By Elvira Popescu, Rynson W. H. Lau, Kai Pata, Howard Leung, Mart Laanpere
This ebook constitutes the refereed court cases of the thirteenth overseas convention on Web-Based studying, ICWL 2014, held in Tallinn, Estonia, in August 2014. The 18 revised complete papers offered including nine brief papers have been conscientiously reviewed and chosen from approximately seventy eight submissions. The papers are equipped in topical sections on computing device supported collaborative studying, net 2.0 and social studying environments; own studying environments; game-based studying; learner modeling and studying analytics; customized and adaptive studying; layout, version and implementation of e-learning structures and instruments; and pedagogical concerns, perform and event sharing.
Read or Download Advances in Web-Based Learning – ICWL 2014: 13th International Conference, Tallinn, Estonia, August 14-17, 2014. Proceedings PDF
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This e-book constitutes the refereed complaints of the thirteenth foreign convention on Web-Based studying, ICWL 2014, held in Tallinn, Estonia, in August 2014. The 18 revised complete papers awarded including nine brief papers have been conscientiously reviewed and chosen from approximately seventy eight submissions. The papers are geared up in topical sections on desktop supported collaborative studying, internet 2.
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Extra info for Advances in Web-Based Learning – ICWL 2014: 13th International Conference, Tallinn, Estonia, August 14-17, 2014. Proceedings
The experiment involved 15 students registered for an MSc module ‘Dynamic Web-Based Systems’, at University of Warwick, learning a lesson on ‘Collaborative Filtering’ using Topolor, and familiarizing themselves with the multifaceted OSLM features. The experiment was divided into four stages: two time-controlled one-hour learning stages (students sat in the same classroom), one not time-controlled learning stage (students accessed Topolor at their preferred time and location), and finally the survey stage (coordinator-led optional questionnaire answering, feature by feature, to make sure they knew clearly which question referred to which feature).
Ten of them submitted questionnaires. The questionnaire contains 165 questions, each of which applies a 5-Likert scale from 1 (very useless / very hard to use) to 5 (very useful / very easy to use) to evaluate the selected feature’s usefulness and ease of use. Multifaceted Open Social Learner Modelling 39 Table 1 compresses these 48 features with the evaluation results including the mean values and standard deviations for their usefulness and ease of use respectively. Table 1. 52 @ * & : my data; : comparison between me and the rest of the class; : comparison between me, the whole class and the top 20% of the class.
Peer Assessment. Theory into Practice 48(1), 20–27 (2009) 19. : Using a Wiki to Evaluate Individual Contribution to a Collaborative Learning Project. Journal of Computer Assisted Learning 25(1), 43–55 (2009) Multifaceted Open Social Learner Modelling Lei Shi, Alexandra I. uk Abstract. Open social learner modelling (OSLM) approaches are promoted in order to assist learners in self-directed and self-determined learning in a social context. Still, most approaches only focus on visualising learners’ performance, or providing complex tools for social navigation.