Learning Content

Resumen
Actualmente existen gran variedad de Sistemas de Gestión de Aprendizaje - Learning Management System(LMS), al servicio de todos los niveles educativos y las áreas académicas. Esta diversidad origina un problema de semántica en el conocimiento haciéndolo disperso e inexacto debido a que cada LMS maneja sus propios formatos, arquitecturas y especificaciones. Esto dificulta la interoperabilidad de la información entre diferentes plataformas afectando principalmente a los estudiantes. En el  artículo se describe la propuesta de un modelo de interoperabilidad semántica para resolver las necesidades de intercambio de información caracterizadas de los LMS, a partir de las propuestas existentes de solución en el campo de las especificaciones de e-learning, los servicios Web y las ontologías en general.

Abstract
Currently there are a variety of Learning Management Systems (LMS) to serve all levels of education and academic subject areas. This diversity creates a problem making semantic knowledge dispersed and inaccurate because each LMS has its own format, architecture and specifications. This makes difficult the interoperability of information across platforms mainly affecting students. This paper describes the proposal of a model of semantic interoperability to solve the needs of identified information exchange based on existing proposal for solutions in the  field  of  e-learning  specifications,  Web  services  and ontologies.

The aim of the study was to develop the web-based teaching course for use in the process of Information and communication technology learning by the Tatar-speaking students. The first-year students of Higher School of Tatar Philology and Intercultural Communication of Kazan Federal University took part in the experiment. They were divided into two groups. The experimental group consisted of 25 trainees and control group included 25 students. The educational experiment was carried out during one semester of the academic year 2015/16 and 2016/17. In teaching of the subject 'Computer Science' (36 hours), the technology CLIL K1 and Web 2.0-based training materials were used in the experimental group. Processing of the results with the help of statistical methods led to the conclusion that the positive changes in the experimental group were due to CLIL-assisted training, using teaching materials, developed on the basis of Web 2.0 technologies K1.

— Today with advancement in Information Communication Technology (ICT) the way the education is being delivered is seeing a paradigm shift from boring classroom lectures to interactive applications such as 2-D and 3-D learning content, animations, live videos, response systems, interactive panels, education games, virtual laboratories and collaborative research (data gathering and analysis) etc. Engineering is emerging with more innovative solutions in the field of education and bringing out their innovative products to improve education delivery. The academic institutes which were once hesitant to use such technology are now looking forward to such innovations. They are adopting the new ways as they are realizing the vast benefits of using such methods and technology. The benefits are better comprehensibility, improved learning efficiency of students, and access to vast knowledge resources, geographical reach, quick feedback, accountability and quality research. This paper focuses on how engineering can leverage the latest technology and build a collaborative learning environment which can then be integrated with the national e-learning grid.