By Bakhtiyor Bahritidinov, Jorge Suárez de Lis, Eduardo Sánchez, Manuel Lama (auth.), Xiangfeng Luo, Marc Spaniol, Lizhe Wang, Qing Li, Wolfgang Nejdl, Wu Zhang (eds.)
This booklet constitutes the refereed court cases of the ninth overseas convention on Web-Based studying, ICWL 2010, held in Shanghai, China, in December 2010. The 36 revised complete papers and eight brief papers offered have been rigorously reviewed and chosen from 192 submissions. They care for themes equivalent to e-learning structures and instruments, know-how superior studying, web-based studying for oriental languages, mobile/situated e-learning, studying source deployment, association and administration, layout, version and framework of e-learning platforms, e-learning metadata and criteria, collaborative studying and game-based studying, in addition to perform and event sharing and pedagogical concerns.
Read Online or Download Advances in Web-Based Learning – ICWL 2010: 9th International Conference, Shanghai, China, December 8-10, 2010. Proceedings PDF
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Extra resources for Advances in Web-Based Learning – ICWL 2010: 9th International Conference, Shanghai, China, December 8-10, 2010. Proceedings
In a WPT, there are three separate sections: (i) ontology, (ii) templates, and (iii) urls. The ontology section contains the semantic concepts and relations of the website. The semantic concepts and relations can either be deﬁned by WPT Ontology language or OWL . The templates section consists of a collection of parsing templates. Each parsing template describes mappings between an HTML element and the corresponding concept deﬁned in the ontology section. The mapping can be built by some locators like XPath , HTML tag id, and regular expression pattern whereas the content description can be represented by WPT template description language .
This sole type of information does not suffice in comprehensively reflecting a child’s affective state, for example, whether the child feels happy with a virtual scenario which interested him/her previously. Such systems therefore may not be effective in responding to users’ dynamic behaviours. Furthermore, although existing systems are generally accurate and reliable, all of them are artificial environments (cameras mounted on a helmet, marking on the face or a chin rest is used to maintain the head still).
In: Proc. ICIT 2010, Las Vegas, pp. 1080–1085 (2010) 11. : Designing the Execution of Learning Activities in Complex Learning Processes using LPCEL. In: Proc. ICALT 2006, Kerkrade, pp. 415–419 (2006) 12. : Modeling Collaborative Learning Activities on E-learning Platforms. In: Proc. ICALT 2006, Kerkrade, pp. 707– 709 (2006) 13. : A Knowledge-Driven Model to Personalize E-Learning. JERIC 6(1) (2006) 14. : Implementing a Context-aware Learning Path Planner for Learning in Museum. In: Proc. WSEAS 2007, Tenerife, pp.