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Advances in E-learning-Experiences and Methodologies

Designing an Online Assessment in E-Learning On the other hand, and as a result of the e-learning experience of the enterprise Cisco Networking Academy TH Program, Behrens, Collison, and Demark (2006) set the seven C’s of the comprehensive assessment model. As a final statement, we consider it necessary to design projects of interdisciplinary investigation in the field of e-assessment, which join specialists in the content to evaluate, specialists in formation processes or pedagogics, and people in charge of the computer area. We have also observed, through the contact with various experiences in international environments, that the formation of interdisciplinary working teams with institutional supply will be a decisive development factor, essential in this subject. AcknowLedgment We want to acknowledge the support received by the Investigation Group GRIAL (E-learning and Interaction Investigation Group) and by the Orientation and Educative Assessment (GE2O) of the University of Salamanca and, especially, by the Investigation Project i+d: “E-Learning Platform Based on the Management of Knowledge, Learning Objects Libraries and Adaptive Systems (KEOPS Project)” (Reference TSI2005-00960), in which context we are developing the e-assessment investigation. Future reseArch dIrectIons This section describes future research directions, opportunities, or additional ideas offered by the author of chapter on the main focus of the chapter or related areas. This section will be highly beneficial to other colleagues and other researchers worldwide, in particular for doctoral students constantly in search of additional research areas. Research topics that can open up in this field are: • To carry out empiric research through experimental designs to check the effectiveness of use of ICTs in learning assessment. Table 4. Summary of seven C’s of Networking Academy comprehensive assessment model (Behrens, et al., 2006, p. 232) Area Goal Examples Claims Clarity of design Develop content following claims implies evidence implies tasks model. Make delivery system flexible to match different assessment goals. Collaboration Complexity Contextualization Computing Communication Coordination Embed development in instructional community Leverage digital technologies to make assessments as complex as appropriate Translate and localize content for stakeholders around the world Analyze data to improve and revise content Empower stakeholders with data Develop assessment system in context of other assessment and learning activities Involve instructors in content development via online authoring tool. Establish online feedback mechanism. Flexible scoring technologies. Use of simulation and automated scoring of hands-on tasks. Linking to curricula. Authoring and delivery tools that support complex language formats. Localization and review processes to ensure appropriate translation and delivery. Use of classical and IRT models to analyse results. Flexible delivery system allows false revision Multilevel grade book. Item information pages and summary reports. Linking of curricular assessments with external capstone assessments by design and statistics.

Designing an Online Assessment in E-Learning • To propose formation models through the Internet, establishing the contrast between different tools of learning assessment. • To compare the effectiveness and efficiency of different tools of learning assessment in an experimental way and through the Internet. • To propose evaluation strategies in problemsolving learning in environments of online training. • To design strategies or alternatives to formative assessment in e-learning, adapted to different learning styles. • To research in the field of qualitative evaluation strategies in e-learning. reFerences Ashton, H. S., Beevers, C. E., Milligan, C. D., Schofield, D. V., Thomas, R. C., & Youngson, M. A. (2006). Moving beyond objective testing in online assessment. In S.L Howell & M. Hricko (Eds.), Online assessment and measurement. Case studies from higher education, K-12 and corporate (pp. 116-128). London: Information Science Publishing. Behrens, J.T., Collison, T.A., & DeMark, S. (2006). The seven C’s of comprehensive online assessment: Lessons learned from 36 million classroom assessments in the Cisco networking academy program. In S.L Howell & M. Hricko (Eds.), Online assessment and measurement. Case studies from higher education, K-12 and corporate (pp. 229-245). London: Information Science Publishing. Brown, G., Bull, J., & Pendleburg, M. (1997). Assesing student learning in higher education. London: Routledge. Bull, J., & Mckenna, C. (2001). Blueprint for CAA. Loughborough: University of Loughborough. Charman, D. (2005). Issues and impacts of using computer-based assessments (cbas) for formative assessment. In S. Brown, J. Bull & P. Race (Eds.), Computer-assisted assessment in higher education (pp. 85-93). Eastbourne: Routledge. García Carrasco, J., Pérez, M.A., Rodríguez, B., & Sánchez, M.C. (2002). Evaluar en la red. Teoría de la Educación: Educación y Cultura en la Sociedad de la Información, 3(5). Retrieved June 11, 2007, from http://www.usal.es/~teoriaeducacion/ Gibbs, G. (2006). Why assessment is changing. In C. Bryan & K. Clegg (Eds.), Innovative assessment in higher education (pp. 11-22). New York: Routledge. Joint Committee on Standards for Educational Evaluation. (1988). The personnel evaluation standards. Thousand Oaks, CA: Corwin Press. Klenowski, V. (2002). Developing portfolios for learning and assessment: Processes and principles. London: RoutledgeFalmer. Margerum-leys, J., & Bass, K.M. (2006). Electronic tools for online assessment: An illustrative case study from teacher education. In S.L. Howell & M. Hricko (Eds.), Online assessment and measurement. Case studies from higher education, K-12 and corporate (pp. 62-81). London: Information Science Publishing. Mcalpine, M (2002). Principles of assessment. Luton: CAA Centre. Mishra, S. (2002). A design framework for online learning environments. British Journal of Educational Technology, 33(4), 493-496. O’Donovan, B., Price, M., & Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standars and criteria. Teaching in Higher Education, 9(3), 325-336. Pérez Juste, R. (2006). Evaluación de programas educativos. Madrid: La Muralla.

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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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    Swarm-Based Techniques in E-Learnin

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    Chapter XII E-Learning 2.0: The Lea

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    E-Learning 2.0 Table 1. Different s

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    E-Learning 2.0 Figure 1. Difference

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    E-Learning 2.0 where the blog is al

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    E-Learning 2.0 process. Along this

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    E-Learning 2.0 forth, and, of cours

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    E-Learning 2.0 Finally, it is impor

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    E-Learning 2.0 never be a hotchpotc

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    E-Learning 2.0 McPherson, K. (2006)

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    E-Learning 2.0 Rosen, A. (2006). Te

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    Telematic Environments and Competit

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    Telematic Environments and Competit

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    Telematic Environments and Competit

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    Telematic Environments and Competit

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    Telematic Environments and Competit

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    Telematic Environments and Competit

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    Telematic Environments and Competit

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    Telematic Environments and Competit

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    Telematic Environments and Competit

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    Open Source LMS Customization Intro

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    Open Source LMS Customization or ev

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    Open Source LMS Customization compa

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    Open Source LMS Customization Figur

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    Open Source LMS Customization Figur

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    Open Source LMS Customization Figur

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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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