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Towards a Model of the Digital University: A Generalized Net Model for Producing Course Timetables
In a series of research papers, the authors have studied some of the most important models of contemporary universities, such as: the research university, the entrepreneurial university and the digital university and construct their Generalized Net (GN) models. This paper is based on the casestudies of Sofia University, the Technical University of Munich and the University of Edinburgh. The main focus is to put the analysis of the processes of the functioning of a university which effectively in
Author(s): Shannon A.,Orozova D.,Atanassov K.,Krawczak M.,Mel

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Design of an eLearning System for Accreditation of Non-formal Learning
This paper deals with issues related to the non-formal learning in vocational education, and the role of ICT for providing appropriate accreditation model in such education. The presented conclusions are based on the Leonardo da Vinci project LeoSPAN. The paper emphasises on the development of a model and a prototype of an adaptive eLearning system that ensures the pre-defined learner outcomes. One of the advantages of the eLearning system is the flexibility for people who upgrade and improve th
Author(s): Kovatcheva Eugenia,Nikolov Roumen

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CONCEPTUAL KMS ARCHITECTURE WITHIN ENTERPRISE 2.0 AND CLOUD COMPUTING
Today, the adoption of Enterprise 2.0 is not an option, but a must for knowledge-based organizations within the changing social paradigms. The new-coming generation of employees and customers expect technological proficiency to be part of the customer-centered business models. On their turn, organizations need to apply new forms of cooperation with their employees, customers, suppliers and partners. The knowledge is recognized as crucial resource and its efficient management determines sustainab
Author(s): Antonova Albena,Nikolov Roumen

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Towards Building an Open Digital Library for Instructional Design that Facilitates Reflective e-Inst
Computer-based instruction, online or offline, which we will be referring at as e-instruction, provides for the development of new flexible pedagogical frameworks that will offer opportunities for open worldwide lifelong instruction. We claim that these are to be stored in instructional digital libraries in order to be accessible to anyone, anytime, anywhere. While many advances have been made in the creation of digital libraries, there is considerable room both for improving how learning object
Author(s): Vladoiu Mihaela-Monica

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Learning Objects Need Badly Instructional Digital Libraries Support
In this paper, we present a standard definition for learning objects, a controversy around it, and the resulted working definition, along with features to be held by learning objects, benefits of the object-oriented approach for learning, some pros and cons for using learning objects, and finally some quality standard guidelines for these objects. In addition, we introduce shortly a taxonomy of learning object types and the metadata standards that can be used for learning objects and the way the
Author(s): Vladoiu Mihaela-Monica

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Turtle's Navigation and Manipulation of Geometrical Figures Constructed by Variable Processes in a 3
Issues related to 3d turtle's navigation and geometrical figures' manipulation in the simulated 3d space of a newly developed computational environment, MaLT, are reported and discussed here. The joint use of meaningful formalism and the dynamic manipulation of graphically represented 3d figures seem to offer new resources and to pose new challenges as far as geometrical activities and construction of meanings are concerned, which are strongly related to the representational infrastructure of Ma
Author(s): Kynigos Chronis,Latsi Maria

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The human side of e-learning: Real people subjective experiences in virtual classrooms
This paper is based on a study of the subjective aspects of the student/e-learning platform tutor relationship. To find out how people feel in the role of ‘e-students’ or ‘e-tutors’, we have analyzed a set of testimonies collected through fifty five interviews. The interviewees were invited to speak and write about what they feel as e-learning subjects. Through their discourse, we could identify what kind of virtual-human relationships they have developed in this kind of environment. As well
Author(s): Crenzel Silvina,Cruz Francisca,Nojima Vera

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Providing feedback in web-based learning
In distance learning supported by LMS, it is extremely important to provide automated or partially automated feedback about learning outcomes to students as well as feedback about the efficiency and quality of teaching and learning to teachers and to management of the institution that provides web-based learning courses. In this article, we present the solutions implemented in the LMS eCampus that are theoretically grounded and have been proved in praxis.
Author(s): Bele Julija Lapuh,Rugelj Jože

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E-Learning practices and Web 2.0
In September 2005, more than 2 years ago O’Reilly published the original definition of the idea of Web 2.0. In the wake of this hype the similar changes in E-Learning have been summarized in the term “E-Learning 2.0”. This paper aims to give a consolidated review on the development in these two years; which technologies and trends proved to be enduring and how the concept of Web 2.0 has influenced ELearning in this time. The basic concepts summarized in the term E-Learning 2.0 are presented a
Author(s): Safran Christian,Helic Denis,Gütl Christian

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An Interactive, Multimedia Environment for Exploring Tonal Pitch Space
Because they depict relations among musical pitches, chords, and key, charts in Fred Lerdahl’s Tonal Pitch Space can be rendered more accurately and vividly with multimedia authoring software. My renderings enable a user to orient charts toward any specific key, trace any of numerous possible paths, determine the depth of embedding of any element in any tonal context, and compute distances between elements. Lerdahl’s analyses can be depicted more vividly by synchronizing graphic images with th
Author(s): Williams J. Kent

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Changing the Education Culture through Technology
Technology has a potentially rich, but largely unrealised, role in teaching and learning. This role is defined variously by what the teacher has available, has had time to learn, or can find an appropriate use for, and by what students have access to, are familiar with, and are willing to use. In all of these ways, technology usually plays an adjunct role to others, more traditional modalities for teaching and learning, including lecture, laboratory, library, textbook, tutorial, and practicum.
Author(s): Rizek Nouhad,Choueiri Elias M.

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Conceptions en santé animale et tutorat assisté par ordinateur
Le travail présenté a été effectué dans le cadre de la validation d'un système expert en santé animal développée par l'INRA. Les conceptions d'éleveurs sont analysées en situation de résolution de problème en élevage porcin afin de les confronter avec celles formalisées dans le système expert porcidact.
Author(s): Marzin Patricia,Sabatier Philippe

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Mixed Reality Environment for Web-Based Laboratory Interactive Learning
This paper presents a web-based laboratory for distance learners by incorporating simulation and hardware implementation into web-based e-learning systems. It presents a development consisting of laboratory course through internet based on mixed reality technique to setup, run and manipulate set of experiments. Each experiment has been designed in a way that allows the learner to manipulate the components and check if it works properly in order to achieve the experiment objective. The proposed l
Author(s): Saleem Ashraf,Al-Aubidy Kasim

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Implementing the Challenge Based Learning in Classroom Scenarios
Our Challenge Based Learning (CBL) method can be described as a special form of problem-based learning, in which the problems are of realistic, open-ended nature. Additionally, CBL contains features of experiential and project-based learning approaches. CBL is supported by the provision of Digital Experimentation Toolkits (DExTs) which comprise materials, initial instructions, references to web resources and specific software tools. Within the COLDEX project, a number of remote sites which gener
Author(s): Baloian Nelson,Breuer Henning,Hoeksema Kay,Hoppe U

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Using Interaction Analysis to reveal Self-Regulated Learning in Virtual Communities
Aim of this paper is to analyse whether Interaction Analysis can help investigate the practice and development of Self-Regulated Learning (SRL) in Virtual Learning Communities (VLC). Interaction analysis is increasingly used to study learning dynamics within online activities. It proceeds by searching expressions that reveal the aspects under study in the written messages exchanged by the learners. To this end, we devised and classified a number of indicators suggesting the existence of self-re
Author(s): Dettori Giuliana,Persico Donatella

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Computer literacy and inquiry learning: when geeks learn less
A low level of computer literacy has often been hypothesized as constituting a disadvantage in knowledge acquisition. However, within the field of computer-supported inquiry learning systematic investigations of these purported relations have not been conducted. This classroom study investigates the role of computer literacy (procedural computer-related knowledge, self-confidence in using the computer, and familiarity with computers) as a learning prerequisite for knowledge acquisition, and anal
Author(s): Wecker Christof,Kohnle Carmen,Fischer Frank

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A Programming by Demonstration Authoring Tool for Model-Tracing Tutors
Model-tracing tutors have consistently been among the most effective class of intelligent learning environments. Across a number of empirical studies, these tutors have shown students can learn the tutored domain better or in a shorter amount of time than traditionally taught students (Anderson et al., 1990). Unfortunately, the creation of these tutors, particularly the production system component, is a time-intensive task, requiring knowledge that lies outside the tutored domain. This outside k
Author(s): Blessing Stephen B.

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A Framework System for Intelligent Support in Open Distributed Learning Environments
Recent trends in the design of learning support systems are characterized by considering group interaction, by combining intelligent support with interactive learning environments, by providing reusable domain-independent components, and by using agent-structured architectures. Taking these trends into account, an open framework system has been developed for integrating distributed intelligent support components with an interactive and collaborative learning environment. Work in shared activity
Author(s): Muehlenbrock Martin,Tewissen Frank,Hoppe Ulrich

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Directions to Acknowledge Learners’ Self-organization in CSCL Macro-scripts
In this article we present a conceptual analysis of the notion of learners’ self-organization in CSCL macro-scripts. We highlight that taking into account self-organization as an emergent feature of activity requires considering issues such as conceptual and technological tools to support learners’ self-organization, maintenance of coherence between the script pedagogical objective and the emergent organization and between the technological setting and the emergent activity.
Author(s): Tchounikine Pierre

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New tools in Social Practice: Learning, Medical Education and 3D Environments
Learning with different kinds of ICT-based tools is an important issue in today’s society. In this article we focus on how design of technology rich environments based on state of the art learning principles can give us new insights about how learning occur, and how we can develop new types of learning environments. Medical education constitutes the subject domain. There has been a considerable effort to develop 3D technologies in this field, and the article provides a careful review of how the
Author(s): Ludvigsen Sten,Fjuk Annita

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