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Titlebook: New Horizons in Web Based Learning; ICWL 2014 Internatio Yiwei Cao,Terje V?ljataga,Mart Laanpere Conference proceedings 2014 Springer Inter

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發(fā)表于 2025-3-21 17:32:43 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱New Horizons in Web Based Learning
副標題ICWL 2014 Internatio
編輯Yiwei Cao,Terje V?ljataga,Mart Laanpere
視頻videohttp://file.papertrans.cn/666/665360/665360.mp4
概述Includes supplementary material:
叢書名稱Lecture Notes in Computer Science
圖書封面Titlebook: New Horizons in Web Based Learning; ICWL 2014 Internatio Yiwei Cao,Terje V?ljataga,Mart Laanpere Conference proceedings 2014 Springer Inter
描述This book constitutes the revised selected papers of the workshops of the 13th International Conference of Web-based Learning, ICWL 2014, held in Tallinn, Estonia, in August 2014. This volume comprises papers of six workshops: 1. The Seventh International Workshop on Social and Personal Computing for Web-Supported Learning Communities (SPeL 2014) 2. The First International Workshop on Peer-Review, Peer-Assessment, and Self-Assessment in Education (PRASAE 2014) 3. International Workshop on Mobile and Personalized Learning (IWMPL 2014) 4. The First International Workshop on Open Badges in Education (OBIE 2014) 5. The Fourth International Symposium on Knowledge Management & E-Learning (KMEL 2014) 6. The Future of e-Textbooks Workshop (FeT 2014).
出版日期Conference proceedings 2014
關鍵詞Accreditation; Adult Education; Applied Computing; Collaborative Learning; Computer-assisted Instructio
版次1
doihttps://doi.org/10.1007/978-3-319-13296-9
isbn_softcover978-3-319-13295-2
isbn_ebook978-3-319-13296-9Series ISSN 0302-9743 Series E-ISSN 1611-3349
issn_series 0302-9743
copyrightSpringer International Publishing Switzerland 2014
The information of publication is updating

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The Organization of Large-Scale Repositories of Learning Objects with Directed Hypergraphsular, we model the relationships holding between learning activities and the related (needed/achieved) competence, by adopting directed hypergraph. We show as the complexity of optimizing learning paths depends dramatically on the adopted metrics; in particular, we prove that finding a learning path
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