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Advances in E-learning-Experiences and Methodologies

Open Source LMS

Open Source LMS Customization Figure 9. ACEM configuration page complex documents but it needs every element to be positioned within the document, what can be really difficult for large documents. This is the reason why DOM PDF is used for generating the reports, as this library allows the automatic conversion from HTML to PDF. Thus, the report is initially formatted in HTML and then, by invocating one function of the library, the final PDF document is obtained. However, when the number of students, and thus the size of the documents generated grows, the time spent in generating the reports is unacceptable. Therefore, the generation of reports will be done using FPDF library as well, although it involves much more time to develop. For generating MS-WORD documents (DOC), several libraries researched, but none of them worked properly so the final choice was generating a HTML document and then changing its file extension to .doc because, currently, MS-WORD converts automatically from HTML to DOC keeping the structure of the document practically intact. Another difficulty is the increase of time due to the large number of database queries to be done. At first, the queries were executed without control obtaining excessive execution times. Then, the number of queries to execute was reduced and a cache of query results was implemented. Thanks to this, the execution time was reduced to a fourth of the original time, though we are still working on it. concLusIon An added-value tool for a LMS platform has been developed by using Web technologies, which is currently under exploitation by the client. By observing the different LMS platforms in the market, it can be noticed that most of them do not provide enough graphical representation about the students’ activity in the courses and they do not allow the generation of certificates or diplomas either. What is more, Moodle, which

Open Source LMS Customization is one of the most used LMS platforms, does not include those features. Several options for developing the application have been taken into account and, based on the client’s needs, an external application has been defined. ACEM allows users to obtain information in many ways, like documents, charts, or diplomas which enhance the information stored by the platform. Nowadays, this kind of information is fundamental for the management of studies in a learning platform. The development of the application has involved doing an exhaustive research on the data model of Moodle, its management, and the way it deals with grades. After doing it and resolving some problems, a set of queries has been defined so that the application can use them for obtaining the requested reports. Due to the fact that application aim is the generation of the most complete, representative and useful reports, the use of several libraries, which enable the inclusion of charts and reports to be exported to the most usual formats, is necessary. The current version of the application is the first, although development will be continued so as to improve its functionality, thus enhancing Moodle. Future work LInes As for the possible evolutions of the application, there are several options to work with. • Different methods for graphical representation. Visualization of information is an area of computer science which is developing these days (Rohrer & Swing, 1997). A bar char or a pie chart is not enough. Charts with much richer information are needed and the technology is improving in that direction. • Improve MS-WORD document generation. A solution for a better generation should be searched for in order to avoid doing the current conversion. Therefore, some commercial library could be used. • Reduce report generation times. This is a really important point to be taken into account. It can be accomplished by reducing the number of queries executed, improving the cache of queries or even redefining the business logic. • Include new graded activities. It might be taken into account introducing certain graded elements which are not considered now or even other elements which will appear in later versions of Moodle. • Adaptation to new versions of Moodle. Since Moodle is continuously developing, ACEM should adapt to those changes. In order to do that, new versions of Moodle have to be analysed, including its database and also the new APIs available like Moodle DML Library and Moodle DDL Library. • Build ACEM as a module of Moodle. In the near future, the possibility of adapting ACEM to an integrated module of Moodle should be considered, with all the work which it will involve. reFerences Castro, E. (2007). Moodle: Manual del professor. Retrieved October 28, 2007, from http://moodle. org/file.php/11/manual_del_profesor/Manualprofesor.pdf Comezaña, O., & García, F. J. (2005). Plataformas para educación basada en Web: Herramientas, procesos de evaluación y seguridad (Tech Rep. DPTOIA-IT-2005-001). España, Salamanca: Universidad de Salamanca, Departamento de Informática y Automática. Gándara, M. (1995). User Interface: An introduction for educators. In J. M. Alvarez-Manilla and A. M. Bañuelos (Eds.), Computer pedagogical uses. Mexico CISE/UNAM.

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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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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Chapter XI Swarm-Based Techniques i

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    Swarm-Based Techniques in E-Learnin

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    Swarm-Based Techniques in E-Learnin

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    Swarm-Based Techniques in E-Learnin

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    Swarm-Based Techniques in E-Learnin

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    Swarm-Based Techniques in E-Learnin

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  • Page 302 and 303: Chapter XVI Formative Online Assess
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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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