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Currently I look at ways to combine these three when developing across multiple (mobile) devices. My interest in technology-enhanced learning 4 all relates directly to my interest in social networking and sustainable regional development, in particular in remote rural regions.<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><h3 class="ds2-5-heading-sans-serif-xs">Related Authors</h3></div><ul class="suggested-user-card-list" data-nosnippet="true"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://inp-toulouse.academia.edu/hadjbatatia"><img class="profile-avatar u-positionAbsolute" alt="hadj batatia related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" 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class="suggested-user-card__user-info__subheader ds2-5-body-xs">Private University of Applied Sciences Göttingen</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://cardiffmet.academia.edu/EsyinChew"><img class="profile-avatar u-positionAbsolute" alt="Esyin Chew related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/14265425/3908621/16250891/s200_esyin.chew.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://cardiffmet.academia.edu/EsyinChew">Esyin Chew</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Cardiff Metropolitan University</p></div></div><div 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class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://jrc.academia.edu/YvesPunie">Yves Punie</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">European Commission Joint Research Centre</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://cnr-it.academia.edu/StefaniaBocconi"><img class="profile-avatar u-positionAbsolute" alt="Stefania Bocconi related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/3631998/1467975/1792899/s200_stefania.bocconi.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://cnr-it.academia.edu/StefaniaBocconi">Stefania Bocconi</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Consiglio Nazionale delle Ricerche (CNR)</p></div></div></ul></div><style type="text/css">.suggested-academics--header h3{font-size:16px;font-weight:500;line-height:20px}</style><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="508190" href="https://www.academia.edu/Documents/in/Mobile_Learning"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://dcu.academia.edu/SabineMoebs","location":"/SabineMoebs","scheme":"https","host":"dcu.academia.edu","port":null,"pathname":"/SabineMoebs","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Mobile Learning"]}" data-trace="false" data-dom-id="Pill-react-component-1ddab6a9-c1ef-44f6-bfa9-7643814a599b"></div> <div id="Pill-react-component-1ddab6a9-c1ef-44f6-bfa9-7643814a599b"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="508190" href="https://www.academia.edu/Documents/in/User_Experience_UX_"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["User Experience (UX)"]}" data-trace="false" data-dom-id="Pill-react-component-8fd109bc-5872-4c08-bf63-e4fda7935858"></div> <div id="Pill-react-component-8fd109bc-5872-4c08-bf63-e4fda7935858"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="508190" href="https://www.academia.edu/Documents/in/Technology_Enhanced_Learning"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Technology Enhanced Learning"]}" data-trace="false" data-dom-id="Pill-react-component-0b2aaa86-4295-4b3b-b7e1-6d5446ba36c3"></div> <div id="Pill-react-component-0b2aaa86-4295-4b3b-b7e1-6d5446ba36c3"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Sabine Moebs</h3></div><div class="js-work-strip profile--work_container" data-work-id="2738949"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2738949/The_Project_and_its_Benefits_Sabine_Moebs_and_Stephan_Weibelzahl_School_of_Informatics_National_College_of_Ireland_Mayor_Street_1_Dublin_Ireland_smoebs_sweibelzahl_at_ncirl_ie"><img alt="Research paper thumbnail of The Project and its Benefits Sabine Moebs and Stephan Weibelzahl School of Informatics, National College of Ireland, Mayor Street 1 Dublin, Ireland {smoebs, sweibelzahl}@ ncirl. ie" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2738949/The_Project_and_its_Benefits_Sabine_Moebs_and_Stephan_Weibelzahl_School_of_Informatics_National_College_of_Ireland_Mayor_Street_1_Dublin_Ireland_smoebs_sweibelzahl_at_ncirl_ie">The Project and its Benefits Sabine Moebs and Stephan Weibelzahl School of Informatics, National College of Ireland, Mayor Street 1 Dublin, Ireland {smoebs, sweibelzahl}@ ncirl. ie</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A survey of the programs of IT training providers all over Europe showed that up to the present, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A survey of the programs of IT training providers all over Europe showed that up to the present, trainings for the UML notation are only available in the form of traditional training sessions. This is deplorable especially for the IT sector. Software organizations and software developing departments in companies of all industrial sectors are looking for new and more efficient ways to deliver and perform training.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="638868ec435f8011acebf3c255768005" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30714534,"asset_id":2738949,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30714534/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2738949"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2738949"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2738949; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2738949]").text(description); $(".js-view-count[data-work-id=2738949]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2738949; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2738949']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "638868ec435f8011acebf3c255768005" } } $('.js-work-strip[data-work-id=2738949]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2738949,"title":"The Project and its Benefits Sabine Moebs and Stephan Weibelzahl School of Informatics, National College of Ireland, Mayor Street 1 Dublin, Ireland {smoebs, sweibelzahl}@ ncirl. ie","translated_title":"","metadata":{"abstract":"A survey of the programs of IT training providers all over Europe showed that up to the present, trainings for the UML notation are only available in the form of traditional training sessions. 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SMEs tend to maintain their staff even during economically difficult times, which makes them an important, stabilizing pillar of the national economies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="801728de8ca7818d05544165b5cc1b2b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30714536,"asset_id":2738939,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30714536/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2738939"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2738939"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2738939; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2738939]").text(description); $(".js-view-count[data-work-id=2738939]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2738939; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2738939']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "801728de8ca7818d05544165b5cc1b2b" } } $('.js-work-strip[data-work-id=2738939]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2738939,"title":"A Good Mix in Blended Learning For Small and Medium-sized Enterprises In Particular from the IT and Tourism Industry","translated_title":"","metadata":{"abstract":"Executive Summary Twenty-three million small and medium sized enterprises (SMEs) provide around 75 million jobs, that is two thirds of all jobs and 99% of all enterprises in Europe, states the Observatory of European SMEs. 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Direct interaction with an instructor and among the group is often perceived as motivating and more personal. For small groups, in-class trainings can be more cost effective. On-line learning often requires a considerable amount of self-management and progress-monitoring from the learners. Small and medium enterprises (SMEs) are very sensitive to these issues. As customized in-house solutions that are used by global players (e.g., corporate LCMS or learning portal, content tailored to specific needs of company) are usually not feasible, SME rely on what training providers offer, i.e., instructor led training. The first part of the workshop will look at the prerequisites for Blended Learning in SMEs and insights in an e-learning provider's perspective. The second session will aim to develop guidelines and recommendations for Blended Learning in SMEs. The Invited Talk will provide the experience of an e-learning provider who mainly targets customers or learners in SMEs. Two practice reports describe the experiences with blended learning in a research project in a corporate setting and an implementation project in an institution of higher education. In synthesis, this workshop aims to assess the state-of-the-art of Blended-Learning in SMEs and to identify research gaps and opportunities. The state-of-the-art will take the form of best-practice reports, guidelines and heuristics. This will serve as important input for practitioners such as training providers and course designers. Discussion is encouraged throughout the workshop. At the same time we also anticipate that the synopsis of evidence will identify a major lack of convincing concepts and data for Blended Learning in SME that will inform and encourage further research.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="03ffb3a898a0438a6003e9b28ec0eb4a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51013209,"asset_id":1357540,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51013209/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1357540"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1357540"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1357540; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1357540]").text(description); $(".js-view-count[data-work-id=1357540]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1357540; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1357540']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "03ffb3a898a0438a6003e9b28ec0eb4a" } } $('.js-work-strip[data-work-id=1357540]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1357540,"title":"Blended Learning: Towards the Best Mix for SMEs","translated_title":"","metadata":{"grobid_abstract":"Experience has shown that instructor-led trainings have some advantages that cannot easily be overcome by technology enhanced learning. 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Even more challenging is the application of multiple adaptation strategies over the same static content. This paper focuses on recent work on strategy modularisation and merger development in the authoring process of adaptive hypermedia. The reason for the modularisation of strategies is to break a complex adaptation decision into a number of simpler ones, which may be reused more easily and applied in different orders. The rationale for strategy merger is to be able to apply multiple adaptation strategies over the same content -a challenge which is not yet fully addressed in current adaptive hypermedia systems. To demonstrate the proposed method we present an example case study and sample strategies written in the LAG adaptation language. The case study is based on a recently proposed model for Quality of Experience in e-learning. This model exposes the complex interaction between a number of factors affecting QoE and hence presents a good candidate for the application of a strategy merger, as well as modularisation. We have then evaluated this approach via structured questionnaires used with a number of design experts of hypermedia content creation, especially in the domain of education. This allows us to draw generic conclusions for both our own further research, as well as for the community at large, interested in the area of reuse and modularisation of adaptation. Categories: M.5, M.6, M.7, M.8</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1ae676ebe9b330bde5f9b7ee31ca46b0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":8446191,"asset_id":1357539,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/8446191/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1357539"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1357539"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1357539; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1357539]").text(description); $(".js-view-count[data-work-id=1357539]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1357539; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1357539']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1ae676ebe9b330bde5f9b7ee31ca46b0" } } $('.js-work-strip[data-work-id=1357539]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1357539,"title":"Merging Strategies for Authoring QoE-based Adaptive Hypermedia","translated_title":"","metadata":{"publisher":"jucs.org","grobid_abstract":"Personalization is desirable, but writing the adaptation behaviour description to go with it is taxing. 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This model exposes the complex interaction between a number of factors affecting QoE and hence presents a good candidate for the application of a strategy merger, as well as modularisation. We have then evaluated this approach via structured questionnaires used with a number of design experts of hypermedia content creation, especially in the domain of education. This allows us to draw generic conclusions for both our own further research, as well as for the community at large, interested in the area of reuse and modularisation of adaptation. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-1357536-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="1357535"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1357535/Adaptive_Social_Connectedness_in_a_multimedia_e_learning_environment"><img alt="Research paper thumbnail of Adaptive Social Connectedness in a multimedia e-learning environment" class="work-thumbnail" src="https://attachments.academia-assets.com/8446150/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1357535/Adaptive_Social_Connectedness_in_a_multimedia_e_learning_environment">Adaptive Social Connectedness in a multimedia e-learning environment</a></div><div class="wp-workCard_item"><span>China-Ireland Conference on Information and …</span><span>, Jan 1, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Adaptive hypermedia systems are beneficial to e-learners in tailoring content to individual chara...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Adaptive hypermedia systems are beneficial to e-learners in tailoring content to individual characteristics such as prior knowledge, learning preferences, etc. However, unlike popular non-adaptive learning management systems such as Moodle and Blackboard they do not support social connectedness by allowing communication with other learners. This can lead to feelings of isolation amongst learners and ultimately learner demotivation. Enabling communication has been shown to improve cohesion within a learner group and allows a tutor to monitor learner participation and intervene before learners become disengaged. This paper outlines a stand-alone component connect! for the selection of multimedia communication tools in adaptive e-learning systems to support social connectedness. In addition to the already proven benefits of supporting social interaction, attaching such a module to an adaptive hypermedia system allows us to introduce the novel feature of tailoring the communication method to the individual needs of the learner. We draw on research in the area of media ecology to assist us in making our decisions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="30a4abe8996ed77a904bc75a443277a8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":8446150,"asset_id":1357535,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/8446150/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1357535"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1357535"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1357535; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1357535]").text(description); $(".js-view-count[data-work-id=1357535]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1357535; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1357535']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "30a4abe8996ed77a904bc75a443277a8" } } $('.js-work-strip[data-work-id=1357535]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1357535,"title":"Adaptive Social Connectedness in a multimedia e-learning environment","translated_title":"","metadata":{"publisher":"pel.ucd.ie","ai_title_tag":"Enhancing Social Connectedness in Adaptive E-Learning","grobid_abstract":"Adaptive hypermedia systems are beneficial to e-learners in tailoring content to individual characteristics such as prior knowledge, learning preferences, etc. However, unlike popular non-adaptive learning management systems such as Moodle and Blackboard they do not support social connectedness by allowing communication with other learners. 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Sustainable models of innovation in technology-enhanced learning have to build on this definition. Otherwise they run the risk of adding to the plethora of alternative definitions [2].</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1357534"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1357534"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1357534; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1357534]").text(description); $(".js-view-count[data-work-id=1357534]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1357534; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1357534']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=1357534]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1357534,"title":"Sustainable Models of Innovation in Technology-enhanced Learning","translated_title":"","metadata":{"abstract":"ABSTRACT In 1987 the Brundtland report [1] coined the seminal definition for sustainability; it defined that development is sustainable,“… if it meets the needs of the present without compromising the ability of future generations to meet their own needs”. 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Otherwise they run the risk of adding to the plethora of alternative definitions [2].","impression_tracking_id":null,"owner":{"id":508190,"first_name":"Sabine","middle_initials":null,"last_name":"Moebs","page_name":"SabineMoebs","domain_name":"dcu","created_at":"2011-06-22T23:04:51.523-07:00","display_name":"Sabine Moebs","url":"https://dcu.academia.edu/SabineMoebs"},"attachments":[],"research_interests":[{"id":1311507,"name":"Book of Abstracts","url":"https://www.academia.edu/Documents/in/Book_of_Abstracts"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-1357534-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="1357533"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1357533/Towards_a_good_mix_in_blended_learning_for_small_and_medium_sized_enterprises_Outline_of_a_Delphi_Study"><img alt="Research paper thumbnail of Towards a good mix in blended learning for small and medium-sized enterprisesOutline of a Delphi Study" class="work-thumbnail" src="https://attachments.academia-assets.com/8446149/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1357533/Towards_a_good_mix_in_blended_learning_for_small_and_medium_sized_enterprises_Outline_of_a_Delphi_Study">Towards a good mix in blended learning for small and medium-sized enterprisesOutline of a Delphi Study</a></div><div class="wp-workCard_item"><span>Workshop Organizers</span><span>, Jan 1, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The mix that is suitable to target the specific learning needs and is likely to be accepted by SM...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The mix that is suitable to target the specific learning needs and is likely to be accepted by SMEs has yet to be clarified. Recommendations for a good mix of blended learning in SMEs will be developed using a Delphi study design, implemented as a so-called e-Delphi. The sample will be SMEs from Germany and Ireland, international providers of e-learning, blended learning and lifelong learning as well as researchers in these fields. Recent experience with contacting selected participants for the Delphi study did show big differences for Germany and Ireland. First conclusions can be expected after the first round of the Delphi study has been analyzed in October 2006.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-1357533-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-1357533-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/50167382/figure-1-four-dimensions-of-interaction-in-face-to-face-and"><img alt="Fig. 1. Four dimensions of interaction in face-to-face and distributed learning environments (Graham 2006) face to mixed reality to virtual reality. The time dimension develops from live synchronous with a very short lag time to asynchronous, which has a long lag time. 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The alignment of a learning styles assessment with a learning methodology, a mapping between learning styles and social media, recommendations in a guidebook for facilitators and a checklist provide a tool set for a sustainable approach for a responsive learning environment. This paper analyzes how the different approaches, methods and studies interact to form an overall tool set to develop a learnercentered mix in blended learning. It proposes a tool set to adapt blended learning to the learning styles of the learners.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="74c58cb2a4a7357fcaf63c735565156f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":8446146,"asset_id":1357531,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/8446146/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1357531"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1357531"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1357531; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1357531]").text(description); $(".js-view-count[data-work-id=1357531]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1357531; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1357531']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "74c58cb2a4a7357fcaf63c735565156f" } } $('.js-work-strip[data-work-id=1357531]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1357531,"title":"A tool set combining learning styles prediction, a blended learning methodology and facilitator guidebookstowards a best mix in blended learning","translated_title":"","metadata":{"publisher":"halshs.archives-ouvertes.fr","grobid_abstract":"One of the challenges in the development in blended learning is to facilitate the individual learning styles of the learners. 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It proposes a tool set to adapt blended learning to the learning styles of the learners.","publication_date":{"day":1,"month":1,"year":2007,"errors":{}},"grobid_abstract_attachment_id":8446146},"translated_abstract":null,"internal_url":"https://www.academia.edu/1357531/A_tool_set_combining_learning_styles_prediction_a_blended_learning_methodology_and_facilitator_guidebooks_towards_a_best_mix_in_blended_learning","translated_internal_url":"","created_at":"2012-02-07T19:00:21.274-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":508190,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":8446146,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/8446146/thumbnails/1.jpg","file_name":"178_final_paper.pdf","download_url":"https://www.academia.edu/attachments/8446146/download_file","bulk_download_file_name":"A_tool_set_combining_learning_styles_pre.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/8446146/178_final_paper-libre.pdf?1390893290=\u0026response-content-disposition=attachment%3B+filename%3DA_tool_set_combining_learning_styles_pre.pdf\u0026Expires=1744347777\u0026Signature=NS8gYOUW5DLqaoES-Yh8ioVj7ZtWrM0LcVqWffmRxHfaDq6FX9PWqGIoYQhiu2ZhJiG1mhFhJYjvnOoFvvbzqyQaGHYB9FzwEv5UVNChzpbm4QHXz9MRVXQl9vr2wqxmHB~anStZNHTSXmUvpbdQzgSLVUfLb7Xb4LkYrqu9nVApbvVV1gJDwH4L0Mn1PhkcxY0n3Ezx4DONDYR1b-VZBQCZz3eP0wfNkVZDW0OlhSf-LvccQyFcKB24yqACYyEVb5VmznNAuEafUAyEC9vqODfoOdqMBmPLA9wWvMDLIeBOMDwFJF91a8zawHsA~WGcIM0L4wfrVnkjktS94CfCgw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_tool_set_combining_learning_styles_prediction_a_blended_learning_methodology_and_facilitator_guidebooks_towards_a_best_mix_in_blended_learning","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"One of the challenges in the development in blended learning is to facilitate the individual learning styles of the learners. 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Relationships among core entities in PASS. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632221/figure-2-in-each-lecture-lecture-notes-written-notes"><img alt="In each lecture, lecture notes, written notes, references, review questions, tutorial questions, hands-on and eLearning exercises are all put into the course web for students to review and comprehend. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632223/figure-2-course-material-web-pages-for-the-case-study"><img alt="Figure 2 Course material web pages for the case study " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632225/figure-4-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632227/figure-5-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_005.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632229/figure-1-computer-programming-clinic-online-clinic-aoe-se-ee"><img alt="Fig. 1. Computer Programming Clinic - Online Clinic aoe 2S Se ee SS eae ee Se ae ye a ee We devote actively in monitoring the students’ learning. In addition to face-to- face and on-line consultations, the consultants will analyze the coursework submitted in the programming courses and data in the electronic systems to identify the slow learners. Moreover, the instructors of the programming courses will also refer the students who have difficulties in programming to our clinic. Corresponding personalized learning program will be provided to the students. This project will greatly enhance the learning environment of computer programming. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_006.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632230/figure-2-programming-assignment-assessment-system-pass"><img alt="Fig. 2. Programming Assignment aSsessment System (PASS) " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_007.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632232/figure-3-result-of-questionnaires-about-the-course-structure"><img alt="Fig. 3. Result of Questionnaires about the Course Structure On the other hand, all the students appreciate interactivity of the online assessment system. However, some of the students are less satisfied. They hope that the online intelligent computer- assisted instruction system can provide more feedbacks to help them to debug their programs. This provides some directions for future enhancement of the system. All the students in the focus group believe that the blended learning model can help them to leam the programming course more effectively. Most of the students appreciate the flexibilities provided by the blended learning. The students can self- control their learning paces. The anytime/anywhere studying mode allows them to work at the time when they have the highest productivities. Moreover, the students become more independent and self-disciplined in their learning. Their time management skills are also enhanced. The preliminary results of interview suggest that blended learning is a good teaching and learning model. m or " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_008.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632234/figure-9-in-relation-to-message-transmission-in-general-and"><img alt="in relation to message transmission (in general) and educational messages (in particular) is discussed elsewhere (Barker, 2006a). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_009.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632236/figure-2-my-own-definition-of-blended-leaming-and-its"><img alt="My own definition of blended leaming and its realisation in terms of the activation of learning processes within the cognitive space of a learner is described in detail elsewhere (Barker, 2006a; 2006b). Within that work, an attempt was made to define blending algorithms in terms of the contributions made by the various leaming channels that contribute to a particular learning scenario. Itis my contention that the leamming components of a given educational environment can be represented by the vertices of a polygon - the area contained within the polygon then defines the allowable blend space for the components concerned. Any given blend can then be represented by the geometric distances of the blend point from the vertices of the polygonal structure. These concepts are illustrated schematically in Figure 2 for < situation involving the use of three learning channels (components). Fig. 1. A blend space produced by three types of learning resource. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_010.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632238/figure-11-through-each-one-of-which-is-represented-by"><img alt="through P6) each one of which is represented by a corresponding learning spiral. Of course, the spirals shown in this diagram are not static (as they are depicted in the figure) - unless for some reason they have become dormant. Spirals are characterised by a number of important properties such as rotational speed, breadth of coverage, skewness, trajectory and depth of reach. Spirals can interact with each other and are strongly influenced by the underlying knowledge structures that reside in a person’s long-term memory. As was mentioned above, the state of a learning spiral can be perturbed by the stimuli embedded in the learning resources that a person uses. An individual’s preferred ways of learning - that is, his/her individual learning styles - can also have an effect on the properties of the learning spirals. When considering the design of blended learning resources, it is therefore imperative that we consider how the embedded stimuli (and their containing environments) can be targeted at specific learning spirals/processes. A simple Web- based model depicting our vision of the co-ordinated activity of learning spirals can be found at the URL specified in (Barker, 2006b). A detailed description and discussion of this model is presented elsewhere (Barker, 2006c). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_011.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632240/figure-2-taxonomy-of-competency-information-feature"><img alt="Fig. 2. Taxonomy of competency information. Fig. 1. Feature discovery and mapping on competency information. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_012.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632242/table-1-partial-competency-information-for-sample"><img alt="Table 1. Partial competency information for sample occupational requirement. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_013.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632244/figure-14-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_014.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632246/figure-15-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_015.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632248/figure-8-visualized-result-of-learning-effectiveness-by"><img alt="Fig. 8. Visualized result of e-Learning effectiveness by Bloom cognitive taxonomy. Fig. 7. Screenshot of sample questions in user interface. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_016.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632249/figure-17-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_017.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632251/figure-4-ahoo-japan-dictionary-service-with-respect-to-the"><img alt="Fig. 4. Y ahoo! Japan - Dictionary Service With respect to the vocabulary dimension, it is expected that the e-technology will create synergy by speeding up the wordlist compilation and classification process for students’ self-learning. The “huge information volume” and “high searching speed” properties of e-resources match perfectly to the demanding wordlist compilation task. Students can store the words in an electronic form instead of hand-written text on small paper cards. It allows students update the personalized wordlists and review them at anytime and anywhere. Students could also share or exchange wordlists in VLE platforms, discussion forums, blogs or even personal wiki solutions [16] with their fellows. Existing web-based systems such as Yahoo! Dictionary Service [17] (Fig. 4) provide related synonym and antonym in terms of a large word counts and related resources. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_018.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632253/figure-19-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_019.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632255/figure-8-apanese-discussion-forum-on-blackboard-vle-system"><img alt="Fig.8. J apanese discussion forum on Blackboard (VLE system) " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_020.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632257/figure-1-web-based-learning-and-interactive-tutoring-system"><img alt="Figure 1 Web-based Learning and Interactive Tutoring System with Learning Cycle. (Chan, 2003) " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_021.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632259/figure-22-example-of-pre-learning-stage-on-topic"><img alt="Example of Pre-learning Stage on a topic. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_022.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632260/figure-3-example-of-lecturing-stage-on-topic"><img alt="Example of Lecturing Stage on a topic. Figure 3 " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_023.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632262/figure-4-ie-ene-aero-et-ara-od-tutoring-stage-will-give"><img alt="ie ene aeRO eT ara oD Tutoring stage will give students the opportunity to expand and solidify their understanding of the concept. Students will be involved in an analysis of their exploration. Their understanding will be clarified and modified because of reflection via synchronous interactive activities. In the tutoring stage, all participants connected by web-cams to their computers will show their video images to the system and all participants. Figure 4 illustrated Tutoring Stage with a simulated screen shot on a topic, noticed the video-conference feature (with web-cam devices) to enable discussions between tutor and students. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_024.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632264/figure-25-meeting-the-learning-needs"><img alt="3. Meeting the Learning Needs " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_025.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632267/figure-26-at-the-university-of-glamorgan-we-have-adopted"><img alt="At the University of Glamorgan we have adopted a continuum of blended learning ir which the ‘blend’ is a spectrum that moves from basic ICT usage to intensive ICT usage: The University has opted for a blended learning approach, whereby each Faculty is expected to embed technology into the learning experience within their own frames of reference/context. This decision reflects the impact of external drivers such as the growing familiarity with technology by many of our potential clients, Government and employers’ initiatives, competition from other universities and HEIs as well as the University’s desire to enhance the learning experience of its students and providing accessible higher education. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_026.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632269/figure-27-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_027.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632271/figure-2-the-awareness-of-blended-learning-by-institution"><img alt="Fig. 2. The Awareness of Blended Learning by Institution " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_028.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632274/figure-29-interviewee-in-my-opinion-blended-learning-is-same"><img alt="Interviewee B3: In my opinion, blended learning is same as hybrid learning, I think they are similar. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_029.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632276/figure-30-the-clear-model-embedding-across-the-university"><img alt="The clear model embedding across the University C has raised the awareness of the academics as well as students on blended learning. Such awareness is the initial and substantive move for the changes. Few of the positive responses from the academics after using technology to complement the face-to-face classroom are clearly presented in the following: " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_030.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632277/figure-4-will-the-role-of-the-lecturer-be-changed-after"><img alt="Fig. 4. Will the Role of the Lecturer be Changed after Embedding Blended Learning? 4.2 The Role of the Lecturer after Embedding Blended Learning " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_031.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632279/figure-32-this-view-shows-that-good-teaching-is-driven-by"><img alt="This view shows that good teaching is driven by pedagogy and it is not platform dependant. The technology as a means, and that pedagogical ends should be paramount. Interviewee C7: When we first started delivering e-moderating course, we have a very firmly view, that if you are a good tutor offline and you would be a good tutor online... you are a good tutor means you are a good tutor whatever the medium is. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_032.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632281/figure-33-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_033.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632283/figure-34-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_034.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632284/figure-35-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_035.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632286/figure-36-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_036.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632287/figure-37-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_037.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632289/figure-1-depending-on-the-content-of-the-courses-there-is"><img alt="Depending on the content of the courses there is a variety of applications provided. To name but a few, one course we are offering is Information Retrieval [5] and we are e.g. providing applications on Recall and Precision graphs as well as applications to explain the process of stemming methods or to combine understanding and implementation of algorithms for pattern matching. As an example you can see the time progress of an application visualising the clustering process of a specified clustering algorithm in figure 1. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_038.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632291/figure-39-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_039.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632292/figure-40-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_040.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632294/figure-1-summary-of-the-data-from-the-end-of-course"><img alt="Figure 1. Summary of the data from the end-of-course questionnaire " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_041.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632296/figure-4-coding-results-along-the-categories-cognitive-and"><img alt="Figure 4. Coding results along the categories cognitive and meta-cognitive vs. emotional and motivational Figure 2. Coding results along the categories of the process model " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_042.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632298/figure-2-the-main-results-of-the-content-analysis-are"><img alt="The main results of the content analysis are reported in Fig. 2 to 4. The twe activities had the same duration, but both the total number of messages exchanger and the percentage of messages that were found relevant to study SRL were higher it Module 4 (a case study) than in Module 3 (a role play). This can partly be explainec by the nature of the two activities and by the increased familiarity among the grou members, but it can also suggest that self-regulation had improved over the course Most likely, all hypothesis contributed to determine these data. Module 3, being a rol play, proposed an inherent plan (who does what) that partially relieved students fron taking individual decisions on how to participate (this is confirmed by the data in Fig 2, where indicators of planning events in Module 3 are significantly less than those o Module 4). However, Module 4 shows a generally higher concentration of SRL. related events, therefore supporting the idea that students self-regulated their learnin, better in this phase, as concerns not only planning, but also monitoring and evaluatio1 tasks. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_043.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632299/figure-44-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_044.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632301/figure-5-question-express-your-opinion-about-the-quality-of"><img alt="Figure 5. Question “express your opinion about the quality of the course and its components (0=very low/4=very high)” " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_045.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632303/figure-46-vuuloy-lh-rg-eee-uluoou-ill-qdluumy-lilo-liuuv-oly"><img alt="VUULOY. Lh Rg eee: £12ULU0oOU Ill QDLUUMY LILO 1LIUUV OLY VY OO OO Dalai Vu ay LLly LULULOs In conclusion, both components appear to have played different but important roles in determining the SRL potential of the whole course. Each of them contributed to overcome what could be seen as a weakness of the other component. Moreover, it is important to recall what emerged from the students’ messages, mentioned in Section 3.3. The work online with previously unknown peers, followed by face-to- face sessions where they had an opportunity to meet, had led to the creation of a warmer social atmosphere, which supported the emotional aspects of SRL more than it would have been possible in a purely online or purely face-to-face course. Overall, the balance of the online and face-to-face components was appreciated by the students (mean 2,9; sd 0,94). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_046.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632305/figure-1-question-delivered-by-the-system-according-to-the"><img alt="Fig. 1. A question delivered by the system according to the settings provided. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_047.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632343/figure-63-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_063.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632346/figure-1-maas-system-architecture"><img alt="Fig. 1. MAAS System Architecture " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_064.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632307/figure-3-plot-of-the-skill-and-interest-of-the-students-who"><img alt="Fig. 3.A plot of the skill and interest of the students who completed the use of Willow. Fig. 2.A plot of the skill and interest of the students who did not complete the use of Willow. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_048.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632309/figure-49-in-fact-as-one-of-the-goals-of-the-study-was-to"><img alt="In fact, as one of the goals of the study was to analyze which type of students are willingly to use automatic and adaptive free-text scorers, at the beginning of the experiment, we fixed two features to classify the students of the class: skill and interest. Both of them were taken in a range from 0 (complete lack of this feature) up to 1 (complete existence of the feature). Skill was measured according to the numerical scores given by the teacher in the exam of the course (i.e. a student who achieves the maximum score in the exam will have 1 in skill). Interest was measured according to the number of questions answered in Willow (i.e. a student who has answered the 20 questions will have 1 in interest). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_049.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632311/figure-4-number-of-questions-answered-week-by-week-from"><img alt="Fig. 4. Number of questions answered week by week from October 2006 to January 2007 by the students who used Willow. Another interesting fact is how the number of sessions before important exams dramatically increases as can be seen in Figure 4. Week 1 corresponds to the first week of the experiment (October 16th to 22nd). It is considered that the number of students who entered the system the first weeks is just because they were curious about the system they have been told in class. Next, the second peak in the graph is around the weeks 5-7 given that the first exam was the November 28" in the seventh week of course. After that, despite students have been advised to complete at least four questions per week to have a complete training before the final exam, there is less use of the system until the end of December - beginning of January when students are again reviewing, in this case, for the final exam at the end of January. Thus, it can be seen how the system is used by the students to get more training before their exams. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_050.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632312/figure-1-blended-learning-towards-mix-for-smes-stakeholders"><img alt="Fig. 1. AHKME’s structure " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_051.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632315/figure-2-lo-manager-architecture"><img alt="Fig. 2. LO Manager Architecture " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_052.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632318/figure-3-this-tool-also-provides-the-package-creation-with"><img alt="This tool also provides the package creation with courses integrating them in a data repository, to reach a more efficient management and, also, communicates with the The subsystem’s part referring to the Learning Design (Figure 3) provides a too. where teachers can create and structure courses using level A of the IMS LD specifications defining courses’ activities, sequence, users’ roles, student or staff, anc metadata. It generates a XML manifest gathering all the courses’ XML files, LOs metadata and resource files. With the usage of X ML files information can be reusec in the construction of other courses facilitating the learning information portability [13]. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_053.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632321/table-3-for-this-evaluation-we-matched-the-imslrm"><img alt="For this evaluation we matched the IMSLRM educational category elements and the evaluation criteria categories like presented on Table 3. We have just considered the educational category because it has almost all LOs’ technical and educational aspects we found important. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_054.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632324/figure-55-integration-with-other-systems"><img alt="5 Integration with Other Systems " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_055.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632327/figure-2-the-threads-of-references-in-the-chat"><img alt="Fig. 2. The threads of references in the chat " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_056.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632329/figure-57-in-order-to-determine-the-competences-of-the-chat"><img alt="In order to determine the competences of the chat users, we first searched the most important topics in the analyzed chat conversation. The generated graphics evaluate the competences of each user, starting from the list of subjects determined as explained above and using other criteria such as questions, agreement, disagreement or explicit and implicit referencing. The graphics are generated using a series of parameters like: implicit and explicit reference factors, bonuses for agreement, penalties for disagreement, minimum value for a chat utterance, penalty factors for utterances that agree or disagree with other utterances as these utterances have less originality than the first ones. During the first step of the graphics generation, the value of each utterance is computed by reporting it to an abstract utterance that is built from the most important concepts in the conversation determined as described above. When constructing this utterance, we take into account only the concepts whose frequency of appearance is above a given threshold. Then, all the utterances in the chat are scaled in the interval 0 — 100, by comparing each utterance with the abstract utterance. The comparison is done using the synsets of each word contained in the utterance. Thus, this process uses only the horizontal relations from WordNet. An utterance with a score of 0 contains no words from the concepts in the abstract utterance and an utterance with a score of 100 contains all the concepts from the abstract utterance. Cvs *4hen. Coe nace tha. aenehbone bala all +h Witte aH tha aka? aed Aw the OS aes " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_057.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632331/figure-1-hecace-integrated-in-the-main-menu-of-joomla-past"><img alt="Fig. 1. (a) HECACE] integrated in the main menu of Joomla!, (b) Past exams table created by HECACE], an example of static content created by HECACE] and associated to one of the subjects which were also created by HECACE]. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_058.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632333/figure-2-main-menu-of-hecace-subjects-professors-and"><img alt="Fig. 2. Main menu of HECACE]: Subjects, Professors and Passwords. 4 HECACEJ: A Meta-Manager for Static C ontent Creation As commented before, the platform Joomla! has a drawback for our proposal: its complicated administration menu for a non-expert user. The professors must browse the administration menus of Joomla! to introduce a news for the subject or search a previous news related a subject, etc. For instance, if a professor must change the timetable of the subject it is necessary to search in a lot of news stored for all the subjects. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_059.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632336/figure-3-tutorships-created-by-hecacej-puny-lil-ui-wom-vayt"><img alt="Fig. 3. Tutorships table created by HECACEJ. PUNY Lil UI WOM Vayt Vi Lbinivisad Louu biy. Lt. \aj). By entering in the subjects menu, we will be able to create a new subject or to choose one of those already existent, see Fig. 4. By selecting one of them, we will have a blackboard where to locate important news related with the subject (evaluation method, suspension of classes, schedule modification, practical classes, etc.). After it, we can give the description of all the aspects of the subject with an uniform format: program and class notes, professors, exams, presentations, available questionnaires, problems, practical classes, suggested bibliography (see Figure 5). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_060.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632339/figure-4-subjects-menu-used-by-heca-ce-to-create-new-or"><img alt="Fig. 4. Subjects menu used by HECA CE] to create new or modify existing subjects. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_061.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632340/figure-6-professor-menu-of-hecace-ae-sg-oe-ee-ele-ee-ee-eee"><img alt="Fig. 6. Professor menu of HECACE]J. ae Sg) = oe ee ele ee ee eee eS eee eee The integration of HECACEJ in Joomla! is rather easy. By using the administration menu of Joomla!, a link to the tool main page has to be created. Once this is done, we return to Joomla! main page and will find the link to the tool. Just clicking on it takes us to the main window of HECACE], Fig. 2. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_062.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632348/figure-2-maas-web-services-front-end-pda-application"><img alt="Fig. 2. MAAS Web services Front-end PDA application includes two programs: i) the Assessment program that Create, save or import student grouping (specialized to contents in group assessment), and record students’ performances; ii) the Administrative program that facilitates checking and monitoring of students general behaviors in school include attendance (i.e. records of student attendance in school and activities), and discipline (i.e. records of homework submission, misbehaviors, and good behaviors). Figure 2 shows the MAAS web services and Figure 3 shows the MAAS PDA applications. Taken the advantages of the mobility of PDA devices, these tasks can be accomplished effectively through wireless connection anywhere, anytime in the school. During the assessments, all assessment data is stored in the database on PDA in file format. Teachers can check and update the records easily. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_065.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632351/figure-3-maas-front-end-services"><img alt="Fig. 3. MAAS Front-end services " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_066.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632353/figure-67-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_067.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632358/figure-68-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_068.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632360/figure-6-user-management-in-maas"><img alt="Fig. 6. User Management in MAAS " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_069.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632364/figure-70-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_070.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632368/figure-7-student-management-in-maas"><img alt="Fig. 7. Student Management in MAAS " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_071.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632371/figure-6-to-support-system-administrators-and-administrative"><img alt="To support system administrators and administrative staff to manage student accounts and related information, e.g. class and programme information, Student Management provides efficient tools for adding, editing, and locking different user accounts. These features reduce the stress of administrators and administrative staff for managing over thousand student accounts in a school. The details of student accounts can be create shown, changed and deleted by a few simple steps without any pre-requested technique. Also MAAS can manipulate class and programme, e.g. physics or biology stream programmes, with the same advantages. Student Management from MAAS smooth out the complicated tasks of managing student accounts then administrators and administrative staff can stay away from these repetitive jobs. Figure 6, 7 and 8 show Student, Class and Program Management respectively. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_072.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632375/figure-73-in-addition-to-the-analysis-results-in-form-class"><img alt="In addition to the analysis results in form, class, MAAS provides the analysis esult in student level. Senior admin staff can obtain statistical overviews in form and lass levels. It helps them to set the goal of school year plan, make the direction of school development and design the school year plan. On the other hand, MAAS snhances the work and reduces the workload for general admin staff. The analysis esults in student level from MAAS gives the general admin staff a hand with a somplex and heavy workload task, student reporting. On the other hand, strengthen he communication with teachers, admin staff can inform and update teachers ad hoc or latest information received when accidental events happened. Updated records and alerts will be sent to teachers through MAAS. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_073.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632377/figure-9-record-in-grading-or-exact-marking-with-one-or-two"><img alt="record in Grading or exact Marking with one or two levels descriptions (Figure 9). MAAS provides the ability to school administrators and teachers for managing this information in a single and simple menu. Assessment form details can be reviewed by school administrators, administrative staff and teachers through MAAS. MAAS collects the assessment results of students to generate the statistics. This statistics given by MAAS provides administrative staff supportive evidences for planning the school development. On the other hand, MAAS not only gives the statistical assessment results of students but also the student performance ranking from the assessment results. This information from MAAS helps teachers to have a clear overview to student performance and let them design their teaching plans according to different abilities of classes or even individual students. These teaching plans are customized for corresponding classes or students; enhance the teaching process and benefit students most. Nevertheless MAAS generates reports for teachers and administrative staff from the assessment results to let them have knowledge about student performance and report generation is also a heavy load and repetitive task. With MAAS, teachers and administrative staff can reduce their workload from this task. Figure 9 and 10 show the rubric templates and an example as an assessment rubric. The results of these rubrics will be recorded and analysis as Class, Student Assessment Statistics and Student Performance Ranking respectively (Figure 11). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_074.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632380/figure-11-class-assessment-statistics-example-of-an"><img alt="Class Assessment Statistics Fig. 11. Example of an Assessment Rubric " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_075.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632382/figure-76-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_076.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632385/figure-12-class-student-assessment-statistics-and-student"><img alt="Fig. 12. Class, Student Assessment Statistics and Student Performance Ranking " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_077.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632388/figure-78-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_078.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632391/figure-15-features-support-the-assign-homework-cycle"><img alt="Fig. 15. Features support the assign Homework cycle " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_079.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632394/figure-17-maas-in-classes-physic-and-chinese-most-mobile"><img alt="Fig. 17. MAAS in classes (Physic and Chinese) Most mobile devices are difficult to handle with, especially during the inputting of characters. Thus in MAAS, we overcome this problem by serving predefined items that users can simply click onto interact with the system, and utilizing some skills such as enlarging buttons when they are about to be clicked. On the other hand, to highlight and discriminate the usage of rubrics and different rubrics items, special effects are required. The marked/graded rubrics will be highlighted and a summary of the rubric usage will also be provided. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_080.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632397/figure-1-pervasive-elearning-platform-in-shanghai-utilize"><img alt="Figure 1. Pervasive eLearning Platform in Shanghai utilize a variety of networked services, including e-Learning (the iDorm is University based, and occupants are frequently learners). Thus iDorm and the Smart Classroom share much in common. As part of the iDorm work, Leon et al. have developed a real- time emotion detection system, which achieved an 85.2% correct recognition rate in experiments involving three emotional categories, (neutral, positive, and negative), on 8 subjects [10]. This approach comprises an eX perimental Vital-sign- based Emotional State Transmitter (X-V est), a finger clip with built-in sensors providing physiological signals (heart rate - HR, skin resistance -SR, blood volume pressure -BVP, gradient of skin resistance -GSR, and speed of the changes in the data -CS). It recognizes affective changes using a combination of Auto Associative Neural Networks (AANNSs) and sequential analysis (UK Patent 0611762.6). » AFFECTIVE LEARNING MODEL " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_081.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632399/fig2-2-russells-circumplex-model-of-ffect-in-russells"><img alt="3.3 Russell’s Circumplex Model of A ffect In Russell’s circumplex model of affect (Fig2), emotions are distributed in a system of coordinates where the y-axis is the degree of arousal and the x-axis measures the valence, from negative to positive emotions [13]. This model focuses on subjective experience which means emotions within these dimensions might not be placed exactly the same for all people. In fact, Figure 3 is the author Russell’s own dimensional model of emotion. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_082.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632402/figure-3-korts-learning-spiral-model-ort-has-proposed-four"><img alt="Figure 3. Kort’s Learning Spiral Model < ort [9] has proposed a four quadrant learning spiral model in which emotions change while the leamer moves through quadrants and up the spiral (Fig3). In quadrant I the earner is experiencing positive affect and constructing knowledge. At this point, the eamer is working through the material with ease and has not experienced anything yverly puzzling. Once discrepancies start to arise between the information and the earner’s knowledge structure, they move to quadrant II, which consists o onstructive learning and negative affect. Here they experience affective states sucl is confusion. As the learner try to sort out the puzzle but fails, he might move int juadrant III. This is the quadrant of unlearning and negative affect, when the leame Ss experiencing states such as frustration. After the misconceptions are discarded, the eamer moves into quadrant IV, marked by unlearning and positive affect. While it his quadrant the learner is still not sure exactly how to go forward. However, they dc icquire new insights and search for new ideas. Once they develop new ideas, they are yropelled back into quadrant I; thus, concluding one cycle around the learning spira yf Kort et al. As learners move up the spiral, they become more competent anc 1cquire more domain knowledge. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_083.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632404/figure-84-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_084.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632408/figure-5-participants-emotional-space"><img alt="Figure 5. Participant’s Emotional Space " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_085.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632411/figure-86-however-we-hope-these-initial-results-will-prove"><img alt=". However, we hope these initial results will prove encouraging to others who have speculated on this relationship and hopefully will motivate more detailed work on this aspect. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_086.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632415/figure-87-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_087.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632417/figure-3-interactive-learning-to-support-tutoring-in-the"><img alt="Fig. 3. Interactive Learning to support tutoring in the blended leaning i When the group work is given, students are categorized as groups within the course of LMS. All students are supposed to participate in the discussion only through group forums which are not visible to other students. When they have classroom meetings, the group leader has to write minutes of meeting in the group wiki where others can make comments. Teachers use this information when they allocate marks among group members. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_088.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632420/figure-1-application-that-uses-cookies-to-analyze-students"><img alt="application that uses cookies to analyze students’ interactions with our CMS, visually providing several graphical representations of it (Fig.1 shows the architecture). In the rest of the paper we describe the application based on cookies. In section 2 we explain our objectives. In section 3 we include an evaluation of existing tools, their pros and cons. In section 4 we give an overview of the functionality, user interface and technologies of the application. In section 5, we describe in more detail its underlying Data Base Description and Cookies Functionality. In section 6, the analysis of the students’ interaction with our tool can be seen. Finally, we describe our conclusions and future work. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_089.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632423/figure-90-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_090.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632427/figure-2-our-pplication-at-the-rey-juan-carlos-university"><img alt="Fig.2. Our A pplication at the Rey Juan Carlos University The user interface that the teachers use to query access statistics is shown in Fig. 2. In the area 1, a menu allows selecting general facilities, such us: summary of visits, change of password, create another (teacher) user, pages analyzed, obtain PHP code (to allow each new page added into the site to be tracked), summary of the visits, statistics which is the one selected in the previous figure, help about how to use the application, information about it, suggestions and log off. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_091.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632430/figure-3-entity-relationship-model-value-state-identify-if"><img alt="Fig.3. Entity- Relationship model value, state (identify if the user is authenticated or not, that is to say, if it is a teacher or a student). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_092.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632434/figure-93-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_093.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632438/figure-94-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_094.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632441/figure-95-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_095.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632447/figure-96-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_096.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632450/figure-1-effects-of-learning-media-on-mental-models"><img alt="Figure 1. Effects of Learning Media on Mental Models " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_097.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632455/figure-2-model-framework-of-writing-performance-mediated-by"><img alt="Figure 2. Model Framework of Writing Performance Mediated by Wikis We suggest a model framework to investigate the effects of Wikis as a learning medium towards learning writing, specifically in the context of news writing (see Figure 2). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_098.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632459/figure-1-ia-ang-rae-ein-meri-rian-the-attribute-description"><img alt="ia ANG RAE EIN MERI RIAN - The attribute description patterns, which contain a lot of subcategories, are intended for the authoring system to build the attribute sheet for a learning design element which the author wishes to view and edit. The process is shown in figure 1. Figure 1 Generating attribute sheet for an element " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_099.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632461/figure-2-generating-attribute-sheet-for-an-element-the-first"><img alt="Figure 2 Generating attribute sheet for an element The first part that the learning design authoring system concerns is how the design described by XML is parsed and converted to a series of objects that represent different element within the learning design information model. Such a mapping process happens between the Public Service Layer and the Educational Service Layer, or more precisely, the X ML and the Learning Design module. Though we do not care how it works, the objects obtained are the targets that our description patterns working on. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_100.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632466/figure-7-the-case-for-dynamic-object-is-bit-more-complicated"><img alt="The case for dynamic object is a bit more complicated, first the interface displays all the valid categories, and then query on a certain category should be enabled. Figure 7 shows how it works when selecting environment reference for an activity. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_101.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632471/figure-6-interface-rendered-for-role-editing-according-to"><img alt="Figure 6 Interface rendered for Role editing according to description response " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_102.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632480/figure-103-learning-distinguishes-itself-by-some"><img alt="m-Learning distinguishes itself by some characteristics and key advantages, namely its ubiquity and possibilities of learning anywhere/anytime (« just-in-time delivery »). Classical mobile phones (not « PDAs) have some great strength: they are typically common and relatively cheap devices, small, light and with a long autonomy. However, in parallel they do also suffer from some serious weaknesses and limitations: typically very small screens and difficulty to input data for example. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_103.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632483/figure-2-we-have-seen-multiple-telephony-generations-each"><img alt="We have seen multiple telephony generations (2G, 2.5G, 3G), each offering a higher information flow rate, but also leading to the creation to more and more rich and complex phones. Studies show that by 2010, 50% of users will still be using 2G technology, and only 25% will have upgraded to 3G (source ZDNet Research, cited). Figure 2: Mobile telephony evolution in Asian markets (sources: multiple) " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_104.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632486/figure-105-in-our-scenario-above-susan-calls-tim-and-plays"><img alt="In our scenario above, Susan calls Tim and plays her role; he eventually correct her, or ask the system to pronounce again the sentence to check her accent, then he continues with his own text; and so on, in a real-time dialog. At any point in time, participants can interact with the system, either via a specific key on the phone or via a vocal command (see section « Technology » below) to obtain help, such as clarification on a word or on the scenario itself. nm oF " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_105.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632492/figure-106-blended-learning-towards-mix-for-smes"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_106.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632500/figure-2-test-cases-at-the-advanced-level-of-difficulty"><img alt="Test Cases at the Advanced Level of Difficulty Fig. 2. Description of a programming exercise at different levels of difficulty. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632505/table-2-test-cases-at-the-intermediate-level-of-difficulty"><img alt="Test Cases at the Intermediate Level of Difficulty " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632518/table-3-sample-run-of-submission-to-an-exercise-at-the"><img alt="c) A Sample Run of Submission to an Exercise at the Intermediate Level of Difficulty (b) A Sample Run of Submission to an Exercise at the Beginner Level of Difficulty " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632528/table-4-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632537/table-5-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_005.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632566/table-1-statistics-of-course-cs-computer-programming-for"><img alt="Table 1. Statistics of Course CS2362 Computer Programming for Engineers & Scientists We have selected the course CS2362 Computer Programming for Engineers & Scientists as an example. This is a typical programming course at the introductory level. Because the class size of this course is very large, the statistical information of this course is worthy trusted. On the other hand, the materials of assessment are moderated by peer review to ensure the standard of assessment. No scaling of score has been conducted in this course. The score boundary for each grade has been fixed " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_006.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632568/table-2-synonym-thesaurus-to-discover-educational-objectives"><img alt="Table 2. Synonym thesaurus to discover educational objectives. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_007.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632573/table-3-synonym-thesaurus-to-discover-educational-objectives"><img alt="Table 3. Synonym thesaurus to discover educational objectives. 3.3 Semantic Identification " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_008.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632576/figure-4-interpretation-of-educational-objective-for"><img alt="Fig. 4. Interpretation of educational objective for learning resource. As the educational objectives of competency information are discovered, the educational objective of learning resources reflected a set of competencies can therefore be identified. For example, learning resource {R: Understanding Case Based Reasoning} reflects a set of competency information defined in O*Net metadata including {“Complex Problem Solving’, “Active Learning”}, the educational objectives can be inferred as shown in the following Figure 4. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_009.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632585/figure-3-the-last-step-of-educational-objectives-discovery"><img alt="The last step of educational objectives discovery involves the mapping of competency information into educational objectives with Bloom taxonomy. In the example discussed in previous sections, it can be interpreted that the skill competency information “Active Learning” involves the “understanding” of “procedural knowledge” including “Problem-Solving and Decision-Making”. It should be noticec that for any competence information, it is possible to reflect a set of educational objectives. For example, the competency information “Active Learning” also involves the interpretation for “understanding” of “meta-cognitive knowledge” about “implication”. The following Figure 3 shows the corresponding matrix of the sample skill competency information “Active Learning” and “Complex Problem Solving”. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_010.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632588/table-11-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_011.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632592/table-5-for-instance-the-mastery-of-quiz-reflected-testee"><img alt="For instance, the mastery of a quiz reflected a testee’ occupational requirement, Computer Programmer, is measured. Given a quiz with three questions randomly generated by SPRT models for testing the mastery of the testee. The gained score, allotted score, importance, and reflected cognitive processes of each question are displayed in Table 5. The gained score which presented mastery for cognitive processes are shown in Table 6. It can be inferred from Table 6 that the effectiveness of learning on the testee is poor in the case illustration. Table 4. Measurement of e-Leaming effectiveness by Bloom cognitive taxonomy. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_012.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632596/table-6-summarized-the-estimated-mastery-of-cognitive"><img alt="Table 6. Summarized the estimated mastery of cognitive processes in the case illustration. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_013.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632603/table-2-the-most-preferred-teaching-mode-students"><img alt="Table 2. The Most Preferred Teaching Mode - Students’ Perspective in 2000 - 2003 The latest survey was conducted in late 2005 with an extended scale (Lee, Dooley and Chan, 2006). More programs and recent graduates as well as active students from four undergraduate program and four postgraduate programs were included. 274 successfully completed questionnaires were received out of 1,357 distributions. The response rate was about 20%. As e-learning was much more developed and became so pervasive, the preferred teaching modes were redefined and the survey results on most preferred leaming modes are shown in Table 3. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_014.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632613/table-1-the-most-preferred-teaching-mode-students"><img alt="Table 1. The Most Preferred Teaching Mode - Students’ Perspective in 2000 Similar surveys on the learning experiences of part-time postgraduate students taking distance learning courses with blended learning were conducted in 2002 and 2003. In February 2002, a survey on the distance learning experience of the two Master’s degree programs jointly offered by HKU SPACE and Australian Universities was conducted. 58 successfully completed questionnaires were received for the February 2002 survey (Lee and Chan, 2002). During December 2002 and January 2003, students from a diploma course, an undergraduate program and five postgraduate programs that were jointly operated by HKU SPACE and universities from Australia and United Kingdom were invited to participate in the 2002-2003 survey. In the 2002-2003 survey, the full-time face-to-face study was refined to include both part-time and full-time study (Lee, Dooley and Chan, 2003). In early 2003, 130 returns were received. The results of all the surveys on thee most preferred learning mode are summarized in Table 2. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_015.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632620/table-3-the-most-preferred-teaching-mode-students"><img alt="Table 3. The Most Preferred Teaching Mode - Students’ Perspective in 2005 The findings of the 2005 survey about the preferred learning mode are similar to the previous survey results of 2000, 2002, and 2003. Blended learning modes are highly preferred by Hong Kong's adult leamers. The results of the 2000-2005 surveys indicated that blended learning modes with more face-to-face elements were more welcomed by the respondents. Web-enhanced distance learning with no face-to-face elements were not preferred by students respondents from 2000 to 2005 as only 2% to 3% of them preferred such leaming mode. E-learning was simply viewed as a supplement in the blended mode. The results of these surveys confirm the predominant acceptance of the mixed delivery modes over pure distance learning and online learning. This further indicated that Hong Kong adult learners perceived face- to-face sessions as highly valuable. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_016.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632628/figure-1-an-observational-study-for-apanese-language-study"><img alt="An Observational Study for J apanese Language Study In this study, we use the Japanese Language Proficiency Test (JLPT) [10] as a benchmark to generate the ideas and examine how the current teaching activities can be benefited from blended learning. The JLPT is a well-known international language test consisting of four levels. Each test is made up of three sections including writing- vocabulary, listening and reading-grammar. The contents and criteria of the test are presented in Fig. 1. To highlight the importance of blended leaming, we should first understand the nature of Japanese language. Like other languages, the study of Japanese requires intensive training in different aspects such as grammar and oral skills. However, the picture is further complicated by distinctive linguistic features which exist in the Japanese language. For example, Japanese words can be written as kanji (Chinese character) or kana (Japanese character) and contain a huge amount of " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_017.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632637/figure-2-as-mentioned-in-the-body-brain-magazine-it-would-be"><img alt="As mentioned in the “Body & Brain” magazine [11], it would be beneficial for recollection if information is “organized into a smaller set of subcategories”. This implies that a practical wordlist must be well categorized. For instance, it is more efficient to study the words with similar (synonym) or opposite (antonym) meanings. As the mental database of vocabularies grows, memory tends to “interfere with each other’. Our observations reveal that many Japanese learners find the vocabularies difficult to memorize because some Japanese words may contain two or more different pronunciations. For example, the word ‘human-being or person’ has at least three different pronunciations. It includes ito, jin and nin. The situation is complicated due to the existence of homophones. Some examples are given in Fig. 2. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_018.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632644/figure-3-suggested-blending-model-for-japanese-study"><img alt="Fig. 3. Suggested blending model for Japanese study " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_019.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632647/table-20-student-preferences-for-using-different-orms-of"><img alt="Student Preferences for Using Different F orms of Media in Learning Source: Vermeer and Murphy, 2004 " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_020.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632654/table-21-another-recent-survey-in-july-chung-indicates-that"><img alt="Another recent survey in July 2003 (Chung, 2003) indicates that: 99.0% of students have PCs; 97.5% of students have access to the Internet; 78.5% use broadband, and 63.5% use email more than once a day; 78.0% of students prefer to use the Internet for communication with the university, tutors and other students (8.0% do not prefer to do so; the rest are neutral); and 84.0% of students prefer to receive information or materials from the University’s Registry via email (8.8% do not prefer to do so; the rest are neutral). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_021.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632660/table-22-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_022.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632666/table-2-overview-of-the-preliminary-data-collection-holistic"><img alt="Table 2. Overview of the Preliminary Data Collection holistic learning. Table 2 illustrates the overview and the preliminary observations from the four months of data collection. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_023.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632674/table-1-summary-of-the-logs-gathered-in-the-experiment-of"><img alt="Table 1. Summary of the logs gathered in the experiment of the use of Willow. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_024.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632679/figure-2-an-example-of-the-wiki-pages-posted-by-the-students"><img alt="Fig. 2. An example of the wiki pages posted by the students The second stage of the study was to investigate the correlation between the students’ participating in the wiki based collaborative learning and their math achievement. Pearson correlation was used to test whether there was significant correlation between the above two parties. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_025.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632683/table-1-statistics-results-of-the-students-posting-amount"><img alt="Table 1. Statistics results of the students’ posting amount and their pretest achievement Table 2. Pearson Correlation between the students’ posting amount and their pretest achievement " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_026.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632686/table-3-statistics-results-of-the-students-posting-amount"><img alt="Table 3. Statistics results of the students’ posting amount and their posttest achievement Table 4. Pearson Correlation between the students’ posting amount and their posttest achievement " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_027.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632689/table-28-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_028.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632692/table-29-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_029.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632697/table-1-analysis-of-learning-systems"><img alt="Table 1. Analysis of e-learning systems " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_030.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632700/table-2-standards-and-specifications-comparative-analysis"><img alt="Table 2. Standards and specifications comparative analysis " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_031.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632704/table-3-evaluation-criteria-categories-and-matching-with-the"><img alt="Table 3. Evaluation criteria categories and matching with the IMSLRM educational category The final evaluation is the sum of all category classifications multiplied by their weight and has following rating scale: O=not present; 1=Very low; 2=Low; 3=Medium; 4=High; 5=Very High. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_032.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632708/table-4-comparative-analysis-between-ahkme-lom-tool-and"><img alt="Table 4. Comparative analysis between AHKME LOM tool and similar tools So, AHKME LOM distinguishes itself from the others by introducing an abstraction level to the user from the technical aspects in terms of the X ML language and is more focused on the user needs, by facilitating the metadata annotation of the LO through a metadata automation process and the search and retrieval of the LO, for the user to reuse the LO in another scenarios. Because of AHKME’s LO quality evaluation, the user may choose the best LOs that best fit his educational scenario. The analysed tools provide functionalities for meeting specific requirements like XML validation and metadata files creation, lacking important issues like: educational orientation, by not providing a list of available educational metadata; require that the person who edits metadata must know XML; functionalities regarding the user’s needs to characterize several learning environments; resources’ management. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_033.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632714/figure-1-fragment-of-chat-for-human-computer-interaction"><img alt="Fig. 1. A fragment of a chat for a Human-Computer Interaction course, using the ConcerChat facilities of referencing The chat topics are identified in several ways in the present approach. A first method id to detect the list of concepts (words) that appeared most frequently in the conversation, by using statistical natural language processing methods. Accordingly, the importance of a subject is considered related to its frequency in the chat. The first step in finding the chat subjects is to strip the text of irrelevant words (stop-words), text emoticons (e.g. “:)”, “:D”, and “:P”), special abbreviations used while chatting (e.g. “brb”, “np”, and “thx’’) and other words considered of no use at this stage. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_034.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632718/table-35-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_035.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632722/table-36-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_036.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632725/table-1-the-means-standard-deviation-and-confidence"><img alt="Table 1. The means, standard deviation and confidence intervals of 6 basic emotions " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_037.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632728/figure-2-open-discussion-among-teachers-and-students"><img alt="Fig. 2. Open Discussion among Teachers and Students Description: v. Classroom Activity: Open Discussion of selected topics of interest EEE ME IEEE! EEE IEE OO At each section of course page, there is a practice question covering most important key questions. However, the question type is limited to MCQ and closed type questions. It was possible to provide essay type questions but the feedback was not possible to automate. from lecturers or tutors directly. Question type also vary from the multiple choice questions (MCQ) to structured or essay type questions. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_038.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632730/table-1-descriptive-analysis-of-subjects-internal"><img alt="Table 1. Descriptive Analysis of Subjects Internal consistency of the 26-item writing self-efficacy scale is examined using Cronbach’s alpha value. The scale shows a Cronbach’s alpha value of 0.96, exhibited a valid internal consistency, with above the common threshold for exploratory research ((21]). The results of the 26-item writing self-efficacy survey are shown below (see Table 2). a valid internal consistency, with above the common threshold for exploratory " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_039.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632733/table-3-descriptive-analysis-of-news-reporting-of-oct-event"><img alt="Table 3. Descriptive Analysis of News Reporting of Oct 10 Event on HKNews Wiki " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_040.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632735/table-41-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_041.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632738/figure-3-learningdesign-has-an-attribute-called-identifier"><img alt="LearningDesign has an attribute called identifier, which belongs to the type ‘identifier text' and shall be randomly generated at runtime. Figure 3 Simple attribute configuration specified in X ML " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_042.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-1357530-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="be6399e587d0c12b5425befeaa6504f6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":8446163,"asset_id":1357530,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/8446163/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1357530"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1357530"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1357530; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1357530]").text(description); $(".js-view-count[data-work-id=1357530]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1357530; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1357530']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "be6399e587d0c12b5425befeaa6504f6" } } $('.js-work-strip[data-work-id=1357530]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1357530,"title":"Blended Learning: Towards a Mix for SMEs-Stakeholders and their Priorities","translated_title":"","metadata":{"publisher":"cs.cityu.edu.hk","ai_abstract":"This paper explores the concept of blended learning, which combines traditional classroom instruction with e-learning methodologies to optimize educational experiences. It discusses the strengths and limitations of both learning approaches, advocating for a blended learning model that harnesses their respective advantages. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-1357530-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="1357529"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1357529/Supporting_Facilitators_of_Blended_Learning_with_Guidebooks"><img alt="Research paper thumbnail of Supporting Facilitators of Blended Learning with Guidebooks" class="work-thumbnail" src="https://attachments.academia-assets.com/8446144/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1357529/Supporting_Facilitators_of_Blended_Learning_with_Guidebooks">Supporting Facilitators of Blended Learning with Guidebooks</a></div><div class="wp-workCard_item"><span>EdTech, Dublin, Ireland</span><span>, Jan 1, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Blended learning is a combination of any form of technology enhanced learning with face-to-face i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Blended learning is a combination of any form of technology enhanced learning with face-to-face instructor-led training. So called guidebooks describe how self-paced learning activities can be blended with collaborative activities. This paper describes the requirements for such a guidebook based on results from a Delphi study. A draft of a possible structure for such a guidebook is suggested.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="799b5840eea72377c54667b74d595307" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":8446144,"asset_id":1357529,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/8446144/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1357529"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1357529"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1357529; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1357529]").text(description); $(".js-view-count[data-work-id=1357529]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1357529; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1357529']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "799b5840eea72377c54667b74d595307" } } $('.js-work-strip[data-work-id=1357529]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1357529,"title":"Supporting Facilitators of Blended Learning with Guidebooks","translated_title":"","metadata":{"publisher":"Citeseer","ai_title_tag":"Guidebook Development for Blended Learning Facilitation","grobid_abstract":"Blended learning is a combination of any form of technology enhanced learning with face-to-face instructor-led training. 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Workshop, …</span><span>, Jan 1, 2009</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper describes recent work on strategy merger development in the authoring process of adapt...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper describes recent work on strategy merger development in the authoring process of adaptive hypermedia. The goal of a merging strategy is to break a complex adaptation decision into a number of simpler ones which may be reused more easily and applied in different orders. To demonstrate the proposed method we present an example case study and sample strategies written in the LAG language. The case study is based on a recently proposed model for Quality of Experience in e-learning. This model exposes the complex interaction between a number of factors affecting QoE and hence presents a good candidate for the application of a strategy merger. Finally some evaluation points are identified, a conclusion is drawn and next steps are outlined. impact on QoE , and research on the optimal balance is ongoing. By Media Mix we refer to the learning process supported by multimedia content: instead of presenting all the learning material in a single format, a number of formats (text, image, video, interactive) are used. 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The goal of a merging strategy is to break a complex adaptation decision into a number of simpler ones which may be reused more easily and applied in different orders. To demonstrate the proposed method we present an example case study and sample strategies written in the LAG language. The case study is based on a recently proposed model for Quality of Experience in e-learning. This model exposes the complex interaction between a number of factors affecting QoE and hence presents a good candidate for the application of a strategy merger. Finally some evaluation points are identified, a conclusion is drawn and next steps are outlined. impact on QoE , and research on the optimal balance is ongoing. By Media Mix we refer to the learning process supported by multimedia content: instead of presenting all the learning material in a single format, a number of formats (text, image, video, interactive) are used. 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QoE is considered to be mainly affected by the psychological concept of flow and learning-related factors. In turn, for multimedia systems, these factors can be heavily influenced by quality of service (QoS). In an ideal world, QoS would not be an issue and content optimally tailored to a user's needs could always be perfectly delivered. Unfortunately, delivery conditions are not always ideal, and it may be infeasible to deliver certain multimedia content such as high quality video while maintaining an acceptable QoS. The goal of this research is to balance the constraints imposed by QoS restrictions with the requirements of flow and learning in order to produce the highest possible QoE for the learner using an adaptive multimedia system.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5e7d02b70bf5fd08a07823c3e09c5ac6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":8446143,"asset_id":1357527,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/8446143/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1357527"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1357527"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1357527; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1357527]").text(description); $(".js-view-count[data-work-id=1357527]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1357527; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1357527']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5e7d02b70bf5fd08a07823c3e09c5ac6" } } $('.js-work-strip[data-work-id=1357527]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1357527,"title":"A learner, is a learner, is a user, is a customer: QoS-based experience-aware adaptation","translated_title":"","metadata":{"publisher":"portal.acm.org","ai_title_tag":"Balancing QoS and Learning in e-Learning Systems","grobid_abstract":"This paper describes an outline of the doctoral thesis work concerning adaptation policies towards quality of experience (QoE) in performance-aware adaptive multimedia e-learning systems. 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This is deplorable especially for the IT sector. Software organizations and software developing departments in companies of all industrial sectors are looking for new and more efficient ways to deliver and perform training.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="638868ec435f8011acebf3c255768005" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30714534,"asset_id":2738949,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30714534/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2738949"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2738949"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2738949; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2738949]").text(description); $(".js-view-count[data-work-id=2738949]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2738949; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2738949']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "638868ec435f8011acebf3c255768005" } } $('.js-work-strip[data-work-id=2738949]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2738949,"title":"The Project and its Benefits Sabine Moebs and Stephan Weibelzahl School of Informatics, National College of Ireland, Mayor Street 1 Dublin, Ireland {smoebs, sweibelzahl}@ ncirl. ie","translated_title":"","metadata":{"abstract":"A survey of the programs of IT training providers all over Europe showed that up to the present, trainings for the UML notation are only available in the form of traditional training sessions. 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Software organizations and software developing departments in companies of all industrial sectors are looking for new and more efficient ways to deliver and perform training.","internal_url":"https://www.academia.edu/2738949/The_Project_and_its_Benefits_Sabine_Moebs_and_Stephan_Weibelzahl_School_of_Informatics_National_College_of_Ireland_Mayor_Street_1_Dublin_Ireland_smoebs_sweibelzahl_at_ncirl_ie","translated_internal_url":"","created_at":"2013-02-27T11:57:24.298-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":508190,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":30714534,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://a.academia-assets.com/images/blank-paper.jpg","file_name":"L1_ProjectPoster_Up2UML_update.pdf","download_url":"https://www.academia.edu/attachments/30714534/download_file","bulk_download_file_name":"The_Project_and_its_Benefits_Sabine_Moeb.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30714534/L1_ProjectPoster_Up2UML_update-libre.pdf?1391812885=\u0026response-content-disposition=attachment%3B+filename%3DThe_Project_and_its_Benefits_Sabine_Moeb.pdf\u0026Expires=1744347776\u0026Signature=bAhpcZ5eydla5ZUk-mYeIbKP8xS5I1oDuxdBjm1HAVt3D1iilnfRDzgU7oQ75j9bNgQlZTeFYKO6SJTns8lVwMhAsxB9IMnljmgVCL11Z20HYGXhafxh4JGpYsRa39MyumD7ALFCMSkwTR4KKjdCO5v4bXYkmyJd6LwNo~abPpvtdD4BVpXuR8hUCjPDFiceJuzRATI89Y~8iXrJtIpZJhUtR6DCPJesHKZubsBqpaBgnQlY3rO5fCqpAmHBRZnu9DHWekXv93Ogzpn0QZKUuB7IZd-zyE~CzJtAaUvDmHzyv6FgUh9uAdBoxpDF2gYTV5rEfvJ8CrXcQ8QTRnpqEQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Project_and_its_Benefits_Sabine_Moebs_and_Stephan_Weibelzahl_School_of_Informatics_National_College_of_Ireland_Mayor_Street_1_Dublin_Ireland_smoebs_sweibelzahl_at_ncirl_ie","translated_slug":"","page_count":3,"language":"en","content_type":"Work","summary":"A survey of the programs of IT training providers all over Europe showed that up to the present, trainings for the UML notation are only available in the form of traditional training sessions. 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SMEs tend to maintain their staff even during economically difficult times, which makes them an important, stabilizing pillar of the national economies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="801728de8ca7818d05544165b5cc1b2b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30714536,"asset_id":2738939,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30714536/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2738939"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2738939"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2738939; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2738939]").text(description); $(".js-view-count[data-work-id=2738939]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2738939; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2738939']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "801728de8ca7818d05544165b5cc1b2b" } } $('.js-work-strip[data-work-id=2738939]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2738939,"title":"A Good Mix in Blended Learning For Small and Medium-sized Enterprises In Particular from the IT and Tourism Industry","translated_title":"","metadata":{"abstract":"Executive Summary Twenty-three million small and medium sized enterprises (SMEs) provide around 75 million jobs, that is two thirds of all jobs and 99% of all enterprises in Europe, states the Observatory of European SMEs. 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Direct interaction with an instructor and among the group is often perceived as motivating and more personal. For small groups, in-class trainings can be more cost effective. On-line learning often requires a considerable amount of self-management and progress-monitoring from the learners. Small and medium enterprises (SMEs) are very sensitive to these issues. As customized in-house solutions that are used by global players (e.g., corporate LCMS or learning portal, content tailored to specific needs of company) are usually not feasible, SME rely on what training providers offer, i.e., instructor led training. The first part of the workshop will look at the prerequisites for Blended Learning in SMEs and insights in an e-learning provider's perspective. The second session will aim to develop guidelines and recommendations for Blended Learning in SMEs. The Invited Talk will provide the experience of an e-learning provider who mainly targets customers or learners in SMEs. Two practice reports describe the experiences with blended learning in a research project in a corporate setting and an implementation project in an institution of higher education. In synthesis, this workshop aims to assess the state-of-the-art of Blended-Learning in SMEs and to identify research gaps and opportunities. The state-of-the-art will take the form of best-practice reports, guidelines and heuristics. This will serve as important input for practitioners such as training providers and course designers. Discussion is encouraged throughout the workshop. At the same time we also anticipate that the synopsis of evidence will identify a major lack of convincing concepts and data for Blended Learning in SME that will inform and encourage further research.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="03ffb3a898a0438a6003e9b28ec0eb4a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51013209,"asset_id":1357540,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51013209/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1357540"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1357540"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1357540; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1357540]").text(description); $(".js-view-count[data-work-id=1357540]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1357540; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1357540']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "03ffb3a898a0438a6003e9b28ec0eb4a" } } $('.js-work-strip[data-work-id=1357540]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1357540,"title":"Blended Learning: Towards the Best Mix for SMEs","translated_title":"","metadata":{"grobid_abstract":"Experience has shown that instructor-led trainings have some advantages that cannot easily be overcome by technology enhanced learning. 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Even more challenging is the application of multiple adaptation strategies over the same static content. This paper focuses on recent work on strategy modularisation and merger development in the authoring process of adaptive hypermedia. The reason for the modularisation of strategies is to break a complex adaptation decision into a number of simpler ones, which may be reused more easily and applied in different orders. The rationale for strategy merger is to be able to apply multiple adaptation strategies over the same content -a challenge which is not yet fully addressed in current adaptive hypermedia systems. To demonstrate the proposed method we present an example case study and sample strategies written in the LAG adaptation language. The case study is based on a recently proposed model for Quality of Experience in e-learning. This model exposes the complex interaction between a number of factors affecting QoE and hence presents a good candidate for the application of a strategy merger, as well as modularisation. We have then evaluated this approach via structured questionnaires used with a number of design experts of hypermedia content creation, especially in the domain of education. This allows us to draw generic conclusions for both our own further research, as well as for the community at large, interested in the area of reuse and modularisation of adaptation. Categories: M.5, M.6, M.7, M.8</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1ae676ebe9b330bde5f9b7ee31ca46b0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":8446191,"asset_id":1357539,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/8446191/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1357539"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1357539"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1357539; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1357539]").text(description); $(".js-view-count[data-work-id=1357539]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1357539; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1357539']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1ae676ebe9b330bde5f9b7ee31ca46b0" } } $('.js-work-strip[data-work-id=1357539]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1357539,"title":"Merging Strategies for Authoring QoE-based Adaptive Hypermedia","translated_title":"","metadata":{"publisher":"jucs.org","grobid_abstract":"Personalization is desirable, but writing the adaptation behaviour description to go with it is taxing. 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This model exposes the complex interaction between a number of factors affecting QoE and hence presents a good candidate for the application of a strategy merger, as well as modularisation. We have then evaluated this approach via structured questionnaires used with a number of design experts of hypermedia content creation, especially in the domain of education. This allows us to draw generic conclusions for both our own further research, as well as for the community at large, interested in the area of reuse and modularisation of adaptation. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-1357536-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="1357535"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1357535/Adaptive_Social_Connectedness_in_a_multimedia_e_learning_environment"><img alt="Research paper thumbnail of Adaptive Social Connectedness in a multimedia e-learning environment" class="work-thumbnail" src="https://attachments.academia-assets.com/8446150/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1357535/Adaptive_Social_Connectedness_in_a_multimedia_e_learning_environment">Adaptive Social Connectedness in a multimedia e-learning environment</a></div><div class="wp-workCard_item"><span>China-Ireland Conference on Information and …</span><span>, Jan 1, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Adaptive hypermedia systems are beneficial to e-learners in tailoring content to individual chara...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Adaptive hypermedia systems are beneficial to e-learners in tailoring content to individual characteristics such as prior knowledge, learning preferences, etc. However, unlike popular non-adaptive learning management systems such as Moodle and Blackboard they do not support social connectedness by allowing communication with other learners. This can lead to feelings of isolation amongst learners and ultimately learner demotivation. Enabling communication has been shown to improve cohesion within a learner group and allows a tutor to monitor learner participation and intervene before learners become disengaged. This paper outlines a stand-alone component connect! for the selection of multimedia communication tools in adaptive e-learning systems to support social connectedness. In addition to the already proven benefits of supporting social interaction, attaching such a module to an adaptive hypermedia system allows us to introduce the novel feature of tailoring the communication method to the individual needs of the learner. We draw on research in the area of media ecology to assist us in making our decisions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="30a4abe8996ed77a904bc75a443277a8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":8446150,"asset_id":1357535,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/8446150/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1357535"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1357535"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1357535; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1357535]").text(description); $(".js-view-count[data-work-id=1357535]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1357535; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1357535']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "30a4abe8996ed77a904bc75a443277a8" } } $('.js-work-strip[data-work-id=1357535]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1357535,"title":"Adaptive Social Connectedness in a multimedia e-learning environment","translated_title":"","metadata":{"publisher":"pel.ucd.ie","ai_title_tag":"Enhancing Social Connectedness in Adaptive E-Learning","grobid_abstract":"Adaptive hypermedia systems are beneficial to e-learners in tailoring content to individual characteristics such as prior knowledge, learning preferences, etc. However, unlike popular non-adaptive learning management systems such as Moodle and Blackboard they do not support social connectedness by allowing communication with other learners. 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Sustainable models of innovation in technology-enhanced learning have to build on this definition. Otherwise they run the risk of adding to the plethora of alternative definitions [2].</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1357534"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1357534"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1357534; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1357534]").text(description); $(".js-view-count[data-work-id=1357534]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1357534; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1357534']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=1357534]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1357534,"title":"Sustainable Models of Innovation in Technology-enhanced Learning","translated_title":"","metadata":{"abstract":"ABSTRACT In 1987 the Brundtland report [1] coined the seminal definition for sustainability; it defined that development is sustainable,“… if it meets the needs of the present without compromising the ability of future generations to meet their own needs”. 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Otherwise they run the risk of adding to the plethora of alternative definitions [2].","impression_tracking_id":null,"owner":{"id":508190,"first_name":"Sabine","middle_initials":null,"last_name":"Moebs","page_name":"SabineMoebs","domain_name":"dcu","created_at":"2011-06-22T23:04:51.523-07:00","display_name":"Sabine Moebs","url":"https://dcu.academia.edu/SabineMoebs"},"attachments":[],"research_interests":[{"id":1311507,"name":"Book of Abstracts","url":"https://www.academia.edu/Documents/in/Book_of_Abstracts"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-1357534-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="1357533"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1357533/Towards_a_good_mix_in_blended_learning_for_small_and_medium_sized_enterprises_Outline_of_a_Delphi_Study"><img alt="Research paper thumbnail of Towards a good mix in blended learning for small and medium-sized enterprisesOutline of a Delphi Study" class="work-thumbnail" src="https://attachments.academia-assets.com/8446149/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1357533/Towards_a_good_mix_in_blended_learning_for_small_and_medium_sized_enterprises_Outline_of_a_Delphi_Study">Towards a good mix in blended learning for small and medium-sized enterprisesOutline of a Delphi Study</a></div><div class="wp-workCard_item"><span>Workshop Organizers</span><span>, Jan 1, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The mix that is suitable to target the specific learning needs and is likely to be accepted by SM...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The mix that is suitable to target the specific learning needs and is likely to be accepted by SMEs has yet to be clarified. Recommendations for a good mix of blended learning in SMEs will be developed using a Delphi study design, implemented as a so-called e-Delphi. The sample will be SMEs from Germany and Ireland, international providers of e-learning, blended learning and lifelong learning as well as researchers in these fields. Recent experience with contacting selected participants for the Delphi study did show big differences for Germany and Ireland. First conclusions can be expected after the first round of the Delphi study has been analyzed in October 2006.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-1357533-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-1357533-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/50167382/figure-1-four-dimensions-of-interaction-in-face-to-face-and"><img alt="Fig. 1. Four dimensions of interaction in face-to-face and distributed learning environments (Graham 2006) face to mixed reality to virtual reality. The time dimension develops from live synchronous with a very short lag time to asynchronous, which has a long lag time. 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The alignment of a learning styles assessment with a learning methodology, a mapping between learning styles and social media, recommendations in a guidebook for facilitators and a checklist provide a tool set for a sustainable approach for a responsive learning environment. This paper analyzes how the different approaches, methods and studies interact to form an overall tool set to develop a learnercentered mix in blended learning. It proposes a tool set to adapt blended learning to the learning styles of the learners.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="74c58cb2a4a7357fcaf63c735565156f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":8446146,"asset_id":1357531,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/8446146/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1357531"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1357531"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1357531; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1357531]").text(description); $(".js-view-count[data-work-id=1357531]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1357531; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1357531']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "74c58cb2a4a7357fcaf63c735565156f" } } $('.js-work-strip[data-work-id=1357531]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1357531,"title":"A tool set combining learning styles prediction, a blended learning methodology and facilitator guidebookstowards a best mix in blended learning","translated_title":"","metadata":{"publisher":"halshs.archives-ouvertes.fr","grobid_abstract":"One of the challenges in the development in blended learning is to facilitate the individual learning styles of the learners. 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It proposes a tool set to adapt blended learning to the learning styles of the learners.","publication_date":{"day":1,"month":1,"year":2007,"errors":{}},"grobid_abstract_attachment_id":8446146},"translated_abstract":null,"internal_url":"https://www.academia.edu/1357531/A_tool_set_combining_learning_styles_prediction_a_blended_learning_methodology_and_facilitator_guidebooks_towards_a_best_mix_in_blended_learning","translated_internal_url":"","created_at":"2012-02-07T19:00:21.274-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":508190,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":8446146,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/8446146/thumbnails/1.jpg","file_name":"178_final_paper.pdf","download_url":"https://www.academia.edu/attachments/8446146/download_file","bulk_download_file_name":"A_tool_set_combining_learning_styles_pre.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/8446146/178_final_paper-libre.pdf?1390893290=\u0026response-content-disposition=attachment%3B+filename%3DA_tool_set_combining_learning_styles_pre.pdf\u0026Expires=1744347777\u0026Signature=NS8gYOUW5DLqaoES-Yh8ioVj7ZtWrM0LcVqWffmRxHfaDq6FX9PWqGIoYQhiu2ZhJiG1mhFhJYjvnOoFvvbzqyQaGHYB9FzwEv5UVNChzpbm4QHXz9MRVXQl9vr2wqxmHB~anStZNHTSXmUvpbdQzgSLVUfLb7Xb4LkYrqu9nVApbvVV1gJDwH4L0Mn1PhkcxY0n3Ezx4DONDYR1b-VZBQCZz3eP0wfNkVZDW0OlhSf-LvccQyFcKB24yqACYyEVb5VmznNAuEafUAyEC9vqODfoOdqMBmPLA9wWvMDLIeBOMDwFJF91a8zawHsA~WGcIM0L4wfrVnkjktS94CfCgw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_tool_set_combining_learning_styles_prediction_a_blended_learning_methodology_and_facilitator_guidebooks_towards_a_best_mix_in_blended_learning","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"One of the challenges in the development in blended learning is to facilitate the individual learning styles of the learners. 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Relationships among core entities in PASS. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632221/figure-2-in-each-lecture-lecture-notes-written-notes"><img alt="In each lecture, lecture notes, written notes, references, review questions, tutorial questions, hands-on and eLearning exercises are all put into the course web for students to review and comprehend. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632223/figure-2-course-material-web-pages-for-the-case-study"><img alt="Figure 2 Course material web pages for the case study " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632225/figure-4-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632227/figure-5-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_005.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632229/figure-1-computer-programming-clinic-online-clinic-aoe-se-ee"><img alt="Fig. 1. Computer Programming Clinic - Online Clinic aoe 2S Se ee SS eae ee Se ae ye a ee We devote actively in monitoring the students’ learning. In addition to face-to- face and on-line consultations, the consultants will analyze the coursework submitted in the programming courses and data in the electronic systems to identify the slow learners. Moreover, the instructors of the programming courses will also refer the students who have difficulties in programming to our clinic. Corresponding personalized learning program will be provided to the students. This project will greatly enhance the learning environment of computer programming. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_006.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632230/figure-2-programming-assignment-assessment-system-pass"><img alt="Fig. 2. Programming Assignment aSsessment System (PASS) " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_007.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632232/figure-3-result-of-questionnaires-about-the-course-structure"><img alt="Fig. 3. Result of Questionnaires about the Course Structure On the other hand, all the students appreciate interactivity of the online assessment system. However, some of the students are less satisfied. They hope that the online intelligent computer- assisted instruction system can provide more feedbacks to help them to debug their programs. This provides some directions for future enhancement of the system. All the students in the focus group believe that the blended learning model can help them to leam the programming course more effectively. Most of the students appreciate the flexibilities provided by the blended learning. The students can self- control their learning paces. The anytime/anywhere studying mode allows them to work at the time when they have the highest productivities. Moreover, the students become more independent and self-disciplined in their learning. Their time management skills are also enhanced. The preliminary results of interview suggest that blended learning is a good teaching and learning model. m or " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_008.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632234/figure-9-in-relation-to-message-transmission-in-general-and"><img alt="in relation to message transmission (in general) and educational messages (in particular) is discussed elsewhere (Barker, 2006a). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_009.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632236/figure-2-my-own-definition-of-blended-leaming-and-its"><img alt="My own definition of blended leaming and its realisation in terms of the activation of learning processes within the cognitive space of a learner is described in detail elsewhere (Barker, 2006a; 2006b). Within that work, an attempt was made to define blending algorithms in terms of the contributions made by the various leaming channels that contribute to a particular learning scenario. Itis my contention that the leamming components of a given educational environment can be represented by the vertices of a polygon - the area contained within the polygon then defines the allowable blend space for the components concerned. Any given blend can then be represented by the geometric distances of the blend point from the vertices of the polygonal structure. These concepts are illustrated schematically in Figure 2 for < situation involving the use of three learning channels (components). Fig. 1. A blend space produced by three types of learning resource. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_010.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632238/figure-11-through-each-one-of-which-is-represented-by"><img alt="through P6) each one of which is represented by a corresponding learning spiral. Of course, the spirals shown in this diagram are not static (as they are depicted in the figure) - unless for some reason they have become dormant. Spirals are characterised by a number of important properties such as rotational speed, breadth of coverage, skewness, trajectory and depth of reach. Spirals can interact with each other and are strongly influenced by the underlying knowledge structures that reside in a person’s long-term memory. As was mentioned above, the state of a learning spiral can be perturbed by the stimuli embedded in the learning resources that a person uses. An individual’s preferred ways of learning - that is, his/her individual learning styles - can also have an effect on the properties of the learning spirals. When considering the design of blended learning resources, it is therefore imperative that we consider how the embedded stimuli (and their containing environments) can be targeted at specific learning spirals/processes. A simple Web- based model depicting our vision of the co-ordinated activity of learning spirals can be found at the URL specified in (Barker, 2006b). A detailed description and discussion of this model is presented elsewhere (Barker, 2006c). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_011.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632240/figure-2-taxonomy-of-competency-information-feature"><img alt="Fig. 2. Taxonomy of competency information. Fig. 1. Feature discovery and mapping on competency information. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_012.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632242/table-1-partial-competency-information-for-sample"><img alt="Table 1. Partial competency information for sample occupational requirement. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_013.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632244/figure-14-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_014.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632246/figure-15-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_015.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632248/figure-8-visualized-result-of-learning-effectiveness-by"><img alt="Fig. 8. Visualized result of e-Learning effectiveness by Bloom cognitive taxonomy. Fig. 7. Screenshot of sample questions in user interface. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_016.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632249/figure-17-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_017.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632251/figure-4-ahoo-japan-dictionary-service-with-respect-to-the"><img alt="Fig. 4. Y ahoo! Japan - Dictionary Service With respect to the vocabulary dimension, it is expected that the e-technology will create synergy by speeding up the wordlist compilation and classification process for students’ self-learning. The “huge information volume” and “high searching speed” properties of e-resources match perfectly to the demanding wordlist compilation task. Students can store the words in an electronic form instead of hand-written text on small paper cards. It allows students update the personalized wordlists and review them at anytime and anywhere. Students could also share or exchange wordlists in VLE platforms, discussion forums, blogs or even personal wiki solutions [16] with their fellows. Existing web-based systems such as Yahoo! Dictionary Service [17] (Fig. 4) provide related synonym and antonym in terms of a large word counts and related resources. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_018.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632253/figure-19-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_019.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632255/figure-8-apanese-discussion-forum-on-blackboard-vle-system"><img alt="Fig.8. J apanese discussion forum on Blackboard (VLE system) " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_020.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632257/figure-1-web-based-learning-and-interactive-tutoring-system"><img alt="Figure 1 Web-based Learning and Interactive Tutoring System with Learning Cycle. (Chan, 2003) " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_021.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632259/figure-22-example-of-pre-learning-stage-on-topic"><img alt="Example of Pre-learning Stage on a topic. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_022.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632260/figure-3-example-of-lecturing-stage-on-topic"><img alt="Example of Lecturing Stage on a topic. Figure 3 " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_023.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632262/figure-4-ie-ene-aero-et-ara-od-tutoring-stage-will-give"><img alt="ie ene aeRO eT ara oD Tutoring stage will give students the opportunity to expand and solidify their understanding of the concept. Students will be involved in an analysis of their exploration. Their understanding will be clarified and modified because of reflection via synchronous interactive activities. In the tutoring stage, all participants connected by web-cams to their computers will show their video images to the system and all participants. Figure 4 illustrated Tutoring Stage with a simulated screen shot on a topic, noticed the video-conference feature (with web-cam devices) to enable discussions between tutor and students. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_024.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632264/figure-25-meeting-the-learning-needs"><img alt="3. Meeting the Learning Needs " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_025.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632267/figure-26-at-the-university-of-glamorgan-we-have-adopted"><img alt="At the University of Glamorgan we have adopted a continuum of blended learning ir which the ‘blend’ is a spectrum that moves from basic ICT usage to intensive ICT usage: The University has opted for a blended learning approach, whereby each Faculty is expected to embed technology into the learning experience within their own frames of reference/context. This decision reflects the impact of external drivers such as the growing familiarity with technology by many of our potential clients, Government and employers’ initiatives, competition from other universities and HEIs as well as the University’s desire to enhance the learning experience of its students and providing accessible higher education. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_026.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632269/figure-27-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_027.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632271/figure-2-the-awareness-of-blended-learning-by-institution"><img alt="Fig. 2. The Awareness of Blended Learning by Institution " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_028.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632274/figure-29-interviewee-in-my-opinion-blended-learning-is-same"><img alt="Interviewee B3: In my opinion, blended learning is same as hybrid learning, I think they are similar. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_029.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632276/figure-30-the-clear-model-embedding-across-the-university"><img alt="The clear model embedding across the University C has raised the awareness of the academics as well as students on blended learning. Such awareness is the initial and substantive move for the changes. Few of the positive responses from the academics after using technology to complement the face-to-face classroom are clearly presented in the following: " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_030.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632277/figure-4-will-the-role-of-the-lecturer-be-changed-after"><img alt="Fig. 4. Will the Role of the Lecturer be Changed after Embedding Blended Learning? 4.2 The Role of the Lecturer after Embedding Blended Learning " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_031.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632279/figure-32-this-view-shows-that-good-teaching-is-driven-by"><img alt="This view shows that good teaching is driven by pedagogy and it is not platform dependant. The technology as a means, and that pedagogical ends should be paramount. Interviewee C7: When we first started delivering e-moderating course, we have a very firmly view, that if you are a good tutor offline and you would be a good tutor online... you are a good tutor means you are a good tutor whatever the medium is. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_032.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632281/figure-33-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_033.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632283/figure-34-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_034.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632284/figure-35-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_035.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632286/figure-36-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_036.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632287/figure-37-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_037.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632289/figure-1-depending-on-the-content-of-the-courses-there-is"><img alt="Depending on the content of the courses there is a variety of applications provided. To name but a few, one course we are offering is Information Retrieval [5] and we are e.g. providing applications on Recall and Precision graphs as well as applications to explain the process of stemming methods or to combine understanding and implementation of algorithms for pattern matching. As an example you can see the time progress of an application visualising the clustering process of a specified clustering algorithm in figure 1. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_038.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632291/figure-39-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_039.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632292/figure-40-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_040.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632294/figure-1-summary-of-the-data-from-the-end-of-course"><img alt="Figure 1. Summary of the data from the end-of-course questionnaire " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_041.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632296/figure-4-coding-results-along-the-categories-cognitive-and"><img alt="Figure 4. Coding results along the categories cognitive and meta-cognitive vs. emotional and motivational Figure 2. Coding results along the categories of the process model " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_042.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632298/figure-2-the-main-results-of-the-content-analysis-are"><img alt="The main results of the content analysis are reported in Fig. 2 to 4. The twe activities had the same duration, but both the total number of messages exchanger and the percentage of messages that were found relevant to study SRL were higher it Module 4 (a case study) than in Module 3 (a role play). This can partly be explainec by the nature of the two activities and by the increased familiarity among the grou members, but it can also suggest that self-regulation had improved over the course Most likely, all hypothesis contributed to determine these data. Module 3, being a rol play, proposed an inherent plan (who does what) that partially relieved students fron taking individual decisions on how to participate (this is confirmed by the data in Fig 2, where indicators of planning events in Module 3 are significantly less than those o Module 4). However, Module 4 shows a generally higher concentration of SRL. related events, therefore supporting the idea that students self-regulated their learnin, better in this phase, as concerns not only planning, but also monitoring and evaluatio1 tasks. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_043.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632299/figure-44-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_044.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632301/figure-5-question-express-your-opinion-about-the-quality-of"><img alt="Figure 5. Question “express your opinion about the quality of the course and its components (0=very low/4=very high)” " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_045.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632303/figure-46-vuuloy-lh-rg-eee-uluoou-ill-qdluumy-lilo-liuuv-oly"><img alt="VUULOY. Lh Rg eee: £12ULU0oOU Ill QDLUUMY LILO 1LIUUV OLY VY OO OO Dalai Vu ay LLly LULULOs In conclusion, both components appear to have played different but important roles in determining the SRL potential of the whole course. Each of them contributed to overcome what could be seen as a weakness of the other component. Moreover, it is important to recall what emerged from the students’ messages, mentioned in Section 3.3. The work online with previously unknown peers, followed by face-to- face sessions where they had an opportunity to meet, had led to the creation of a warmer social atmosphere, which supported the emotional aspects of SRL more than it would have been possible in a purely online or purely face-to-face course. Overall, the balance of the online and face-to-face components was appreciated by the students (mean 2,9; sd 0,94). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_046.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632305/figure-1-question-delivered-by-the-system-according-to-the"><img alt="Fig. 1. A question delivered by the system according to the settings provided. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_047.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632343/figure-63-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_063.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632346/figure-1-maas-system-architecture"><img alt="Fig. 1. MAAS System Architecture " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_064.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632307/figure-3-plot-of-the-skill-and-interest-of-the-students-who"><img alt="Fig. 3.A plot of the skill and interest of the students who completed the use of Willow. Fig. 2.A plot of the skill and interest of the students who did not complete the use of Willow. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_048.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632309/figure-49-in-fact-as-one-of-the-goals-of-the-study-was-to"><img alt="In fact, as one of the goals of the study was to analyze which type of students are willingly to use automatic and adaptive free-text scorers, at the beginning of the experiment, we fixed two features to classify the students of the class: skill and interest. Both of them were taken in a range from 0 (complete lack of this feature) up to 1 (complete existence of the feature). Skill was measured according to the numerical scores given by the teacher in the exam of the course (i.e. a student who achieves the maximum score in the exam will have 1 in skill). Interest was measured according to the number of questions answered in Willow (i.e. a student who has answered the 20 questions will have 1 in interest). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_049.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632311/figure-4-number-of-questions-answered-week-by-week-from"><img alt="Fig. 4. Number of questions answered week by week from October 2006 to January 2007 by the students who used Willow. Another interesting fact is how the number of sessions before important exams dramatically increases as can be seen in Figure 4. Week 1 corresponds to the first week of the experiment (October 16th to 22nd). It is considered that the number of students who entered the system the first weeks is just because they were curious about the system they have been told in class. Next, the second peak in the graph is around the weeks 5-7 given that the first exam was the November 28" in the seventh week of course. After that, despite students have been advised to complete at least four questions per week to have a complete training before the final exam, there is less use of the system until the end of December - beginning of January when students are again reviewing, in this case, for the final exam at the end of January. Thus, it can be seen how the system is used by the students to get more training before their exams. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_050.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632312/figure-1-blended-learning-towards-mix-for-smes-stakeholders"><img alt="Fig. 1. AHKME’s structure " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_051.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632315/figure-2-lo-manager-architecture"><img alt="Fig. 2. LO Manager Architecture " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_052.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632318/figure-3-this-tool-also-provides-the-package-creation-with"><img alt="This tool also provides the package creation with courses integrating them in a data repository, to reach a more efficient management and, also, communicates with the The subsystem’s part referring to the Learning Design (Figure 3) provides a too. where teachers can create and structure courses using level A of the IMS LD specifications defining courses’ activities, sequence, users’ roles, student or staff, anc metadata. It generates a XML manifest gathering all the courses’ XML files, LOs metadata and resource files. With the usage of X ML files information can be reusec in the construction of other courses facilitating the learning information portability [13]. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_053.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632321/table-3-for-this-evaluation-we-matched-the-imslrm"><img alt="For this evaluation we matched the IMSLRM educational category elements and the evaluation criteria categories like presented on Table 3. We have just considered the educational category because it has almost all LOs’ technical and educational aspects we found important. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_054.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632324/figure-55-integration-with-other-systems"><img alt="5 Integration with Other Systems " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_055.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632327/figure-2-the-threads-of-references-in-the-chat"><img alt="Fig. 2. The threads of references in the chat " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_056.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632329/figure-57-in-order-to-determine-the-competences-of-the-chat"><img alt="In order to determine the competences of the chat users, we first searched the most important topics in the analyzed chat conversation. The generated graphics evaluate the competences of each user, starting from the list of subjects determined as explained above and using other criteria such as questions, agreement, disagreement or explicit and implicit referencing. The graphics are generated using a series of parameters like: implicit and explicit reference factors, bonuses for agreement, penalties for disagreement, minimum value for a chat utterance, penalty factors for utterances that agree or disagree with other utterances as these utterances have less originality than the first ones. During the first step of the graphics generation, the value of each utterance is computed by reporting it to an abstract utterance that is built from the most important concepts in the conversation determined as described above. When constructing this utterance, we take into account only the concepts whose frequency of appearance is above a given threshold. Then, all the utterances in the chat are scaled in the interval 0 — 100, by comparing each utterance with the abstract utterance. The comparison is done using the synsets of each word contained in the utterance. Thus, this process uses only the horizontal relations from WordNet. An utterance with a score of 0 contains no words from the concepts in the abstract utterance and an utterance with a score of 100 contains all the concepts from the abstract utterance. Cvs *4hen. Coe nace tha. aenehbone bala all +h Witte aH tha aka? aed Aw the OS aes " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_057.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632331/figure-1-hecace-integrated-in-the-main-menu-of-joomla-past"><img alt="Fig. 1. (a) HECACE] integrated in the main menu of Joomla!, (b) Past exams table created by HECACE], an example of static content created by HECACE] and associated to one of the subjects which were also created by HECACE]. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_058.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632333/figure-2-main-menu-of-hecace-subjects-professors-and"><img alt="Fig. 2. Main menu of HECACE]: Subjects, Professors and Passwords. 4 HECACEJ: A Meta-Manager for Static C ontent Creation As commented before, the platform Joomla! has a drawback for our proposal: its complicated administration menu for a non-expert user. The professors must browse the administration menus of Joomla! to introduce a news for the subject or search a previous news related a subject, etc. For instance, if a professor must change the timetable of the subject it is necessary to search in a lot of news stored for all the subjects. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_059.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632336/figure-3-tutorships-created-by-hecacej-puny-lil-ui-wom-vayt"><img alt="Fig. 3. Tutorships table created by HECACEJ. PUNY Lil UI WOM Vayt Vi Lbinivisad Louu biy. Lt. \aj). By entering in the subjects menu, we will be able to create a new subject or to choose one of those already existent, see Fig. 4. By selecting one of them, we will have a blackboard where to locate important news related with the subject (evaluation method, suspension of classes, schedule modification, practical classes, etc.). After it, we can give the description of all the aspects of the subject with an uniform format: program and class notes, professors, exams, presentations, available questionnaires, problems, practical classes, suggested bibliography (see Figure 5). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_060.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632339/figure-4-subjects-menu-used-by-heca-ce-to-create-new-or"><img alt="Fig. 4. Subjects menu used by HECA CE] to create new or modify existing subjects. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_061.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632340/figure-6-professor-menu-of-hecace-ae-sg-oe-ee-ele-ee-ee-eee"><img alt="Fig. 6. Professor menu of HECACE]J. ae Sg) = oe ee ele ee ee eee eS eee eee The integration of HECACEJ in Joomla! is rather easy. By using the administration menu of Joomla!, a link to the tool main page has to be created. Once this is done, we return to Joomla! main page and will find the link to the tool. Just clicking on it takes us to the main window of HECACE], Fig. 2. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_062.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632348/figure-2-maas-web-services-front-end-pda-application"><img alt="Fig. 2. MAAS Web services Front-end PDA application includes two programs: i) the Assessment program that Create, save or import student grouping (specialized to contents in group assessment), and record students’ performances; ii) the Administrative program that facilitates checking and monitoring of students general behaviors in school include attendance (i.e. records of student attendance in school and activities), and discipline (i.e. records of homework submission, misbehaviors, and good behaviors). Figure 2 shows the MAAS web services and Figure 3 shows the MAAS PDA applications. Taken the advantages of the mobility of PDA devices, these tasks can be accomplished effectively through wireless connection anywhere, anytime in the school. During the assessments, all assessment data is stored in the database on PDA in file format. Teachers can check and update the records easily. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_065.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632351/figure-3-maas-front-end-services"><img alt="Fig. 3. MAAS Front-end services " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_066.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632353/figure-67-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_067.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632358/figure-68-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_068.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632360/figure-6-user-management-in-maas"><img alt="Fig. 6. User Management in MAAS " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_069.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632364/figure-70-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_070.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632368/figure-7-student-management-in-maas"><img alt="Fig. 7. Student Management in MAAS " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_071.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632371/figure-6-to-support-system-administrators-and-administrative"><img alt="To support system administrators and administrative staff to manage student accounts and related information, e.g. class and programme information, Student Management provides efficient tools for adding, editing, and locking different user accounts. These features reduce the stress of administrators and administrative staff for managing over thousand student accounts in a school. The details of student accounts can be create shown, changed and deleted by a few simple steps without any pre-requested technique. Also MAAS can manipulate class and programme, e.g. physics or biology stream programmes, with the same advantages. Student Management from MAAS smooth out the complicated tasks of managing student accounts then administrators and administrative staff can stay away from these repetitive jobs. Figure 6, 7 and 8 show Student, Class and Program Management respectively. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_072.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632375/figure-73-in-addition-to-the-analysis-results-in-form-class"><img alt="In addition to the analysis results in form, class, MAAS provides the analysis esult in student level. Senior admin staff can obtain statistical overviews in form and lass levels. It helps them to set the goal of school year plan, make the direction of school development and design the school year plan. On the other hand, MAAS snhances the work and reduces the workload for general admin staff. The analysis esults in student level from MAAS gives the general admin staff a hand with a somplex and heavy workload task, student reporting. On the other hand, strengthen he communication with teachers, admin staff can inform and update teachers ad hoc or latest information received when accidental events happened. Updated records and alerts will be sent to teachers through MAAS. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_073.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632377/figure-9-record-in-grading-or-exact-marking-with-one-or-two"><img alt="record in Grading or exact Marking with one or two levels descriptions (Figure 9). MAAS provides the ability to school administrators and teachers for managing this information in a single and simple menu. Assessment form details can be reviewed by school administrators, administrative staff and teachers through MAAS. MAAS collects the assessment results of students to generate the statistics. This statistics given by MAAS provides administrative staff supportive evidences for planning the school development. On the other hand, MAAS not only gives the statistical assessment results of students but also the student performance ranking from the assessment results. This information from MAAS helps teachers to have a clear overview to student performance and let them design their teaching plans according to different abilities of classes or even individual students. These teaching plans are customized for corresponding classes or students; enhance the teaching process and benefit students most. Nevertheless MAAS generates reports for teachers and administrative staff from the assessment results to let them have knowledge about student performance and report generation is also a heavy load and repetitive task. With MAAS, teachers and administrative staff can reduce their workload from this task. Figure 9 and 10 show the rubric templates and an example as an assessment rubric. The results of these rubrics will be recorded and analysis as Class, Student Assessment Statistics and Student Performance Ranking respectively (Figure 11). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_074.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632380/figure-11-class-assessment-statistics-example-of-an"><img alt="Class Assessment Statistics Fig. 11. Example of an Assessment Rubric " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_075.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632382/figure-76-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_076.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632385/figure-12-class-student-assessment-statistics-and-student"><img alt="Fig. 12. Class, Student Assessment Statistics and Student Performance Ranking " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_077.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632388/figure-78-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_078.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632391/figure-15-features-support-the-assign-homework-cycle"><img alt="Fig. 15. Features support the assign Homework cycle " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_079.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632394/figure-17-maas-in-classes-physic-and-chinese-most-mobile"><img alt="Fig. 17. MAAS in classes (Physic and Chinese) Most mobile devices are difficult to handle with, especially during the inputting of characters. Thus in MAAS, we overcome this problem by serving predefined items that users can simply click onto interact with the system, and utilizing some skills such as enlarging buttons when they are about to be clicked. On the other hand, to highlight and discriminate the usage of rubrics and different rubrics items, special effects are required. The marked/graded rubrics will be highlighted and a summary of the rubric usage will also be provided. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_080.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632397/figure-1-pervasive-elearning-platform-in-shanghai-utilize"><img alt="Figure 1. Pervasive eLearning Platform in Shanghai utilize a variety of networked services, including e-Learning (the iDorm is University based, and occupants are frequently learners). Thus iDorm and the Smart Classroom share much in common. As part of the iDorm work, Leon et al. have developed a real- time emotion detection system, which achieved an 85.2% correct recognition rate in experiments involving three emotional categories, (neutral, positive, and negative), on 8 subjects [10]. This approach comprises an eX perimental Vital-sign- based Emotional State Transmitter (X-V est), a finger clip with built-in sensors providing physiological signals (heart rate - HR, skin resistance -SR, blood volume pressure -BVP, gradient of skin resistance -GSR, and speed of the changes in the data -CS). It recognizes affective changes using a combination of Auto Associative Neural Networks (AANNSs) and sequential analysis (UK Patent 0611762.6). » AFFECTIVE LEARNING MODEL " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_081.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632399/fig2-2-russells-circumplex-model-of-ffect-in-russells"><img alt="3.3 Russell’s Circumplex Model of A ffect In Russell’s circumplex model of affect (Fig2), emotions are distributed in a system of coordinates where the y-axis is the degree of arousal and the x-axis measures the valence, from negative to positive emotions [13]. This model focuses on subjective experience which means emotions within these dimensions might not be placed exactly the same for all people. In fact, Figure 3 is the author Russell’s own dimensional model of emotion. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_082.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632402/figure-3-korts-learning-spiral-model-ort-has-proposed-four"><img alt="Figure 3. Kort’s Learning Spiral Model < ort [9] has proposed a four quadrant learning spiral model in which emotions change while the leamer moves through quadrants and up the spiral (Fig3). In quadrant I the earner is experiencing positive affect and constructing knowledge. At this point, the eamer is working through the material with ease and has not experienced anything yverly puzzling. Once discrepancies start to arise between the information and the earner’s knowledge structure, they move to quadrant II, which consists o onstructive learning and negative affect. Here they experience affective states sucl is confusion. As the learner try to sort out the puzzle but fails, he might move int juadrant III. This is the quadrant of unlearning and negative affect, when the leame Ss experiencing states such as frustration. After the misconceptions are discarded, the eamer moves into quadrant IV, marked by unlearning and positive affect. While it his quadrant the learner is still not sure exactly how to go forward. However, they dc icquire new insights and search for new ideas. Once they develop new ideas, they are yropelled back into quadrant I; thus, concluding one cycle around the learning spira yf Kort et al. As learners move up the spiral, they become more competent anc 1cquire more domain knowledge. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_083.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632404/figure-84-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_084.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632408/figure-5-participants-emotional-space"><img alt="Figure 5. Participant’s Emotional Space " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_085.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632411/figure-86-however-we-hope-these-initial-results-will-prove"><img alt=". However, we hope these initial results will prove encouraging to others who have speculated on this relationship and hopefully will motivate more detailed work on this aspect. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_086.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632415/figure-87-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_087.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632417/figure-3-interactive-learning-to-support-tutoring-in-the"><img alt="Fig. 3. Interactive Learning to support tutoring in the blended leaning i When the group work is given, students are categorized as groups within the course of LMS. All students are supposed to participate in the discussion only through group forums which are not visible to other students. When they have classroom meetings, the group leader has to write minutes of meeting in the group wiki where others can make comments. Teachers use this information when they allocate marks among group members. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_088.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632420/figure-1-application-that-uses-cookies-to-analyze-students"><img alt="application that uses cookies to analyze students’ interactions with our CMS, visually providing several graphical representations of it (Fig.1 shows the architecture). In the rest of the paper we describe the application based on cookies. In section 2 we explain our objectives. In section 3 we include an evaluation of existing tools, their pros and cons. In section 4 we give an overview of the functionality, user interface and technologies of the application. In section 5, we describe in more detail its underlying Data Base Description and Cookies Functionality. In section 6, the analysis of the students’ interaction with our tool can be seen. Finally, we describe our conclusions and future work. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_089.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632423/figure-90-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_090.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632427/figure-2-our-pplication-at-the-rey-juan-carlos-university"><img alt="Fig.2. Our A pplication at the Rey Juan Carlos University The user interface that the teachers use to query access statistics is shown in Fig. 2. In the area 1, a menu allows selecting general facilities, such us: summary of visits, change of password, create another (teacher) user, pages analyzed, obtain PHP code (to allow each new page added into the site to be tracked), summary of the visits, statistics which is the one selected in the previous figure, help about how to use the application, information about it, suggestions and log off. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_091.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632430/figure-3-entity-relationship-model-value-state-identify-if"><img alt="Fig.3. Entity- Relationship model value, state (identify if the user is authenticated or not, that is to say, if it is a teacher or a student). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_092.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632434/figure-93-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_093.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632438/figure-94-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_094.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632441/figure-95-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_095.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632447/figure-96-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_096.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632450/figure-1-effects-of-learning-media-on-mental-models"><img alt="Figure 1. Effects of Learning Media on Mental Models " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_097.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632455/figure-2-model-framework-of-writing-performance-mediated-by"><img alt="Figure 2. Model Framework of Writing Performance Mediated by Wikis We suggest a model framework to investigate the effects of Wikis as a learning medium towards learning writing, specifically in the context of news writing (see Figure 2). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_098.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632459/figure-1-ia-ang-rae-ein-meri-rian-the-attribute-description"><img alt="ia ANG RAE EIN MERI RIAN - The attribute description patterns, which contain a lot of subcategories, are intended for the authoring system to build the attribute sheet for a learning design element which the author wishes to view and edit. The process is shown in figure 1. Figure 1 Generating attribute sheet for an element " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_099.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632461/figure-2-generating-attribute-sheet-for-an-element-the-first"><img alt="Figure 2 Generating attribute sheet for an element The first part that the learning design authoring system concerns is how the design described by XML is parsed and converted to a series of objects that represent different element within the learning design information model. Such a mapping process happens between the Public Service Layer and the Educational Service Layer, or more precisely, the X ML and the Learning Design module. Though we do not care how it works, the objects obtained are the targets that our description patterns working on. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_100.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632466/figure-7-the-case-for-dynamic-object-is-bit-more-complicated"><img alt="The case for dynamic object is a bit more complicated, first the interface displays all the valid categories, and then query on a certain category should be enabled. Figure 7 shows how it works when selecting environment reference for an activity. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_101.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632471/figure-6-interface-rendered-for-role-editing-according-to"><img alt="Figure 6 Interface rendered for Role editing according to description response " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_102.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632480/figure-103-learning-distinguishes-itself-by-some"><img alt="m-Learning distinguishes itself by some characteristics and key advantages, namely its ubiquity and possibilities of learning anywhere/anytime (« just-in-time delivery »). Classical mobile phones (not « PDAs) have some great strength: they are typically common and relatively cheap devices, small, light and with a long autonomy. However, in parallel they do also suffer from some serious weaknesses and limitations: typically very small screens and difficulty to input data for example. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_103.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632483/figure-2-we-have-seen-multiple-telephony-generations-each"><img alt="We have seen multiple telephony generations (2G, 2.5G, 3G), each offering a higher information flow rate, but also leading to the creation to more and more rich and complex phones. Studies show that by 2010, 50% of users will still be using 2G technology, and only 25% will have upgraded to 3G (source ZDNet Research, cited). Figure 2: Mobile telephony evolution in Asian markets (sources: multiple) " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_104.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632486/figure-105-in-our-scenario-above-susan-calls-tim-and-plays"><img alt="In our scenario above, Susan calls Tim and plays her role; he eventually correct her, or ask the system to pronounce again the sentence to check her accent, then he continues with his own text; and so on, in a real-time dialog. At any point in time, participants can interact with the system, either via a specific key on the phone or via a vocal command (see section « Technology » below) to obtain help, such as clarification on a word or on the scenario itself. nm oF " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_105.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632492/figure-106-blended-learning-towards-mix-for-smes"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/figure_106.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632500/figure-2-test-cases-at-the-advanced-level-of-difficulty"><img alt="Test Cases at the Advanced Level of Difficulty Fig. 2. Description of a programming exercise at different levels of difficulty. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632505/table-2-test-cases-at-the-intermediate-level-of-difficulty"><img alt="Test Cases at the Intermediate Level of Difficulty " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632518/table-3-sample-run-of-submission-to-an-exercise-at-the"><img alt="c) A Sample Run of Submission to an Exercise at the Intermediate Level of Difficulty (b) A Sample Run of Submission to an Exercise at the Beginner Level of Difficulty " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632528/table-4-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632537/table-5-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_005.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632566/table-1-statistics-of-course-cs-computer-programming-for"><img alt="Table 1. Statistics of Course CS2362 Computer Programming for Engineers & Scientists We have selected the course CS2362 Computer Programming for Engineers & Scientists as an example. This is a typical programming course at the introductory level. Because the class size of this course is very large, the statistical information of this course is worthy trusted. On the other hand, the materials of assessment are moderated by peer review to ensure the standard of assessment. No scaling of score has been conducted in this course. The score boundary for each grade has been fixed " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_006.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632568/table-2-synonym-thesaurus-to-discover-educational-objectives"><img alt="Table 2. Synonym thesaurus to discover educational objectives. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_007.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632573/table-3-synonym-thesaurus-to-discover-educational-objectives"><img alt="Table 3. Synonym thesaurus to discover educational objectives. 3.3 Semantic Identification " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_008.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632576/figure-4-interpretation-of-educational-objective-for"><img alt="Fig. 4. Interpretation of educational objective for learning resource. As the educational objectives of competency information are discovered, the educational objective of learning resources reflected a set of competencies can therefore be identified. For example, learning resource {R: Understanding Case Based Reasoning} reflects a set of competency information defined in O*Net metadata including {“Complex Problem Solving’, “Active Learning”}, the educational objectives can be inferred as shown in the following Figure 4. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_009.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632585/figure-3-the-last-step-of-educational-objectives-discovery"><img alt="The last step of educational objectives discovery involves the mapping of competency information into educational objectives with Bloom taxonomy. In the example discussed in previous sections, it can be interpreted that the skill competency information “Active Learning” involves the “understanding” of “procedural knowledge” including “Problem-Solving and Decision-Making”. It should be noticec that for any competence information, it is possible to reflect a set of educational objectives. For example, the competency information “Active Learning” also involves the interpretation for “understanding” of “meta-cognitive knowledge” about “implication”. The following Figure 3 shows the corresponding matrix of the sample skill competency information “Active Learning” and “Complex Problem Solving”. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_010.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632588/table-11-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_011.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632592/table-5-for-instance-the-mastery-of-quiz-reflected-testee"><img alt="For instance, the mastery of a quiz reflected a testee’ occupational requirement, Computer Programmer, is measured. Given a quiz with three questions randomly generated by SPRT models for testing the mastery of the testee. The gained score, allotted score, importance, and reflected cognitive processes of each question are displayed in Table 5. The gained score which presented mastery for cognitive processes are shown in Table 6. It can be inferred from Table 6 that the effectiveness of learning on the testee is poor in the case illustration. Table 4. Measurement of e-Leaming effectiveness by Bloom cognitive taxonomy. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_012.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632596/table-6-summarized-the-estimated-mastery-of-cognitive"><img alt="Table 6. Summarized the estimated mastery of cognitive processes in the case illustration. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_013.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632603/table-2-the-most-preferred-teaching-mode-students"><img alt="Table 2. The Most Preferred Teaching Mode - Students’ Perspective in 2000 - 2003 The latest survey was conducted in late 2005 with an extended scale (Lee, Dooley and Chan, 2006). More programs and recent graduates as well as active students from four undergraduate program and four postgraduate programs were included. 274 successfully completed questionnaires were received out of 1,357 distributions. The response rate was about 20%. As e-learning was much more developed and became so pervasive, the preferred teaching modes were redefined and the survey results on most preferred leaming modes are shown in Table 3. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_014.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632613/table-1-the-most-preferred-teaching-mode-students"><img alt="Table 1. The Most Preferred Teaching Mode - Students’ Perspective in 2000 Similar surveys on the learning experiences of part-time postgraduate students taking distance learning courses with blended learning were conducted in 2002 and 2003. In February 2002, a survey on the distance learning experience of the two Master’s degree programs jointly offered by HKU SPACE and Australian Universities was conducted. 58 successfully completed questionnaires were received for the February 2002 survey (Lee and Chan, 2002). During December 2002 and January 2003, students from a diploma course, an undergraduate program and five postgraduate programs that were jointly operated by HKU SPACE and universities from Australia and United Kingdom were invited to participate in the 2002-2003 survey. In the 2002-2003 survey, the full-time face-to-face study was refined to include both part-time and full-time study (Lee, Dooley and Chan, 2003). In early 2003, 130 returns were received. The results of all the surveys on thee most preferred learning mode are summarized in Table 2. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_015.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632620/table-3-the-most-preferred-teaching-mode-students"><img alt="Table 3. The Most Preferred Teaching Mode - Students’ Perspective in 2005 The findings of the 2005 survey about the preferred learning mode are similar to the previous survey results of 2000, 2002, and 2003. Blended learning modes are highly preferred by Hong Kong's adult leamers. The results of the 2000-2005 surveys indicated that blended learning modes with more face-to-face elements were more welcomed by the respondents. Web-enhanced distance learning with no face-to-face elements were not preferred by students respondents from 2000 to 2005 as only 2% to 3% of them preferred such leaming mode. E-learning was simply viewed as a supplement in the blended mode. The results of these surveys confirm the predominant acceptance of the mixed delivery modes over pure distance learning and online learning. This further indicated that Hong Kong adult learners perceived face- to-face sessions as highly valuable. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_016.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632628/figure-1-an-observational-study-for-apanese-language-study"><img alt="An Observational Study for J apanese Language Study In this study, we use the Japanese Language Proficiency Test (JLPT) [10] as a benchmark to generate the ideas and examine how the current teaching activities can be benefited from blended learning. The JLPT is a well-known international language test consisting of four levels. Each test is made up of three sections including writing- vocabulary, listening and reading-grammar. The contents and criteria of the test are presented in Fig. 1. To highlight the importance of blended leaming, we should first understand the nature of Japanese language. Like other languages, the study of Japanese requires intensive training in different aspects such as grammar and oral skills. However, the picture is further complicated by distinctive linguistic features which exist in the Japanese language. For example, Japanese words can be written as kanji (Chinese character) or kana (Japanese character) and contain a huge amount of " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_017.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632637/figure-2-as-mentioned-in-the-body-brain-magazine-it-would-be"><img alt="As mentioned in the “Body & Brain” magazine [11], it would be beneficial for recollection if information is “organized into a smaller set of subcategories”. This implies that a practical wordlist must be well categorized. For instance, it is more efficient to study the words with similar (synonym) or opposite (antonym) meanings. As the mental database of vocabularies grows, memory tends to “interfere with each other’. Our observations reveal that many Japanese learners find the vocabularies difficult to memorize because some Japanese words may contain two or more different pronunciations. For example, the word ‘human-being or person’ has at least three different pronunciations. It includes ito, jin and nin. The situation is complicated due to the existence of homophones. Some examples are given in Fig. 2. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_018.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632644/figure-3-suggested-blending-model-for-japanese-study"><img alt="Fig. 3. Suggested blending model for Japanese study " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_019.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632647/table-20-student-preferences-for-using-different-orms-of"><img alt="Student Preferences for Using Different F orms of Media in Learning Source: Vermeer and Murphy, 2004 " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_020.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632654/table-21-another-recent-survey-in-july-chung-indicates-that"><img alt="Another recent survey in July 2003 (Chung, 2003) indicates that: 99.0% of students have PCs; 97.5% of students have access to the Internet; 78.5% use broadband, and 63.5% use email more than once a day; 78.0% of students prefer to use the Internet for communication with the university, tutors and other students (8.0% do not prefer to do so; the rest are neutral); and 84.0% of students prefer to receive information or materials from the University’s Registry via email (8.8% do not prefer to do so; the rest are neutral). " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_021.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632660/table-22-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_022.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632666/table-2-overview-of-the-preliminary-data-collection-holistic"><img alt="Table 2. Overview of the Preliminary Data Collection holistic learning. Table 2 illustrates the overview and the preliminary observations from the four months of data collection. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_023.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632674/table-1-summary-of-the-logs-gathered-in-the-experiment-of"><img alt="Table 1. Summary of the logs gathered in the experiment of the use of Willow. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_024.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632679/figure-2-an-example-of-the-wiki-pages-posted-by-the-students"><img alt="Fig. 2. An example of the wiki pages posted by the students The second stage of the study was to investigate the correlation between the students’ participating in the wiki based collaborative learning and their math achievement. Pearson correlation was used to test whether there was significant correlation between the above two parties. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_025.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632683/table-1-statistics-results-of-the-students-posting-amount"><img alt="Table 1. Statistics results of the students’ posting amount and their pretest achievement Table 2. Pearson Correlation between the students’ posting amount and their pretest achievement " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_026.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632686/table-3-statistics-results-of-the-students-posting-amount"><img alt="Table 3. Statistics results of the students’ posting amount and their posttest achievement Table 4. Pearson Correlation between the students’ posting amount and their posttest achievement " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_027.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632689/table-28-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_028.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632692/table-29-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_029.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632697/table-1-analysis-of-learning-systems"><img alt="Table 1. Analysis of e-learning systems " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_030.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632700/table-2-standards-and-specifications-comparative-analysis"><img alt="Table 2. Standards and specifications comparative analysis " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_031.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632704/table-3-evaluation-criteria-categories-and-matching-with-the"><img alt="Table 3. Evaluation criteria categories and matching with the IMSLRM educational category The final evaluation is the sum of all category classifications multiplied by their weight and has following rating scale: O=not present; 1=Very low; 2=Low; 3=Medium; 4=High; 5=Very High. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_032.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632708/table-4-comparative-analysis-between-ahkme-lom-tool-and"><img alt="Table 4. Comparative analysis between AHKME LOM tool and similar tools So, AHKME LOM distinguishes itself from the others by introducing an abstraction level to the user from the technical aspects in terms of the X ML language and is more focused on the user needs, by facilitating the metadata annotation of the LO through a metadata automation process and the search and retrieval of the LO, for the user to reuse the LO in another scenarios. Because of AHKME’s LO quality evaluation, the user may choose the best LOs that best fit his educational scenario. The analysed tools provide functionalities for meeting specific requirements like XML validation and metadata files creation, lacking important issues like: educational orientation, by not providing a list of available educational metadata; require that the person who edits metadata must know XML; functionalities regarding the user’s needs to characterize several learning environments; resources’ management. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_033.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632714/figure-1-fragment-of-chat-for-human-computer-interaction"><img alt="Fig. 1. A fragment of a chat for a Human-Computer Interaction course, using the ConcerChat facilities of referencing The chat topics are identified in several ways in the present approach. A first method id to detect the list of concepts (words) that appeared most frequently in the conversation, by using statistical natural language processing methods. Accordingly, the importance of a subject is considered related to its frequency in the chat. The first step in finding the chat subjects is to strip the text of irrelevant words (stop-words), text emoticons (e.g. “:)”, “:D”, and “:P”), special abbreviations used while chatting (e.g. “brb”, “np”, and “thx’’) and other words considered of no use at this stage. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_034.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632718/table-35-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_035.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632722/table-36-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_036.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632725/table-1-the-means-standard-deviation-and-confidence"><img alt="Table 1. The means, standard deviation and confidence intervals of 6 basic emotions " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_037.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632728/figure-2-open-discussion-among-teachers-and-students"><img alt="Fig. 2. Open Discussion among Teachers and Students Description: v. Classroom Activity: Open Discussion of selected topics of interest EEE ME IEEE! EEE IEE OO At each section of course page, there is a practice question covering most important key questions. However, the question type is limited to MCQ and closed type questions. It was possible to provide essay type questions but the feedback was not possible to automate. from lecturers or tutors directly. Question type also vary from the multiple choice questions (MCQ) to structured or essay type questions. " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_038.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632730/table-1-descriptive-analysis-of-subjects-internal"><img alt="Table 1. Descriptive Analysis of Subjects Internal consistency of the 26-item writing self-efficacy scale is examined using Cronbach’s alpha value. The scale shows a Cronbach’s alpha value of 0.96, exhibited a valid internal consistency, with above the common threshold for exploratory research ((21]). The results of the 26-item writing self-efficacy survey are shown below (see Table 2). a valid internal consistency, with above the common threshold for exploratory " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_039.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632733/table-3-descriptive-analysis-of-news-reporting-of-oct-event"><img alt="Table 3. Descriptive Analysis of News Reporting of Oct 10 Event on HKNews Wiki " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_040.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632735/table-41-blended-learning-towards-mix-for-smes-stakeholders"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_041.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1632738/figure-3-learningdesign-has-an-attribute-called-identifier"><img alt="LearningDesign has an attribute called identifier, which belongs to the type ‘identifier text' and shall be randomly generated at runtime. Figure 3 Simple attribute configuration specified in X ML " class="figure-slide-image" src="https://figures.academia-assets.com/8446163/table_042.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-1357530-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="be6399e587d0c12b5425befeaa6504f6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":8446163,"asset_id":1357530,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/8446163/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1357530"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1357530"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1357530; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1357530]").text(description); $(".js-view-count[data-work-id=1357530]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1357530; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1357530']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "be6399e587d0c12b5425befeaa6504f6" } } $('.js-work-strip[data-work-id=1357530]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1357530,"title":"Blended Learning: Towards a Mix for SMEs-Stakeholders and their Priorities","translated_title":"","metadata":{"publisher":"cs.cityu.edu.hk","ai_abstract":"This paper explores the concept of blended learning, which combines traditional classroom instruction with e-learning methodologies to optimize educational experiences. It discusses the strengths and limitations of both learning approaches, advocating for a blended learning model that harnesses their respective advantages. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-1357530-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="1357529"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1357529/Supporting_Facilitators_of_Blended_Learning_with_Guidebooks"><img alt="Research paper thumbnail of Supporting Facilitators of Blended Learning with Guidebooks" class="work-thumbnail" src="https://attachments.academia-assets.com/8446144/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1357529/Supporting_Facilitators_of_Blended_Learning_with_Guidebooks">Supporting Facilitators of Blended Learning with Guidebooks</a></div><div class="wp-workCard_item"><span>EdTech, Dublin, Ireland</span><span>, Jan 1, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Blended learning is a combination of any form of technology enhanced learning with face-to-face i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Blended learning is a combination of any form of technology enhanced learning with face-to-face instructor-led training. So called guidebooks describe how self-paced learning activities can be blended with collaborative activities. This paper describes the requirements for such a guidebook based on results from a Delphi study. A draft of a possible structure for such a guidebook is suggested.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="799b5840eea72377c54667b74d595307" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":8446144,"asset_id":1357529,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/8446144/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1357529"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1357529"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1357529; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1357529]").text(description); $(".js-view-count[data-work-id=1357529]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1357529; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1357529']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "799b5840eea72377c54667b74d595307" } } $('.js-work-strip[data-work-id=1357529]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1357529,"title":"Supporting Facilitators of Blended Learning with Guidebooks","translated_title":"","metadata":{"publisher":"Citeseer","ai_title_tag":"Guidebook Development for Blended Learning Facilitation","grobid_abstract":"Blended learning is a combination of any form of technology enhanced learning with face-to-face instructor-led training. 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Workshop, …</span><span>, Jan 1, 2009</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper describes recent work on strategy merger development in the authoring process of adapt...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper describes recent work on strategy merger development in the authoring process of adaptive hypermedia. The goal of a merging strategy is to break a complex adaptation decision into a number of simpler ones which may be reused more easily and applied in different orders. To demonstrate the proposed method we present an example case study and sample strategies written in the LAG language. The case study is based on a recently proposed model for Quality of Experience in e-learning. This model exposes the complex interaction between a number of factors affecting QoE and hence presents a good candidate for the application of a strategy merger. Finally some evaluation points are identified, a conclusion is drawn and next steps are outlined. impact on QoE , and research on the optimal balance is ongoing. By Media Mix we refer to the learning process supported by multimedia content: instead of presenting all the learning material in a single format, a number of formats (text, image, video, interactive) are used. 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The goal of a merging strategy is to break a complex adaptation decision into a number of simpler ones which may be reused more easily and applied in different orders. To demonstrate the proposed method we present an example case study and sample strategies written in the LAG language. The case study is based on a recently proposed model for Quality of Experience in e-learning. This model exposes the complex interaction between a number of factors affecting QoE and hence presents a good candidate for the application of a strategy merger. Finally some evaluation points are identified, a conclusion is drawn and next steps are outlined. impact on QoE , and research on the optimal balance is ongoing. By Media Mix we refer to the learning process supported by multimedia content: instead of presenting all the learning material in a single format, a number of formats (text, image, video, interactive) are used. 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QoE is considered to be mainly affected by the psychological concept of flow and learning-related factors. In turn, for multimedia systems, these factors can be heavily influenced by quality of service (QoS). In an ideal world, QoS would not be an issue and content optimally tailored to a user's needs could always be perfectly delivered. Unfortunately, delivery conditions are not always ideal, and it may be infeasible to deliver certain multimedia content such as high quality video while maintaining an acceptable QoS. The goal of this research is to balance the constraints imposed by QoS restrictions with the requirements of flow and learning in order to produce the highest possible QoE for the learner using an adaptive multimedia system.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5e7d02b70bf5fd08a07823c3e09c5ac6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":8446143,"asset_id":1357527,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/8446143/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1357527"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1357527"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1357527; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1357527]").text(description); $(".js-view-count[data-work-id=1357527]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1357527; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1357527']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5e7d02b70bf5fd08a07823c3e09c5ac6" } } $('.js-work-strip[data-work-id=1357527]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1357527,"title":"A learner, is a learner, is a user, is a customer: QoS-based experience-aware adaptation","translated_title":"","metadata":{"publisher":"portal.acm.org","ai_title_tag":"Balancing QoS and Learning in e-Learning Systems","grobid_abstract":"This paper describes an outline of the doctoral thesis work concerning adaptation policies towards quality of experience (QoE) in performance-aware adaptive multimedia e-learning systems. 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