By Elvira Popescu, Rynson W. H. Lau, Kai Pata, Howard Leung, Mart Laanpere
This ebook 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 rigorously reviewed and chosen from approximately seventy eight submissions. The papers are prepared 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; custom-made and adaptive studying; layout, version and implementation of e-learning systems and instruments; and pedagogical matters, perform and adventure 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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Additional resources for Advances in Web-Based Learning – ICWL 2014: 13th International Conference, Tallinn, Estonia, August 14-17, 2014. Proceedings
A pop-up view shows, presenting comparisons of performance and contribution between a learner and the profile page’s owner (Fig. 6). Contributions are questions asked and answered, resources, comments shared. Performances include correct tests, topic completion rate, the number of shared (‘liked’ and bookmarked) resources. 4 Visualisation of Learning Path On a course page or a topic page (see (1) and (2) in Fig. 1), by clicking on the button ‘Learning Path’, a learning path visualisation view pops-up, as shown in Fig.
The results are finally concluded to suggest future research and further improvements. 1 Introduction It is envisaged that learners, especially younger generations familiar with Web 2. 0 (as in personalised and social ) techniques embedded in their daily lives, are expected to have the ability to create and maintain their own personal learning environments, to interact with peers as well as learning resources, and be actively engaged in a social e-learning context. However, the availability of massive open resources and the diversity of connections and interactions have led to many challenges.
Springer International Publishing Switzerland 2014 Multifaceted Open Social Learner Modelling 33 Following from existing studies, the main research goal presented in this paper is to explore the design of multifaceted open social learner models (OSLM) in a social personalised adaptive e-learning environment . Compared to existing studies, this research aims at enabling interactive visualisation of different OSLM angles, to potentially promote metacognitive activities. Unlike existing approaches that use OSLM visualisation only as a social navigation tool, our approach also seeks to seamlessly and adaptively integrate OSLM with the learning contents, so that its ubiquity and context-awareness can support new adaptation and personalisation methods for social e-learning.