This paper introduces a web-based e-leaming platform for post-graduate education, called WebLS. WebLS provides a web-based, multi-platform tool, by which traditional instructors can archive their teaming materials on the web and students can do their personal teaming over the Internet. Uploaded contents can be used either in standalone or group teaming in real-time with discussion. WebLS supports contents with text, images, audio and video. It can import existing contents in well-known format, such as MS Word and PowerPoint. Flexibility of XML-based storage allows the uploaded teaming materials to be delivered in many different ways. The system is distributed as an open source software. Services have been made available on the Internet and its functions are continuously extended to cover user's requirements.

Blesius, C. R., P. Moreno-Ger, et al. (2007). .LRN: E-learning inside and outside the classroom - Supporting collaborative learning communities using a web application toolkit. Computers and Education: E-Learning, From Theory to Practice. B. FernandezManjon, J. M. SanchezPerez, J. A. GomezPulido, M. A. VegaRodriguez and J. BravoRodriguez. New York, Springer: 13-25.

LRN is an Open source Web portal and Web application toolkit designed to support both large and small communities of practice and learning inside and outside of educational institutions and the enterprise. LRN has the features of a complete Course Management System, but is focused on supporting collaborative online learning communities that often go beyond the typical institutional or course based setting. This chapter describes the main features of LRN, gives an overview of its modular and adaptable technical architecture, includes case studies from projects the authors are directly involved with (which help highlight the benefits of the platforms open source nature and its high performance capabilities), and concludes by giving a quick summary of the future direction of LRN and the not-for-profit corporation that has formed around the software.

Buzzi, M. C., M. Buzzi, et al. (2009). Accessing e-Learning Systems via Screen Reader: An Example. Human-Computer Interaction, Pt Iv - Interacting in Various Application Domains. J. A. Jacko. Berlin, Springer-Verlag Berlin. 5613: 21-30.

The evolution of the Information and Communication Technology (ICT) and the rapid growth of the Internet have impelled the pervasive diffusion of e-Learning systems. This is a great opportunity for visually-disabled people provided that both the interactive environment, created by the Learning Management Systems, and the Learning Objects, created by teachers, are properly designed and delivered. In this paper we investigate interaction of the blind user with an open source Virtual Learning Environment (Moodle) and discuss how the use of the W3C Accessible Rich Internet Applications (ARIA) suite may improve the experience of navigation via screen reader.

Cavalli, A., S. Maag, et al. (2004). A testing methodology for an open software E-learning platform. Edutech: Where Computer-Aided Design Meets Computer-Aided Learning. C. D. Kloos and A. Pardo. Norwell, Kluwer Academic Publishers. 151: 165-174.

This paper presents an outline of a methodology for the test of an open software e-learning platform. The methodology includes a test generation method from UML descriptions, in particular Sequence, Activity, Class diagrams and Navigation maps. The studied open software e-learning platform is dotLRN, an open source enterprise-class suite of web applications and portal framework for supporting course management, online communities and collaborations. The work presented in this paper is being developed in the framework of the E-LANE(1) project, an European and Latin American collaboration for the creation of an open software integrated platform for e-learning.

Chang, V. (2004). Reusable e-learning development: Case studies, practices and issues of awareness for knowledge-based organisations (Category: Academic/Technical). ITRE 2004: 2nd International Conference Information Technology: Research and Education, Proceedings. T. Boyle, P. Oriogun and A. Pakstas. New York, Ieee: 145-149.

Reusable e-learning development (RED) is defined as the cloning, modification and customisation of existing files or source codes for developing another website or another web-based application. RED does not imply just copying and changing existing files or source codes but rather, it provides a practical technique for time-saving, improving efficiency and maximising utility of existing resources for creating another website or another web-based application. RED is particularly useful for a large-scale web development, where there is an extremely high degree of overlapping of information, resources and web designs. Therefore, RED has been widely adopted by many knowledge-based organisations (KBO). In order to investigate the impacts of RED on KBO, various case studies, practices and issues of awareness for KBO are presented and analysed. This paper particularly focuses on studies and recommended practices from the University of Cambridge. Results from these case studies reveal a number of outcomes as described below. Firstly, RED has increased work efficiency by decreasing the quality project completion period, on average by 2-3 times less than the estimated period. This is particularly true for the Department of Physics at the University of Cambridge (DPUC). Secondly, RED can accelerate the progress of large-scale software development and course development due to its cost effectiveness, reusability, scalability and open source characteristics, thus bringing convenience to IT developers, tutors, course developers and learners. Company A in Singapore has made use of this benefit for generating more revenues. The Department of Engineering at the University of Cambridge (DEUC) has made use of this benefit for developing a student-centred model of learning. Thirdly, RED has further integrated with face-to-face training workshops, thus creating a greater improvement on both learning processes and learning efficiency as illustrated by the case study of DPUC. However, there are two issues of awareness. Firstly, RED should not be over-used. If so, developers who over-deploy RED for many years may create a habit of over-relying on source codes. In addition, learners may suspect the accuracy of web resources due to an extremely high degree of information and resource overlapping. Secondly, it is difficult to trace those who have partially copied the resources: (a) the extent of resources being copied and (b) the extent of ideas being copied. These issues reveal that there are currently no definite guidelines for RED due to different policies and different practices in different organisations and in different countries. However, recommended practices and new standards should emerge due to the increasing implementation and awareness by growing numbers of organisations and practitioners.

Chen, T. D. (2008). Methodology for supporting novel model of E-Learning platform in grid architecture. Advances in Web Based Learning - Icwl 2008, Proceedings. F. Li, J. Zhao, T. K. Shihet al. Berlin, Springer-Verlag Berlin. 5145: 314-321.

It combines grid technology with E-Learning, present an E-Learning architecture based on grid technology to support learning novel mode. By using Grid Computing technology, this method aims to integrate those unrelated computers in schools to replace high level server as the teaching platforms of E-Learning. Thus, not only the computer sources in schools can be fully used and applied, and moreover, constantly sharing the computer sources from other schools or associations as well as the computing capacities. In this paper, a prototype of E-Learning platform using grid environment is proposed, built up using a number of open source E-Learning software in a heterogeneous environment. In the future, using grid technology on E-Learning might be a new scheme. We also expect the outcome and experiences of this research can provide reference to the schools that wish to develop E-Learning environment for saving the cost and time in developing a similar system.

Corbiere, A. (2008). A framework to abstract the design practices of e-learning system projects. Open Source Development, Communities and Quality. B. Russo, E. Damiani, S. Hissam, B. Lundell and G. Succi. New York, Springer. 275: 317-323.

The use of ALT (Advanced Learning Technologies) creates dynamic sharing and exchanging between open Source communities that diffuse e-learning systems. In our opinion, the designer practices define new perspectives on e-learning design which are not structured and highlighted enough. This article shows the capabilities of a generic framework to analyse the design practices on a open source project and to explicit these practices. We describe how the semantics for architectural specifications proposed by RM-ODP (Reference Model-Open Distributed Process) framework were applied on an e-learning system project to analyse the principles of invariants, structural and functional.

Cucchiarelli, A. and S. Valenti (2004). Content management systems for e-learning: an application. Internet Society: Advances in Learning, Commerce and Society. K. Morgan and J. M. Spector. Southampton, Wit Press. 1: 165-174.

This paper discusses our approach to the tailoring of an open source Content Management System to use it as a Learning Content Management System, by providing modules for the management of Learning Objects and for their retrieval and indexing via Metadata. Both the description of what a Content Management System is and the key requirements that a Learning Content Management System must posses will be presented in the paper. Then, a working definition of Learning Object will be provided, and finally we will show how this model can be implemented using MD-PRO.

de Sales, L. M., F. B. Pontes, et al. (2006). Set your multimedia application free with ArCoLIVE: An open source component-based toolkit to support e-learning environments. Proceedings of the Fifth IASTED International Conference on Web-based Education. V. Uskov. Calgary, Acta Press: 121-125.

Some e-learning environment infrastructures have become complex to support multimedia mechanisms. As a consequence, many distance learning systems are developed without extensible features, which make them unchangeable. In spite of existing well-known e-learning solutions, many of them are generally proprietary and thus users must pay for them. For this reason, we then propose an open-source component based multimedia environment to support e-learning systems called ArCoLIVE. It provides a feasible and effective method that leverages the Internet to deliver anytime/anywhere multimedia services.

Deicke, B., J. T. Milde, et al. (2009). A Web-Based, Interactive Annotation Editor for the eCampus Development Environment for SCORM Compliant E-Learning Modules. Human-Computer Interaction, Pt Iv - Interacting in Various Application Domains. J. A. Jacko. Berlin, Springer-Verlag Berlin. 5613: 88-93.

The eCampus development environment was created in an interdisciplinary project at the University of Applied Sciences Fulda. Today it is a fully webbased application for the easy creation of E-Learning modules complying the SCORM standard. The webbased. interactive annotation editor for the eCampus development environment is used to both automatically and manually annotate existing OpenOffice documents in order to transform them into E-Learning modules. The editor is build using Open Source software and frameworks such as Ruby on Rails.

Di Cerbo, F., G. Dodero, et al. (2008). Social networking technologies for free-open source e-learning systems. Open Source Development, Communities and Quality. B. Russo, E. Damiani, S. Hissam, B. Lundell and G. Succi. New York, Springer. 275: 289-297.

In this paper, we illustrate Our methodology for academic teaching, based on cooperative learning paradigm, which also relies on cutting edge e-learning techniques. We use Web 2.0 resources to fulfill requirements for ail interactive-constructivistic "learning space", where blended-teaching paradigm may be proficiently applied. We extend ail existing Free/Open Source Software Learning Management System, to create a cooperative and community-based learning space adherent to our proposal.

Di Lecce, V., A. Giove, et al. (2009). VET: A Tool for e-Learning 2.0. Proceedings of the 8th European Conference on E-Learning. D. Remenyi. Nr Reading, Academic Conferences Ltd: 156-164.

Web based virtual worlds, social network, and more generally web 2.0 applications have been significantly impact on the e-learning. The real innovation is not purely technological, but social. In this context, our paper analyzes how to build a virtual environment tool that can take advantage of those web based training applications that are currently popular under the name: e-learning 2.0. The goal is structuring a Virtual Classroom being compliant with e-learning 2.0 standards and the social network approach, thus promoting the so called "collective knowledge" construction. The virtual environment tool (here referred to as VET) can be seen as a separate component easily integrable in any e-learning system. The two main types of computer mediated communication, asynchronous and synchronous, have been exploited to the utmost just for promoting the collaborative learning following the strengths of social software. Chat, forum, web tv and other communication tools were integrated in the chosen e-learning environment with regard to the training needs, always emphasizing the active role of every part involved in the learning process. The environment, based on open source software, presents a two-layer structure: on one hand there is the social network framework providing typical interaction functionalities accessible by all registered students that can freely communicate and cooperate without the trainer presence and on the other hand there is a different level of collaborative learning characterized by the virtual classroom, where the presence of the instructor is required. The here presented architecture shows a synergistic combination of web 2.0 applications in a single one for crossover e-learning purposes. The potential users can be found both inside and outside the academic setting. Moreover, the possible integration of advanced feedback sensors would be very advantageous for the developing specific assessment applications of the proposed environment.

Dimauro, G., A. Ferrante, et al. (2007). An overview on e-learning in the Italian Universities and the efforts of Bari University. Mathematical Methods and Computational Techniques in Research and Education. P. Dondon, V. Mladenov, S. Impedovo and C. Cepisca. Athens, World Scientific and Engineering Acad and Soc: 379-384.

In the era of globalization of goods and services, there are still difficulties in knowledge diffusion. The enormous potential of internetworking systems and devices for fast information sharing is not sufficient to determine the effective exchange of knowledge, as required to avoid the digital divide. E-learning is rightly considered an opportunity of great relevance for reducing the digital divide and ensuring faster and higher development trends. As matter of fact, several universities and companies are currently involved in using e-learning according to their own need and objectives. This notwithstanding several problems related to e-learning activities still remain. This paper presents an overview about the use of e-learning in the Italian Universities. The distribution of the most diffuse Learning Management Systems (LMSs) is here presented, by considering both open-source and commercial LMS platforms and a simple model is proposed and used for their comparative evaluation. At the end, the activity experienced at the Centre "Rete Puglia" of the University of Bari is described and the most relevant results are shown.

Dlouha, J. and L. M. Henderson (2008). e-Learning as an Opportunity for Virtual Mobility and Competence Development Within European Universities. 7th European Conference on E-Learning, Vol 1. R. Williams and D. Remenyi. Nr Reading, Academic Conferences Ltd: 297-307.

Article presents case studies of e-learning courses in higher education and examins them with respect to the added value they bring to the learning environment. Main benefits from the use of virtual environment in university teaching/learning are following: E-learning is a tool for development of higher order thinking skills through the support of an active learning process and mutual communication. In terms of teaching practice, it upgrades planning and organization of the learning process. On the content side, the virtual environment is supportive for understanding complex issues - it gives an access to diverse resources and possibility to link different information and reflect mutual relations. On the side of teaching method, e-learning provides students with an opportunity to develop knowledge independently by researching relevant resources and working with texts and materials in a process of reflecting and re-formulating ideas, building on them and amending them by personal contribution. It supports the interdisciplinary aspect of learning, enables students to approach problems from different points of view and actively handle the themes in a "scientific" manner. Students explore new ways of learning and prepare themselves for more decentralised learning and working arrangements. Also efficiency of meeting some of the learning objectives is being raised in electronic media by using diverse instructional strategies. Thus, the e-learning environment could be a starting point for "university level pedagogy" to value development of competences as much as acquisition of knowledge, which is currently neglected. In addition to this analysis, networks of European universities that create open spaces for virtual student mobility and represent a functional model of collaboration on different levels of education are introduced as models of "best practices". The virtual space opens opportunities to train collaborative competences and communication skills in a multi-cultural, international context. Description is focused on the existing higher education networks for sustainable development, the Virtual Campus for a Sustainable Europe (VCSE) and the PASDEL (practicing Sustainability through e-learning) network.

Eibl, C. J., S. H. B. von Solms, et al. (2007). Development and application of a proxy server for transparently, digitally signing E-learning content. New Approaches for Security, Privacy and Trust in Complex Environments. H. Venter, M. Eloff, L. Labuschagne, J. Eloff and R. VonSolms. New York, Springer. 232: 181-192.

Integrity as minimal requirement for successful protection of the learning process is neglected by most learning management systems. To implement integrity protection independent of existing e-learning systems we present the concept of a proxy server that digitally signs outgoing messages to the learning management systems and verifies the signature of incoming messages accordingly. We illustrate the architectural design and give specification details. Realization deliberations are outlined with respect to the hypertext transfer protocol. Finally, we discuss the approaches on the case study of the open-source learning management system MOODLE.

Feberova, J., T. Dostalova, et al. "Evaluation of 5-year Experience with E-learning Techniques at Charles University in Prague. Impact on Quality of Teaching and Students' Achievements." New Educational Review 21(2): 110-120.

Since 2004 implementation of e-learning has been systematically and continuously encouraged and supported at Charles University (CU). Open source system Moodle was chosen as an optimal Learning Management System for creation and management of e-learning courses. Evaluation of the five-year experience with e-learning shows that the continuous support of a suitable environment for the management of e-learning courses leads to the development of spontaneous implementation of this approach into the teaching process. A positive impact of e-learning on teaching outcomes was demonstrated by a course focused on medical informatics.

Fenu, G., M. Picconi, et al. (2009). XESS - Extended E-learning Support System. Ndt: 2009 First International Conference on Networked Digital Technologies. New York, Ieee: 165-170.

In recent years, Universities have begun to offer innovative services to students using technologies such as videoconferencing and e-learning platforms to provide a variety of courses. These services differ quite substantially and offer different benefits at different costs. Generally speaking, it is my difficult to estimate the total cost of an e-learning infrastructure, that takes into account start-up and steady state phases. Besides, the use of freeware or open source platforms can create other difficulties as, in many cases, no complete cost-benefit analysis exists that can consider hidden or related costs using this technology. Various methods are proposed in the scientific literature for tackling the problems related to the evaluation and the comparison between e-learning solutions. In this paper we discuss a new method for solving this kind of problems using a Decision Support System called XESS (eXtended E-learning Support System).

Fiaidhi, J., S. Mohammed, et al. (2003). Intellectual property protection for collaborative e-learning systems. Ic'03: Proceedings of the International Conference on Internet Computing, Vols 1 and 2. H. R. Arabnia and Y. Mun. Athens, C S R E a Press: 737-743.

Advanced web and multimedia technology have become a rich source of enabling tools for various human/commercial activites including e-learning. E-learning can lead the way in overcoming the acute global shortage of academic skills and resources, provided that credible e-learning systems and infrastructures have been developed and adopted. Collaborative approach is essential for creating such credible, but cost-effective, e-learning systems. Being an open media of communication and collaboration, the internet could also be a source of serious security problems such as plagairism and IP protection. This paper is concerned with the protection of intellectual property of all contributors to e-Learning objects. We aim to contribute to the standerdisation debate about collaborative e-learning systems. We shall propose a collaborative secure E-Learning architecture within which we discuss the various approaches to collaborative/joint watermarking techniques that could be used for IP protection of e-learning systems.

Fisler, J. and S. Bleisch (2006). ELML, the e-Lesson Markup Language - Developing sustainable e-Learning content using an open source XML framework. WEBIST 2006: Proceedings of the Second International Conference on Web Information Systems and Technologies - SOCIETY, E-BUSINESS AND E-GOVERNMENT / E-LEARNING. Setubal, Insticc-Inst Syst Technologies Information Control & Communication: 180-187.

eLML, the open source "eLesson Markup Language", is an XML framework allowing authors of e-Leaming lessons to create structured and sustainable content. eLML is based on the pedagogical concept ECLASS (adapted from Gerson, 2000), standing for entry, clarify, look, act, self-assessment and summary. Each lesson is divided into units that contain a number of smaller learning objects. To allow different teaching and learning scenarios most of the structure elements are optional or can be repeated several times and in different orders. Lessons written with eLML can be transformed into HTML or PDF or be imported into a learning management system (LMS) using the SCORM or IMS Content Packaging format. The paper presents experiences from the development of eLML itself, the design of e-Leaming content based on the eLML-structure, and the use of eLML-based content in conjunction with a LMS.

Fisler, J. and F. Schneider (2009). Creating, Handling and Implementing E-learning Courses Using the Open Source Tools OLAT and eLML at the University of Zurich. Wcecs 2009: World Congress on Engineering and Computer Science, Vols I and Ii. S. I. Ao, C. Douglas, W. S. Grundfest and J. Burgstone. Hong Kong, Int Assoc Engineers-Iaeng: 610-617.

This paper presents two open source e-learning tools developed at the University of Zurich: OLAT (Online Learning And Training), a learning management system (LMS) used by universities worldwide to present and manage e-learning content and scenarios, to provide collaborative tools to student groups and to run assessments. And eLML (eLesson Markup Language), a self-contained tool used to create structured e-content which can be imported into OLAT. eLML was originally started in 2002 by the Swiss GIS-project "GITTA" and is now used by many universities in Switzerland, Germany and Austria. OLAT was originally started as a student project in 1999 and became the strategic LMS of the University of Zurich in 2003. One year later - after a complete redesign based on the programming language Java - OLAT was released under the Apache Open Source license and made available to a worldwide user community. Today OLAT is used not only by over 40'000 students at the University of Zurich, but OLAT servers are also running in nearly 40 countries and it has been translated to 30 languages. After an introduction, the authors present both eLML and OLAT, its features but also its limitations. The paper concludes with a discussion about open source software development and a short outlook.

Forman, D., L. Nyatanga, et al. (2002). "E-learning and educational diversity." Nurse Education Today 22(1): 76-82.

This article discusses the nature of electronic learning (E-learning) and argues for its centrality to educational diversity and the shift from teaching to learning. It is argued that E-learning is the new wave strategy that sits comfortably with other strategies developed for the 21st century. As such it challenges the traditional 'banking concept' of education, where the teacher is seen as the font of knowledge as long as students acknowledge this and are eager to absorb the teacher's vital knowledge. The article argues that E-learning should replace what Freire (1994) calls the backing concept of education, which is at odds with other 21st century approaches such as lifelong learning, open and flexible learning and the accreditation of prior learning (APL) to name only a few. In suggesting the shift from the traditional approach to E-learning, the article acknowledges issues of quality assurance and the need to maintain not only standards of achievements but also the comparability of those standards. Strategies for developing E-learning material and maintaining standards are discussed. McKey (2000) and Salmon's (2001) model of E-learning development and management are used to show how E-learning works in practise. The article then focuses on the role of E-learning as a catalyst for educational diversity, freedom to learn and equality of opportunity. While E-learning encourages diversity it paradoxically creates programmes that are more specifically tailored to the market needs than traditionally validated programmes. This is seen as very good in terms of addressing specific needs, for instance, specific knowledge and skills for a particular market. The learners or students in that particular market will feel that their specific needs are recognized and addressed, and will thus see the E-learning programme as having relevance for them. The article concludes by asserting that adequate resources, particularly learner support, will distinguish quality or good programmes from bad ones. (C) 2002 Harcourt Publishers Ltd.

Georgouli, K., I. Skalkidis, et al. (2008). "A framework for adopting LMS to introduce e-learning in a traditional course." Educational Technology & Society 11(2): 227-240.

As more and more teachers in tertiary education experiment with technology, looking for new ways of enhancing their traditional ways of teaching, the need of flexible tools able to support well planned blended learning scenarios emerges. Learning Management Systems, especially those which are based on open source software, have shown to be very helpful in reaching this goal. Nevertheless, technology alone is not sufficient because teachers have to understand beforehand the potentials it offers in order to be able to use it effectively in redesigning their educational scenarios. In this paper we present a framework for introducing e-learning in a traditional course. The framework can be used as a guideline for the development of an instructional model incorporating a pertinent pedagogical setup which federates learning and "learner-centered" factors. We illustrate this process with a case study that shows how the recommended method has been applied to make a successful transition to a blended learning format that combines face-to-face sessions with distance communication. Based on this experience and on the results from the evaluations we have conducted in the last few years (3 surveys with 316 participants), we claim that e-learning methods and tools can indeed help in efficiently supporting the students and in improving the quality of learning.

Giannakoulopoulos, A., A. Floros, et al. (2009). Crossing the Ts and Closing the Tags: Improving Web-Standards Compliance in Open Source e-Learning Platforms. Proceedings of the 8th European Conference on E-Learning. D. Remenyi. Nr Reading, Academic Conferences Ltd: 219-227.

In this paper we argue that Web-standards compliance of open source e-learning platforms is an important issue which has to be thoroughly addressed. The draft evaluation of randomly selected open source e-learning platforms, against usability and accessibility standards, resulted in an unexpectedly high failure rate for the validators employed and eventually set the basis for the examination of learning management systems with respect to Web-standards. In an effort to improve the level of Web-standards compliance, we attempt to identify the type of the usual mistakes, along with their origin, and suggest appropriate solutions. More specifically, we attempt to classify the errors according to the alleged origin source by testing demonstrative installations of e-learning products as provided by their developers. In the first part we discuss in theoretical level the way in which contemporary content management systems affect the web publishing process, as opposed to the static hypertext authoring of the past. In addition, we argue in favour of Web-standards compliance especially in the case of e-learning platforms. In the second part, which is oriented to practical solutions, we examine, in a per e-learning platform basis, characteristic examples of code fragments which fail to comply with Web-standards and we demonstrate the appropriate solutions. An important part of this section is the distinction between the errors found in the original source code, which should be attributed to the developers and the errors found in the markup code of the content, which should be attributed to the user who provided the content. The contribution of this work is bi-fold: At the theoretical level it examines the importance of Web-standards with respect to open source e-learning tools and argues in favour of compliance with the established standards in order to enhance usability and accessibility for the benefit of end-users. At the practical level it provides examples of solutions to the most common errors observed in the evaluated platforms and proposes the implementation of techniques that improve Web-standards compliance. The main conclusion, reflected in the title of the paper, is that most Web-standard compliance failures can be easily avoided by the use of well-known techniques and practices already established. In the modern hypertextual environment, "closing the tags" and following the Web-standards seems to be, more or less, the equivalent of our childhood's "crossing the Ts and dotting the Is"!

Goeman, K., B. De Gruyter, et al. (2003). Exploring new boundaries for e-learning: Multicasting via satellite. Ict'2003: 10th International Conference on Telecommunications, Vols I and Ii, Conference Proceedings. New York, Ieee: 1741-1745.

In order to manage successful virtual distance learning programs (higher) education institutes should implement multimedia enriched learning materials which can be used in multiple environments/situations. This not only opens up new markets but also gives teachers and learners flexible access to rich online learning resources, leading to new pedagogic practice and giving students better preparation for the challenges of the workplace. However, several studies have reported frustrations with learners and educators due to technical problems, particularly the lack of broadband capacities. This paper describes an innovative IP multicasting approach to take advantage of video and multimedia elements that are commonly difficult to deliver over the Internet. The Content Conductor(R), an open and modular framework, provides a platform for fully integrated provisioning and service management of multicast communications and allows the seamless integration of different types of hardware equipment and application software. As a result of the unique characteristics of this system, broad e-learning modalities become available and manageable.

Graf, S. and B. List (2005). An evaluation of open source e-learning platforms stressing adaptation issues. 5th IEEE International Conference on Advanced Learning Technologies, Proceedings. P. Goodyear, D. G. Sampson, D. J. T. Yanget al. Los Alamitos, Ieee Computer Soc: 163-165.

This paper presents an evaluation of open source e-learning platforms. The main focus is on adaptation issues. The result of the evaluation shows that the platform Moodle outperforms all other platforms and also obtained the best rating in the adaptation category.

Greener, S. (2009). e-Modelling - Helping Learners to Develop Sound e-Learning Behaviours. Proceedings of the 4th International Conference on E-Learning. F. Salajan. Nr Reading, Academic Conferences Ltd: 158-164.

The learning and teaching relationship, whether online or in the classroom, is changing. Mentis (2008) offers a typology of teacher roles gathered from current literature on e-learning including instructor, designer, guide, mediator, curator and mentor, which offer the university teacher a striking range of ways in which to develop relationships with students in the mutual development of knowledge and understanding. A study of Higher Education teachers in the UK proposed a shift in their role and behaviour concomitant with the explosion of VILE usage in universities (Greener 2008). As online and blended learning become familiar features in the university landscape, pedagogical discussions are being given more priority and ideas about how students can be enabled to learn appropriate skills for employability and lifelong learning, as well as higher order thinking, claim attention. Online, the teacher's status can easily be eroded, as learners can compare teacher-designed resources with video lectures from across the world on similar topics and chat directly with experts in the field through their blogs. Teachers who are open to new ways of thinking about their subject, and welcome such self-directed behaviour from learners, are most likely to integrate new technology into their teaching (Baylor and Ritchie 2002), and their own competence with technology will be a factor in how such integration works. But it is vital in these discussions not to lose sight of classroom behaviour in the rush to develop e-moderating and blogging skills for teachers. What teachers say and do in their face-to-face classes has always had a major impact on not only what is learned but also how it is learned. Bandura suggests that most human learning is done by observing and imitating others' behaviour (1977) provided the potential learner attends, can retain, reproduce and wants to do these things. So if we aim to integrate at least the affordances of VLEs into teaching design for blended learning, one of our considerations must be how the teacher uses the VILE in front of the learner. There is no doubt that teachers are increasingly uploading materials and weblinks etc into VLEs to support learners (or are made to by institutional policy). However there is less evidence that teachers are role-modelling effective e-learning to their learners. Some of this is about competence, but it is rare for a teacher to lack the ability to learn basic technology use. More of this reluctance is about fear and anxiety, to be shown up as incompetent in class to what are considered the net generation. This paper will explore the concepts and behaviours implied in the role-modelling of effective e-learning in the classroom, drawing on data from teachers and learners involved in using VLEs and other Web resources in face-to-face sessions.

Hatziapostolou, T. and I. Paraskakis (2009). Effective Provision of Formative Feedback in an e-Learning Environment. Proceedings of the 8th European Conference on E-Learning. D. Remenyi. Nr Reading, Academic Conferences Ltd: 250-258.

Formative feedback is a vital part of education. It can be effective in promoting learning if it is timely, personal, manageable, motivational, and in direct relation with assessment criteria. However, despite its importance, research suggests that a number of students do not value feedback primarily for reasons that relate to lack of motivation and difficulty in interpretation of the feedback comments. In this paper we present an e-learning environment that effectively supports the provision of formative feedback. Our aims are to enhance feedback reception and strengthen the quality of feedback through the method that it is communicated to the students. We suggest that an effective feedback communication method should integrate and facilitate a number of quality attributes in order to ensure that students engage with the feedback contents. We believe that the developed system successfully addressed the issues of student engagement and motivation and achieved its objectives. The results of using the system for two years indicate a positive perception of the students which, in turn, encourage us to further explore its effectiveness by integrating it into a an open source learning management system.

Hatzilygeroudis, I., C. Koutsojannis, et al. (2006). Adding adaptive assessment capabilities to an e-learning system. First International Workshop on Semantic Media Adaptation and Personalization, Proceedings. P. Mylonas, M. Wallace and M. Angelides. Los Alamitos, Ieee Computer Soc: 68-73.

In this paper, we present EX-COFALE, an extension to an existing open-source, web-based adaptive e-learning system, namely COFALE. COFALE, although offers facilities for adaptive content presentation, adaptive use of pedagogical devices and adaptive communication, it lacks facilities for adaptive student assessment. EX-COFALE remedies this deficiency of COFALE by allowing for automated test creation and assessment based on the students'knowledge information. To this end, COFALE has been modified to allow for representation of associations between test questions and learning concepts. Also, assessment is made at two levels, the concept and the goal level, taking into account the difficulty level of the questions. To technically achieve the above, expert systems technology is used

Hatzilygeroudis, I., C. Koutsojannis, et al. (2007). Evaluation of usability and assessment capabilities of an e-Learning System for Nursing Radiation Protection. Twentieth IEEE International Symposium on Computer-Based Medical Systems, Proceedings. P. Kokol, V. Podgorelec, D. MiceticTurk, M. Zorman and M. Verlic. Los Alamitos, Ieee Computer Soc: 301-306.

In this paper, we present the initial evaluation of EX-COFALE, an extension to an existing open-source, web-based adaptive e-learning system, namely COFALE developed and used for web-based education on Radiation protection in our Nursing Department. COFALE, although offers facilities for adaptive content presentation, adaptive use of pedagogical devices and adaptive communication, it lacks facilities for adaptive student assessment. EX-COFALE remedies this deficiency of COFALE by allowing for automated test creation and assessment based 017 the students' knowledge information. To technically), achieve the above, experts systems technology is used. The system is currently used by the students of our Nursing Department and has been initially evaluated for usability of the e-learning environment and effectiveness the educational content management including assessment capabilities.

Hiekata, K., H. Yamato, et al. (2007). Design engineering educational framework using ShareFast: A semantic web-based E-learning system. International Conference on Information Technology, Proceedings. S. Latifi. Los Alamitos, Ieee Computer Soc: 317-322.

Design is a a central activity to all types of engineering. Each engineer must be equipped with skills in desigm-tengineering. Education of design engineering, as a -result, has now started to change in response. This paper proposes a design engineering educational ftamework using ShareFast, an open source, client/server application for document management system based on workflow, as e-learning tool. The association between design documents and workflow is described by metadata based on Semantic Web technology. The client software offers a workflow editor to create;,and edit workflow. Additionally, the software offers a function for instructors to monitor learner's behavior so that they can analyze it to improve class efficiency. The e-learning system has been used for : empirical studies with university students. The results showed that learning engineering design by workflow helped the students understand design process more easily, and the system can shorten the students' learning duration.

Huang, C. J., C. H. Chen, et al. (2008). "Developing an Intelligent Diagnosis and Assessment E-learning Tool for Introductory Programming." Educational Technology & Society 11(4): 139-157.

Recently, a lot of open source e-learning platforms have been offered for free in the Internet. We thus incorporate the intelligent diagnosis and assessment tool into an open software e-learning platform developed for programming language courses, wherein the proposed learning diagnosis assessment tools based on text mining and machine learning techniques are employed to alleviate the loading of the teachers. Experiments were conducted in two introductory-undergraduate programming courses to examine the effectiveness of the proposed diagnosis and assessment tools. The learners' work including the source code and comments were processed by the proposed text mining and machine learning techniques. This system also provides immediate feedback and high-quality evaluation results to guide the learners with poor performance. Our experimental results reveal that the proposed work can effectively assist the low-ability learners.

Huang, C. J., S. S. Chu, et al. (2007). "Implementation and performance evaluation of parameter improvement mechanisms for intelligent e-learning systems." Computers & Education 49(3): 597-614.

In recent years, designing useful learning diagnosis systems has become a hot research topic in the literature. In order to help teachers easily analyze students' profiles in intelligent tutoring system, it is essential that students' portfolios can be transformed into some useful information to reflect the extent of students' participation in the curriculum activity. It is observed that students' portfolios seldom reflect students' actual studying behaviors in the learning diagnosis systems given in the literature; we thus propose three kinds of learning parameter improvement mechanisms in this research to establish effective parameters that are frequently used in the learning platforms. The proposed learning parameter improvement mechanisms can calculate the students' effective online learning time, extract the portion of a message in discussion section which is strongly related to the learning topics, and detect plagiarism in students' homework, respectively. The derived numeric parameters are then fed into a Support Vector Machine (SVM) classifier to predict each learner's performance in order to verify whether they mirror the student's studying behaviors. The experimental results show that the prediction rate for the SVM classifier can be increased up to 35.7% in average after the inputs to the classifier are "purified" by the learning parameter improvement mechanisms. This splendid achievement reveals that the proposed algorithms indeed produce the effective learning parameters for commonly used e-learning platforms in the literature. (C) 2005 Elsevier Ltd. All rights reserved.

Intakosum, S., J. Feangfu, et al. (2006). Adding lesson structures to improve e-learning frameworks. Eista '06: 4th Int Conf on Education and Information Systems: Technologies and Applicat/Soic'06: 2nd Int Conf on Social and Organizational Informatics and Cybernetics, Vol I. F. Malpica, A. Tremante and F. Welsch. Orlando, Int Inst Informatics & Systemics: 194-197.

This paper proposes an improved version of Moodle, one of free and open source e-learning frameworks, by adding three standard lesson structures. As a result, this version of Moodle allows instructors to easily produce a high quality lesson.

Ionescu, F., E. C. Stoica, et al. (2008). Portlets-Based Portal for an E-Learning Grid. 2008 International Conference on Computational Intelligence for Modelling Control & Automation, Vols 1 and 2. M. Mohammadian. New York, Ieee: 1047-1052.

This paper describes a portlet-based portal that provides user interfaces for access a Grid-based e-learning platform, E-learning platforms that exploit resources and computing power of Grid infrastructure define the concept of "e-learning Grid". For the development of our e-learning Grid, we have used open source Globus Toolkit as core middleware and a Web e-learning application containing Learning Management System and Authoring Tools that supports Sharable Content Object Reference Model (SCORM). The users access Learning Management System and Grid resources through the Grid portal, developed in JSR-168 portlet technology, with GridSphere portel container and Vine portlets for Grid-specific operations. The Grid portal supports users authentication and authorization, credential delegation and single-sign on based on session credentials. The solution adopted provides very flexible opportunities for development and maintenance.

Kurilovas, E. and V. Dagiene (2009). Quality Evaluation and Optimisation of e-Learning System Components. Proceedings of the 8th European Conference on E-Learning. D. Remenyi. Nr Reading, Academic Conferences Ltd: 315-324.

The main research object of the paper is investigation and proposal of the comprehensive Learning Object Repositories (LORs) quality evaluation tool suitable for their multiple criteria evaluation and optimisation. Both LORs 'internal quality' and 'quality in use' evaluation (decision making) criteria are analysed in the paper. The authors have analysed several well-known LORs quality evaluation methods. In their opinion, the comprehensive multiple criteria evaluation tool of LOR quality should include both general software 'internal quality' evaluation criteria and 'quality in use' evaluation criteria suitable for the particular project or user. In the authors' opinion, the proposed LOR 'Architecture' group criteria are general 'internal quality' evaluation criteria, and 'Metadata', 'Storage', 'Graphical user interface' and 'Other' are 'customisable' 'quality in use' evaluation criteria. The authors have also presented their comprehensive Virtual Learning Environments (VLEs) quality evaluation tool combining both 'internal quality' (i.e., 'General Architecture') and 'quality in use' (i.e., 'Adaptation') technological evaluation criteria. The authors have proposed to use the quality evaluation rating tool while evaluating LORs and VLEs. The authors have analysed that if we want to optimise LORs and VLEs (or the other learning software packages) for the individual learner needs, i.e., to personalise his/her learning process in the best way in conformity with their prerequisites, preferred learning speed and methods etc., we can use the proposed multiple criteria LORs and VLEs expert evaluation tools together with the experts preferred weights of evaluation criteria. In this case we have the multiple criteria optimisation task using criteria ratings and their weights. Quality evaluation criteria of the main e-Learning system components, i.e., LORs and VLEs are further investigated as the possible learning software packages optimisation parameters. Several optimisation methods are explored in the paper to be applied to optimise the learning software packages in conformity with the individualised learners needs. Several open source VLEs evaluation results are also presented in the paper.

Latif, N. A., M. F. Hassan, et al. (2008). Automated Notification and Document Downloading in E-Learning - Development of an Agent-Based Framework Utilizing the Push-Pull Technology Interaction Policy. International Symposium of Information Technology 2008, Vols 1-4, Proceedings - Cognitive Informatics: Bridging Natural and Artificial Knowledge. H. B. Zaman, T. M. T. Sembok, K. VanRijsbergenet al. New York, Ieee: 280-286.

This paper describes the processes of document downloading and announcement in the e-learning is automated via a proposed agent-based framework. In the framework, the interaction policy for the involved agents is based on combination technique which combined the push and pull mechanisms. The agent, based framework consists of four agents: search agent, priority agent, notify agent and download agents that are applied in the e-learning domain. To demonstrate the working of these agents within the e-learning domain, three scenarios with different level of complexity involving one course/subject are presented In general, these agents assist the students to get prompt notifications every time new documents are available in the course registered. Thus, eliminating the students from not knowing that new documents have been uploaded by the lecturers. Moodle, the e-learning domain is chosen since Moodle is an open-source Content Management System that encourages any developers to contribute new enhancement of the existing feature or create the new features for the benefits of Moodle users.

Li, Y. S., G. Gao, et al. (2009). Research on New Generation e-Learning System for Ubiquitous Learning. 2009 International Forum on Information Technology and Applications, Vol 2, Proceedings. Q. H. Zhou. Los Alamitos, Ieee Computer Soc: 275-279.

After years of research on ubiquitous learning, there is a trend of incorporating ubiquitous learning into mainstream of education. This demands new generation e-Learning system for learning anywhere, at any time, with any device. The paper introduces our on-going research efforts in the field. In the work, the concept called Ubiquitous Learning Object (ULO) is proposed, and the functions on a ULO can be extended flexibly with API implemented in web service. Besides, ULO is designed according to knowledge point of a course according to pedagogical requirements in ubiquitous learning environment. With the concept of ULO, a metadata model called Semantic-oriented Ubiquitous Learning Object Model (SULOM) is designed, and the model provides foundation for the realization of new type of courseware which can be delivered to different terminals adaptively. Now, the concept of ULO and the model of SULOM have been realized based on Fedora (an open source system), and the aforementioned approaches have be initially validated

Lu, B. Y., M. L. Tung, et al. (2007). Knowledge communication: Factor analysis of the open e-learning resources in higher education. Wmsci 2007: 11th World Multi-Conference on Systemics, Cybernetics and Informatics, Vol Iii, Proceedings. N. Callaos, W. Lesso, C. D. Zinnet al. Orlando, Int Inst Informatics & Systemics: 211-216.

This study attempts to introduce the computer aided classroom teaching with English open educational resources (OER) on internet in the course of Signals and Systems. The expected responses are: (1) students will feel easy. to study from the combined materials of translated textbooks and English aided educational websites from internet; (2) students can be induced to surf on the OER for self-study; and (3) students can improve the English reading by studying English OER with teacher's explanation of vocabulary and sentences. These responses were examined by the questionnaire. The computer aided classrooms were equipped the teaching-broadcasting and learning-monitoring s0ystem in department of electronic engineering, Tung-Nan Institute of Technology (TNIT). This system can be controlled to broadcast the screen of the teacher-use-only computer to those of student-use PCs, and synchronously connected with a projector to display onto a large screen or a hand-writing board. The results showed the presentation of the OERs actually dives the students a good guide to learn. Generally, students agreed that the aided content of the OERs is helpful to learn this course. Further discussions present the factor analysis of the OER aided integrative teaching from the aspects of university to teachers, university to students, and teachers to students, to evaluate the benefits of the integrative teaching method. Therefore, this study suggests the concept of vocabulary spectrum from our previous studies to help teachers and students learn OER especially in the non-English native speaking nations (NENSN). The presentations of computer aided plots and movies in the OER websites and software are intuitively much helpful to conceptual understanding in English to improve technology level and elevate language ability. On the other hand, the students in NESN can understand the knowledge and cultures of NNESNs' from OER vice versus. The selection of the textbook was one of the dominant factors to the teaching quality before, is now more important in the OER aided teaching. The combinations and linkages of contents between the OER and the textbook will be the most important work of teaching, because the content of the OER could be summarized from many textbooks causes the necessities of the combinations and linkages.

Lujara, S. K., M. M. Kissaka, et al. (2007). Introduction of Open-Source e-Learning Environment and Resources: A Novel Approach for Secondary Schools in Tanzania. Proceedings of World Academy of Science, Engineering and Technology, Vol 20. C. Ardil. Canakkale, World Acad Sci, Eng & Tech-Waset. 20: 331-335.

The concept of e-Learning is now emerging in Sub Saharan African countries like Tanzania. Due to economic constraints and other social and cultural factors faced by these countries, the use of Information and Communication Technology (ICT) is increasing at a very low pace. The digital divide threat has propelled the Government of Tanzania to put in place the national ICT Policy in 2003 which defines the direction of all ICT activities nationally. Among the main focused areas is the use of ICT in education, since for the development of any country, there is a need of creating knowledge based society. This paper discusses the initiatives made so far to introduce the use of ICT tools to some secondary schools using open source software in e-content development to facilitate a self-learning environment

Malataras, P. and N. Pallikarakis (2007). Evaluation of an E-learning course in biomedical technology management. Twentieth IEEE International Symposium on Computer-Based Medical Systems, Proceedings. P. Kokol, V. Podgorelec, D. MiceticTurk, M. Zorman and M. Verlic. Los Alamitos, Ieee Computer Soc: 687-692.

An e-learning course entitled "E-learning education in Management of Biomedical Technology" has been designed, developed, and delivered in Greece. The course was addressing a mixed group of attendees including biomedical engineers and technicians, as well as medical doctors and nurses. It has been delivered on the basis of blended Distance Learning Education, utilizing the Moodle open source platform. The course designed as a pilot case, aiming to assist the future implementation of similar courses in the field of Biomedical Technology in Greece A three phase evaluation procedure has been conducted in order to be examined (a)the appropriateness of the asynchronous e-learning approaches for the dissemination of biomedical topics targeted to biomedical, technical and medical staff of the Greek hospitals (b)the maturity of potential users in the adaptation of distance e-learning courses(c)the design and delivery parameters of e-learning courses for university and continuous education put-poses. The results of the evaluation activity are presented in this article.

Mihailescu, E. (2009). An Overview of Open Projects in Contemporary E-Learning: A Moodle Case Study. Intelligent Systems and Technologies: Methods and Applications. H. N. Teodorescu, J. Watada and L. C. Jain. New York, Springer. 217: 271-281.

The technical core of an e-leaning project is the LMS (Learning Management System) that is being used. This chapter reviews several c-learning platforms and discusses the importance of open source e-learning platforms and analyzes the total costs of implementation/educational output ratio. The result of the assessment shows that the open platform Moodle outperforms the majority of other platforms and it is used in a wide variety of e-learning projects at different academic levels, both college and university. Finally, we describe a Moodle LMS case study, the eCNDS (Computer Network and Distributed Systems E-Laboratory) at The Faculty of Electronics and Telecommunications from Technical University "Gheorghe Asachi" of Iasi.

Nedyalkova, A., T. Bakardjieva, et al. (2007). Application of an open source e-Learning platform - Experiences and suggestions. 6th European Conference on E-Learning. D. Remenyi. Nr Reading, Academic Conferences Ltd: 449-452.

This paper presents the results of a project to support lecturers in innovating their training process by the use of e-Learning platform. The aim of the study is to examine the special challenges of application of an open-source e-Learning platform. The start of the project was urged from the high and growing prices for license and service agreements, and the increasing availability of promising open source e-Learning platforms. Mainly, the applied platform has to be flexible, to be easily adjusted to suit changing situations and to be used successfully both in online courses as well as together with traditional teaching. An e-Learning platform is the perfect medium to support the face-to face education and blended learning as a whole. The project started with a formulation made by the teachers of the hypotheses concerning the possible added value of an e-Learning platform. This arose from their personal needs to innovate their education. Basically, the hypothesis centered on the role of the teachers, the role of the students and motivational, course concerned or learning skills. Action research has a direct impact on the education practice and the process of educational improvement, which continues after the initial project. Implementation of e-Learning requires consistent organization of the managing the group of educational activities and qualitative support by computer systems for increasing competitiveness on the educational field. An open source e-Learning platform is an appropriate environment for realizing bionational courses and joint education. Planning a common module for students in both institutions proved to be an extremely challenging task, compared to a course that is carried out by an institution from one country. The pilot courses provided the project team with some lessons and suggestions in this context. Using free open source software tools together with good communication can lead to a more positive university community. The expansion of information and communication technologies enables solving a lot of educational needs by the optimum way.

Omidinia, S., M. Masrom, et al. A Review on E-learning Development and Implementation in Developing Countries (Case Study of Iran). Proceedings of Knowledge Management 5th International Conference 2010. F. Baharom, M. Mahmuddin, Y. Yusof, W. H. W. Ishak and M. A. Saip. Sintok, Univ Utari Malaysia-Uum: 151-155.

E-Learning refers to the use of Information and Communications technology to enhance and/or support learning process. Today E-Learning in the context of education is a vital component. The objective of this paper is to review e-learning challenges in developing countries and specially to know what we have achieved in Iran, and what else we need to do make e-Learning as a major success which transforms Iran to knowledge society. Our finding have shown that the following factors can be attributed for hindering the success of e-Learning projects in Iran: process focus, implementation expertise, technology focus, open-source technology and one-time funding.

Pastor, R., T. Read, et al. (2009). Virtual Communities Adapted to the EHEA in an Enterprise Distance e-Learning Based Environment. Online Communities and Social Computing, Proceedings. A. A. Ozok and P. Zaphiris. Berlin, Springer-Verlag Berlin. 5621: 488-497.

This paper describes the e-learning architecture of the National Spanish Distance Learning University of Spain (LINED). The LINED has more than 200,000 users of e-learning systems (most of them, students) so it needed an enterprise architecture in order to ensure the performance of the virtual campus. The core of virtual campus is aLF (active learning framework) supported by dotLRN/OpenACS open source framework that provides the e-learning core services. aLF is was modified to support the EHEA learning model, based in activity curricula, providing full integration with the evaluation model of aLF and three new tools to focus on the student tasks planning.

Pina, A. and L. Huizi (2007). Importing-exporting data between e-Learning platforms in a blended-learning context using learning technology standards: Does it really work? 2nd International Conference on E-Learning, Proceedings. D. Remenyi. Nr Reading, Academic Conferences Ltd: 375-386.

This paper tries to contribute to the advance of the new learning methodologies, focusing on autonomous and continuous learning, aspects that are been promoted through the European Higher Education Area. Seen from an educational point of view, the student becomes the center of the learning process. Another great challenge lies in the use of a common language about the content of learning for our students between universities and among European employers. Finally another important challenge is called LifeLong Learning (LLL); this calls for great changes in the organization of the traditional university in order to offer continuous formation counting with sufficient flexibility in time and space. Using platforms of e-Learning is recognized as a natural way to support these methodologies which involve collaborative work of professors, managers and students. Within this context, some of the main issues are the use of E-Learning platforms and the different learning paradigms: face to face, blended or distance learning. The problem is not only to know which methodologies have to be used depending on the paradigm, but also to be able to have facilities, for example when we need to exchange information between different platforms. The interoperability between learning platforms for import-export contents is limited by the E-Learning standards supported, always referring to the type of package with which they can work. We have been experimenting with two E-Learning platforms, one commercial (WebCT) and the other one open source (Moodle), importing and exporting modules between them using IMS standard. Packages of type IMS, as well as SCORM have been generated, even using the freeware tool Reload that helps in creating the file that contains all the necessary information to identify objects and its structure. Working with both types of packages and the two platforms has allowed verifying that there are still some compatibility problems when exchanging information.

Price, B. (2009). Managing and Assessing Projects and Dissertations at a Distance with a Modified e-Learning Infrastructure. Proceedings of the 4th International Conference on E-Learning. F. Salajan. Nr Reading, Academic Conferences Ltd: 427-431.

E-learning systems and infrastructures have been deployed for many years to support classroom-based undergraduate teaching and assessment. Commercial systems such as Blackboard and open source systems such as Moodie provide an infrastructure for delivering teaching material and basic continuous assessment (assignments). While they fit the mould of standard university lecture-based courses, and to some extent distance-taught courses, they do little to support the development and assessment of advanced undergraduate and masters level projects and dissertations. Since undergraduate and masters students are rarely experienced researchers, projects and dissertations usually require regular progress checkpoints to keep the students on track. Another unusual feature of projects and dissertations compared to standard courses is that they usually require more than one person to assess them (double-marking or committee agreement). We have developed and evaluated a system for the management, administration, and assessment of distance taught masters level projects and dissertations which extends a conventional e-learning system. Called PADS (Projects and Dissertations System) it provides an authenticated web-based interface for researchers to propose projects for students to undertake as well as allowing students to propose their own projects. PADS supports the topic review and revision/acceptance/rejection process. It interfaces with standard university electronic assessment systems and manages the workflow for each of the student checkpoints, including managing the academics who review the work and managing moderation and third marking if two markers disagree. By automating the administration and management we are able to support over 100 students per presentation with over 200 students active at some stage of their project at a given time. In the two years since PADS was introduced we have seen the retention rate increase by more than 15% each year, the failure and resubmission rate dropped by 50%, and the percentage of dissertations awarded the top grade of distinction has increased from 5% to 16%.

Reyes, N. R., P. V. Candeas, et al. (2009). Comparing open-source e-learning platforms from adaptivity point of view. 2009 Eaeeie Annual Conference. New York, Ieee: 62-67.

The success of the e-learning paradigm observed in recent times has created a growing demand for e-learning systems in universities and other educational institutions, which has itself led to the development of a number of either commercial or open-source Learning Management Systems (LMS). While the usage of these systems gains recognition and acceptance amongst institutions, there are new problems arising that need to be solved. Because of multiplicity of platforms and approaches for systems implementation, it becomes increasingly difficult to manage or compare them. Each new LMS presents its own learning model. How to compare different e-learning platforms, and on what basis to choose the most adequate one, is a task of ever increasing importance. This paper describes and compares some widely used open-source e-learning platforms (Docebo, Moodle, Dokeos, Claroline, Atutor and Ilias) from the point of their adaptivity.

Romanca, M. and M. Neagoe (2006). e-Learning platform specifications - a case study. Proceedings of the 10th International Conference on Optimization of Electrical and Electronic Equipment, Vol Iv. M. Cernat, A. Nicolaide and I. Margineanu. Brasov, Transilvania Univ Press-Brasov: 207-212.

The purpose of this paper is to present and analyze the specifications of an e-Learning platform used firstly in the vocational education and training of web-based trainers'. The platform specifications were developed in the frame of the Leonardo da Vinci pilot project entitled WBT World (Building a Web Based Trainers' - Wide Open Resource for Learning and Development), RO/02/B/F/PP 141053. This paper aims also to presents some results and feedback from target group trainees after implementing the e-Learning platform.

Rosu, S. M., M. Guran, et al. (2007). E-learning sites development using Open Source Software support in the enterprise. 4th Balkan Region Conference on Engineering Education & Mse, Conference Proceedings - Bridging Cultures and Technologies in the 21st Century. C. Oprean, D. M. Duse and D. P. Brindasu. Clayton, Uicee, Faculty Engineering: 98-103.

The rapid development of a new technologies lead to invariable apparition of new evolving products on the market. For to keep pace with competitor companies it's imperative than the enterprises to assure a permanent training their employees adapted to market changes or trends and enterprise specifically. Important is to make this activity with low cost because employees training isn't a temporary enterprise activity. E-learning represent today the best alternative solution to traditional methods for organizations considering than hereby the employees have all time access to the enterprise resources, knowledge and information's. We present in this paper a model for e-learning sites built in the enterprises with open source software support (OSS).

Rosu, S. M., L. Rosu, et al. (2008). Enterprise E-Learning Sites Development Using Omt Methodology. Annals of Daaam for 2008 & Proceedings of the 19th International Daaam Symposium - Intelligent Manufacturing & Automation: Focus on Next Generation of Intelligent Systems and Solutions. B. Katalinc. Wien, Daaam Int Vienna: 1193-1194.

In order to keep pace with competitor companies it is imperative for the enterprises to ensure a permanent training to their employees, training adapted to market changes or trends and enterprise specifically. In that direction, e-learning represents today the best alternative solution to traditional methods for organizations considering that the employees have all time access to the enterprise resources, knowledge and information. In this paper, there will be provided a model for e-learning sites built in the enterprises with open source software (OSS) support.

Saxena, L. (2006). E-learning resource management knowledge. Technologies for E-Learning and Digital Entertainment, Proceedings. Z. G. Pan, H. Diener, X. G. Jin, S. Gobel and L. Li. Berlin, Springer-Verlag Berlin. 3942: 140-146.

Through E-Learning Managment Multimedia and virtual reality Internet Web sites, e-mail, e-governance, e-business, e-banking, video tele coference, smart cards, and digital cameras etc. fastest means of information and communications that have shrunken the world into a global village. Computer mediated video and CD ROM's are being used to impart distant education programmes. A network of e-health and telemedicine allows the hospital and specialists to recieve and transmit medical records for treatment of the needy patients at remote areas. Akshay -a computer drived e-literacy programme in India, a net work over 600 village telecentres is reaching to more than 3.6 million people. MEDINA project is a unique venture of 14 (MED iterranean countries by INternet Access) to highlight thier cultural identity. Sattelite imegery are used to prepare digitised maps of cultural and heritage sites Humpy. 'Jal Chitra' is an interactive programe to browse a community based water resource map of the villages. Active techno-pagans like cyber sangha and roman catholic churches are using internet to spread massage of peace, love and non violance. A web-based governance offers a direct link to government services, available to the citizens like G2C: Government to Citizen Interface. G2B: Government to Business tansactions, Company Registrations, Trade Licenses/Permits etc.. between the Government & Businessmen. OPEN, that is' Online Procedures ENhancement for civil applications allows the citizens to monitor the status of their complains on the Internet.

Schutze, B., P. Mildenberger, et al. (2006). "E-learning in radiology; the practical use of the content management system ILIAS." Rofo-Fortschritte Auf Dem Gebiet Der Rontgenstrahlen Und Der Bildgebenden Verfahren 178(5): 525-530.

Purpose: Due to the possibility of using different kinds of visualization, e-learning has the advantage of allowing individualized learning. A check should be performed to determine whether the use of the web-based content management system ILIAS simplifies the writing and production of electronic learning modules in radiology. Materials and Methods: Internet-based e-learning provides access to existing learning modules regardless of time and location, since fast Internet connections are readily available. Results: Web Content Management Systems (WCMS) are suitable platforms for imparting radiology-related information (visual abilities like the recognition of patterns as well as interdisciplinary specialized knowledge). The open source product ILIAS is a free WCMS. It is used by many universities and is accepted by both students and lecturers. Its modular and object-oriented software architecture makes it easy to adapt and enlarge the platform. The employment of e-learning standards such as LOM and SCORM within ILIAS makes it possible to reuse contents, even if the platform has to be changed. Conclusion: ILIAS renders it possible to provide students with texts, images, or files of any other kind within a learning context which is defined by the lecturer. Students can check their acquired knowledge via online testing and receive direct performance feedback. The significant interest that students have shown in ILIAS proves that e-learning can be a useful addition to conventional learning methods.

Silvestru, C., D. S. Colibaba, et al. (2007). "The development of the e-learning platforms in the new economy for a better training of the human resources." Economic Computation and Economic Cybernetics Studies and Research 41(1-2): 231-238.

In this paper we are trying to present the evolution of the traditional ways of training in the context of the new economy. Because of the rapid development of the ICT tools the teaching process is going in the direction of virtual classrooms. E-learning platforms are quickly developing and organizations, universities are beginning to use them frequently. The new methods of teaching in our opinion are the result of the new economy and open a door to an infinite potential of development for the e-learning platforms so that the human resource component gets a better training.

Sparacia, G., F. Cannizzaro, et al. (2007). "Initial experiences in radiology e-learning." Radiographics 27(2): 573-581.

The use of two different educator-centric learning management systems (LMSs), Moodle and Manila, for radiology e-learning was formatively evaluated and the implications of the future use of LMSs in radiology education were explored. NeuroRAD, a neuroradiologic digital library and learning community, is implemented with Moodle, one of the most popular open-source educator-centric LMSs. Pediatric-Education.org, a pediatric digital library and learning community, is implemented with Manila, a commercial educator-centric LMS. Quantitative and qualitative analyses of these LMSs were performed with World Wide Web server log file statistical programs and user-submitted comment forms. In 2005, NeuroRAD was used by 9959 visitors, who read 98,495 pages of information, whereas PediatricEducation.org was used by 91,000 visitors, who read 186,000 pages of information. Visitors represented a wide spectrum of medical learners and used the sites to answer clinical questions; to prepare for lectures, conferences, and informal teaching sessions; and to stay up-to-date and prepare for examinations. Early results indicate that radiology learning communities can be implemented with educator-centric LMSs relatively easily and at low cost by radiologists with minimal computer expertise, and can find receptive and appreciative audiences. Online radiology learning communities could play a significant role in providing education to radiologists the world over throughout their careers. (C) RSNA, 2007.

Stetiu, M. and M. Cioca (2003). Using web technologies in interactive courses e-learning. 2nd Balkan Region Conference on Engineering Education, Conference Proceedings - BRIDGES FOR CO-OPERATION IN ENGINEERING EDUCATION. C. Oprean, C. V. Kifor and N. Georgescu. Clayton, Uicee, Faculty Engineering: 205-208.

The paper presents some modem techniques of study using the computer. The original informatic system proposed, allows the presentation of some interactive courses, at distance. The facilities offered by the web technologies of the "open source" type and Internet are exploited.

Tuparova, D. and G. Tuparov Management of students' participation in e-learning collaborative activities. Innovation and Creativity in Education. H. Uzunboylu. Amsterdam, Elsevier Science Bv. 2: 4757-4762.

The aim of the study is to present an approach for management of student participation in collaborative activities and techniques in open source e-learning environment. The focus is management of students' participation in collaborative method "Jigsaw" in e-learning environment Moodle. Results from pilot study with developed block "Jigsaw" are performed. (C) 2010 Elsevier Ltd. All rights reserved.

Ueno, H., Z. He, et al. (2009). WebELS: A Content-Centered E-Learning Platform for Postgraduate Education in Engineering. Human-Computer Interaction, Pt Iv - Interacting in Various Application Domains. J. A. Jacko. Berlin, Springer-Verlag Berlin. 5613: 246-255.

This paper proposes a general purpose e-Learning platform WebELS to support higher education in engineering and science especially for PhD education. WebELS consists of three major modules, i.e., Learning for self-learning, Meeting for Internet-based on-line meeting, and Lecture for Internet-based distance lecture, as an "all-in-one" system. Using an easy-to-use authentication interface non-IT users can edit their own e-Learning contents oil their personal computer as a series of slides from PPT, pdf, image and video data and upload to the WebELS server for e-Learning. Audio and cursor can be recorded onto each slide and be play-backed in a synchronized manner for helping understanding. WebELS is a Java-based server system and functioning in a low-speed Internet environment. The WebELS software is available as an open source system and is used in universities and industry in Japan and Asian countries.

Verhaaren, H. (2008). Content and Intense Cooperation, not Technology, are Essential for Quality Outcomes in e-Learning. 7th European Conference on E-Learning, Vol 2. R. Willimas and D. Remenyi. Nr Reading, Academic Conferences Ltd: 616-622.

The experiences with e-learning at the faculty of Medicine and Health sciences of Ghent University are evaluated in this paper. The aim is to delineate the conditions necessary for e-learning to bring quality improvement in education and knowledge acquisition. Since 2002 several digital logistics were introduced to improve the educational process. The print library was transformed into a full digital information system, constantly available on the web. Next to broad online journal access, e-Books now cover the entire curriculum. A wide variety of bibliographic and factual databases, a fast working interlibrary loan system, dissertations database, open access sources, institutional archive and academic bibliography, easy access to instructional materials, are all available for our users. The library space has changed in a digital study-platform with 160 desk top computers, 100 of which in a networked e-class. The digital course system offers on-line communication with and between educators and learners, and includes group collaboration possibility, Wiki and portfolio. Software programs are available using server-based computing. Despite the introduction of appropriate technology, its use is incomplete and the overall quality outcomes in knowledge acquisition seem limited. After six years of availability of all these digital auxiliaries, only a limited number of courses offer interactivity. The content of the learning platform is greatly limited to syllabi and PowerPoint presentations', the contact education is given primarily in class lectures and tutorials. Moreover we observe a limited use of the offered information resources and facilities. And above all, we have no single indication that our students acquire more knowledge. Two major factors relate to quality outcomes: content management and cooperation/collaboration. For both factors we list examples of activities which might promote the educational outcomes: 1. Improvement of content management: Promote constantly resources and facilities, development of new educational digital resources, integrate digital resources in the curriculum, develop a (multi-centre?) archive of educational materials, constantly measure student workload (to avoid information overload), train the staff in the use of digital resources (students get formal education), develop alternative assessment methods 2. Better cooperation: Integrate the materials over individual courses (recognition and booster effects), change the expectancies and attitudes of both educators and learners, create a team responsibility for education, improve technical support for the teaching staff in the construction of digital learning output, train the educators in e-course and e-evaluation design. e-Learning certainly has the potential of improving the quality outcomes of education, but this depends largely on content management, and more importantly, on human commitment to intensively collaborate and network between all participants in the learning process. Technology alone cannot produce any real beneficial effect on knowledge acquisition. Technology without added value is not worth the effort and investment.

Volpentesta, A., N. Frega, et al. (2004). Early steps towards an e-learning community at the University of Calabria. ED-MEDIA 2004: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vols. 1-7. L. Cantoni and C. McLoughlin. Norfolk, Assoc Advancement Computing Education: 5102-5107.

In this paper we describe the early phases of an e-learning community evolution we observed during the execution of the project iCampus.Unical at the Faculty of Engineering of the University of Calabria. Such a project is concerned with the realization and deployment of a course management web portal, based on open source software. The evolution of the technological system and of the associated community, as well as the relationship between them, are examined in order to identify factors and actions which turn an e-learning system users community into an actual e-learning community.

Wen, D. W. and F. H. Lin (2008). Ways and means of employing AI technology in e-learning systems. 8th Ieee International Conference on Advanced Learning Technologies, Proceedings. P. Diaz, A. Ignacio and E. Mora. Los Alamitos, Ieee Computer Soc: 1005-1006.

Employing the state-of-the-art artificial intelligence (AI) technology in current e-learning systems can bring personalized, adaptive, and intelligent services to both students and educators. Although we have seen more and more successful applications of AI in e-learning, most of them have not yet been expanded to or adopted in widely used e-learning systems, especially open-source learning management systems (LMS) such as Moodle, Sakai and so on. This observation takes us to the analysis and discussion of the current work in both LMS and applied AI. The findings include that current intelligent LMS systems are still in their early stage, while AI applications need to handle some problems or to be modified before applying them into the LMS systems, and AI technology also needs to be brought to open source communities.

Wen, F. A., J. Zhang, et al. (2009). Design and Application of an E-Learning Platform for Various Learning Groups. 2009 Ieee International Conference on Network Infrastructure and Digital Content, Proceedings. J. Guo. New York, Ieee: 731-735.

This paper designs and implements an individualized multimedia E-learning platform, multi systems based on one platform are published for various learning groups such as primary and middle school students, college students, or students of adult education. It based on J2EE and adopts the popular open source architectures SSH (Struts, Spring and Hibernate). The philosophy of the Question and Test Driven (QTD) are realized in the platform. A set of function for learner guide, the process control and teaching evaluation is provided. The application turns out that the platform is reasonably designed and can fully meet the requirements of school or individual learners.

Weng, T. S. and H. C. Lin (2007). The study of e-learning for geographic information curriculum in higher education. Proceedings of the 6th WSEAS International Conference on Applied Computer Science. A. P. Xu, H. Zhu, S. Y. Chenet al. Athens, World Scientific and Engineering Acad and Soc: 618-623.

The e-Learning has the main characteristics of learning anywhere and anytime. It can construct an independent and individualized learning environment and break through the restrictions of the conventional learning. Geographic information e-Learning Website has been built for high school with open source Course Management System. Based on the standard of SCORM, courses have been designed with collaborative learning, Critical Thinking Instruction and Activity theories and multimedia applications through built-in modules of Course Management System. By using the SCORM-compliant environment in Course Management System, the SCORM-compliant materials can operate smoothly. Learning packages manufactured for restrictive specifications can also input to implement and use with other SCORM compliant environment. It is a cost-effective and quickly teaching pattern for sharing and reusing educational resource and proceeding e-Learning with integrating SCORM standard and open source software. The purpose of study is constructing Geographic information e-Learning Website to assist geographic information education and promote students' learning achievement with interactive environment and attractive multimedia learning materials.

Ye, L., J. J. Zhu, et al. (2005). E-learning environment based on intelligent synthetic characters. Computational Science and Its Applications - Iccsa 2005, Vol 4, Proceedings. O. Gervasi, M. L. Gavrilova, V. Kumaret al. Berlin, Springer-Verlag Berlin. 3483: 30-37.

This paper introduces our approach to apply synthetic characters to behavior training in primary schools. Project groups include research centers from UK, Portugal, and China. Research members include artificial intelligent group, graphical group, educational group and psychological group. 24 months co-operation work and 4 meetings exchanging idea proof plentiful and substantial results. A closer link between China and EU countries in use of 3D interactive graphic environments in e-Learning has been established. Investigate results of synthetic characters in Potential Virtual Environments (PSE) is achieved from students' bullying phenomena, empathy change theory, In addition, the open source movement of designing synthetic characters has been launched. Both Asia IT&C committee and project groups are looking forward to new results.

Zhang, X., C. C. Gao, et al. (2008). Effects of parameter improvement mechanisms for intelligent E-learning systems. Proceedings of the Fifth International Conference on Information Technology: New Generations. S. Latifi. Los Alamitos, Ieee Computer Soc: 937-942.

In the recent years, a hot research topic in the literature is designing useful learning diagnosis systems. In order to set up effective parameters that are frequently used in the learning platforms, we advance three types of learning parameter improvement mechanisms in this article. The proposed learning parameter improvement mechanisms have three useful points: the first is that it can calculate the students' effective online learning time; the second is that the portion of a message in discussion section which is strongly related to the learning topics can be extracted; the third is plagiarism in students' homework can be defected easily. Then we feed the derived numeric parameters into a Support Vector Machine (SVM) classifier to predict each learner's performance so as to verify whether they reflect the student's studying behaviors. The results from experiments show that the prediction rate for the SVM classifier can be increased up to 35.7% in average after the inputs to the classifier are "purfied" by the learning parameter improvement mechanisms. This great achievement reveals that the proposed algorithms indeed produce the effective learning parameters for commonly used e-learning platforms in the literature.