Download Advances in Web-Based Learning – ICWL 2014: 13th by Elvira Popescu, Rynson W. H. Lau, Kai Pata, Howard Leung, PDF

By Elvira Popescu, Rynson W. H. Lau, Kai Pata, Howard Leung, Mart Laanpere

This publication constitutes the refereed court cases of the thirteenth overseas convention on Web-Based studying, ICWL 2014, held in Tallinn, Estonia, in August 2014. The 18 revised complete papers awarded including nine brief papers have been conscientiously reviewed and chosen from approximately seventy eight submissions. The papers are prepared in topical sections on computing device supported collaborative studying, net 2.0 and social studying environments; own studying environments; game-based studying; learner modeling and studying analytics; custom-made and adaptive studying; layout, version and implementation of e-learning systems and instruments; and pedagogical concerns, perform and adventure sharing.

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Additional info for Advances in Web-Based Learning – ICWL 2014: 13th International Conference, Tallinn, Estonia, August 14-17, 2014. Proceedings

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CoLearn – Revising project page These revision types describe various levels of collaborative writing between students, as suggested in [3]. Thus, revisions of type Style, Structure and Mark-up language refer mainly to technical issues (presentation and appearance) which indicate a lower level of collaboration. , Add information, Add link, Delete information, Delete link) can also be considered more as cooperative than collaborative activities. , through actions of type Clarify information, Fix link, Grammar, Spelling).

1), by clicking on the button ‘Learning Path’, a learning path visualisation view pops-up, as shown in Fig. 7. The tree structure graph represents the whole course structure, and the icons represent the learner’s progress. For instance, a hollow circle means the learner has not learnt this topic yet; a solid circle means the learner has already learnt this topic; an unlocked lock means the learner is ready to learn this topic; a locked lock means the learner should finish learning all the prerequisite topics before start to learn this topic; and the blue-coloured-background label with the text ‘Up next’ recommends the learner that this topic is the most appropriate topic to learn for the next step.

The social interaction and visualisation parts, the proposed multifaceted OSLM also maintains attributes that record learning status such as “know”, “unknown” and “learning”, which inherit in traditional user modelling approach in adaptive educational hypermedia area. g. ” mode it may raise ethic issues in all learners being able to view each other’s data. , by introducing privacy management mechanisms to allow learners to expose data to different groups in different ways. Other suggests on future works include: (1) metacognitive activity visualisation to promote self-reflection, self-direction and transparency; (2) adaptive visualisationmodes to provide personalised visualisation of the same data.

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