Download PDF by Margarita Esponda Argüero, Raúl Rojas (auth.), Wenyin Liu,: Advances in Web-Based Learning – ICWL 2004: Third

By Margarita Esponda Argüero, Raúl Rojas (auth.), Wenyin Liu, Yuanchun Shi, Qing Li (eds.)

ISBN-10: 3540225420

ISBN-13: 9783540225423

ISBN-10: 3540278591

ISBN-13: 9783540278597

With the fast improvement of Web-based studying and new innovations like digital cla- rooms, digital laboratories and digital universities, many matters have to be addressed. at the technical aspect, there's a want for potent expertise for deployment of W- established education.On the educational part, the cyber mode of studying is particularly diversified from classroom-based studying. How can educational developmentcope with this new form of studying? at the administration part, the institution of the cyber collage - poses very diverse necessities for the set-up. Does industry-university partnership supply an answer to addressing the technological and administration concerns? Why will we have to standardize e-learning and what will we do already? As with many different new advancements, extra examine is required to set up the options and top perform for Web-based studying. ICWL 2004, the third foreign convention on Web-Based studying, used to be held on the Tsinghua collage (Beijing, China) from August eighth to eleventh, 2004, as a persevered try to tackle a few of the above-mentioned concerns. Following the good successes of ICWL 2002 (Hong Kong) and ICWL 2003 (Australia), ICWL 2004 aimed toward p- senting new development within the technical, pedagogical, in addition to administration problems with Web-based studying. The convention featured a finished application, together with an instructional consultation, a keynote speak, a chief music for normal paper displays, and an - dustrial song. We obtained a hundred and twenty papers and permitted merely fifty eight of them basically song for either oral and poster presentations.

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Additional resources for Advances in Web-Based Learning – ICWL 2004: Third International Conference, Beijing, China, August 8-11, 2004. Proceedings

Sample text

32 Ivan Madjarov, Omar Boucelma, and Abdelkader Betari The relationship between the basic Petri Net formalism (1) and the course elements is as follows: The P set represent the set of course pages, The T set represent the set of events corresponding to the answers, The color represents the identity of each student. In other words, we build the Petri Net by associating a place for each page and a transition to any page changes. To manage the page changes, we analyze the data coming from the student.

2000). Module 15 Activity Theory. htm 3. Santo, S. A. (2000). Asynchronous Communication Strategies. html 4. Rossman, M. H. (1999). Successful Online Teaching Using An Asynchronous Learner Discussion Forum. asp 5. , & Duffy, T. M. (2001). Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses. OpenDocument 26 Jerry Zhigang Li and Sharon Elizabeth Bratt 6. Goodwin, C. html 7. , (2000). E-moderating: The Key to Teaching and Learning Online. London, Kogan Page, 28-30.

For the validation of “Transition ”, a mark must be present in the place “PlaceE ”, and the value of An Agent- and Service-Oriented e-Learning Platform 33 the “Transition” must correspond to the value of In other words, when a student is in the page corresponding to “PlaceE” and “Transition” is validated by the event corresponding to the answer, the following page becomes “PlaceS”. For student identification and grade attribution, we associate a color property to the mark. This makes it possible to follow the behavior of several students simultaneously, and to memorize the state of users who have visited the course so far.

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Advances in Web-Based Learning – ICWL 2004: Third International Conference, Beijing, China, August 8-11, 2004. Proceedings by Margarita Esponda Argüero, Raúl Rojas (auth.), Wenyin Liu, Yuanchun Shi, Qing Li (eds.)

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