By Osmel Bordiés, Yannis Dimitriadis, Carlos Alario-Hoyos, Adolfo Ruiz-Calleja (auth.), Thanasis Daradoumis, Stavros N. Demetriadis, Fatos Xhafa (eds.)
Adaptation and personalization were greatly studied in CSCL study group aiming to layout clever structures that adaptively aid eLearning tactics and collaboration. but, with the short improvement in net applied sciences, in particular with the emergence of recent information applied sciences and the cellular applied sciences, new possibilities and views are opened for complex adaptive and customized platforms. variation and personalization are posing new learn and improvement demanding situations to these days CSCL platforms. specifically, variation might be concentrated in a multi-dimensional approach (cognitive, technological, context-aware and personal). in addition, it's going to deal with the particularities of either person freshmen and workforce collaboration. thus, the purpose of this e-book is twofold. at the one hand, it discusses the most recent advances and findings within the zone of clever adaptive and customized studying structures. nonetheless it analyzes the recent implementation views for clever adaptive studying and collaborative platforms which are introduced via the advances in scripting languages, IMS LD, academic modeling languages and studying task administration platforms. Given the range of studying wishes in addition to the life of other technological recommendations, the booklet exemplifies the methodologies and most sensible practices via numerous case reports and adaptive real-world collaborative studying situations, which exhibit the development within the box of study, layout and implementation of clever adaptive and custom-made systems.
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From a more experimental perspective, some works have started to explore the benefits of mobile and content delivery capabilities of this technology to generate learning settings enabling learners to work and collaborate at different spatial locations beyond the class. For example, Facer et al. propose a mobile gaming experience in which children are invited to understand the animal behavior in a savanna in direct physical interaction with this space [16]. The findings of this study show that this innovative experiment increased the self-motivation of children.
The teacher organized the presentations per building and created one folder for each group in the public repository. The test was uploaded to the platform and the teachers had to control that all students had answered the test. Finally, the teachers organized the workflow using Moodle. They used the platform to inform students of the steps for the next activities, and e-mail to inform when the description of a new activity was available. However, other activities in the course were also carried out in parallel during this period (and published in Moodle) and students had problems to have a unified view of the scenario.
This role can be played by an instructional designer or a skilled teacher. The learning design information supply and the creation of the abstract data flow template is responsibility of the designer role. Such a role can be played by an instructional designer or a skilled teacher without concern about specific contextual settings. In turn, the creation of data flow templates candidates and data flow instances is implemented by the reasoner playing the System role and the Educator. The proposal architecture for the novel solution is depicted in Fig.