Literature Review on LMS

1. Making today’s Learning Management Systems adaptive

A Learning Management System (LMS) is software for delivering, tracking and managing
training/education. LMSs range from systems for managing training/educational records to
software for distributing courses over the Internet and offering features for online collaboration.
The research and development of Learning Management Systems (LMS) and Adaptive Learning
Environments (ALE) remained disconnected for a long time. The most popular LMSs like
Moodle, Sakai or Blackboard still do not support personalization as found in existing adaptive
educational hypermedia systems and applications. Although LMSs are very different and are
built for specific purposes (corporate or academic environment), they share a quite large set of
characteristics, such as:
- Manage users, roles, courses, instructors, facilities, and generate reports
- Course calendar
- Learning Path, defined as the route taken by a learner through a range of (commonly) e-
learning activities, which allows them to build learner’s knowledge progressively
- Student messaging and notifications
- Assessment/testing capable of handling student pre/post testing
- Display scores and transcripts
- Grading of coursework and roster processing, including wait listing
- Web-based or blended course delivery.
LMSs adaptation criteria are:
(1) Adaptability – includes all facilities to customize the platform/LMS for the
educational institution needs (e.g. the language or the design);
(2) Personalization aspects – indicate the facilities of each individual user to customize
his/her own view of the platform;
(3) Extensibility – is, in principle, possible for all open source products. Nevertheless,
there can be big differences. For example, a good programming style or the availability of
a documented application programming interfaces are helpful;
(4) Adaptivity – indicates all kinds of automatic adaptation to the individual user’s needs
(e.g. personal annotations of LOs or automatically adapted content).
In GRAPPLE Project authors use Shibboleth for single sign-on between GRAPPLE (the
GRAPPLE Event Bus is the GRAPPLE component directly involved in this) and
LMSs – Moodle, Sakai, Claroline, CLIX, learn eXact. The Shibboleth Identity Provider is able to
provide and validate unique identifiers to the users. LMS and ALE initiate the requests for
authentication and attributes and process incoming authentication and attribute information.

2. Quality Management of Learning Management Systems: A User Experience Perspective

Since the mid-nineties there is a plethora of LMS in the market with a vast array of features. The
increasing complexity of these platforms makes LMS evaluation a hard and demanding process
that requires a lot of knowledge, time, and effort. In this study the authors try to build a
conceptual framework and evaluation model of LMS through the lens of User Experience (UX)
research and
practice, an epistemology that is quite important but currently neglected in the elearning domain.
the main critical factors that influence the instructors’ perception of ease of use and perception of
the usefulness of LMSs. These factors focus on the instructors, organization, and technology:
  Instructor factors include attributes such as perceptions of self-efficacy, attitudes toward
LMS, experience, teaching style, and personal innovativeness.
 Organization factors include motivators, technology alignment, organizational support,
technical support, and training.
 Technology factors include system quality, information quality, and service quality.
The following summarizes some of the most popular trends in designing the new generation of
LMSs (Gautam, 2012):
1. Cloud-based LMS: Cloud-based LMSs have the capacity to bring down the cost of ownership,
very important especially for small and medium enterprises.
2. Personal Learning Environment: The PLE involves the smooth integration of web 2.0 services.
For instance, it is important for users to have several functionalities related to social networks in
one place for viewing. In addition it is important to incorporate a semantic search function to
enhance the user experience. Platforms with a semantic search function understand and track the
user’s search intention and context. In the same vein, a modern LMS must be able to assess
learners’ interests and gaps in knowledge and skills and proactively suggest new information,
courses, social communities, and networks for consideration. In addition LMSs must provide a
facility for user-based content generation.
3. A user experience that enhances learners’ motivation and engagement: LMSs can employ new
techniques such as gamification characteristics or APIs that support the incorporation of game
mechanics.
To this end we assert that there is a need for a shift in the new evaluation frameworks for LMSs
in the following dimensions:
 From evaluation of the administration and management experience to evaluation of the
user experience.
 From evaluation based on an instructor-centered model to evaluation based on customer-
centered development (with ‘customer’ comprising instructors, learners, and other
stakeholders).
 From the LMS as the locus for a closed, formal learning experience to a platform
supporting learners’ need to interact through social networks and other collaborative
informal learning spaces.
 In accordance with the above analysis, we attempt to formulate a new conceptual model
and a related survey tool for the evaluation of LMSs guided by the UX perspective.

3. LEARNING MANAGEMENT SYSTEMS (LMS) AND E-LEARNING

MANAGEMENT: AN INTEGRATIVE REVIEW AND RESEARCH AGENDA

Information Technology (IT) can be an important component for innovation as enables e-

learning and it can provide conditions for an organization to be able to work with new businesses
and improved processes. In this regard, Learning Management Systems (LMS) allow
communication and interaction between teachers and students in virtual spaces. The objective of
this paper is to search and analyze published studies about the application of LMS technology for
e-learning management until 2012. In this context, it helped to recognize the development of
LMS studies on e-learning managing over time and it thus allowed to envision new possibilities
for research. The integrative review should follow some well-defined steps:
Step 1: theme identification and research question selection,
Step 2: establishment of inclusion and exclusion criteria,
Step 3: identification of pre-selected and selected studies,
Step 4: categorization of the selected studies,
Step 5: analysis and interpretation of results and
Step 6: presentation of the review and synthesis of knowledge.

4. Libraries in the Learning Management System

In the absence of a standard or facilitated space for the library in LMS products, libraries
have developed a variety of strategies for providing resources, services, and librarians within the
virtual classroom. While originally designed to support online classes, Learning Management
Systems are now frequently used in face-to-face and hybrid (partially online) classes as well, as
the features provide a convenient space to make materials available and communicate with
students outside of face-to-face class time. Since before the existence of commercial LMSs,
librarians have been working to provide library content, instruction, and outreach to distance
students. Unfortunately, even with Canvas, the newest LMS option, which is known for its
flexibility, there is not a default librarian role, which suggests that libraries are still largely not
being considered in LMS development. As a consequence, academic libraries have had to be
creative in their approaches to embedding content, instruction, and librarians into the LMS
environment. Since the integration of the library is not a standard feature of any LMS, there is no
standard way that libraries have embedded themselves into the Learning Management System.
Some libraries have built this presence directly within the LMS itself, which requires a level of
library access for making updates, while others use an external site that is served up within the
LMS. Libraries have also developed instructional content in the LMS to be added by disciplinary
faculty into individual courses. Many of the largest hurdles with regard to integrating the library
into the Learning Management System are institution-specific, and thus, what is a problem for
one library may not be for another. One common roadblock is the willingness of the unit
administering the LMS to provide the library with access to the LMS and technological support
to achieve integration. A potential barrier to developing instructional content for multiple courses
in the LMS is the lack of a learning object repository. This is usually an add-on to the LMS that
can be costly, but without it, the library would have to create its content in each instructor’s
classroom rather than having a central place from which instructors could pull in the content.
One of the major drawbacks of offering a librarian discussion board in the LMS is the time it
takes to monitor the board and answer questions. Regardless of how the library is integrated into
the LMS, the likelihood of students using the library depends significantly on whether or not the
course instructor promotes library use. Librarians should look at how the LMS is used at their
institution, their internal technological resources, the ability to maintain a chosen embedded
approach in the long term, and the needs of students and individual programs in order to choose a
solution that strikes a balance between needs and resources.

5. THE EFFECTIVENESS OF USING LEARNING MANAGEMENT SYSTEMS AND

COLLABORATIVE TOOLS IN WEB-BASED TEACHING OF PROGRAMMING
LANGUAGES
This paper is about a pilot study which has been carried out at the Near East University during
the 2004/5 Fall Semester using the Moodle LMS together with GREWPtool collaborative editor.
Web-based learning (also known as “E-Learning”) is currently one of the major applications of
the Internet. Generally distance education has been delivered using the technology such as video
conferencing, videotape, satellite broadcast, TV broadcast, Internet, and so on. The aim of this
research has been to create an environment for teaching programming languages using a virtual
learning environment. In order to reach this aim we have sought answers to the following
questions:
 What are the opinions of students about the Near East University Virtual Learning
Environment (NEU-VLE) system?
 Are there any differences between the opinions of students about the NEU-VLE system who
take the Pascal and Java courses?
 What are the opinions of instructors about the NEU-VLE system? Students using the online
NEU-VLE system access the system from their places of study at their choice of time and a
typical session is as follows:
 Student enters the system by linking to the web site: http://cis.neu.edu.tr
 Student registers on the NEU-VLE system using the username and the password assigned to
them.
 Course notes are prepared in a weekly format and can be accessed by the students interactively
at any time and from any place. The lecture notes are prepared interactively in SCROM
(Sharable Content Object Reference Model) standards.
 After studying the course material students attempt to solve the self-test quizzes. Instructors
can create timed assessments that help the students take multiple times. The system
automatically scores multiple choices, true/false and short answer type questions and can display
instructor created feedback, explanations and links to relevant course material. Although we have
only used text, questions can contain images, video, and other multimedia files. The instructor
can randomize the questions in a test so that alternative questions can be presented to the
students.
 One of the innovative elements of the NEUVLE system is that the students and the instructor
can meet at pre-specified times using the collaborative tool (twice a week, with each session
lasting an hour). This feature has provided a highly interactive learning environment where the
students could ask questions to the instructor in an interactive manner while all the students
could participate in this interactive session. With the addition of the collaborative learning
environment the students felt more like in a traditional classroom.
 Before the mid-term and the final examinations, although not implemented in our study,
students can access the various online quizzes, video and media files, sample exam questions etc
so that they can prepare themselves for the real examinations.
At a glance the results suggest that both online classes had a positive opinion to NEU-VLE, with
the course for general studies having more significant positive response. It was observed that an
LMS on its own was not sufficient to provide the “real class” environment where students and
the instructor can interactively exchange messages. But when an LMS was used together with a
collaborative tool it had been possible to achieve the required “real class” feeling.

6. Learning Management Systems – Good, Bad, Ugly and the Truth

While the Learning Management Systems arena is more mature than other e-Learning
markets, the market is still growing and expanding beyond its humble course management roots
into comprehensive integrated talent management suites. During this growth and expansion some
clear marketshare and satisfaction leaders have emerged. While there are 135 active LMS tools
listed in the Guild’s supplier database, our survey results indicate that the top 10 LMS vendors
enjoy a 70% marketshare and the top 20 vendors own an 83% marketshare. Our survey also
revealed clear differences among the major players as well as clear differences in practices
among members who report a good ROI and those that report a poor ROI.

Highlights of our findings include:

• The cost per learner to acquire, configure, and customize an LMS for large corporations ranges
from $15.11 to $57.02.
• Skillsoft enjoys greatest overall satisfaction in large corporations with a large number of
learners impacted (greater than 5,000 employees and learners).
• 29.58% of survey respondents plan to upgrade their LMS and 10.69% plan to abandon their
current LMS and move to a different vendor.
• Moodle (yes, Moodle) enjoys both the largest market share and satisfaction in smaller
corporations with a smaller number of learners impacted (fewer than 5,000 employees and
learners).
• 11% of survey respondents indicate that they have not received a return on investment from
their investment in a Learning Management System.
• SumTotal is the market share leader in large corporations with a large number of learners
impacted (greater than 5,000 employees and learners).
• 21% of survey respondents use more than one LMS.

7. Learning Management System success: Increasing Learning Management System usage

in higher education in sub-Saharan Africa
Learning Management Systems (LMS) have been widely adopted by higher education
institutions globally for over a decade. Institutions in sub-Saharan Africa now spend a significant
proportion of their limited resources on installing and maintaining these systems. The article
investigates this question by analyzing the literature published on LMS usage from across the
region. In recent years, there has been an increasing adoption of LMS in higher education in sub-
Saharan Africa. Research conducted within the sub-Saharan Africa has also documented these
LMS adoption patterns. Usability is a measure of how users find the LMS easy to learn, easy to
use, and user-friendly. This is an important aspect of LMS design as it has direct impact on how
users use the system. If the LMS is easy to use and easy to learn, learners will use the system
more often. The majority of faculty members in higher education in sub-Saharan Africa lack the
tradition and the experience to develop quality materials for their students. As a result, it not
uncommon to find many adopted LMS do not have enough quality learning materials uploaded
in it. It should be noted that learners rely on learning materials as their major source of
information during the learning process. The majority of the users in sub-Saharan Africa have
not been exposed to many information systems, and therefore their confidence towards these
systems is always low. To be able to use the LMS effectively, institutions are required to provide
reliable, timely, and effective support services to such users. The support services such as
training, and several on-going support services are very important in order for users to continue
using the LMS installed in the institutions. The evidence from this study suggests that these
benefits will not be achieved if institutions cannot find strategies that can increase usage of
educational technologies in their institutions. There is evidence that users do not make full
utilization of the LMS and other technologies despite massive investment that has been made to
install and maintain them.

8. Open-Source Learning Management Systems: Sakai and Moodle

As education and training become more critical to success, organizations are struggling to find
the right blend of people, protocols, and systems to manage their learning programs. During the
past 15 years, learning management systems (LMS) have become important for eLearning
providers as platforms to handle course registration, content storage and delivery, assessments,
administration, and reporting. Today, the top open-source LMS options provide:
o Feature-rich toolsets;
o Enterprise-grade stability, scalability, and security;
o A high degree of control and flexibility; and
o Generally lower long-term costs than commercial options
Common functionalities included in most enterprise-grade LMS solutions today also include:
o Content management features that provide control over the storage, aggregation,
retrieval, and delivery of learning materials. LMS administrators can also create
catalogs and match learners — or groups of learners — to courses;
o Rebranding and customization options;
o User management tools allowing administrators to categorize users and assign
them to roles and groups;
o Assessment creation, grading, and tracking features;
o Collaboration tools, such as email, wikis, discussion boards, and chat;
o Reporting and analytics about system and course usage, learner progress,
assessment results, and more; and
o Security features limiting access to authorized people and roles.
Much of Moodle’s popularity rests on its ease of use. As an LMS, it provides a robust toolset,
particularly thanks to plug-in modules that greatly increase its functionality. Moodle’s feature set
includes:
o Site management and administrator tools;
o A variety of user management options, including multiple authentication options,
online profile building, and role-based assignments and permissions;
o Registration and enrollment tools and plug-ins; and
o Course management and communications options, including chat, forums, wikis,
assessment builders, and more.
Sakai was conceived as a collaborative learning environment, and its collaboration tools do
indeed cover the full gamut offered by most commercial solutions. Sakai offers four main
categories of features and tools:
o General collaboration features. These range from course announcements to Wikis
to RSS feeds, covering most common Web-based collaboration and communi-
cations tools.
o Teaching and learning features. These course management and learning tools
allow instructors to build and plan lessons, create and grade assignments, develop
and offer tests and other assessments, and share files via a drop box.
o Portfolio tools. These feature offerings are designed to help users create, publish,
share, and view portfolios of work. They include a variety of templates, matrices,
and wizards to make portfolio building easy.
o Administrative management. Sakai’s toolkits offer robust options for managing
accounts, user roles and date, site setup and editing, and data integration and
warehousing tasks
9. Learning management systems use in science education
Learning management systems have positive implications in education. Learning
management systems are considered to be largely applicable for natural sciences as they enable
representation of phenomena, foster experimental study and enable the creation of models and
problem solving applications. A LMS is software used for delivering, tracking and managing
training/education. LMSs range from systems for managing training/educational records to
software for distributing courses over the Internet and offering features for online collaboration.
LMS fosters more interaction among students and instructors than in large lecture courses, E-
learning can accommodate different learning styles and facilitate learning through a variety of
activities, develop knowledge of the Internet and computer skills that will help learners
throughout their lives and careers, successfully completing online or computer-based courses
build self-knowledge and self-confidence and encourages students to take responsibility for their
learning. Using of the potential of this instructional approach as a means to both build
interdisciplinary community in education and innovate instruction for improved learning
outcomes. The information is continually renewing, shifting and increasing. LMS is a great way
for teachers to organize, manage and deliver course materials. From the didactic point of view,
the usage of multimedia tools to create attractive activities makes the learning process friendlier
for students. As a consequence, these activities increase the interest of the students in the study
of Sciences. Teachers can provide students with a great amount of resources that usually they
cannot show in the classroom due to the lack of time. LMS also makes easier the interaction with
the students in real-time and also allows receiving their opinions and suggestions; as a learning
community, LMS makes possible for students to share their knowledge and difficulties, so they
can help each other via forums and chats. Teachers can notice in which parts of the subject they
have more difficulties to understand the concepts developed in the classroom.

10. Distance Learning And Learning Management Systems

The education system is perhaps at the top of the systems affected by technological changes, and
is undergoing fundamental changes:
􀁸 The learning needs are increasing and becoming more varied, and at the same time it is
becoming a service that the individuals may be seeking throughout their lives.
􀁸 The learners are demanding more flexible, personalized, and easy to reach learning methods.
􀁸 The learners do not want to be dependent upon a certain learning method.
􀁸 There is need for student cantered education instead of the classical teacher cantered
education.
􀁸 The teacher has become the person who guides the students on how to reach the knowledge
instead of giving the knowledge.
􀁸 The learners are demanding more and more to learn at the time and place of their choice, and
at their own learning speeds.
An LMS provides the virtual platform for the e-learning by enabling the management,
monitoring student, delivery, tracking of learning, testing, communication, registration process
and scheduling. As a result of the increase in student numbers day by day in the education sector,
or the need and importance to obtain knowledge whenever needed has made it necessary to use
new technologies. Recently, LMSs has taken place at the front rows of the developing and
changing technologies. Thus, educational establishments, teachers, and students should have
working knowledge of the LMS systems and should use them before its late. This phase has
already started in developed countries and is continuing to expand day by day.

11. Learning Management System EVALUATION GUIDE

Beyond the specific “line item” functionality requirements outlined in this guide, we also
believe that core requirements should include:
1) A Software as a Service (or hosted) LMS that reduces both IT costs and validation
burden, while supporting training to non-employees;
2) Designed to be compliant with EU Annex 11 and 21 CFR Part 11 requirements;
3) Designed to support the language needs of global learners;
4) Designed to be flexible and scalable to respond to evolving training and productivity
goals.
From a training role and regulatory perspective, the LMS should support a company’s objective
to standardize qualification and compliance learning, thus reducing the risk of non-conformity.
At the same time, quality groups and departmental training teams should be able to gain the
freedom to focus on the unique operational and cultural issues that will make training more
effective in that facility or area of operation. We believe a training management system should
also provide a method for capturing a “role” or title and the other aspects of that role that you
can’t see in the title itself. For example, a “Line Operator” on the second shift in one facility may
need to understand the operation differently than the “Line Operator” on the first shift at another
site.

12. The Role of Learning Management Systems in Educational Environments: An

Exploratory Case Study

Using Learning Management Systems (LMSs) in educational environments has facilitated the
communication between students and teachers, and raised new challenges as well. The aim of
this research is to investigate the role of LMS in the learning and teaching processes from
students and teachers perspectives. The study took place at LNU one of the largest universities in
Sweden, with 35,000 students and 2,000 employees distributed in two campuses Växjö and
Kalmar. Blackboard, which has been developed and maintained by Blackboard Inc., is one of the
most common web-based LMS. There are several features available on Blackboard for teachers
and students. These features include (Linnaeus University, 2008):
• Home page, which is a "starting page" where students can get an overview of the different
blocks, that students can read about latest events and announcements, as well as a list of courses
that students are enrolled in.
• Course Material, is the place where teachers share course materials with students.
• Announcements, is a one-way communication channel where teachers communicate with
students to announce important information about the course.
• Discussion Boards, is a text-based communications tool. Discussion boards can be used as a
one-way or many-to-many communication channel between teachers-students or students-
students.
• Messages, is a text based communications tool. Messages are used as a communication channel
between teachers-students and students-students.
• Roster is the place that contains contacts information of all students and teachers participating
in the course. Also, it has a search facility where students and teachers can easily search and find
information about any contact.
• My Groups: is a place for groups where they can create and exchange files, in addition to have
discussions, and create tasks.
• Chat is yet another text-based communication tools.
It was evident that students were content with the usage of LMS in their learning activities since
it had a role in helping them to learn from each other, through reflecting upon others work. Also,
having a single place for all course materials helped in organizing their learning process. Further
online interaction and discussions activities helped them in constructing and building new
meanings. Although online discussion and interaction activities were rare, students appreciated
them and expressed the need of being more encouraged to participate in such activities.

13. Learning Management System

Learning management system (LMS) is software that automates the administration of

training. The LMS registers users, tracks courses in a catalog, records data from learners, and
provides reports to management. An LMS is typically designed to handle courses by multiple
publishers and providers. The term learning management system is now used to describe a wide
range of applications that track student training and may or may not include functions such as:
 Authoring — which means tools that offer the option of editing and saving materials in or
transform documents into a Web format. Tools that produce multimedia and tools for site
management or site publication, and management of layouts (e.g. CSS formatting tools).
 Classroom management — ways of organising the resources, pupils and helpers in a
classroom, so that teaching and learning can proceed in an efficient and safe manner.
 Competency management — personal competency gap analysis. Competency
management is used to identify skills, knowledge and performance.
 Knowledge management — the distribution, access and retrieval of unstructured
information about human experiences between interdependent individuals or among
members of a workgroup.
 Certification or compliance training — courses for learning from home, office or any
remote location with internet access.
 Personalization — adaptation of users based on personal details.
 Mentoring —is designed to promote students development. By this we mean goals,
schedules, training, and evaluation.
 Chat — a system allowing real-time communication between two or more users.
 Discussion boards (message boards) — forum provided for discussion.
Content Management Systems (CMS) are used to store and subsequently find and retrieve large
amounts of data. CMS’s work by indexing text, audio clips, images, etc., within a database. In
addition, CMS’s often provide version control and check-in/-out capabilities. Using robust, built-
in search capabilities, users can quickly find a piece of content from within a database by typing
in keywords, the date the element was created, the name of the author, or other search criteria.
So LMS’s are with CMS’s formed to Learning Content Management Systems (LCMS).
LCMS’s usually have good search capabilities, allowing developers to quickly find the text or
media needed to build training content. Learning content management systems often strive to
achieve a separation of content – which is often tagged in XML – from presentation. This allows
many LCMSs to publish to a wide range of formats, platforms, or devices such as print, web, and
even wireless information devices (WID) such as cell phones, personal digital assistants (PDAs),
or laptop computers, all from the same source material. These abilities are added to LMS for the
following three main reasons: firstly, in LMS there is a lack of content creation capabilities, in
addition there is a disability of reusing contents, and finally the workflow tools to manage the
content development processes are missing.

14. A Survey of Top 10 Open Source Learning Management Systems

Open Source LMSs are fully flexibleand customizable, so they can be designed in line with your
school/organization's brand image. Open Source LMSs can also be converted to social learning
platforms. This paper describes the most important features in learning management systems
(LMS), that are critical to compare and contrast depend on your system requirements. The
following features are the most important items that must be considered for LMS selection.
 Administration
 Tracking and Reporting
 Assessment & Testing Tool
 Compatibility and Supported Devices
 Customization & Branding
 Email Notifications
 Communication & Collaboration
 Mobile Learning
 Integration
 Social Learning
 E-Commerce
 Course Interactivity
 Student Portal
 User Registration
With the large number of learning management systems currently available, the following LMS
are briefly explained
 Moodle
 LRN
 eFront
 Dokeos
 Sakai
 Latitude Learning LMS
 Canvas
 Chamilo
 OLAT
 Totara LMS

15. A Learning Management System Accessible for Visual, Hearing and Physical
Impairments
 In this paper, authors present an accessible learning management system (LMS) built
on accessibility guidelines and a participatory design, including people with disabilities
(PwD) from design to validation process. In this work, it is presented, AccessLearning, an
accessible and adaptive LMS that implements resources of OpenOlat. It have many
interaction and learning resources, furthermore several accessibility resources allows
adaptation based on the type of disability (VI, HI or PI). The AccessLearning provides
several features to support VI, HI, and PI during interaction with the system and to access
learning content. In addition to applying the guidelines proposed by WCAC1, each feature
can be triggered by disability profile, since a different interface is available for each profile.
Thus, each disability profile has characteristics and features adapted to its needs. The
student area was divided in four areas:
 It is the accessibility bar with all accessibility resource further language option
and editor profile;
 It presents a menu of tools available for student such as my courses, calendar,
mail, my grades, conference, glossary ans settings;
 It presents status of the courses that a student is enrolled as well a link to access the course;
 The student can visualize in a panel your agenda and notices posted by tutor.

Tab1e 1. Access Learning Tools and Resources by user role

Tools and resources Student Tutor Pedagogical Sign language Administer

coordination interpreter of system
Lesson
Forum
Exercises
Assessment
Workshop
Chat
Simulator
Sing language X X X X X
(LIBRAS) glossary
Video conference X X X
Grade report X
Calendar
Notifications X X X
Student follow-up X X
reports
Pedagogical usability X X X
questionnaire
Translation request
General X
AccessLearning
configurations

This article has exposed the great need for adaptive courses for PwD.
Given this, a platform was developed that fills a space that other tools had not yet
occupied, focusing on the wide access, having several accessibility features and
interface adapted to each profile of disability. In its implementation, we use
modern technologies, which guarantee a good structure for its use, and follow
consolidated agile methods to manage its development. Platform assessment
presents good results, with several students already impacted, being a good part
of them PwD themselves.

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