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Cristina Wanzeller and Orlando Belo several values of parameter settings. The learning approach was used, with success for all the WUM processes from which was possible to obtain PMML documents, despite the need to complement the description through explicit user interaction. We may say that the approach is effective. Table 3: Description of the main extracted PMML items PMML elements/attributes (Header) Application version name KD Tool version and name DataDictionary name, optype dataType field name, operation type (e.g., ordinal, continuous) and data type SequenceModel: functionName, DM Function (e.g. sequences ) and Model (e.g. sequence) algorithmName SequenceModel: remain attributes parameter names and settings MiningSchema fields used in the model and the played roles 5. Conclusions and future work Web based eLearning platforms promoters and administrators, like other Web site sponsors, have pressures to provide better services, using less resources and more efficiently. WUM may be a tool to bridge the gap between the unknown within massive clickstream data and actionable knowledge, in order to devise opportune enhancements. At least, site sponsors have to know how eLearning platform is being used in general terms. However, clickstream data analysis and particularly WUM learning curves are serious obstacles to inexperienced users, being pertinent to have a strategy showing the way to proceed. The proposed and developed work aims at promoting a more efficient, effective and synergetic exploration of WUM potential. To achieve this aim we designed, developed and implemented a prototype of a CBR system, specifically devoted to assist users on WUM processes, mainly on selecting proper mining methods and approaches to address analysis problems. The system also provides support to users on documenting and organizing the knowledge gained from the experience on solving new WUM problems, through a semi-automatic learning approach. We believe that the MPS system is a good tool for knowledge creation, sharing and reuse. The general and specific tests conduct so far confirm the systems effectiveness. Currently, we have cases with complexity substantially higher than the ones showed. However, one concern is to support cases from the eLearning domain. We may say that the system is capable of dealing with experiences from this area. The case representation approach is flexible and wide and, moreover, MPS is extensible. For the future we plan to further evaluate the current implementation, using cases from the eLearning domain. Furthermore, we intend to study the need to capture additional context information from the eLearning sites. We want to study this specific area of application of WUM, in order to construct a specialized case base. This specific WUM area, the problem types, the kinds of mining activities, the related practical applications and the key data items are less studied and structured. Given so, our first goal is to assure that the knowledge base can cope with specific domain, maintaining its generality, but, at the same type, accommodating the rich details of these particular experiences. References Aamodt, A. and Plaza, E. (1994) “Case-Based Reasoning: Foundational Issues, Methodological Variations and Systems Approaches”, Artificial Intelligence Communications, IOS Press, Vol7, pp.39-59. Chorfi, H. and Jemni, M. (2004) “PERSO: Towards an Adaptive eLearning System”, Journal of Interactive Learning Research, 15(4), pp. 433-447. Herhskovitz, A. and Nachmias, R. (2009) “Learning about online learning processes and students’ motivation through Web usage mining”, Interdisciplinary Journal of ELearning and Learning Objects, Vol. 5, pp.197- 214. Kolodner, J. (1993) Case Based Reasoning, Morgan Kaufmann, San Francisco. Lu, Jie (2004) “A Personalized eLearning Material Recommender System”, Proceedings of the 2nd International Conference on Information Technology for Application. pp.374-379. Mantaras, R., McSherry, D., Bridge, D., Leake, D., Smyth, B., Craw, S., Faltings, B., Maher, M.L., Cox, M., Forbus, K., Keane, M., Aamodt, A. and Watson, I. (2005) “Retrieval, Reuse, Revision, and Retention in Case-Based Reasoning”, The Knowledge Engineering Review, Cambridge University Press DOI. Pahl, C. (2004) “Data mining technology for the evaluation of learning content interaction”, International Journal of ELearning, 3(4), 47-55. Rafaeli, S., and Ravid, G. (1997) “Online, web based learning environment for an information systems course: Access logs, linearity and performance”, Proc. of the Information Systems Education conference, USA. 860
Cristina Wanzeller and Orlando Belo Richter, M (1995) “The Knowledge Contained in Similarity Measures”, (Invited Talk) at the First International Conference on Case-Based Reasoning, Lecture Notes in Artificial Intelligence, Springer Verlag. Rodrigues, L., Antunes, B., Gomes P., Santos, A. and Carvalho, A. (2007) “Using Textual CBR for eLearning Content Categorization and Retrieval”, Textual Case-Based Reasoning Workshop at ICCBR-07, Belfast. Romero, C. and Ventura, S. (2007) “Educational data mining: A survey from 1995 to 2005”, Expert Systems with Applications, 33(1), 135-146. Srivastava, J., Cooley, R., Deshpande, M. and Tan P.-N. (2000) “Web Usage Mining: Discovery and Applications of Usage Patterns from Web Data”, SIGKDD Explorations, Vol. 1, No 2, pp. 1–12. Srivastava, J., Desikan, P. and Kumar, V. (2002) “Web Mining - Accomplishments and Future Directions”. Invited paper in National Science Foundation Workshop on Next Generation Data Mining, Baltimore. Zaiane, O. R. (2001) “Web usage mining for a better Web-based learning environment”, Proc. of the International Conference on Advanced Technology for Education, Canada. 861
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Peter Mozelius et al. searching and
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Peter Mozelius et al. Error Handli
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Peter Mozelius et al. were no chanc
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Peter Mozelius et al. single login
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Antoinette Muntjewerff for every st
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Antoinette Muntjewerff All of this
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Figure 1: Metadata editor Antoinett
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Antoinette Muntjewerff The structur
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A Framework for Decision Support fo
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Phelim Murnion and Markus Helfert i
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Phelim Murnion and Markus Helfert 4
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Phelim Murnion and Markus Helfert s
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Phelim Murnion and Markus Helfert P
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Shekhar Murthy and Devi Murthy wisd
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Shekhar Murthy and Devi Murthy educ
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy corr
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy Stag
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7. Conclusions Shekhar Murthy and D
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Student's Characteristics for Note
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Minoru Nakayama et al. Learning exp
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Minoru Nakayama et al. 3.3 Effectiv
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Minoru Nakayama et al. Table 2: Cor
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Freeing Education Within and Beyond
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Chrissi Nerantzi The aim was to exp
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Chrissi Nerantzi agreeing with Nova
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Chrissi Nerantzi familiarisation wi
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Chrissi Nerantzi Scardamalia, M. an
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Paul Newbury et al. the slides or w
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Paul Newbury et al. multimedia faci
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Paul Newbury et al. It is designed
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Paul Newbury et al. Download figur
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Paul Newbury et al. “Has the fact
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eSubmission - UK Policies, Practice
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Barbara Newland et al. managing stu
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Figure 3: Technical infrastructure
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Barbara Newland et al. and I strong
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Harnessing the Internet for Authent
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Abel Nyamapfene As stated on the co
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Abel Nyamapfene 8. There were suffi
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Abel Nyamapfene Mulnix, J. W. (2011
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Maruff Akinwale Oladejo and Adelua
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2.3 Instrumentation Maruff Akinwale
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Maruff Akinwale Oladejo and Adelua
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References Maruff Akinwale Oladejo
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Adelua Olajide Olawole and Maruff A
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2.2 Sample and sampling techniques
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3.1 Result Adelua Olajide Olawole a
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Adelua Olajide Olawole and Maruff A
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Fatemeh Orooji et al. awareness and
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Fatemeh Orooji et al. Figure 1: The
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Fatemeh Orooji et al. Sensing/intu
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Fatemeh Orooji et al. lower and upp
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Fatemeh Orooji et al. the other dim
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Using Lifeworld-led Multimedia to E
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Andy Pulman et al. A key feature of
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Andy Pulman et al. in this case “
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Andy Pulman et al. The Research Evi
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The Project Mobile Game Based Learn
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Thomas Putz A hybrid game, consisti
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3.3 The different ‘events’ supp
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4. Pedagogical impacts Thomas Putz
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Thomas Putz Fabricatore, C. (2000).
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Ricardo Queirós and José Paulo Le
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3.6 Discussion Topics Ricardo Queir
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The Design and Development of an eL
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Andrik Rampun and Trevor Barker as
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Andrik Rampun and Trevor Barker add
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Figure 5: Screen shot of a user’s
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Andrik Rampun and Trevor Barker 3.1
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Andrik Rampun and Trevor Barker cou
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Kansei Design Model for eLearning:
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Fauziah Redzuan et al. presentation
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Fauziah Redzuan et al. A second sur
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Fauziah Redzuan et al. understand t
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Fauziah Redzuan et al. to explain t
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Fauziah Redzuan et al. Websites", P
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Changing Teacher Beliefs Through IC
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Bart Rienties et al. substantial di
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Bart Rienties et al. videoed for re
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5. Discussion Bart Rienties et al.
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Moodle and Affective Computing: Kno
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Manuel Rodrigues et al. Moodle does
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Manuel Rodrigues et al. Other sever
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Manuel Rodrigues et al. Doing this
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Using Google Applications to Facili
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Eleni Rossiou and Erasmia Papadopou
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Andrée Roy determines if eLearning
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Andrée Roy Table 3: Profiles of eL
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Andrée Roy the cost of production
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Andrée Roy Lawless, N., Allan, J.
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Zuzana Šaffková comment metacogni
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Zuzana Šaffková Moodle applicatio
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Zuzana Šaffková the other propert
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Zuzana Šaffková In the last phase
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Zuzana Šaffková prior knowledge,
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A Mobile aid Tool for Crafting Acti
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Ahmed Salem Question difficulty in
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Ahmed Salem Figure 2: The Simple le
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Ahmed Salem Table 1: The two groups
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King-Sized eLearning - how Effectiv
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Marie Sams et al. MOB was set up in
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Marie Sams et al. attaching the new
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Marie Sams et al. include time cons
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Rowena Santiago et al. However, whe
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Rowena Santiago et al. 6.1.2 Assign
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Rowena Santiago et al. the original
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Rowena Santiago et al. Together, th
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Vitor Santos and Luis Amaral To bui
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Vitor Santos and Luis Amaral Althou
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Figure 4: Technical architecture Vi
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Implementing and Evaluating Problem
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Maggi Savin-Baden et al. different
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Maggi Savin-Baden et al. and second
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Maggi Savin-Baden et al. important
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The Evolution of eLearning Platform
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Adriana Schiopoiu Burlea et al. Hyp
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Adriana Schiopoiu Burlea et al. Tab
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Adriana Schiopoiu Burlea et al. Eve
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Teachers’ Skills set for Personal
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Zaffar Ahmed Shaikh and Shakeel Ahm
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Zaffar Ahmed Shaikh and Shakeel Ahm
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6. Conclusion and recommendations Z
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Bridging the Feedback Divide Utilis
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Angela Shapiro and Aidan Johnston f
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Angela Shapiro and Aidan Johnston F
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Post-Academic Masters Course in Man
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4. Discussion and conclusion Cees T
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Engagement With Students in ‘Midd
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Anne Smith and Sonya Campbell x y c
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4.3 Student led connectivity Anne S
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Figure 2: Conceptualising ‘middle
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The Learning Management System as a
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Dina Soeiro et al. He was older, ol
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Dina Soeiro et al. specially about
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Can the Medium Extend the Message?
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Mekala Soosay elements under study,
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Mekala Soosay to self and peer-asse
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Mekala Soosay flexible web-based ap
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Implementation and Analysis of an O
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Iain Stewart et al. No-one was con
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Iain Stewart et al. The content sh
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Iain Stewart et al. entry per stude
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Page 330 and 331: 2. The research Caroline Stockman a
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Page 334 and 335: Caroline Stockman and Fred Truyen n
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Page 338 and 339: PeerWise - The Marmite of Veterinar
Page 340 and 341: Amanda Sykes et al. recently outlin
Page 342 and 343: Amanda Sykes et al. activity became
Page 344 and 345: Amanda Sykes et al. students either
Page 346 and 347: Category Amanda Sykes et al. Q9 : W
Page 348 and 349: Amanda Sykes et al. Chang, S-B., Hu
Page 350 and 351: Nicolet Theunissen and Hester Stubb
Page 352 and 353: Figure 1: Overall structure Nicolet
Page 358 and 359: References Nicolet Theunissen and H
Page 360 and 361: Tone Vold This idea phase was under
Page 362 and 363: Tone Vold process. A synchronous di
Page 364 and 365: The Effects of Self-Directed Learni
Page 366 and 367: Chien-hwa Wang and Cheng-ping Chen
Page 372 and 373: Usage Cases: A Useful way to Improv
Page 374 and 375: Cristina Wanzeller and Orlando Belo
Page 376 and 377: Cristina Wanzeller and Orlando Belo
Page 380 and 381: The Virtual Path to Academic Transi
Page 382 and 383: Julie Watson course overall, with s
Page 384 and 385: Julie Watson practical and economic
Page 386 and 387: 6. First phase Julie Watson Followi
Page 388 and 389: Identifying and Locating Frames of
Page 390 and 391: Ethical approval Katherine Wimpenny
Page 392 and 393: Katherine Wimpenny et al. SL was a
Page 394 and 395: Katherine Wimpenny et al. This in t
Page 396 and 397: Reaction Lecture: Text Messaging to
Page 398 and 399: Koos Winnips et al. order to make a
Page 400 and 401: Table 2: Overview of student reacti
Page 402 and 403: Koos Winnips et al. Students liked
Page 404 and 405: A Holistic Approach to Instructiona
Page 406 and 407: Li Zhong Zhang There is a wealth of
Page 408 and 409: Figure 1: An integrated design fram
Page 410 and 411: 6.1 Design implications Li Zhong Zh
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Page 414 and 415: 896
Page 416 and 417: Nahla Aljojo et al. Adaptive hyperm
Page 418 and 419: Nahla Aljojo et al. Email: The emai
Page 420 and 421: Nahla Aljojo et al. Table 3: 16 typ
Page 422 and 423: Table 7: The results of pairwise co
Page 424 and 425: Nahla Aljojo et al. fact misleading
Page 426 and 427: Nahla Aljojo et al. Aljojo, N. & Ad
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Andy Coverdale media and related on
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Andy Coverdale A former interdisci
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Andy Coverdale Whilst new initiativ
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Andy Coverdale the participant inte
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Michael Flavin In a subsequent work
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Michael Flavin labour” nodes) in
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Michael Flavin The lecturer also sp
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Michael Flavin Quality Assurance Ag
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Fortunate Gunzo and Lorenzo Dalvit
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4. Possible scenarios 4.1 Computer
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Fortunate Gunzo and Lorenzo Dalvit
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Collaborative eLearning in a Develo
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Evelyn Kigozi Kahiigi et al. implem
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Evelyn Kigozi Kahiigi et al. includ
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Evelyn Kigozi Kahiigi et al. had ve
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Evelyn Kigozi Kahiigi et al. consid
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Evelyn Kigozi Kahiigi et al. So, H.
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Fabio Serenelli et al. is to identi
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Figure 3: Screenshots of LO3 - Lear
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Managing Essential Processing Foste
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6. Results and analysis Fabio Seren
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Fabio Serenelli et al. Mangiatordi,
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1.2 VLE (Virtual Learning Environme
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Nazime Tuncay and Hüseyin Uzunboyl
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Figure 4 Response Screen Nazime Tun
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Figure 12 An Example of Recorded Vi
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Figure 15 VirtualNeu General Menus
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972
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Liz Falconer and Manuel Frutos-Pere
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Liz Falconer and Manuel Frutos-Pere
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Extreme Scaffolding in the Teaching
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Dan-Adrian German first exposure to
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Benefits and Barriers: Applying eLe
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Simon McGinnes view on demand. OSD
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986
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988
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Olivia Billingham 2010); gains in c
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Olivia Billingham Deneen, L., (2010
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Karin Levinsen et al. conference or
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Karin Levinsen et al. in order to s
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Peps Mccrea professional engagement
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A Framework for Understanding Onlin
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Sónia Sousa et al. little sense re
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Sónia Sousa et al. Figure 4: The e
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Trust in Distributed Personal Learn
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2.2 LePress Sónia Sousa et al. Per
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Sónia Sousa et al. 3. Elicitation
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Breaking Down Barriers: Development
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Karen Strickland et al. qualitative
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Novita Yulianti et al. Research con
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