Download EduTech Computer-Aided Design Meets Computer-Aided Learning: by Alfred Essa (auth.), Carlos Delgado Kloos, Abelardo Pardo PDF

By Alfred Essa (auth.), Carlos Delgado Kloos, Abelardo Pardo (eds.)

EduTech: Computer-Aided layout Meets Computer-Aided Learning
Edited via Carlos Delgado Kloos and Abelardo Pardo

Computation and conversation applied sciences underpin paintings and improvement in lots of diverse parts. between them, Computer-Aided layout of digital structures and eLearning applied sciences are parts which, although diverse, in reality proportion many issues. The layout of CAD and eLearning structures already touches on a few parallels, corresponding to approach interoperability, consumer interfaces, standardisation, XML-based codecs, reusability points, and so on. additionally, the educating of layout Automation instruments and strategies is especially amenable to or combined studying atmosphere, and implies the interconnection of commonplace CAD instruments, reminiscent of simulators or synthesis instruments, with eLearning instruments. there are various different points within which synergy are available whilst utilizing eLearning know-how for instructing and studying technology.

EduTech: Computer-Aided layout Meets Computer-Aided Learning includes the lawsuits of the EduTech2004 workshop, which used to be held in August 2004 at the side of the 18th IFIP international desktop Congress in Toulouse, France, and backed by means of the overseas Federation for info Processing (IFIP). prepared via IFIP WG 10.5 (Design and Engineering of digital structures) in cooperation with IFIP WG 3.6 (Distance Education), the workshop court cases discover the interrelationship among those topics, the place computer-aided layout meets computer-aided studying. The publication comprises papers with regards to eLearning within the sector of digital CAD, but in addition contains contributions tackling basic problems with eLearning which are appropriate to this and lots of different components similar to reusability, criteria, open resource instruments or mobility.

This publication should be of worth to these attracted to the most recent advancements in eLearning usually, and in addition to these coming from the digital layout box who need to know how you can observe those advancements of their area.

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Read or Download EduTech Computer-Aided Design Meets Computer-Aided Learning: IFIP 18th World Computer Congress TC10/WG10.5 EduTech Workshop 22–27 August 2004 Toulouse, France PDF

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Additional info for EduTech Computer-Aided Design Meets Computer-Aided Learning: IFIP 18th World Computer Congress TC10/WG10.5 EduTech Workshop 22–27 August 2004 Toulouse, France

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We use a functional notation to capture the result of the item and an ad-hoc notation for dependent types, to make the point clearer: scorecomb and feedbcomb combine the scores and feedback of the individual items to the result of the composed item. Its type happens to be dependent. 3 Matching item This type of item is not included in IMS QTI, but is available in several assessment systems. Therefore, it is of interest to include it in this taxonomy. In a matching item we have two sets of elements (A and B) that can be of different cardinality (|A| and |B|).

Besides commonly accepted data models, an agreement is needed on course encapsulation to facilitate course transfer among institutions. ) in a single entity to be easily transferred from system to system. To permit content reuse, course contents should be clearly separated from the runtime environment. Runtime environments deliver educational contents, supervise student interaction with contents, and decide the next content to be delivered depending on course statics and dynamics, and previous student interactions.

Roles, relations, interactions and activities of students and teachers), that is, the activities that have to be carried out in order to achieve intended learning goals. IMS LD language is mainly concerned with interoperability and reusability issues. g. teachers, learning designers) to create courses directly. The language demands management of a huge amount of low-level concepts, coordination, and control mechanisms. In this way, as Spector [2] argues in general for the field of educational technology, the current situation is one of technification.

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