By et al Francisco Milton Mendes Neto (Editor)
The web and progress of machine networks have eradicated geographic obstacles, developing an atmosphere the place schooling will be dropped at a scholar regardless of the place that pupil could be. The good fortune of distance studying courses and the provision of many Web-supported purposes and multimedia assets have elevated the effectiveness of computer-supported studying. although, expertise maintains to develop and maintaining with the most recent tendencies might be tricky. Advances in Computer-Supported studying clarifies the hot applied sciences, functions, and study in computer-supported studying. It is helping scholars, academics, and researchers achieve a bigger realizing of this box and the developments which are riding computer-supported studying ahead. It stocks the data of overseas researchers in computer-supported studying, providing the practices and demanding situations confronted via designers. Readers of this publication will achieve an figuring out of the present kingdom of computer-supported studying and the place it is going to be sooner or later.
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Extra info for Advances in Computer-Supported Learning
A great many systems of this type exist, but the ones cited have been selected because they are representative of the types of features and capabilities found in such systems. Generally speaking, these systems have clearly defined groundings in pedagogical theory, less emphasis on information management, and more disparate feature sets. Tuft’s VUE Tuft’s visual understanding environment, VUE (VUE, 2005), is a system that affords capabilities to organize course resources around a visual representation of knowledge based upon concept maps.
Reliability concerns pertain to problems such as dropped connections during examinations, and are clearly important. Security issues are equally important in light of privacy laws that require controlled access to student information and the need to protect resources such as examinations that are used in determining grades. Additionally, the problem of determining who is actually taking the examination is an issue in distance learning courses. Several alternative approaches can be employed to address this problem.
The names of the course, topics, and individual media are all stored in the organizer and can be automatically taken from there. Resource types are also stored in the resources themselves. The course instructor’s name is the default value for creator, but all attributes may be edited. When resources are imported into CMapTools, attributes, including a description of the file itself, may be provided. If this information is recorded when the resource is imported into CmapTools, it will be automatically captured for the metadata record.