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The accelerating change that the society is experiencing worldwide is exposing the weaknesses in the éducation system we have inherited from previous generations. Every year lots of kinds of jobs disappear and new job descriptions are being created as well. Lifelong learning is no longer a theoretical concept, but a very real need for most people. Not all learning comes from formal education processes. Students and professionals are getting actionable knowledge from all kinds of sources and activities. Thus, informal learning, alongside competence-based learning and learning outcomes is getting a lot of attention lately from human resources departments, academies and policy makers. A number of countries and organizations arc busy defining guidelines for validating and evaluating informal learning experiences and formalizing its outcomes. In a globalized society where technology has brought together different cultures and educational systems, managing to keep track of a learner's competences is a daunting task, and especially when trying to take into account the competences acquired through informal means. In this paper, we propose a framework to gather, enhance, organize, evaluate and showcase a user's informal learning using a social approach to engage the learners to use the system by providing valuable recommendations, contacts and feedback. [ABSTRACT FROM AUTHOR]

The application of Information and Communication Technologies to learning and teaching processes has caused several effects, such as the emergence of new educational software systems or the use of different technologies to carry out educational activities. One of the most popular trends on this sense is the use of mobile devices to learn, in which is known as mLearning. It facilitates the participation and the interaction of students anywhere and anytime through such kind of devices. However mLearning should not be considered as a replacement of eLearning (understood as the Internet application to learning). It supports eLearning; therefore it should take into account the existing eLearning landscape. This implies that it is necessary to take into account the application of 2.0 Web tools, which enables an online implementation of the student-centred learning paradigm, where the learner happens to have a more central role in her training. This,joined to the necessity to take into account the learning obtained not only in the institutions, leads to definition of the Personal Learning Environments that need to coexist with the traditional learning platforms, the Learning Management Systems. So, in this case mobile learning should facilitate the use of mobile devices to support these two learning ecosystems. To do so, this paper describes a service-based framework approach to implement a mobile Personal Learning Environment, which allows the integration of functionalities from the institutional learning platforms. With such system the learner can combine institutional tools with others she use to learn in a mobile system and reflect the activity carried out on them into the institutional side. This system is implemented and validated through its application into a Computer Science subject. The paper will show the difficulty of such application and some of its benefits such as the increase of student motivation and participation because of the use of the PLE and the mobile tools. [ABSTRACT FROM AUTHOR]

Learning Management Systems (LMS) have become widespread among most centres for education and training. Being a mature technology, LMS have left the vanguard of innovation. Educational usages of the Web 2.0, Personal Learning Environments, Game-based Learning and particularly the introduction of mobile phones and tablets in education are happening outside the boundaries of the LMS. This paper proposes a way to integrate mobile devices and educational applications with the LMS through webservices; introducing the Moodbile project that provides an extension of Moodle 2.0 webservices for mobile integration and two mobile clients ready to use on real courses. [ABSTRACT FROM AUTHOR]

Education, e-learning, mobile learning, learning analytics, adaptative learning, privacy, anti-plagiarism, academic information systems, open education technologies Keywords: education; e-learning; mobile learning; anti-plagiarism; academic information systems; open education technologies; learning analytics; adaptative learning; privacy EN education e-learning mobile learning anti-plagiarism academic information systems open education technologies learning analytics adaptative learning privacy 10674 1 10/19/21 20211001 NES 211001 1. Computerized information systems (academic information systems) have become omnipresent to the point of invisibility in the education system. [Extracted from the article]