely Precision and Recall. Precision represents the ratio for the cardinality of correctly returned video clips over the cardinality of the resulting video clips. Recall indicates the ratio for the cardinality of correctly returned video clips over the cardinality of the relevant video clips. Two measures are defined as follows:

Precision=Correct/Returned * 100

Recall=Correct/Relevant * 100

V. RESULTS AND DISCUSSIONS

5.1 NPTEL FILE DETAILS

5.1.1 DATA STRUCTURES AND C LANGUAGE EVA :[Expected Video Algorithm]

Re-Rank A Igorithm:

IRA:[Information Retrieval Algorithm]

5.1.2 Computer Architecture and OOAD: EVA:[Expected Video Algorithm]

Re-Rank Algorithm:

IRA;[Information Retrieval Algorithm]

The final retrieval meaning the overall system performance with the input query which shows the results, when user inputs the query, the final retrieval graph shows no of similar videos are available in the database, the total no of videos retrieved by the system, and most matched videos from database with the input query.

Conclusion:

In this work a software architecture model was proposed for the integration of different systems at a university. Integration of learning, business and computer supported collaborative learning environments was done by means of service oriented architecture using SOAP and REST Ful based web services. SOA was chosen as it allows best to meet the needs of an academic institution, which not only has educational and learning requirements, but it also deals with business environment and business processes that need to be integrated as well. The intent of this work was to recommend and improve interoperability between the systems in one institution and to allow this institution to adapt itself to the introduction of new technologies and systems.

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(1) Ms. N. Kalpana and (2) Dr. S. Appavu Alias Balamurugan

(1) Assistant Professor, Dept of CSE PSNA College of Engineering and Technology Dindigul.

(2) Prof & Head, Dept of ITKLN College of Information and Technology, Madurai.

Received 28 January 2017; Accepted 22 May 2017; Available online 28 May 2017

Address For Correspondence:

Ms. N. Kalpana, Assistant Professor, Dept of CSE PSNA College of Engineering and T echnology Dindigul.

E-mail: kalpanahere10@gmail.com

Caption: Fig. 1: NPTEL E learning panel

Caption: Fig. 2: System Model of Learning Management System

Caption: Fig. 3: LMS Integrations

Caption: Fig. 4: E-Learning Management System

Caption: Fig. 5 : E-Learning Flow Diagram
Table 1: The precision and recall for Artificial Intelligence and
DBMS

SI.NO   Data Structures

        Keyword           Precision   Recall

1.      Data Object       0.2         0.3
2.      Data Type         0.3         0.2
3.      Traversing        0.4         0.3
4.      Searching         0.4         0.2
5.      Insertion         0.3         0.2
6.      Deletion          0.1         0.3
7.      Sorting           0.2         0.4
8.      Element           0.4         0.3
9.      Index             0.4         0.3
10.     Linked List       0.3         0.2

SI.NO   C Language

        Keyword              Precision   Recall

1.      Text editor          0.3         0.4
2.      Compiler             0.2         0.3
3.      Header files         0.2         0.4
4.      Tokens               0.3         0.4
5.      Identifiers          0.2         0.1
6.      Keywords             0.4         0.6
7.      Functions            0.67        0.25
8.      Arrays               0.32        0.45
9.      Control statements   0.3         0.5
10.     Derived Types        0.45        0.55

Table 2: The precision and recall for Artificial Intelligence
and DBMS by Re-Rank

SI.NO   Data Structures

        Keywords          Precision   Recall

1.      Data Object       0.3         0.2
2.      Data Type         0.4         0.2
3.      Traversing        0.5         0.4
4.      Searching         0.4         0.5
5.      Insertion         0.5         0.4
6.      Deletion          0.3         0.3
7.      Sorting           0.4         0.5
8.      Element           0.4         0.5
9.      Index             0.5         0.4
10.     Linked List       0.5         0.4

SI.NO   C Language

        Keywords             Precision   Recall

1.      Text editor          0.3         0.4
2.      Compiler             0.2         0.3
3.      Header files         0.2         0.4
4.      Tokens               0.3         0.4
5.      Identifiers          0.2         0.1
6.      Keywords             0.4         0.6
7.      Functions            0.67        0.25
8.      Arrays               0.32        0.45
9.      Control statements   0.3         0.5
10.     Derived Types        0.45        0.55

Table 3: The precision and recall for Artificial Intelligence and
DBMS by IR

SI.NO   Data Structures

        Keywords          Precision   Recall

1.      Data Object       0.6         0.7

2.      Data Type         0.7         0.7
3.      Traversing        0.8         0.7

4.      Searching         0.7         0.8

5.      Insertion         0.7         0.8
6.      Deletion          0.5         0.5
7.      Sorting           0.6         0.6
8.      Element           0.7         0.7
9.      Index             0.5         0.6
10.     Linked List       0.6         0.6

SI.NO   C Language

        Keyword s            Precis ion   Recall

1.      Text                 0.6          0.67
        editor
2.      Compile r            0.78         0.78
3.      Header               0.68         0.67
        files
4.      Tokens               0.69         0.79

5.      Identifiers          0.67         0.87
6.      Keywords             0.9          0.78
7.      Functions            0.68         0.58
8.      Arrays               0.68         0.78
9.      Control statements   0.8          0.7
10.     Derived Types        0.78         0.89

Table 4: The precision and recall for Operating System and Soft
computing

SI.NO   Computer Architecture

        Keywords       Precision   Recall

1.      Performance    0.2         0.3
2.      Parallelism    0.3         0.2
3.      Eight Great    0.4         0.3
        ideas
4.      Pipelining     0.4         0.2
5.      Hazards        0.3         0.2
6.      Memory         0.1         0.3
        Hierarchy
7.      Control        0.2         0.4
8.      Processing     0.4         0.3
9.      Sign Extend    0.4         0.3
10.     MIPS           0.3         0.2

SI.NO   OOAD

        Keywords                       Precision   Recall

1.      Object-Oriented Analysis       0.2         0.3
2.      Object-Oriented Design         0.3         0.2
3.      Object-Oriented                0.4         0.3
        Programme
4.      Class                          0.4         0.2
5.      iiterfice                      0.3         0.2
6.      Package                        0.1         0.3

7.      Relationship                   0.2         0.4
8.      UML Diagram                    0.4         0.3
9.      Class Diagram                  0.4         0.3
10.     States and State Transitions   0.3         0.2

Table 5: The precision and recall for Operating System and Soft
computing by Re-Rank

SI.NO               Computer Architecture

        Keywords                Precision   Recall

1.      Performance             0.4         0.5
2.      Parallelism             0.55        055
3.      Eight Great ideas       0.57        0.56

4.      Pipelining              0.5         0.6
5.      Hazards                 0.6         0.5
6.      Memory                  0.54        0.53
        Hierarchy
7.      Control                 0.35        0.46
8.      Processing              0.4         0.5
9.      Sign Extend             0.24        0.25
10.     MIPS                    0.26        0.4

SI.NO   OOAD

        Keywords                        Precision   Recall

1.      Object-Oriented Analysis        0.4         0.5
2.      Object-Oriented Desigi          0.55        055
3.      Object-Oriented                 0.57        0.56
        Progpamming
4.      Class                           0.5         0.6
5.      Interfc                         0.6         0.5
6.      Package                         0.54        0.53

7.      Relationship                    0.35        0.46
8.      UML Diagram                     0.4         0.5
9.      Class Diagran                   0.24        0.25
10.     States and State Transitions    0.26        0.4

Table 6: The precision and recall for Operating System and Soft
computing by IR

                   Computer Architecture

SI.NO   Keywords            Precision   Recall

1.      Performance         0.6         0.67
2.      Parallelism         0.78        0.78
3.      Eight Great ideas   0.68        0.67
4.      Pipelining          0.69        0.79
5.      Hazards             0.67        0.87
6.      Memory Hierarchy    0.9         0.78

7.      Control             0.68        0.58
8.      Processing          0.68        0.78
9.      Sign Extend         0.8         0.7
10.     MIPS                0.78        0.89

        OOAD

SI.NO   Keywords                      Precision   Recall

1.      Object-Oriented Analysis      0.6         0.7
2.      Object-Oriented Design        0.7         0.7
3.      Object-Oriented Progpamming   0.8         0.7
4.      Class                         0.7         0.8
5.      Interlace                     0.7         0.8
6.      Packag                        0.5         0.5

7.      Relationship                  0.6         0.6
8.      UML Diagram                   0.7         0.7
9.      Class Diagram                 0.5         0.6
10.     States                        0.6         0.6
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Author:Kalpana, N.; Balamurugan, S. Appavu Alias
Publication:Advances in Natural and Applied Sciences
Date:May 1, 2017
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