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Advances in E-learning-Experiences and Methodologies

E-Learning 2.0 never be a hotchpotch assembly of old methodologies delivered through new technologies. A new tool is only effective if it provides you with a better service (Rosen, 2006). The evolution of the Web does not have to do so much with the technology as one might think. As Downes (2005b) says, “The emergence of the Web 2.0 is not a technological revolution, it is a social revolution.” Finally, in accordance to Anderson (2006), “stop thinking about e-learning 2.0 as a new toolset… It is so not about that! The E-Learning 2.0 is about people. The tools simply allow us to do what we do best… and that is connecting with other people to support, share and learn with each other.” Future reseArch dIrectIons Having a look around schools and universities all over the world, we can observe that, although there are some pilot experiences, E-Learning 2.0 is not a widely extended reality. In this sense, the design and development of educational strategies that include the use of E-Learning 2.0 tools, such as wikis, blogs, or quests, should be considered a future research direction. However, in this closing section, we would like to go further; so, beyond what we consider future fields of research, we would suggest working on the following ideas. Masie (2006) defined himself as a nanolearner. What does that mean? As he explained himself, each day, he learned several things in small chunks, really small chunks. A 90-second conversation with an expert could trigger a huge “a-ha.” A few moments concentrating on learning how something works could lead to a new micro-skill. Moreover, his opinion is that most people acquire most of their knowledge in smaller pieces. Masie pointed out this idea focusing on continuous training, but, in our opinion, it could be transferred to formal education. We consider that people, along the different stages of life (childhood, adolescence, youth, and so forth), learn in what we could consider their global or macro-environment, made up by different micro-environments: home, family, school, university, recreational activities, centres, and so forth. Instead of living isolated experiences, people should live a global experience. Hence, it is necessary that the different micro-environments are interconnected from a technological point of view through synchronous or asynchronous telematic tools, and which is more important, that a global educational strategy is established. However, the reality is that it is very difficult, if not impossible, to find global learning strategies that can be successfully applied to such different contexts. Moreover, this global learning experience requires an instant multiterminal access, as different environments are characterized by different terminals. Otherwise, the learning process could be slowed down if the occasion to live certain micro-learning-experiences is lost due to the lack of instant access through the terminal available at each time and place. Other element to be further studied and promoted is the collaborative generation of contents. Sites like wikipedia, helpfulvideo.com, and so forth, allow the collaborative publishing of contents in different formats. However, some problems appear: how to supervise the quality of this generated by-everyone content without making authors to feel controlled or restricted. In this sense, future research should focus on developing adequate educational strategies to solve this. To sum up, in our opinion, future research should focus on developing and validating effective learning strategies in a context where it is considered that learners live a macrolearningexperience by adding microlearning-experiences that take place in different micro-environments, where instant access from a wide range of terminals is a requirement and multiformat contents are also generated by learners.

E-Learning 2.0 reFerences Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? EDUCAUSE Review, 41(2), 32-44. Anderson, G. (2006). E-learning 2.0 is about people. Konferenz Professionelles Wissensmanagement - Erfahrungen und Visionen Live von der ICL 2006». Retrieved October 25, 2007, from http://elearningblog.tugraz.at/archives/130 Augar, N., Raitman, R., & Zhou, W. (2004). Teaching and learning online with wikis. Paper presented at the ASCILITE Australasian Society for Computers in Learning in Tertiary Education 2004 Conference. Perth, WA. Blackboard. (2006). Blackboard unveils blackboard beyond initiative. Four bold inaugural projects will advance e-learning 2.0 vision. Retrieved October 25, 2007, from http://www.blackboard. com/company/press/release.aspx?id=823603 Blamire, R. (2006). Insight blog. The online diary of European schoolnet’s insight team. Retrieved October 25, 2007, from http://blog.eun.org/insightblog/2006/06/elearning_20.html Brian, L. (2004) Taking a walk on the wiki side. Campus Technology. Retrieved October 25, 2007, from http://www.campustechnology.com/article. asp?id=9200 Cheng, Y. C. (2002). Linkage between innovative management and student-centred approach: Platform theory for effective learning. Paper presented at the Second International Forum on Education Reform: Key Factors in Effective Implementation, Bangkok, Thailand. Downes, S. (2005a). What e-learning 2.0 means to you. Paper presented at the meeting of the Transitions in Advanced Learning Conference, Ottawa. Downes, S. (2005b). E-learning 2.0. eLearn Magazine. Retrieved October 25, 2007, from http://elearnmag.org/subpage.cfm?section=artic les&article=29-1 Evans, M. (2006). Goodbye Web 2.0, long live Web 3.0. Retrieved October 25, 2007, from http://evans.blogware.com/blog/_archives/2006/11/12/2493546.html FitzGerald, S. (2006, June 8). Social networking: Philosophy and pedagogy. 2006 Networks Community Forum. Edna, Australia. Retrieved October 25, 2007, from http://www.groups.edna. edu.au/mod/forum/discuss.php?d=6615 Freund, R. J., & Piotrowski, M. (2003). Mass customization and personalization in adult education and training. Paper presented at the 2nd Interdisciplinary World Congress on Mass Customization and Personalization MCPC2003, Munich, Germany. Grant, L. (2006). Using wikis in schools: A case study. Retrieved October 25, 2007, from http://www.futurelab.org.uk/research/discuss/ 05discuss01.htm Jennings, D. (2005). E-learning 2.0, whatever that is. DJ Alchemi Web, an individual brew of learning, culture and technology. Retrieved October 25, 2007, from http://alchemi.co.uk/archives/ele/elearning_20_wh.html Johnson, D., & Johnson, R. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning. Boston: Allyn and Bacon. Johnson, D., Johnson, R., & Holubec, E. (1998). Cooperation in the classroom. Boston: Allyn and Bacon. Masie, E. (2006). Nano-learning: Miniaturization of design. Chief Learning Officer (CLO) Magazine. Retrieved October 25, 2007, from http://www.clomedia.com/content/templates/ clo_article.asp?articleid=1221&zoneid=173

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    Advances in E-Learning: Experiences

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

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    Chapter XIV Open Source LMS Customi

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    Chapter III Philosophical and Epist

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    of constructive and cooperative met

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    Chapter XIV Open Source LMS Customi

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    contents, learning contexts, proces

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    xv these organizations do not get a

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    xvii QuALIty In e-LeArnIng Before t

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    allow that the teachers in training

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    xxi ISO. (1986). Quality-Vocabulary

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    Chapter I RAPAD: A Reflective and P

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    RAPAD in fields such as law, engine

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    RAPAD mystery to the new student. B

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    RAPAD example, whereas Laurillard h

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    RAPAD Ontologically, systems philos

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    RAPAD information related processes

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    RAPAD methods and techniques accord

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    RAPAD 2. An introduction to learnin

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    RAPAD then asked to reflect on and

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    RAPAD Figure 4. A rich picture to h

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    RAPAD Again using techniques from t

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    RAPAD university preparation course

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    RAPAD The third interface is at the

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

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    RAPAD AddItIonAL reAdIngs Goodyear,

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    A Heideggerian View on E-Learning t

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    A Heideggerian View on E-Learning (

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    A Heideggerian View on E-Learning s

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    A Heideggerian View on E-Learning r

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    A Heideggerian View on E-Learning o

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    A Heideggerian View on E-Learning n

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    A Heideggerian View on E-Learning M

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    A Heideggerian View on E-Learning W

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    Philisophical and Epistemological B

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    Philisophical and Epistemological B

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    Philisophical and Epistemological B

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    Philisophical and Epistemological B

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    Philisophical and Epistemological B

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    Philisophical and Epistemological B

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    Philisophical and Epistemological B

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    Chapter IV E-Mentoring: An Extended

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    E-Mentoring However, what is unders

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    E-Mentoring baugh, & Williams, 2004

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    E-Mentoring Table 2. Contact. Diffe

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    E-Mentoring Table 10. Ethical impli

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    E-Mentoring Table 15. Technology st

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    E-Mentoring Table 21. Coaching. Bes

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    E-Mentoring Table 27. Moment. Best

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    E-Mentoring Moreover, existing rese

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    E-Mentoring Kasprisin, C. A., Singl

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

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    Chapter V Training Teachers for E-L

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    Training Teachers for E-Learning FL

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    Training Teachers for E-Learning ne

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    Training Teachers for E-Learning A

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    Training Teachers for E-Learning yo

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    Training Teachers for E-Learning Di

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    Training Teachers for E-Learning ht

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    The Role of Institutional Factors i

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    The Role of Institutional Factors i

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    The Role of Institutional Factors i

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    The Role of Institutional Factors i

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    The Role of Institutional Factors i

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    The Role of Institutional Factors i

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    The Role of Institutional Factors i

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    The Role of Institutional Factors i

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    Integrating Technology and Research

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    Integrating Technology and Research

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    Integrating Technology and Research

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    Integrating Technology and Research

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    Integrating Technology and Research

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    Integrating Technology and Research

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    Integrating Technology and Research

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    Integrating Technology and Research

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    Chapter IX AI Techniques for Monito

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    AI Techniques for Monitoring Studen

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    AI Techniques for Monitoring Studen

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    AI Techniques for Monitoring Studen

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    AI Techniques for Monitoring Studen

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    AI Techniques for Monitoring Studen

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    AI Techniques for Monitoring Studen

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    AI Techniques for Monitoring Studen

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    AI Techniques for Monitoring Studen

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    AI Techniques for Monitoring Studen

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    AI Techniques for Monitoring Studen

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    AI Techniques for Monitoring Studen

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    Chapter X Knowledge Discovery from

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    Knowledge Discovery from E-Learning

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    Evaluation and Effective Learning H

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    Chapter XVI Formative Online Assess

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    0 Chapter XVII Designing an Online

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Quality Assessment of E-Facilitator

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    Quality Assessment of E-Facilitator

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    Quality Assessment of E-Facilitator

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    Quality Assessment of E-Facilitator

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    Quality Assessment of E-Facilitator

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    Chapter XIX E-QUAL: A Proposal to M

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    E-QUAL is proposed to evaluate the

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    E-QUAL provide competent, service-o

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    E-QUAL 2004; Scalan, 2003) and qual

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    E-QUAL benchmarks address technolog

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    E-QUAL E-learning added two differe

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    E-QUAL Table 6. Application of the

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    E-QUAL Future trends The future of

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

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    E-QUAL SMEs: An analysis of e-learn

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

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    Compilation of References Argyris,

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    Compilation of References Biggs, J.

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    Compilation of References Cabero, J

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    Compilation of References Comezaña

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    Compilation of References Downes, S

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    Compilation of References Fandos, M

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    Compilation of References national

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    Compilation of References Hudson, B

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    Compilation of References Harbour.

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    Compilation of References Little, J

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    Compilation of References Metros, S

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    Compilation of References ONeill, K

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    Compilation of References Preece, J

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    Compilation of References Sadler, D

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    Compilation of References Shin, N.,

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    Compilation of References tional Co

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    Compilation of References Vermetten

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    Compilation of References Yu, F. Y.

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    About the Contributors Juan Pablo d

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    About the Contributors part: “An

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    About the Contributors María D. R-

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    About the Contributors Applications

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    Index e-learning tools, automated p

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    Socrates 55 Sophists 55 student-foc

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