Catálogo de publicaciones - libros

The abundance of knowledge-rich information on the World Wide Web makes compiling an online e-textbook both possible and necessary. The authors of [7] proposed an approach to automatically generate an e-textbook by mining the ranking lists of the search engine. However, the performance of the approach was degraded by Web pages that were relevant but not actually discussing the desired concept. In this paper, we extend the work in [7] by applying a clustering approach before the mining process. The clustering approach serves as a post-processing stage to the original results retrieved by the search engine, and aims to reach an optimum state in which all Web pages assigned to a concept are discussing that exact concept.

There is an explosive growth of e-learning trend during the last few years. More and more learning resources are generated by different purposes in the world. How to make the learning resources to be sharable and reusable is a key factor in e-learning environment. This paper presents a system framework of Agent-based Navigational Training System (ANTS) to facilitate lecturers and learners achieving their works. Besides, we apply the model of Dynamic Fuzzy Petri Net (DFPN) and the intelligent agent into the system to assist learners. The intelligent agent can dynamically generate the learning path for each learner. Moreover, the system is compatible to Sharable Content Object Reference Model (SCORM) which is the most acceptable e-Learning system developing standard. Accordingly, the learning resources could be sharable and reusable in any platforms which are compatible to SCORM standard.

Virtual Reality has been applied in many fields such as scientific visualization, manufacturing, architecture, entertainment, education and training. In this paper, we present a virtual educational environment for studying some abstract concept in physics. With this environment, middle school students are able to study the abstract concept such as relative motion, and to make themselves construct their knowledge of the field. Experimental results show the efficiency of our method.

Mobile Learning (mLearning), having drawn a great deal of attention and application in the US and European countries, is just entering China’s K-12 and higher education. Although the use of mobile devices in education is still in its infancy, there have been a few exemplary cases of successful use in schools. Several K-12 schools participated in a mobile inquiry program about birds; and several others use mobile devices for students and teachers to exchange short text-messaging. In higher education, leading institutions have attempted to create mobile virtual classrooms. The E-learning Lab of Shanghai Jiaotong University (SJTU), for instance, has successfully delivered sample broadcast of its online courses onto cell phones and PDAs. Here we report the mobile technological success of this Lab, and we describe learning settings that might benefit from mobile learning, including a college-level English course of about 50 campus and 30 online students.

The growth of wireless networking and the maturing of online learning have created an environment in which students are mobile and leaning is no longer tethered to the classroom or the laboratory. We have developed a mobile learning platform, which supports multi-media courses delivery and has applied in Network Education College of Shanghai Jiaotong University. Based on the platform, this paper mainly proposes an assistant system to solve the learning status monitoring issue which is becoming a challenge of learning effect control in mobile learning. This assistant system can enable teachers to monitor the students’ mobile phone screen synchronously thus know the learning state of the students, and it also supports real time interaction with the students by instant messages. Meanwhile, the students can view the status of other online peers, interact with each other and ask for remote assistance by sharing their own screens to those willing to help.

Mobile learning means that the learning contents can be displayed anytime, anywhere, and with any kind of presenting device. Learning Content Management Systems (LCMSs) usually provide convenient authoring tools to help instructors to construct their learning contents, which may include static document such as powerpoint, word, pdf document and dynamic multimedia document such as video and audio files, and then integrate these learning contents to provide learners with proper contents rendering through access devices. However, most of LCMSs are based on desktop computer environments, rather than mobile devices. Context-Sensitivity is an application of software system’s ability to sense and analyze context from various sources. In this paper, we develop a Context-Sensitive Middleware (CSM) for LCMS to transform the same learning contents to different mobile devices, so mobile learning can be supported.

In contrast to other studies of students in online environments, which examine the skills and attitudes that students bring to an online university learning environment, we are interested in the expectations with which students come to online university study. Four expectational barriers, which arise from students’ background and cultural history, are identified as being: who is responsible for learning, who is responsible for student interaction with content, who is responsible for the use of appropriate learning strategies and who is responsible for required ancillary skills. There is a discussion of how these barriers arise and how one might attempt to manage the students’ expectations and ameliorate their effects.

This research work not only proposes a deep insight to initiative and vivid concept modeling which makes use of several techniques like flash animation, rolling image-based introduction, virtual experiment, etc., but also explores the potential integration of synthetic characters with virtual learning environment to better simulate the social interaction and social awareness. Through analysis of constructivist learning theory, we present a new learning strategy with pedagogical agent. Based on this strategy, we take CG course in practice as an example to implement our multi-user application for individual learning and collaborative learning. Experiment results show that learning attraction, especially some difficult concept understanding, is very inspiring, and learning result is hopefully improved.

In this paper, we outline the pedagogical assumptions that underlie the design of a distributed web-based environment, presently under development, devoted to robotics education at university level. We briefly discuss, from an educational point of view, the approach followed to implement these assumptions. In particular, we focus our attention on the methodological choices underlying the design of the Learning Objects (LOs) to be used as didactical materials in the environment. These have been conceived so as to meet the complex requirements of the learning subject considered, and to model the didactical proposal based on a constructive view of the learning process.

In this paper, we share our pedagogical experience to motivate and facilitate an interactive and collaborative learning atmosphere by using an answer hunting system. In the software engineering practice course we are teaching, a problem that may deteriorate the learning quality is that, the students lack the opportunities of communication and discussion with the instructor both in class and out of class since they do not have many common time slots. Therefore, a web based answer hunting system is carefully designed and built to facilitate the communications between the students and instructor, and among the students. This system is designed based on the Q&A competition metaphor. The students are encouraged to participate in the competition to learn more knowledge, share more knowledge, and earn more participation marks.