Download Advances in Web-Based Learning – ICWL 2010: 9th by Bakhtiyor Bahritidinov, Jorge Suárez de Lis, Eduardo 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 publication 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 take care of subject matters equivalent to e-learning systems and instruments, expertise better studying, web-based studying for oriental languages, mobile/situated e-learning, studying source deployment, association and administration, layout, version and framework of e-learning platforms, e-learning metadata and criteria, collaborative studying and game-based studying, in addition to perform and event sharing and pedagogical matters.

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Additional info for Advances in Web-Based Learning – ICWL 2010: 9th International Conference, Shanghai, China, December 8-10, 2010. Proceedings

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Dynamic Navigation for Personalized Learning Activities y y 35 The activity layer is the core part for the practice of the learning and teaching activity, which is always designed by the teacher and followed by the student. In order to learn content, a series of learning actions are designed by teacher with a specific sequence. Each learning action relates to a special learning content. The activity is mostly determined with one’s different value judgment. The portfolio layer consists of the learner’s output such as a report or discussion record in a forum with timestamp from the learning action.

Chen et al. knowledge is not physically accessible and hard to be shared, since it is private knowledge that people have in mind [2]. Therefore, how to make intangible knowledge become physically accessible is a challenge for all of us. Similarly, a learning activity is a series of learning actions that constitute a purposeful learning process with a certain sequence and time span. Furthermore, a learning activity is synthesized from explicit relation of learning objects and mental cognition processes.

Evaluation 18 Y. Cao et al. Fig. 3. A PLE prototype for Chinese learning via poem tagging measurements include learners previous learning achievements in the PLE. The learner finds and selects learning resources by creating PLE or from recommendations from peers or tutors. Learners need to have the control on what they prefer to learn. In the Chinese Tang Poem learning system, learners select and organize the poems with macro tagging issues. (2) Learners work on selected learning resources for assessment and self-assessment to attain skills using different learning events.

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