Advances in Learning Processes

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Sonst. Personen	Rosson, Mary Beth (Hrsg.)
Titel	Advances in Learning Processes
Quelle	(2010), (284 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-9-5376-1956-5
Schlagwörter	Educational Technology; Student Projects; Active Learning; Information Systems; Computer Science Education; Programming Languages; Distance Education; Artificial Intelligence; Computer System Design; Computer Assisted Testing; Geometry; Mathematics Instruction; Intelligent Tutoring Systems; Integrated Learning Systems; Cooperative Learning; College Instruction; Females; Web Based Instruction; Information Science; Web 2.0 Technologies; Synchronous Communication; Electronic Learning; Misconceptions; Peer Evaluation; Grading; Item Response Theory; Instructional Design; Learning Processes + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Schulprojekt; Aktives Lernen; Computer science lessons; Informatikunterricht; Distance study; Distance learning; Fernunterricht; Künstliche Intelligenz; Geometrie; Mathematics lessons; Mathematikunterricht; Intelligentes Tutorsystem; Kooperatives Lernen; Hochschullehre; Weibliches Geschlecht; Web Based Training; Informationswissenschaft; Missverständnis; Notengebung; Schulnote; Item-Response-Theorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning process; Lernprozess
Abstract	Readers will find several papers that address high-level issues in the use of technology in education, for example architecture and design frameworks for building online education materials or tools. Several other chapters report novel approaches to intelligent tutors or adaptive systems in educational settings. A number of chapters consider many roles for social computing in education, from simple computer-mediated communication support to more extensive community-building frameworks and tools. Finally, several chapters report state-of-the-art results in tools that can be used to assist educators in critical tasks such as content presentation and grading. This book contains the following chapters: (1) A Model of Project-Based Learning to Develop Information Systems Engineers and Managers through "Collaborative Management" Approach (Yoshiaki Matsuzawa and Hajime Ohiwa); (2) Educational Modelling Languages and Service-Oriented Learning Process Engines (Jorge Torres, Cesar Cardenas, Juan Manuel Dodero and Eduardo Juarez); (3) Multi-agent Architecture for Retrieving and Tailoring LOs in SCORM Compliant Distance Learning Environments (Pierpaolo Di Bitonto); (4) E-Testing Construction Support System with some Prediction Tools (Pokpong Songmuang and Maomi Ueno); (5) Adaptative Learning Environment for Geometry (Vanda Santos and Pedro Quaresma); (6) Personalized Learning Path Delivery (Hend Madhour and Maia Wentland Forte); (7) Advances in Artificial Intelligence to Model Student-Centred VLEs (Paulo Alves); (8) M-PLAT: Multi-Programming Language Adaptive Tutor (Alberto Nunez, Javier Fernandez and Jesus Carretero); (9) Adaptive and Collaborative Learning Using netUniversity, an Interoperable LMS/LCMS (Amir Benmimoun and Philippe Trigano); (10) wConnect: A Developmental Community for Women in Computer and Information Science (Mary Beth Rosson, John M. Carroll, Dejin Zhao and Hansa Sinha); (11) EduWiki: A Knowledge Construction System for Collaborative Learning (Tomoo Inoue and Naoko Yoshimura); (12) Realization of Swift and Expressive Chat in CSCL: Reach Project (Wataru Tsukahara, Shingo Akamatsu, Xin Wan and Toshio Okamoto); (13) Network of Schools as a Framework to Support E-Learning within Educational Communities (Virginija Limanauskiene, Vytautas Stuikys and Christoph Hornung); (14) Visual Analytics to Support E-learning (Diego Alonso Gomez Aguilar, Cristobal Suarez Guerrero, Roberto Theron Sanchez and Francisco Garcia Penalvo); (15) Informing Instructional Design Using Microgenetic Analysis of ICT-based Collaboration: A Misconceptions Perspective (Sofia Hadjileontiadou); (16) An Analysis Using Eye-Mark Recorder of the Effectiveness of Presentation Methods for E-learning (Masahiro Ando and Maomi Ueno); (17) Pedagogical Use of Automatic Graders (Isidoro Hernan-Losada, Cristobal Pareja-Flores and J. Angel Velazquez-Iturbide); and (18) An Item Response Theory for Peer Assessment (Maomi Ueno). (ERIC).
Anmerkungen	InTech. 41 Madison Avenue 31st Floor, New York, NY 10010. Tel: 917-769-7640; e-mail: info@intechopen.com; Web site: http://www.intechopen.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10