Titlebook: Advances in Web-based Learning - ICWL 2011; 10th International C Howard Leung,Elvira Popescu,Wolfgang Nejdl Conference proceedings 2011 Spr

FIR

Social Tagging to Enhance Collaborative Learningrning of new conceptual relations. The results show that the students make their tags and their relations to documents evolve, mainly due to two activities: the comparison of individual and collective tag clouds and the negotiation for an agreement on a common tag cloud in the groups.

休戰(zhàn)

明確

Fuzzy Cognitive Map Based Student Progress Indicatorsess potential function that evaluates student achievement and development of such attributes. We have illustrated our method by using real academic performance data collected from 60 high school students. Experimental results show that our work can offer both teachers and students a better understanding on student progress.

車床

Positive Influence Dominating Set in E-Learning Social Networksanalyzed its efficiency through a case study. By comparing the differences between WPIDS and that of Positive Influence Dominating Set (PIDS), we found that our model and algorithm are more effective than those of PIDS.

直覺沒有

Web-Based Self- and Peer-Assessment of Teachers’ Educational Technology Competenciesribes a system where teachers can solve competency tests that contain various self-test, peer-assessment and self-reflection tasks. The tasks are assessed using the performance indicators and assessment rubric that are based on the ISTE NETS for Teachers competency model.

inundate

Respond

Sinus-Node

https://doi.org/10.1007/978-3-642-10984-3 lecture materials. An experimental evaluation of a prototype system suggests the potential of this approach for programming education by scoring highly in terms of both user satisfaction and potential pedagogical capability.

alliance

西瓜

High Order Generalized Landau Inequalities,ture scenario forecasting are used to study eTwinning in the Tellnet-project aiming to sustain and support dynamic teacher networks as a platform for formal and informal teachers’ professional development in the future.