Views
6 months ago

Advances in E-learning-Experiences and Methodologies

Swarm-Based Techniques

Swarm-Based Techniques in E-Learning Murray, T. (1999). Authoring intelligent tutoring systems: An analysis for the state of the art. International Journal of Artificial Intelligence in Education, 10, 98-129. Pennock, D., Horvitz, E., Lawrence, S., & Lee Giles, C. (2000). Collaborative filtering by personality diagnosis: A hybrid memory- and modelbased approach. In 16 th Conference on Uncertainty in Artificial Intelligence (pp. 481-488). Semet, Y., Lutton, E., & Collet, P. (2003). Ant colony optimization for e-learning: Observing the emergence of pedagogic suggestions. In Proceedings of the 2003 IEEE Swarm Intelligence Symposium. Tattersall, C., Manderveld, J., Van den Berg, B., Van Es, R., Janssen, J., & Koper, R. (2005). Swarmbased wayfinding support in open and distance learning. In E. M. Alkhalifa (Ed), Cognitively informed systems: Utilizing practical approaches to enrich information presentation and transfer (pp. 166-183). Valigiani, G., Jamont, Y., Biojout, R., Lutton E., & Collet, P. (2005). Experimenting with a realsize man-hill to optimize pedagogical paths. In H. Haddad, L. Liebrock, A. Omicini & R. Wainwright (Eds.), ACM Symposium on Applied Computing (pp. p4-8). Valigiani, G., Lutton, E., Jamont, Y., Biojout, R., & Collet, P. (2006). Automatic rating process to audit a man-hill. WSEAS Transactions on Advances in Engineering Education, 3(1), 1-7. van Bruggen, J., Sloep, P., Van Rosmalen, P., Brouns, F., Vogten, H., & Koper, R. (2004). Latent semantic analysis as a tool for learner positioning in learning networks for lifelong learning. British Journal of Educational Technology, 35(6), 729-738. AddItIonAL reAdIng Dron, J. (2005). E-learning and the building habits of termites. Journal of Educational Multimedia and Hypermedia, 14(4), 321-342. Dron, J. (2006). Social software and the emergence of control. In 6 th IEEE Conference on Advanced Learning Technologies (pp. 904-908). Dron, J. (2007). The safety of crowds. Journal of Interactive Learning Research, 18. Dron, J., Boyne, C., & Mitchell, R. (2001). Footpaths in the stuff swamp. In World Conference on the WWW and Internet (pp. 323-328). Dron, J., Boyne, C.W., & Mitchell, R. (2004). The evaluation of forms of assessment using n- dimensional filtering. International Journal on E-Learning, 3(4). Dron, J., Mitchell, R., & Boyne, C.W. (2003). Evolving learning in the stuff swamp. In N. Patel (Ed.), Adaptive evolutionary information systems (pp. 21-218). Hershey, PA: Idea Group. Farzan, R., & Brusilovsky, P. (2006a). AnnotatEd: A social navigation and annotation service for Web-based educational resources. In World Conference on E-Learning. Farzan, R., & Brusilovsky, P. (2006b). Social navigation support in a course recommendation system. In V. Wade, H. Ashman & B. Smyth (Eds.), 4 th International Conference on Adaptive Hypermedia (pp. 91-100). Gutiérrez, S. (2007). Sequencing of learning activities oriented towards reuse and auto-organization for intelligent tutoring systems. Unpublished doctoral disertation, University Carlos III of Madrid. Gutiérrez, S., Pardo, A., & Delgado Kloos, C.(2004). An adaptive tutoring system based on hierarchical graphs. In P. de Bra & W. Nejdl

Swarm-Based Techniques in E-Learning (Eds.), 3 rd Conference on Adaptive Hypermedia (pp. 401-404). Gutiérrez, S., Pardo, A., & Delgado Kloos, C. (2006). Finding a learning path: A swarm intelligence approach. In Proceedings of IASTED Web-Based Education. Janssen, J., Tattersall, C., Waterink, W., Van den Berg, B., Van Es, R., Bolman, C. et al. (2007). Self-organizing navigational support in lifelong learning: how predecessors can lead the way. Computers & Education, 49(3), 781-793. Klamma, R., Chatti, M. E., Duval, E., Hummel, H. G. K., Hvannberg, E. T., Kravcik, M., et al. (2007). Social software for life-long learning. Technology & Society, 10(3), 72-83. Kurhila, J., Miettinen, M., Nokelainen, P., & Tirri, H. (2002). EDUCO—A collaborative learning environment based on social navigation. In 2 nd Conference on Adaptive Hypermedia. Lakoff, G. (1987). Women, fire, and dangerous things. IL: University of Chicago Press. Mobasher, B. (2004). Web usage mining and personalization. In M. P. Singh (Ed.), Practical handbook of Internet computing. Chapman & Hall/CRC Press. Prieto Linillos, P., Gutiérrez, S., Pardo, A., & Delgado Kloos, C. (2006). Sequencing parametric exercises for an operating system course. IFIP Artificial Intelligence Applications and Innovations, 450-458. Socha, K., Knowles, J., & Sampels, M. (2002). A MAX-MIN ant system for the university timetabling problem. In Third International Workshop on Ant Algorithms (ANTS 2002) (pp. 1-13). Tattersall, C., Van den Berg, B., Van Es, R., Janssen, J., Manderveld, J., & Koper, R. (2004). Swarm-based adaptation: Wayfinding support for lifelong learners. In P. de Bra & W. Nejdl (Eds.), 3 rd Conference on Adaptive Hypermedia (pp. 336-339). Van den Berg, B., van Es, R., Tattersall. C., Janssen, J., Manderveld, J., Brouns, F., et al. (2005). Swarm-based sequencing recommendations in e-learning. Intelligent Systems Design and Applications, 3(3), 1-11. Valigiani, G., Jamont, Y., Biojout, R., Lutton, E., Fonlupt, C., & Collet P. (2006). Man-hill optimization of pedagogical paths in an e-learning system. Special issue on artificial evolution. In P. Collet (Ed.), Techniques et Sciences Informatiques. Hermes. Valigiani, G., Lutton, E., Jamont, Y., Biojout, R., & Collet, P. (2006). Automatic rating process to audit a man-hill. WSEAS Transactions on Advances in Engineering Education, 1(3), 1-7. Valigiani, G., Lutton, E., & Collet P. (2006). Adapting the ELO rating system to competing sub-populations in a man-hill. In 13 th ISPE International Conference on Concurrent Engineering (pp. 766-774). IOS Press. Valigiani, G., Lutton, E., Jamont, Y., Biojout, R., & P. Collet (2005). Evaluating a real-size man-hill. In WSEAS International Conference on E-Activities. Zlochin, M., & Dorigo, M. (2002). Model-based search for combinatorial optimization: A comparative study. In 7 th International Conference on Parallel Problem Solving from Nature (pp. 651-661). Tattersall, C., Manderveld, J., van den Berg, B., van Es, R., Janssen, J., & Koper, R. (2005). Self organising wayfinding support for lifelong learners. Education and Information Technologies, 10(1-2).

  • Page 2 and 3:

    Advances in E-Learning: Experiences

  • Page 4 and 5:

    Table of Contents Preface .........

  • Page 6 and 7:

    Chapter XIV Open Source LMS Customi

  • Page 8 and 9:

    Chapter III Philosophical and Epist

  • Page 10 and 11:

    of constructive and cooperative met

  • Page 12 and 13:

    Chapter XIV Open Source LMS Customi

  • Page 14 and 15:

    contents, learning contexts, proces

  • Page 16 and 17:

    xv these organizations do not get a

  • Page 18 and 19:

    xvii QuALIty In e-LeArnIng Before t

  • Page 20 and 21:

    allow that the teachers in training

  • Page 22 and 23:

    xxi ISO. (1986). Quality-Vocabulary

  • Page 24 and 25:

    Chapter I RAPAD: A Reflective and P

  • Page 26 and 27:

    RAPAD in fields such as law, engine

  • Page 28 and 29:

    RAPAD mystery to the new student. B

  • Page 30 and 31:

    RAPAD example, whereas Laurillard h

  • Page 32 and 33:

    RAPAD Ontologically, systems philos

  • Page 34 and 35:

    RAPAD information related processes

  • Page 36 and 37:

    RAPAD methods and techniques accord

  • Page 38 and 39:

    RAPAD 2. An introduction to learnin

  • Page 40 and 41:

    RAPAD then asked to reflect on and

  • Page 42 and 43:

    RAPAD Figure 4. A rich picture to h

  • Page 44 and 45:

    RAPAD Again using techniques from t

  • Page 46 and 47:

    RAPAD university preparation course

  • Page 48 and 49:

    RAPAD The third interface is at the

  • Page 50 and 51:

    RAPAD Knight, P.T., & Trowler, P. (

  • Page 52 and 53:

    RAPAD AddItIonAL reAdIngs Goodyear,

  • Page 54 and 55:

    A Heideggerian View on E-Learning t

  • Page 56 and 57:

    A Heideggerian View on E-Learning (

  • Page 58 and 59:

    A Heideggerian View on E-Learning s

  • Page 60 and 61:

    A Heideggerian View on E-Learning r

  • Page 62 and 63:

    A Heideggerian View on E-Learning o

  • Page 64 and 65:

    A Heideggerian View on E-Learning n

  • Page 66 and 67:

    A Heideggerian View on E-Learning M

  • Page 68 and 69:

    A Heideggerian View on E-Learning W

  • Page 70 and 71:

    Philisophical and Epistemological B

  • Page 72 and 73:

    Philisophical and Epistemological B

  • Page 74 and 75:

    Philisophical and Epistemological B

  • Page 76 and 77:

    Philisophical and Epistemological B

  • Page 78 and 79:

    Philisophical and Epistemological B

  • Page 80 and 81:

    Philisophical and Epistemological B

  • Page 82 and 83:

    Philisophical and Epistemological B

  • Page 84 and 85:

    Chapter IV E-Mentoring: An Extended

  • Page 86 and 87:

    E-Mentoring However, what is unders

  • Page 88 and 89:

    E-Mentoring baugh, & Williams, 2004

  • Page 90 and 91:

    E-Mentoring Table 2. Contact. Diffe

  • Page 92 and 93:

    E-Mentoring Table 10. Ethical impli

  • Page 94 and 95:

    E-Mentoring Table 15. Technology st

  • Page 96 and 97:

    E-Mentoring Table 21. Coaching. Bes

  • Page 98 and 99:

    E-Mentoring Table 27. Moment. Best

  • Page 100 and 101:

    E-Mentoring Moreover, existing rese

  • Page 102 and 103:

    E-Mentoring Kasprisin, C. A., Singl

  • Page 104 and 105:

    E-Mentoring Ensher, E. A., Heun, C.

  • Page 106 and 107:

    Chapter V Training Teachers for E-L

  • Page 108 and 109:

    Training Teachers for E-Learning FL

  • Page 110 and 111:

    Training Teachers for E-Learning ne

  • Page 112 and 113:

    Training Teachers for E-Learning A

  • Page 114 and 115:

    Training Teachers for E-Learning yo

  • Page 116 and 117:

    Training Teachers for E-Learning Di

  • Page 118 and 119:

    Training Teachers for E-Learning ht

  • Page 120 and 121:

    The Role of Institutional Factors i

  • Page 122 and 123:

    The Role of Institutional Factors i

  • Page 124 and 125:

    The Role of Institutional Factors i

  • Page 126 and 127:

    The Role of Institutional Factors i

  • Page 128 and 129:

    The Role of Institutional Factors i

  • Page 130 and 131:

    The Role of Institutional Factors i

  • Page 132 and 133:

    The Role of Institutional Factors i

  • Page 134 and 135:

    The Role of Institutional Factors i

  • Page 136 and 137:

    E-Learning Value and Student Experi

  • Page 138 and 139:

    E-Learning Value and Student Experi

  • Page 140 and 141:

    E-Learning Value and Student Experi

  • Page 142 and 143:

    E-Learning Value and Student Experi

  • Page 144 and 145:

    E-Learning Value and Student Experi

  • Page 146 and 147:

    E-Learning Value and Student Experi

  • Page 148 and 149:

    E-Learning Value and Student Experi

  • Page 150 and 151:

    E-Learning Value and Student Experi

  • Page 152 and 153:

    E-Learning Value and Student Experi

  • Page 154 and 155:

    E-Learning Value and Student Experi

  • Page 156 and 157:

    Integrating Technology and Research

  • Page 158 and 159:

    Integrating Technology and Research

  • Page 160 and 161:

    Integrating Technology and Research

  • Page 162 and 163:

    Integrating Technology and Research

  • Page 164 and 165:

    Integrating Technology and Research

  • Page 166 and 167:

    Integrating Technology and Research

  • Page 168 and 169:

    Integrating Technology and Research

  • Page 170 and 171:

    Integrating Technology and Research

  • Page 172 and 173:

    Chapter IX AI Techniques for Monito

  • Page 174 and 175:

    AI Techniques for Monitoring Studen

  • Page 176 and 177:

    AI Techniques for Monitoring Studen

  • Page 178 and 179:

    AI Techniques for Monitoring Studen

  • Page 180 and 181:

    AI Techniques for Monitoring Studen

  • Page 182 and 183:

    AI Techniques for Monitoring Studen

  • Page 184 and 185: AI Techniques for Monitoring Studen
  • Page 186 and 187: AI Techniques for Monitoring Studen
  • Page 188 and 189: AI Techniques for Monitoring Studen
  • Page 190 and 191: AI Techniques for Monitoring Studen
  • Page 192 and 193: AI Techniques for Monitoring Studen
  • Page 194 and 195: AI Techniques for Monitoring Studen
  • Page 196 and 197: Chapter X Knowledge Discovery from
  • Page 198 and 199: Knowledge Discovery from E-Learning
  • Page 200 and 201: Knowledge Discovery from E-Learning
  • Page 202 and 203: Knowledge Discovery from E-Learning
  • Page 204 and 205: Knowledge Discovery from E-Learning
  • Page 206 and 207: Knowledge Discovery from E-Learning
  • Page 208 and 209: Knowledge Discovery from E-Learning
  • Page 210 and 211: Knowledge Discovery from E-Learning
  • Page 212 and 213: Knowledge Discovery from E-Learning
  • Page 214 and 215: Knowledge Discovery from E-Learning
  • Page 216 and 217: Knowledge Discovery from E-Learning
  • Page 218 and 219: Knowledge Discovery from E-Learning
  • Page 220 and 221: Knowledge Discovery from E-Learning
  • Page 222 and 223: Chapter XI Swarm-Based Techniques i
  • Page 224 and 225: Swarm-Based Techniques in E-Learnin
  • Page 226 and 227: Swarm-Based Techniques in E-Learnin
  • Page 228 and 229: Swarm-Based Techniques in E-Learnin
  • Page 230 and 231: Swarm-Based Techniques in E-Learnin
  • Page 232 and 233: Swarm-Based Techniques in E-Learnin
  • Page 236 and 237: Chapter XII E-Learning 2.0: The Lea
  • Page 238 and 239: E-Learning 2.0 Table 1. Different s
  • Page 240 and 241: E-Learning 2.0 Figure 1. Difference
  • Page 242 and 243: E-Learning 2.0 where the blog is al
  • Page 244 and 245: E-Learning 2.0 process. Along this
  • Page 246 and 247: E-Learning 2.0 forth, and, of cours
  • Page 248 and 249: E-Learning 2.0 Finally, it is impor
  • Page 250 and 251: E-Learning 2.0 never be a hotchpotc
  • Page 252 and 253: E-Learning 2.0 McPherson, K. (2006)
  • Page 254 and 255: E-Learning 2.0 Rosen, A. (2006). Te
  • Page 256 and 257: Telematic Environments and Competit
  • Page 258 and 259: Telematic Environments and Competit
  • Page 260 and 261: Telematic Environments and Competit
  • Page 262 and 263: Telematic Environments and Competit
  • Page 264 and 265: Telematic Environments and Competit
  • Page 266 and 267: Telematic Environments and Competit
  • Page 268 and 269: Telematic Environments and Competit
  • Page 270 and 271: Telematic Environments and Competit
  • Page 272 and 273: Telematic Environments and Competit
  • Page 274 and 275: Open Source LMS Customization Intro
  • Page 276 and 277: Open Source LMS Customization or ev
  • Page 278 and 279: Open Source LMS Customization compa
  • Page 280 and 281: Open Source LMS Customization Figur
  • Page 282 and 283: Open Source LMS Customization Figur
  • Page 284 and 285:

    Open Source LMS Customization Figur

  • Page 286 and 287:

    Open Source LMS Customization Haina

  • Page 288 and 289:

    Evaluation and Effective Learning p

  • Page 290 and 291:

    Evaluation and Effective Learning r

  • Page 292 and 293:

    Evaluation and Effective Learning t

  • Page 294 and 295:

    Evaluation and Effective Learning p

  • Page 296 and 297:

    Evaluation and Effective Learning m

  • Page 298 and 299:

    Evaluation and Effective Learning c

  • Page 300 and 301:

    Evaluation and Effective Learning H

  • Page 302 and 303:

    Chapter XVI Formative Online Assess

  • Page 304 and 305:

    Formative Online Assessment in E-Le

  • Page 306 and 307:

    Formative Online Assessment in E-Le

  • Page 308 and 309:

    Formative Online Assessment in E-Le

  • Page 310 and 311:

    Formative Online Assessment in E-Le

  • Page 312 and 313:

    Formative Online Assessment in E-Le

  • Page 314 and 315:

    Formative Online Assessment in E-Le

  • Page 316 and 317:

    Formative Online Assessment in E-Le

  • Page 318 and 319:

    Formative Online Assessment in E-Le

  • Page 320 and 321:

    Formative Online Assessment in E-Le

  • Page 322 and 323:

    Formative Online Assessment in E-Le

  • Page 324 and 325:

    0 Chapter XVII Designing an Online

  • Page 326 and 327:

    Designing an Online Assessment in E

  • Page 328 and 329:

    Designing an Online Assessment in E

  • Page 330 and 331:

    Designing an Online Assessment in E

  • Page 332 and 333:

    Designing an Online Assessment in E

  • Page 334 and 335:

    Designing an Online Assessment in E

  • Page 336 and 337:

    Designing an Online Assessment in E

  • Page 338 and 339:

    Designing an Online Assessment in E

  • Page 340 and 341:

    Designing an Online Assessment in E

  • Page 342 and 343:

    Quality Assessment of E-Facilitator

  • Page 344 and 345:

    Quality Assessment of E-Facilitator

  • Page 346 and 347:

    Quality Assessment of E-Facilitator

  • Page 348 and 349:

    Quality Assessment of E-Facilitator

  • Page 350 and 351:

    Quality Assessment of E-Facilitator

  • Page 352 and 353:

    Chapter XIX E-QUAL: A Proposal to M

  • Page 354 and 355:

    E-QUAL is proposed to evaluate the

  • Page 356 and 357:

    E-QUAL provide competent, service-o

  • Page 358 and 359:

    E-QUAL 2004; Scalan, 2003) and qual

  • Page 360 and 361:

    E-QUAL benchmarks address technolog

  • Page 362 and 363:

    E-QUAL E-learning added two differe

  • Page 364 and 365:

    E-QUAL Table 6. Application of the

  • Page 366 and 367:

    E-QUAL Future trends The future of

  • Page 368 and 369:

    E-QUAL (EQO) co-located to the 4 th

  • Page 370 and 371:

    E-QUAL SMEs: An analysis of e-learn

  • Page 372 and 373:

    E-QUAL Meyer, K. A. (2002). Quality

  • Page 374 and 375:

    Compilation of References Argyris,

  • Page 376 and 377:

    Compilation of References Biggs, J.

  • Page 378 and 379:

    Compilation of References Cabero, J

  • Page 380 and 381:

    Compilation of References Comezaña

  • Page 382 and 383:

    Compilation of References Downes, S

  • Page 384 and 385:

    Compilation of References Fandos, M

  • Page 386 and 387:

    Compilation of References national

  • Page 388 and 389:

    Compilation of References Hudson, B

  • Page 390 and 391:

    Compilation of References Harbour.

  • Page 392 and 393:

    Compilation of References Little, J

  • Page 394 and 395:

    Compilation of References Metros, S

  • Page 396 and 397:

    Compilation of References ONeill, K

  • Page 398 and 399:

    Compilation of References Preece, J

  • Page 400 and 401:

    Compilation of References Sadler, D

  • Page 402 and 403:

    Compilation of References Shin, N.,

  • Page 404 and 405:

    Compilation of References tional Co

  • Page 406 and 407:

    Compilation of References Vermetten

  • Page 408 and 409:

    Compilation of References Yu, F. Y.

  • Page 410 and 411:

    About the Contributors Juan Pablo d

  • Page 412 and 413:

    About the Contributors part: “An

  • Page 414 and 415:

    About the Contributors María D. R-

  • Page 416 and 417:

    About the Contributors Applications

  • Page 418 and 419:

    Index e-learning tools, automated p

  • Page 420:

    Socrates 55 Sophists 55 student-foc

The Quality Turn. Political and Methodological Challenges in ...
Non-inferiority trials: advances in concepts and methodology
TOP - IRC - ACT - Advanced Communication Technologies
ADVANCES
ROI Methodology for e-Learning Courses - Cecoa
Lexicon of Online and Distance Learning - PEEF's Digital Library
Download Methodology Report - Ministry of Fisheries
proceedings of Student Mobility and ICT: Can E-LEARNING
Online Advanced Placement Courses - WICHE
October 2007 Volume 10 Number 4 - Educational Technology ...
AMR Corporation Risk Assessment Methodology - IIA Dallas Chapter
Organizational Change Management Methodology
Advancing Collaborative Learning with ICT - The ICT Connection ...
MTM Advanced Pharmacy Practice Experience in Ambulatory Care
blended learning activities for advanced proficiency in listening
Professional Development - Vol. IV, Part I
Mentor update2 - Advancing your mentoring role
Danish Museums' Learning Potential
Learn Hay Group's world renowned methodologies
Advanced Training of Trainers - Pathfinder International
Advancing Social Inclusion Albania
SPEAKING ORGANIZATIONS: - Advanced Learning Institute
GRAPHIC - ACT - Advanced Communication Technologies
Advanced Effective Communication, Cultural Competence, and ...
Collaborative Learning Guide - For Ecosystem Management - CICEET
Social Media for Government - April 4-7, 2011 - Advanced Learning ...
International Education Guide - China - Enterprise and Advanced ...