Read e-book online Advances in Web-Based Learning – ICWL 2010: 9th PDF

By Bakhtiyor Bahritidinov, Jorge Suárez de Lis, Eduardo Sánchez, Manuel Lama (auth.), Xiangfeng Luo, Marc Spaniol, Lizhe Wang, Qing Li, Wolfgang Nejdl, Wu Zhang (eds.)

This booklet constitutes the refereed court cases of the ninth foreign convention on Web-Based studying, ICWL 2010, held in Shanghai, China, in December 2010. The 36 revised complete papers and eight brief papers awarded have been rigorously reviewed and chosen from 192 submissions. They care for subject matters comparable to e-learning systems and instruments, expertise more desirable studying, web-based studying for oriental languages, mobile/situated e-learning, studying source deployment, association and administration, layout, version and framework of e-learning structures, e-learning metadata and criteria, collaborative studying and game-based studying, in addition to perform and adventure sharing and pedagogical matters.

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F. Kwok be extracted as the description item of an act in learning design; while reference readings for students can be inserted as description item of a role-part element or another act (this is the decision of the course designer). In consequence, the teaching-learning flow of a course can be converted to IMS-LD format. 2 Learning Design Extraction To accomplish learning design element extraction, a plug-in for ReCourse editor was designed. It was built around the former usage scenario in adopting IMS-LD and composed of two modules - the WPT template editor and the extraction engine.

Springer, Heidelberg (2008) 10. : Community Aware Content Adaptation for Mobile Technology Enhanced Learning. , Tochtermann, K. ) EC-TEL 2006. LNCS, vol. 4227, pp. 227–241. Springer, Heidelberg (2006) 20 Y. Cao et al. 11. : An Ontology for Mobile Device Sensor-Based Context Awareness. , Giunchiglia, F. ) CONTEXT 2003. LNCS (LNAI), vol. 2680, pp. 451–459. Springer, Heidelberg (2003) 12. : Out of Context: Computer Systems That Adapt to, and Learn from, Context. IBM Systems Journal 39(3&4), 617–632 (2000) 13.

Thus, we utilize the Cosine Coefficient as the major methodology to compare the similarity between the ongoing activity ( ) and the activity candidate ( ) that may be recommended to them. As discussed in [17], we only utilize the selected elements ( ) to achieve this in the scope of learning process. After the calculation, we can organize the activity with its identification (actId) in in a specific sequence (seqOdr). So that our system can make use of the results to recommend the possible learning sequence to the specific student based on his/her past learning profile.

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