New PDF release: Advances in Web-Based Learning – ICWL 2010: 9th

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.)

ISBN-10: 364217406X

ISBN-13: 9783642174063

ISBN-10: 3642174078

ISBN-13: 9783642174070

This e-book constitutes the refereed complaints 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 issues corresponding to e-learning systems and instruments, know-how stronger 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 resources for Advances in Web-Based Learning – ICWL 2010: 9th International Conference, Shanghai, China, December 8-10, 2010. Proceedings

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Luo et al. ): ICWL 2010, LNCS 6483, pp. 41–51, 2010. © Springer-Verlag Berlin Heidelberg 2010 42 J. Chen et al. systems basically simply emphasizing gaze detection and tracking. This sole type of information does not suffice in comprehensively reflecting a child’s affective state, for example, whether the child feels happy with a virtual scenario which interested him/her previously. Such systems therefore may not be effective in responding to users’ dynamic behaviours. Furthermore, although existing systems are generally accurate and reliable, all of them are artificial environments (cameras mounted on a helmet, marking on the face or a chin rest is used to maintain the head still).

Data architecture y y y y y Time: when the access starts and ends Actor: who is using the learning system Content: which content is accessed Service: which service is chosen Operation: the output of the action Dynamic Navigation for Personalized Learning Activities 37 The basic data architecture is shown in Fig. 3. Learner’s access logs are recorded as the data format, and used to create user profiles. In these profiles, the data such as which action is accessed by which sequence, when and how long was used, can be used to describe past learning activities of a learner.

Analyzed and assessed online knowledge sharing conversations during collaborative learning activities, and gave out their conclusion that their approach can improve the effectiveness of knowledge sharing [8]. Toccafondi et al. presented their study on design for collaborative learning activities [9]. A Question-Based method was used in their study. In addition, Huang et al. proposed a prompt response monitoring system to support collaborative learning activities [10]. This system can analyze learners’ logs.

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


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