Intelligent tutoring systems in e-learning environments: design, implementation, and evaluation
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey [u.a.]
Information Science Reference
2011
|
| Schriftenreihe: | Premier reference source
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | "This book addresses intelligent tutoring system (ITS) environments from the standpoint of information and communication technology (ICT) and the recent accomplishments within both the e-learning paradigm and e-learning systems"--Provided by publisher. Includes bibliographical references and index |
| Beschreibung: | XX, 423 S. graph. Darst. |
| ISBN: | 9781616920081 |
Internformat
MARC
| LEADER | 00000nam a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV036623326 | ||
| 003 | DE-604 | ||
| 005 | 20120706 | ||
| 007 | t | ||
| 008 | 100819s2011 xxud||| |||| 00||| eng d | ||
| 010 | |a 2009052667 | ||
| 020 | |a 9781616920081 |c hardcover |9 978-1-61692-008-1 | ||
| 035 | |a (OCoLC)705745051 | ||
| 035 | |a (DE-599)BVBBV036623326 | ||
| 040 | |a DE-604 |b ger |e aacr | ||
| 041 | 0 | |a eng | |
| 044 | |a xxu |c US | ||
| 049 | |a DE-29 |a DE-355 | ||
| 050 | 0 | |a LB1028.73 | |
| 082 | 0 | |a 371.33/44678 | |
| 084 | |a DP 1960 |0 (DE-625)19809:761 |2 rvk | ||
| 084 | |a 5,3 |2 ssgn | ||
| 245 | 1 | 0 | |a Intelligent tutoring systems in e-learning environments |b design, implementation, and evaluation |c Slavomir Stankov, Vlado Glavinic, Marko Rosic [eds.] |
| 264 | 1 | |a Hershey [u.a.] |b Information Science Reference |c 2011 | |
| 300 | |a XX, 423 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a Premier reference source | |
| 500 | |a "This book addresses intelligent tutoring system (ITS) environments from the standpoint of information and communication technology (ICT) and the recent accomplishments within both the e-learning paradigm and e-learning systems"--Provided by publisher. | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Intelligent tutoring systems | |
| 650 | 4 | |a Web-based instruction |x Design | |
| 650 | 4 | |a Education |x Effect of technological innovations on | |
| 650 | 0 | 7 | |a Computerunterstützter Unterricht |0 (DE-588)4070087-2 |2 gnd |9 rswk-swf |
| 655 | 7 | |0 (DE-588)4143413-4 |a Aufsatzsammlung |2 gnd-content | |
| 689 | 0 | 0 | |a Computerunterstützter Unterricht |0 (DE-588)4070087-2 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Stankov, Slavomir |e Sonstige |4 oth | |
| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe |z 978-1-61692-009-8 |
| 856 | 4 | 2 | |m V:DE-604 |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020543305&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-020543305 | ||
Datensatz im Suchindex
| _version_ | 1804143234437349376 |
|---|---|
| adam_text | IMAGE 1
TABLE OF CONTENTS
PREFACE XVI
ACKNOWLEDGMENT XX
SEETION 1
INTELLIGENT TUTORING SYSTEMS ARCHITECTURES
CHAPTER 1 INTELLIGENT TUTORING SYSTEMS: BEST PRACTICES 1
AYTRK KELE~, ATATRK UNIVERSITY, TURKEY AU KELE~, ATATRK UNIVERSITY,
TURKEY
CHAPTER2 DESIGN METHODOLOGY OF AN INTELLIGENT LEARNING ENVIRONMENT
APPLIED TO THE NON VIOLENT CONFLICT RESOLUTION EDUCATION 27
G. M CURILEM, UNIVERSIDAD DE LA FRONTERA, CHILE B. VIZEARRA, UNIVERSIDAD
DE LA FRONTERA, CHILE A. M POO, UNIVERSIDAD DE LA FRONTERA,CHILE D.
HUENTEMAN, CORREO GORBEA, CHILE
L. M BRASIL, UNIVERSITY 0/ BRASILIA, BRAZIL
CHAPTER3 ENHANCING INTELLIGENT TUTORING SYSTEMS WITH THE AGENT PARADIGM
46
XIN BAI, CITY UNIVERSITY 0/ NEW YORK, USA JOHN B. BLAEK, COLUMBIA
UNIVERSITY, USA
CHAPTER4 INTELLIGENT TUTORING SYSTEM ARCHITECTURE REBUILT: A PATTERN
APPROACH 70
ALKE MARTENS, UNIVERSITY 0/ ROSTOEK, GERMANY ANDREAS HARRER, CATHOUE
UNIVERSITY 0/ EICHSTTT-INGOLSTADT, GERMANY
IMAGE 2
SECTION 2
E-LEARNING COMMUNITIES TECHNOLOGIES
CHAPTER 5 VIRTUAL LEAM ING ENV IRONMENT 87
SASA MLADENOVIE, UNIVERSITY OFSPUT, CROATIA HAIDI KUVAC, UNIVERSITY OF
SPLIT, CROATIA MAJA STULA, UNIVERSITY OFSPUT, CROATIA
CHAPTER6 MOBILE LEAM ING 103
MARIJA ZEUE, UNIVERSITY OFSPLIT, CROATIA
SEETION 3
INTELLIGENT E-LEARNING IN DIFFERENT DOMAINS
CHAPTER 7 E-LEAMING WITH AFFECTIVE TUTORING SYSTEMS 129
ABDOLHOSSEIN SARRAFZADEH, UNITEC, NEW ZEALAND JAMSHID SHANBEHZADEH,
TARBIAT MOALEM UNIVERSITY, IRAN SCOTT OVERMYER, BAKER COLLEGE, USA
CHAPTER8 E-LEAMING THROUGH GAMING: UNFOLDING CHILDRENS NEGOTIATION
SKILLS 141
JEROEN GEUZE, DONDERS INSTIUTE FOR BRAIN COGNITION AND BEHAVIOUR, THE
NETHERLANDS EGON L. VAN DEN BROEK, HUMAN-CENTERED COMPUTING CONSULTANCY,
THE NETHERLANDS
CHAPTER 9 INTELLIGENT TUTORING SYSTEM FOR LEAMING PROGRAMMING 166
TONE; DADIE, UNIVERSITY OFSPUT, CROATIA
CHAPTER 10 OVERLAY METHOD IN TESTING KNOWLEDGE BY NATURAL LANGUAGE
DIALOGUE 187
BRANKO TITKO, UNIVERSITY OFSPUT, CROATIA
SEETION 4
PERSONALIZED ADVANCED E-LEARNING ENVIRONMENTS
CHAPTER 11 STUDENT MODELING IN AN INTELLIGENT TUTORING SYSTEM 208
MINGYU FENG, SR! INTERNATIONAL, USA NEU HEFFERNAN, WORCESTER POLYTECHNIC
INSTITUTE, USA KENNETH KOEDINGER, CARNEGIE MELLON UNIVERSITY, USA
IMAGE 3
CHAPTER 12
USING EFFECT SIZE FOR GROUP MODELING IN E-LEARNING SYSTEMS 237
DIVNA KRPAN, UNIVERSITY OF SPUT, CROATIA SUZANA TOMAS, UNIVERSITY
OFSPUT, CROATIA ROKO VLADUSIE, UNIVERSITY OF SPUT, CROATIA
CHAPTER 13 A PERSONALIZED LEARNING SYSTEM BASED ON SEMANTIC WEB
TECHNOLOGIES 258
FUNDA DAG, UNIVERSITY OF KOCAELI, TURKEY KADIR ERKAN, UNIVERSITY OF
KOCAELI, TURKEY
CHAPTER 14 A SURVEY OF OPTIMIZED LEARNING PATHWAY PLANNING AND
ASSESSMENT PAPER GENERATION WITH SWARM INTELLIGENCE 285
LUNG-HSIANG WONG, NATIONAL INSTITUTE OF EDUCATION, SINGAPORE CHEE-KIT
LOOI, NATIONAL INSTITUTE OF EDUCATION, SINGAPORE
SEETION 5
E-LEARNING SYSTEMS EFFECTIVENESS
CHAPTER 15 FACTORS DETERMINING THE OVERALL EFFECTIVENESS OF E-LEARNING
SYSTEMS USED IN HIGHER EDUCATION 303
BENEDICT DU BOULAY, UNIVERSITY OFSUSSEX, UK JUUE COULTAS, UNIVERSITY OF
SUSSEX, UK ROSEMARY LUCKIN, LONDON KNOWLEDGE LABORATORY, UK FRED
GARNETT, LONDON KNOWLEDGE LABORATORY, UK
CHAPTER 16 A META-ANALYTIC ESTIMATION OF A COMMON EFFECT SIZE FROM
ASERIES OF EXPERIMENTS RELATED TO AN E-LEARNING SYSTEM EFFECTIVENESS
EVALUATION 327
ANI GRUBISIE, UNIVERSITY OF SPUT, CROATIA
CHAPTER 17 ASSESSMENT OF THE EFFECTIVENESS OF DISTANCE LEARNING COURSES
AND OF INTERACTIVE PROCESSES IN VIRTUAL LEARNING ENVIRONMENTS 342
FRANCISCO VILLA ULHAA BOTELHO, UNIVERSIDADE CAT6UCA DE BRASIUA, BRASIL
ROSA MARIA VICARI, UNIVERSIDADE FEDERAL DO RIO GRANDE DO SUL, BRASIL
IMAGE 4
AFTERWORD 365
COMPILATION OF REFERENCES 372
ABOUT THE CONTRIBUTORS 407
INDEX 418
IMAGE 5
DETAILED TABLE OF CONTENTS
PREFACE XVI
ACKNOWLEDGMENT XX
SECTION 1
INTELLIGENT TUTORING SYSTEMS ARCHITECTURES
CHAPTER 1 INTELLIGENT TUTORING SYSTEMS: BEST PRACTICES 1
AYTRK KELE~, ATATRK UNIVERSITY, TURKEY ALI KELE~, ATATRK UNIVERSITY,
TURKEY
IN THIS CHAPTER, FIRSTLY, THE APPEARANCE OFTHE ITS NOTION AND RELATED
LITERATURE REVIEW WILL BE HANDLED.
AFTER THEN GENERAL ARCHITECTURE OFINTELLIGENT TUTORING SYSTEMS WILL BE
PRESENTED AND INFORMATION ABOUT IMPROVEMENTS ON ITS WILL BE GIVEN UP TO
NOW. AND ALSO BEST ITS PRACTICES WILL BE MENTIONED, TOO. IN THIS SENSE,
ZOSMAT - A DETAILED SAMPIE APPLICATION - WILL BE EXPLAINED AS A
DEMONSTRATION OF HOW AN ITS IS DESIGNED. ZOSMAT CAN BE USED FOR THE
PURPOSE OF EITHER INDIVIDUAL LEARNING OR REAL CLASSROOM
ENVIRONMENT WITH THE GUIDANCE OF A HUMAN TUTOR DURING A FORMAL EDUCATION
PROCESS. THIS CHARACTERISTIC OF ZOSMAT DISTINGUISHES ITSELF FROM OTHER
INTELLIGENT TUTORING SYSTEMS (KELES ET AL., 2009). FINALLY, CHALLENGES
AND PROBLEMS IN THE AREA OF ITS AND FUTURE OF ITS WILL BE DISCUSSED.
CHAPTER2 DESIGN METHODOLOGY OF AN INTELLIGENT LEARNING ENVIRONMENT
APPLIED TO THE NON VIOLENT CONFLICT RESOLUTION EDUCATION 27
G. M CURILEM, UNIVERSIDAD DE LA FRONTERA, CHILE B. VIZCARRA, UNIVERSIDAD
DE LA FRONTERA, CHILE A. M POO, UNIVERSIDAD DE LA FRONTERA,CHILE D.
HUENTEMAN, CORREO GORBEA, CHILE
L. M BRASIL, UNIVERSITY 0/ BRASILIA, BRAZIL
THIS CHAPTER DESCRIBES A LEARNING DESIGN METHODOLOGY FOR CREATING AN
INTELLIGENT TUTORING SYSTEM (ITS) TO SUPPORT NON-VIOLENT CONFLICT
RESOLUTION EDUCATION IN THE SCHOOL ENVIRONMENT. THE DESIGN METHOD IS
IMAGE 6
BASED ON A MATHEMATICAL FORMALIZATION IN WHICH ITS ARE DEFINED AS
AUTOMATA. THE AIM IS TO DEMON-
STRATE THAT THE AUTOMATA REPRESENTATION FACILITATES THE INTEGRATION OF
THE DOMAIN CONTENTS, THE PEDAGOGICAL STRATEGIES AND THE STUDENT MODELS
IN ONE COMPUTATIONAL SYSTEM. THE AUTOMATA STRUCTURE GUIDES THE SYSTEM
DESIGN, MANAGING THE VARIABLES SELECTION OF THE TEACHING-IEARNING
PROCESS. VARIABLES INVOLVE THE STUDENTS CHARACTERISTICS, THE INTERFACE
RESOURCES AND THE PEDAGOGICAL STRATEGIES. THUS THE WHOLE
TEACHING-IEARNING PROCESS IS MODELED AS AN AUTOMATON WH ICH FITS WITH
THE ITS STRUCTURE. THE NON VIOLENT CONFLICT RESOLUTION DOMAIN WAS CHOSEN
AS THE CASE STUDY DUE TO ITS RELEVANCE AND ITS ILL STRUCTURED CONTENTS
WHAT MAKES ITS MODELING DIFFICULT. THE RESULT IS A NON VIOLENT CONFLICT
RESOLUTION EDUCATIONAL PROCESS STRUCTURED AS AN ITS.
CHAPTER3 ENHANCING INTELLIGENT TUTORING SYSTEMS WITH THE AGENT PARADIGM
46
XIN BAI, CITY UNIVERSITY O/NEW YORK, USA JOHN B. BLAEK, COLUMBIA
UNIVERSITY, USA
A COGNITIVE FRAMEWORK CALLED REFLECTIVE AGENT LEARNING ENVIRONMENT
(REAL) IS DEVELOPED IN THIS STUDY. REAL IS A REUSABLE FRAMEWORK THAT
ALLOWS RESEARCHERS TO DEVELOP A SIMULATION-BASED LEAMING ENVIRONMENT
WHERE USERS CAN LEARN THROUGH PASSING THEIR THOUGHTS TO SOME
COMPUTER-BASED AGENTS AND OBSERVE HOW THE AGENTS EMBODYING THEIR
KNOWLEDGE BEHAVE AS THE RESULT OF THEIR INSTRUCTION. OUR
RESEARCH BENEFITS FROM THE RESEARCH IN INTELLIGENT TUTORING SYSTEMS,
GAME BASED LEARNING SYSTEMS, AND AGENT TECHNOLOGIES, STRESSING
REFLECTION AS PART OFTHE THINKING PROCESSES. IT FOCUSES ON THE DESIGN
OFTHE FRAMEWORK AND THE TESTING OF ITS USABILITY. THE EXTERNAL
EVALUATION OF SPECIFIC IMPLEMENTATIONS SERVES AS THE GUIDANCE FOR THE
FUTURE DESIGN OFTHE REAL APPLICATIONS. WE HOPE, BY GROUNDING THEMSELVES
IN THE
NEEDS OF LOCAL PRACTICE, THE REAL APPLICATIONS CAN GIVE US OPPORTUNITIES
TO UNDERSTAND HOW THEORETICAL CLAIMS ABOUT TEACHING AND LEARNING CAN BE
EFFECTIVELY TRANSFORMED INTO MEANINGFULLEAMING.
CHAPTER4 INTELLIGENT TUTORING SYSTEM ARCHITECTURE REBUILT: A PATTERN
APPROACH 70
ALKE MARTENS, UNIVERSITY 0/ ROSTOEK, GERMANY ANDREAS HARRER, CATHOUE
UNIVERSITY 0/ EIEHSTTT-INGOLSTADT, GERMANY
IN THIS CHAPTER, AN APPROACH TO SUPPORT THE DEVELOPMENT OFITS BASED ON
PATTERNS AND PATTERN CATALOGUES IS DESCRIBED. PATTERNS ARE MEANS TO
FACILITATE INTER-PROJECT COMMUNICATION. AS SUCH, THEY PROVIDE FOR A
CLEAR TERMINOLOGY IN AN APPLICATION DOMAIN. THEY SUPPORT THE DEVELOPMENT
PROCESS ITSELF BY ENCAPSULATING INFORMATION AT DIFFERENT LEVELS (E.G.
USING UNDERLYING CONCEPTS AND TOOLS, ADDING AND INTEGRATING
NEW CONCEPTS AND TOOLS, AND FUNDAMENTALLY CHANGING THE STRUCTURE OF AN
EXISTING PIECE OF SOFTWARE).
THE APPROACH DESCRIBED IN THIS CHAPTER SHOWS TWO EXAMPLES OF HOW A
CATALOGUE OF PATTERNS COLLECTED FROM EXISTING ITS ARCHITECTURES CAN BE
USED AND RE-USED IN DIFFERENT SETTINGS. THOSE SETTINGS SPAN THE FIELD OF
PLUGIN FRAMEWORKS FOR ITS (I.E. JABINT), A CONCRETE PROOF OF CONCEPT
ITS (I.E. CHEMNOM AND COCHEMEX) USING A COLLABORATION SCRIPT APPROACH.
IMAGE 7
SECTION 2
E-LEARNING COMMUNITIES TECHNOLOGIES
CHAPTER5 VIRTUAL LEARN ING ENVIRONMENT 87
SASA MLADENOVIE, UNIVERSITY OLSPUT, CROATIA HAIDI KUVAC, UNIVERSITY 01
SPUT, CROATIA MAJA STULA, UNIVERSITY OLSPUT, CROATIA
THIS CHAPTER DESCRIBES A MATHEMATICAL MODEL OF VIRTUAL LEARNING
ENVIRONMENT CONSIDERING BOTH TECHNOLOGY AND USERS. RECOGNIZED INTERESTED
USERS ARE TEACHERS, PARENTS AND STUDENTS. INTERACTION BETWEEN INTERESTED
PARTIES IN ELEMENTARY AND HIGH SCHOOL EDUCATION PROCESS IS PRESENTED BY
USING COMPLEXITY SCIENCE. THE IDEA IS TO MODEL AND CREATE EDUCATIONAL
VIRTUAL ENVIRONMENT THAT WOULD ATTRACT ENGAGEMENT OF ALL PARTIES.
INITIAL ENGAGEMENT WOULD BE MOTIVATED WITH THE E-GRADE BOOK. AFTER
INITIAL INVOLVEMENT
OF SEEING GRADES, THE USERS WOULD BE MOTIVATED FOR FURTHER INVOLVEMENT
USING FORUMS, BLOGS, AND CHATS TO INTERACT WITH EACH OTHER IN ONE PLACE.
THIS WOULD LEAD TO CREATING GROUPS OF STUDENTS OR PARENTS WITH SIMILAR
PROBLEMS AND INTERESTS. FOR EXAMPLE, WHY IS MATHEMATICS SO HARD TO SOME
STUDENTS, AND FOR OTHER NOT? THE CREATED VIRTUAL ENVIRONMENT WILL ENABLE
TEACHERS TO ADDITIONALLY INFORM PARENTS OF EXIST-
ING E-IEARNING MATERIALS. VIRTUAL ENVIRONMENT IS MODELED AS MULTILEVEL,
MULTIDIMENSIONAL EDUCATIONAL ENVIRONMENT, CONSIDERING COMMUNICATION OF
ALL PARTICIPANTS, AND EVERY ASPECT OF TECHNOLOGY THAT COULD IMPROVE THAT
COMMUNICATION.
CHAPTER6 MOBILE LEARNING 103
MARIJA ZEUE, UNIVERSITY 01 SPUT, CROATIA
MOBILE LEARNING, AS THE PORTABLE AND PERSONAL FASHION OF E-IEARNING,
IS INTENDED TO ENHANCE THE EFFICIENCY AND EFFECTIVENESS OF LEARNING IN
THE CONTEXT OF HANDHELD TERMINALS. MOST PRESENT-DAY LEARNING SYSTEMS RUN
ON DESKTOP COMPUTERS AND ARE NOT DESIGNED FOR USE ON MOBILE DEVICES SUCH
AS MOBILE PHONES, SMART PHONES, PERSONAL DIGITAL ASSISTANTS, ETC. MOBILE
LEARNING SYSTEMS AIM TO IMPROVE THE
QUALITY OF LEARNING BY PROVIDING MOBILE LEARNERS WITH AN EASY,
CONTEXTUALIZED AND UBIQUITOUS ACCESS TO KNOWLEDGE. THIS CHAPTER GIVES AN
OVERVIEW OF THE CUTTENT STATE OF KNOWLEDGE AND RESEARCH IN THE MLEARNING
DOMAIN, DESCRIBES ISSUES AND PROBLEMS PERTINENT TO MOBILE LEARNING AND
OFFERS OUR APPROACH TO SOLVING THESE PROBLEMS IN THE FORM OF A MOBILE
INTELLIGENT TUTORING MODEL WE ARE CURRENTLY DEVELOPING.
GIVEN THE PRESENT ABSENCE OFRELEVANT LITERATURE AND REFERENT MATERIAL WE
THINK THAT THIS CHAPTER PROVIDES DEVELOPERS WITH SOME NEW IDEAS.
SECTION 3
INTELLIGENT E-LEARNING IN DIFFERENT DOMAINS
CHAPTER7 E-LEARNING WITH AFFECTIVE TUTORING SYSTEMS 129
ABDOLHOSSEIN SARRAFZADEH, UNITEC, NEW ZEALAND JARNSHID SHANBEHZADEH,
TARBIAT MOALERN UNIVERSITY, IRAN SCOTT OVERRNYER, BAKER COLLEGE, USA
IMAGE 8
E-IEARNING HAS ATTRACTED A GREAT DEAL OF INTEREST IN EDUCATIONAL CIRCLES
FROM K-12 TO UNIVERSITIES. A QUES-
TION THAT IS OFTEN RIGHTLY ASKED IS HOW EFFECTIVE CURRENT E-IEARNING
SYSTEMS ARE. IT IS ARGUED THAT THERE IS LITTLE INDIVIDUALISATION OF
INSTRUCTION BY ADAPTING TO THE PEDAGOGICAL NEEDS OF EACH LEARNER IN
CURRENT E-IEARNING SYSTEMS. INTELLIGENT TUTORING SYSTEMS HAVE TRIED TO
FILL THIS GAP BUT EVEN THEY FAH TO COMPETE WITH HUMAN ONE-TO-ONE
TUTORING. THIS PAPER PRESENTS AFFECTIVE TUTORING SYSTEMS WHICH ARE
E-IEARNING
SYSTEMS CAPABLE OF DETECTING LEARNERS AFFECTIVE STATE AND REACTING TO
IT THROUGH A IIFE LIKE AGENT CALLED EVE. THIS PAPER PRESENTS AN
AFFECTIVE TUTORING SYSTEM IN THE DOMAIN OFMATHEMATICS AND THE RESEARCH
THAT LED TO ITS DEVELOPMENT. IT ALSO PRESENTS THE FINDINGS FROM THE
STUDY AND TESTING OFTHE SYSTEM INDICATING THAT THE ANIMATED AGENT EVE
CARRIED A PERSONA EFFECT.
CHAPTER8 E-LEARNING THROUGH GAMING: UNFOLDING CHILDRENS NEGOTIATION
SKILLS 141
JEROEN GEUZE, DONDERS INSTIUTE FOR BRAIN COGNITION AND BEHAVIOUR, THE
NETHERLANDS EGON L. VAN DEN BROEK, HUMAN-CENTERED COMPUTING CONSULTANCY,
THE NETHERLANDS
IN THIS CHAPTER, AN APPROACH TO SUPPORT THE DEVELOPMENT OFITS BASED ON
PATTERNS AND PATTERN CATALOGUES IS DESCRIBED. PATTERNS ARE MEANS TO
FACILITATE INTER-PROJECT COMMUNICATION. AS SUCH, THEY PROVIDE FOR A
CLEAR TERMINOLOGY IN AN APPLICATION DOMAIN. THEY SUPPORT THE DEVELOPMENT
PROCESS ITSELF BY ENCAPSULATING INFORMATION AT DIFFERENT LEVELS (E.G.
USING UNDERLYING CONCEPTS AND TOOLS, ADDING AND INTEGRATING
NEW CONCEPTS AND TOOLS, AND FUNDAMENTALLY CHANGING THE STRUCTURE OF AN
EXISTING PIECE OF SOFTWARE).
THE APPROACH DESCRIBED IN THIS CHAPTER SHOWS TWO EXAMPLES OF HOW A
CATALOGUE OF PATTERNS COLLECTED FROM EXISTING ITS ARCHITECTURES CAN BE
USED AND RE-USED IN DIFFERENT SETTINGS. THOSE SETTINGS SPAN THE FIELD OF
PLUGIN FRAMEWORKS FOR ITS (I.E. JABLNT), A CONCRETE PROOF OF CONCEPT
ITS (I.E. CHEMNOM AND COCHEMEX) USING A COLLABORATION SCRIPT APPROACH.
CHAPTER 9 INTELLIGENT TUTORING SYSTEM FOR LEARNING PROGRAMMING 166
TONCIDADIT, UNIVERSITY OF SPLIT, CROATIA
TUTORING SYSTEMS FOR PROGRAMMING HELP STUDENTS UNDERSTAND FEATURES
OFTARGET PROGRAMMING LANGUAGES, AND DEVELOP THEIR GENERAL PROBLEM
SOLVING SKILLS. OUR SYSTEM GUIDES NOVICES IN LEARNING SYNTAX AND
SEMANTICS OF PROGRAMMING LANGUAGE, PROBLEM DECOMPOSITION, PROGRAM DESIGN
AND TESTING. IT IS LANGUAGE INDEPENDENT, AUTOMATICALLY ADJUSTING COURSE
MATERIAL TO THE LANGUAGE - SUBJECT OF LEARNING. SE-
MANTIC ANALYSIS OF STUDENT S PROGRAMS IS BASED ON COMPARISON OF ABSTRACT
SEMANTICS TREES OF STUDENT S AND MODEL-PROGRAM. MODEL-PROGRAM IS CODED
BY INNOVATIVE PROGRAMMING LANGUAGE DESCRIBING GOALS AND VARIANTS OF
POSSIBLE SOLUTIONS. THE NOTIONAL MACHINE DEFINED BY PROGRAMMING
LANGUAGE, ITS VERBAL DESCRIPTION OF INSTRUCTION ACTIONS AND
VISUALIZATION OF PROGRAM EXECUTION, HELPS STUDENTS TO UNDERSTAND
SEMANTICS OF TEACHING LANGUAGE. ADVANCEMENT THROUGH THE COURSE MATERIAL
CONTROLLED BY COMPUTER TEACHER SUPPORTS CONNECTION OF NEW CONCEPTS TO
THE PRESENT STUDENT S KNOWLEDGE. THE SYSTEM APPLIES DISTINCT TEACHING
STRATEGIES TO STOPPERS AND MOVERS.
CHAPTER 10 OVERLAY METHOD IN TESTING KNOWLEDGE BY NATURAL LANGUAGE
DIALOGUE 187
BRANKO ZITKO, UNIVERSITY OF SPLIT, CROATIA
IMAGE 9
IRRESPECTIVE HOW DOMAIN KNOWLEDGE IS WEIL FORMALIZED, AND IRRESPECTIVE
OF APPLYING APPROPRIATE PEDA-
GOGICAL TECHNIQUES IN INTELLIGENT TUTORING SYSTEM, LEAMING AND TEACHING
PROCESS CAN SEEM COMPLEX BECAUSE OFUNFAMILIAR COMMUNICATION WITH
COMPUTER TUTOR. USING EVEN SIMPLEST NLP TECHNIQUES MAKES BENEFITS IN
COMPUTER S USAGE, NOT ONLY IN E-LEARNING DOMAIN. NATURALLANGUAGE
GENERATION IS BASIC TECHNIQUE WHICH CAN MAKE LEARNING AND TEACHING
PROCESS MUCH MORE ADAPTABLE TO THE STUDENT. PRESENTING
FORMAL KNOWLEDGE BY NATURAL LANGUAGE SENTENCES, AS WEIL AS TESTING IN A
FORM OF DIALOGUE ARE AIMS TO BE ACCOMPLISHED IN NEW INTELLIGENT TUTORING
SYSTEM BASED ON TUTOR-EXPERT SYSTEM MODEL. IN MAKING PREVIOUS SYSTEM
MORE ACCEPTABLE TO THE STUDENT, OUR FIRST STEP IS TO PERFORM NATURAL
LANGUAGE GENERATION WITH CROATIAN LOCALIZATION FOR FORMALIZED DOMAIN
KNOWLEDGE FOLLOWING BY PROBLEM GENERATION AND
DIALOG BASED GUIDANCE TO THE PROBLEM SOLUTION.
SECTION 4
PERSONALIZED ADVANCED E-LEARNING ENVIRONMENTS
CHAPTER 11 STUDENT MODELING IN AN INTELLIGENT TUTORING SYSTEM 208
MINGYU FENG, SR! INTERNATIONAL, USA NEU HEFFERNAN, WORCESTER POLYTECHNIC
INSTITUTE, USA KENNETH KOEDINGER, CARNEGIE ME/ION UNIVERSITY, USA
STUDENT MODELING AND COGNITIVELY DIAGNOSTIC ASSESSMENT ARE IMPORTANT
ISSUES THAT NEED TO BE ADDRESSED FOR THE DEVELOPMENT AND SUCCESSFUL
APPLICATION OF INTELLIGENT TUTORING SYSTEMS (ITS). ITS NEEDS THE
CONSTRUCTION OF COMPLEX MODELS TO REPRESENT THE SKILLS THAT STUDENTS ARE
USING AND THEIR KNOWLEDGE STATES, AND PRACTITIONERS WANT COGNITIVELY
DIAGNOSTIC INFORMATION AT A FINER GRAINED LEVEL. THIS CHAPTER REVIEWS
OUR EFFORT ON MODELING STUDENT S KNOWLEDGE IN THE ASSISTMENT PROJECT.
INTELLIGENT TUTORS HAVE BEEN MAINLY USED TO TEACH STUDENTS. IN THE
ASSISTMENT PROJECT, WE HAVE EMPHASIZED USING THE INTELLIGENT TUTORING
SYSTEM AS AN ASSESSMENT SYSTEM THAT PROVIDES INSTRUCTIONAL ASSISTANCE
DURING THE TEST. USUALLY IT IS BELIEVED THAT ASSESSMENT GET HARDER IF
STUDENTS ARE ALLOWED TO LEARN DURING THE TEST, AS ITS THEN LIKE
TRY TO HIT A MOVING TARGET. SO OUR RESULTS ARE SURPRISING THAT BY
PROVIDING TUTORING TO STUDENTS WHILE THEY ARE ASSESSED WE ACTUALLY PROVE
THE ASSESSMENT OF STUDENTS KNOWLEDGE. ADDITIONALLY, IN THIS ARTICLE, WE
PRESENT ENCOURAGING RESULTS ABOUT A FINE-GRAINED SKILL MODEL WITH THAT
SYSTEM THAT IS ABLE TO PREDICT STATE TEST SCORES. WE CONCLUDE THAT USING
INTELLIGENT TUTORING SYSTEMS TO DO ASSESSMENT SEEMS LIKE A REASON-
ABLE WAY OF DEALING WITH THE DILEMMA THAT EVERY MINUTE SPENT TESTING
STUDENTS TAKES TIME AWAY FROM INSTRUCTION.
CHAPTER 12 USING EFFECT SIZE FOR GROUP MODELING IN E-LEAMING SYSTEMS 237
DIVNA KRPAN, UNIVERSITY 0/ SPUT, CROATIA SUZANA TOMAS, UNIVERSITY 0/
SPUT, CROATIA ROKO VLADUSIE, UNIVERSITY 0/ SPUT, CROATIA
IMAGE 10
THERE IS GREAT NEED FOR COLLABORATION IN EDUCATION AND E-LEAMING SYSTEMS
WHICH IMPLY THE NECESSITY FOR
GROUP MODELING. SINCE BLOOM S EXPERIMENT, WHICH PRODUCED EFFECT SIZE OF
2-SIGMA, THERE WERE MANY ATTEMPTS TO REPEAT THOSE RESULTS WITH
INTELLIGENT TUTORING SYSTEMS. OUR EXPERIMENTS SHOW EFFECTIVENESS OF
XTEX-SYS IN MEASURE OF EFFECT SIZE. THE GOAL OF OUR RESEARCH AND
DEVELOPMENT IS TO GET AS CLOSE AS POSSIBLE TO EFFECT SIZE OF 2-SIGMA.
THERE IS GREATER NEED FOR COLLABORATION IN E-LEAMING SYSTEMS AND
THERE ARE SOME INDICATIONS THAT COLLABORATION COULD INCREASE
EFFECTIVENESS. SINCE COLLABORATION IS CLOSELY COUPLED WITH GROUPS,
DIRECTIONS FOR FUTURE DEVELOPMENT AND EXPLORATION OF E-LEAMING SYSTEMS
LAY IN FIELD OF GROUP MODELING. GROUP MODELING ALSO IMPLIES CREATION OF
STEREOTYPE MODELS.
CHAPTER 13 A PERSONALIZED LEAMING SYSTEM BASED ON SEMANTIC WEB
TECHNOLOGIES 258
FUNDA DAG, UNIVERSITY 0/ KOCAELI, TURKEY KADIR ERKAN, UNIVERSITY 0/
KOCAELI, TURKEY
IN THIS STUDY, A PERSONALIZED LEARNING SYSTEM FRAMEWORK THAT IS KOULEARN
(KOCAELI UNIVERSITY LEAMING SYSTEM) HAS BEEN PROPOSED. IT IS BASED ON
LEAMING OBJECT AND PRODUCES A PERSONALIZED LEAMING CONTENT ACCORDING TO
LEARNING STYLE AND COGNITIVE KNOWLEDGE LEVEL OF AN INDIVIDUAL. THE
PROPOSED FRAMEWORK IS SITUATED IN ADVANCED LEARNING TECHNOLOGIES
ACCORDING TO EDUCATIONAL PERSPECTIVE AND IS A SEMANTIC WEB
APPLICATION ACCORDING TO DEVELOPMENT TECHNOLOGIES. THE PROPOSED
FRAMEWORK IS AIMED TO FORM A PERSONALIZED LEAMING ENVIRONMENT. THREE
MODELS ARE INCLUDED IN THIS SYSTEM: DOMAIN MODEL, USER MODEL AND
ADAPTATION MODEL, RESPECTIVELY. COMPONENTS OF THE SYSTEM HAVE BEEN
REALIZED BY ONTOLOGY BASED KNOWLEDGE MODELING APPROACH. EXECUTION OF THE
PERSONALIZED LEAMING CONTENT STRUCTURE AND LEAMING ENVIRONMENT OF THE
SYSTEM, RELATED TO ELECTRIC EDUCATION, HAS BEEN EXAMINED BY RESONANCE
LEAMING
MODULE WHICH IS CONSTITUTED CONSIDERING PERSONALIZATION REQUIREMENTS
OFTHE SYSTEM.
CHAPTER 14 A SURVEY OFOPTIMIZED LEARNING PATHWAY PLANNING AND ASSESSMENT
PAPER GENERATION WITH SWARM INTEL IIGENCE 285
LUNG-HSIANG WONG, NATIONAL INSTITUTE 0/ EDUCATION, SINGAPORE CHEE-KIT
LOOI, NATIONAL INSTITUTE 0/ EDUCATION, SINGAPORE
ONE MAJOR DIRECTION IN RESEARCH ON TECHNOLOGY-ENABLED LEAMING SYSTEMS
REVOLVES ROUND THE NOTION OF GENERATING OPTIMAL LEARNING PATHWAYS. TWO
EXAMPLES OF THE APPLICATION AREAS THAT COULD BE PRESENTED AS SEARCH AND
OPTIMIZATION PROBLEM IN THE CONTEXT OF ARTIFICIAL INTELLIGENCE ARE:- (1)
ADAPTIVE SELECTION AND SEQUENCING OF LEAMING OBJECTS BASED ON THE
LEAMING PROFILES, PREFERENCES AND ABILITIES OF INDIVIDUAL
LEAMERS; (2) AUTOMATIC COMPOSITION OF ASSESSMENT OR EXAMINATION PAPERS
BASED ON INSTRUCTORS SPECIFICATIONS. IN THIS CHAPTER, WE PRESENT A
CRITICAL DISCUSSION OF THE RESEARCH WH ICH IS CONCEMED WITH THE
APPLICATION OFTHE PARADIGM OF SWARM INTELLIGENCE IN THESE TWO AREAS.
THE MAIN AIM OFTHIS SURVEY IS TO HIGHLIGHT THE NEW TRENDS AND KEY
RESEARCH ACHIEVEMENTS THAT HAVE BEEN REALISED IN THE LAST FEW YEARS.
WE WILL ALSO OUTLINE A RANGE OFRELEVANT RESEARCH ISSUES AND CHALLENGES
THAT HAVE BEEN GENERATED BY THIS BODY OF WORK.
IMAGE 11
SEETION 5
E-LEARNING SYSTEMS ETTECTIVENESS
CHAPTER 15 FACTORS OETENNINING THE OVERALL EFFECTIVENESS OF E-LEAMING
SYSTEMS USED IN HIGHER EDUCATION 303
BENEDICT DU BOULAY, UNIVERSITY 01 SUSSEX, UK JUUE COULTAS, UNIVERSITY 01
SUSSEX, UK ROSEMARY LUCKIN, LONDON KNOWLEDGE LABORATORY, UK FRED
GARNETT, LONDON KNOWLEDGE LABORATORY, UK
THIS CHAPTER EXAMINES PART OF THE BROAD QUESTION: HOW COMPELLING IS THE
EVIDENCE FOR THE EFFECTIVENESS OF E-LEAMING IN THE POST-16 SECTOR? IT
CONCENTRATES, LARGELY FROM A UK PERSPECTIVE, ON HIGHER EDUCATION AND ON
POLICY ISSUES. IN THE FIRST SECTION THE UK HIGHER EDUCATION FUNDING
COUNCIL FOR ENGLAND (HEFCE) E-LEARNING STRATEGY IS OUTLINED AND
PREVIOUS, PARTIAL REVIEWS OF E-LEARNING IN HIGHER
EDUCATION ARE EXAMINED. THE EVIDENCE ON THE EFFECTIVENESS OF E-LEARNING
IN HIGHER EDUCATION IS PRESENTED USING KIRKPATRICK S (1998) LEVELS OF
EVALUATION, UNDER THE FOLLOWING QUESTIONS: WHAT ARE THE LEARNERS
REACTIONS TO E-LEARNING? WHAT IS THE STUDENT EXPERIENCE OF E-LEARNING?
WHAT IS THE QUALITY OF THE LEAMING? OOES E-LEARNING IN HIGHER EDUCATION
ALTER THE BEHAVIOR OFTHE LEARNER? WHAT IS THE IMPACT
OF E-LEARNING ON THE ORGANIZATION. IN THE FINAL SECTION RECOMMENDATIONS
FOR POLICY AND FUTURE RESEARCH.
CHAPTER 16 A META-ANALYTIC ESTIMATION OF A COMMON EFFECT SIZE FROM
ASERIES OF EXPERIMENTS RELATED TO AN E-LEARNING SYSTEM EFFECTIVENESS
EVALUATION 327
ANI GRUBISIE, UNIVERSITY OLSPUT, CROATIA
AS THE ACQUISITION OF KNOWLEDGE IS OFTEN AN EXPENSIVE AND TIME-CONSUMING
PROCESS, IT IS IMPORTANT TO KNOW WHETHER IT ACTUALLY IMPROVES THE
STUDENT PERFONNANCE. THE E-IEARNING IS A REVOLUTIONARY PARADIGM THAT HAS
LATELY BEEN SIGNIFICANTLY EVOLVING AND IT IS CLOSELY RELATED TO THE
INTELLIGENT TUTORING SYSTEMS. METHODOLOGY FOR EVALUATING THE EDUCATIONAL
INFLUENCE OF LEARNING AND TEACHING PROCESS, QUESTIONS
WHETHER AND IN WHAT AMOUNT, STUDENTS LEARN EFFECTIVELY. OUR CONTRIBUTION
TO THIS COMPULSIVE FIELD OF RESEARCH IS A META-ANALYSIS OF ASERIES OF
EXPERIMENTS BASED ON THE SAME TWO-GROUP METHODOLOGY THAT REVEALS A MORE
PRECISE EFFECT SIZE OF ONE PARTICULAR E-IEARNING SYSTEM - EXTENDED
TUTOR-EXPERT SYSTEM, A REPRESENTATIVE OFWEB-BASED AUTHORING SHELLS FOR
BUILDING INTELLIGENT TUTORING SYSTEMS.
CHAPTER 17 ASSESSMENT OF THE EFFECTIVENESS OF OISTANCE LEARNING COURSES
AND OF INTERACTIVE PROCESSES IN VIRTUAL LEARNING ENVIRONMENTS 342
FRANCISCO VILLA ULH6A BOTELHO, UNIVERSIDADE CAT6UCA DE BRASILIA, BRASIL
ROSA MARIA VICARI, UNIVERSIDADE FEDERAL DO RIO GRANDE DO SUL, BRASIL
THIS STUDY ADDRESSES THE EVALUATION OF THE EFFECTIVENESS OF DISTANCE
COURSES AND INTERACTIVE PROCESSES IN VIRTUAL LEARNING ENVIRONMENTS. IT
IS PART OF A LARGER AREA, WHICH IS QUALITY IN OISTANCE EDUCATION (OE) OR
EVALUATION OF QUALITY IN OE. OUR LOOK WAS THEORETICALLY GUIDED BY THE
HISTORICAL-CULTURAL AP-
IMAGE 12
PROACH AND COMPLEX THINKING. UNDERSTANDING THE PHENOMENON OF HUMAN
LEARNING AS AN OPEN SYSTEM
THAT ESTABLISHES RELATIONS WITH ITS SOCIAL-HISTORICAL CONTEXT AND THE
ANALYSIS OF INTERACTIVE PROCESSES AS A PATH TO UNDERSTANDING THE QUALITY
OF OE COURSES WAS SUSTAINED IN THIS THEORETICAL FRAMEWORK. THE GENERAL
OBJECTIVES OF THE STUDY WERE: TO ANALYZE INDICATORS THAT ARE SIGNIFICANT
TO THE EVALUATION OF THE EFFECTIVENESS OF DISTANCE COURSES, TO CHECK TO
WHAT EXTENT THE EFFECTIVENESS OF OE COURSES IS CORRELATED
WITH THE QUALITY OF THE INTERACTIVE PROCESSES; AND TO SEEK
CHARACTERISTICS OF THE TALKS OF SUBJECTS IN THE INTERACTION IN STUDY
GROUPS FORMED IN VIRTUAL ENVIRONMENTS THAT MAY CONTRIBUTE TO THE
EFFECTIVENESS OF DISTANCE COURSES. OUR RESULTS CONFIRMED THE IMPORTANCE
OF SOME VARIABLES SUCH AS CONTEXT, TEACHER AND GROUP LEAMING FOR THE
EFFECTIVENESS OFTHE DISTANCE COURSE. THEY ALSO INDICATED THE RELEVANCE
OF CERTAIN
CHARACTERISTICS OF STUDENTS AND TEACHERS SPEECH IN VIRTUALLEARNING
ENVIRONMENTS, FOR THE GENERATION OF CONVERSATIONAL DYNAMICS THAT
CONTRIBUTE TO ACHIEVING THE OBJECTIVES OFTHE COURSES.
AFTERWORD 365
COMPILATION OF REFERENCES 372
ABOUT THE CONTRIBUTORS 407
INDEX 418
|
| any_adam_object | 1 |
| building | Verbundindex |
| bvnumber | BV036623326 |
| callnumber-first | L - Education |
| callnumber-label | LB1028 |
| callnumber-raw | LB1028.73 |
| callnumber-search | LB1028.73 |
| callnumber-sort | LB 41028.73 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DP 1960 |
| ctrlnum | (OCoLC)705745051 (DE-599)BVBBV036623326 |
| dewey-full | 371.33/44678 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.33/44678 |
| dewey-search | 371.33/44678 |
| dewey-sort | 3371.33 544678 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Book |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>02133nam a2200481zc 4500</leader><controlfield tag="001">BV036623326</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20120706 </controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">100819s2011 xxud||| |||| 00||| eng d</controlfield><datafield tag="010" ind1=" " ind2=" "><subfield code="a">2009052667</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781616920081</subfield><subfield code="c">hardcover</subfield><subfield code="9">978-1-61692-008-1</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)705745051</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV036623326</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">aacr</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="044" ind1=" " ind2=" "><subfield code="a">xxu</subfield><subfield code="c">US</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-29</subfield><subfield code="a">DE-355</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">LB1028.73</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">371.33/44678</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">DP 1960</subfield><subfield code="0">(DE-625)19809:761</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Intelligent tutoring systems in e-learning environments</subfield><subfield code="b">design, implementation, and evaluation</subfield><subfield code="c">Slavomir Stankov, Vlado Glavinic, Marko Rosic [eds.]</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Hershey [u.a.]</subfield><subfield code="b">Information Science Reference</subfield><subfield code="c">2011</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">XX, 423 S.</subfield><subfield code="b">graph. Darst.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Premier reference source</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">"This book addresses intelligent tutoring system (ITS) environments from the standpoint of information and communication technology (ICT) and the recent accomplishments within both the e-learning paradigm and e-learning systems"--Provided by publisher.</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references and index</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Erziehung</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Intelligent tutoring systems</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Web-based instruction</subfield><subfield code="x">Design</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education</subfield><subfield code="x">Effect of technological innovations on</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Computerunterstützter Unterricht</subfield><subfield code="0">(DE-588)4070087-2</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="655" ind1=" " ind2="7"><subfield code="0">(DE-588)4143413-4</subfield><subfield code="a">Aufsatzsammlung</subfield><subfield code="2">gnd-content</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Computerunterstützter Unterricht</subfield><subfield code="0">(DE-588)4070087-2</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Stankov, Slavomir</subfield><subfield code="e">Sonstige</subfield><subfield code="4">oth</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Online-Ausgabe</subfield><subfield code="z">978-1-61692-009-8</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">V:DE-604</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020543305&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-020543305</subfield></datafield></record></collection> |
| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV036623326 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:44:25Z |
| institution | BVB |
| isbn | 9781616920081 |
| language | English |
| lccn | 2009052667 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020543305 |
| oclc_num | 705745051 |
| open_access_boolean | |
| owner | DE-29 DE-355 DE-BY-UBR |
| owner_facet | DE-29 DE-355 DE-BY-UBR |
| physical | XX, 423 S. graph. Darst. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Information Science Reference |
| record_format | marc |
| series2 | Premier reference source |
| spelling | Intelligent tutoring systems in e-learning environments design, implementation, and evaluation Slavomir Stankov, Vlado Glavinic, Marko Rosic [eds.] Hershey [u.a.] Information Science Reference 2011 XX, 423 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Premier reference source "This book addresses intelligent tutoring system (ITS) environments from the standpoint of information and communication technology (ICT) and the recent accomplishments within both the e-learning paradigm and e-learning systems"--Provided by publisher. Includes bibliographical references and index Erziehung Intelligent tutoring systems Web-based instruction Design Education Effect of technological innovations on Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Stankov, Slavomir Sonstige oth Erscheint auch als Online-Ausgabe 978-1-61692-009-8 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020543305&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Intelligent tutoring systems in e-learning environments design, implementation, and evaluation Erziehung Intelligent tutoring systems Web-based instruction Design Education Effect of technological innovations on Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4143413-4 |
| title | Intelligent tutoring systems in e-learning environments design, implementation, and evaluation |
| title_auth | Intelligent tutoring systems in e-learning environments design, implementation, and evaluation |
| title_exact_search | Intelligent tutoring systems in e-learning environments design, implementation, and evaluation |
| title_full | Intelligent tutoring systems in e-learning environments design, implementation, and evaluation Slavomir Stankov, Vlado Glavinic, Marko Rosic [eds.] |
| title_fullStr | Intelligent tutoring systems in e-learning environments design, implementation, and evaluation Slavomir Stankov, Vlado Glavinic, Marko Rosic [eds.] |
| title_full_unstemmed | Intelligent tutoring systems in e-learning environments design, implementation, and evaluation Slavomir Stankov, Vlado Glavinic, Marko Rosic [eds.] |
| title_short | Intelligent tutoring systems in e-learning environments |
| title_sort | intelligent tutoring systems in e learning environments design implementation and evaluation |
| title_sub | design, implementation, and evaluation |
| topic | Erziehung Intelligent tutoring systems Web-based instruction Design Education Effect of technological innovations on Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Erziehung Intelligent tutoring systems Web-based instruction Design Education Effect of technological innovations on Computerunterstützter Unterricht Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020543305&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT stankovslavomir intelligenttutoringsystemsinelearningenvironmentsdesignimplementationandevaluation |