By et al Francisco Milton Mendes Neto (Editor)
The net and progress of machine networks have eradicated geographic limitations, growing an atmosphere the place schooling should be dropped at a scholar irrespective of the place that pupil can be. The good fortune of distance studying courses and the supply of many Web-supported purposes and multimedia assets have elevated the effectiveness of computer-supported studying. in spite of the fact that, know-how keeps to develop and maintaining with the most recent traits could be tricky. Advances in Computer-Supported studying clarifies the hot applied sciences, functions, and learn in computer-supported studying. It is helping scholars, academics, and researchers achieve a bigger figuring out of this box and the developments which are using computer-supported studying ahead. It stocks the information of foreign researchers in computer-supported studying, featuring the practices and demanding situations confronted by means of designers. Readers of this e-book will achieve an figuring out of the present country of computer-supported studying and the place it is going to be sooner or later.
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LEO and Reuse of Learning Resources LEO provides for reuse of course materials and organizers by providing easy editing and linking capabilities. The drawing capability when editing a course is modeless. Links can indicate prerequisite relationships between topics (indicated in Figure 1 by heavy lines) or explanatory links (indicated by the lighter lines). Resources are characterized by a variety of descriptors. CmapTools, in which LEO resides, provides powerful search capabilities to find relevant resources.
The VUE and CmapTools systems described previously provide support in the form of graphical advance organizers based upon concept maps. The LMS described earlier have standard Web-based interfaces. concept map-based representations embody Ausubel’s notion of a graphical advance organizer, and might be used as the interface for development and deployment of a courser. Rationale for this feature: LMS have an implicit pedagogical stance that is dictated by features and intended modes of use, for instance, most support active learning experiences and collaborations.
The window in the bottom right of Figure 1 is an electronic test illustrating interaction modes by which the student can respond to a question, including point-and-click, fill-in-the-blank, and by writing or drawing by hand. This capability supports assessment of academic attainment, student interests, student learning styles, or any other type of evaluation the instructor wishes to administer. Such non-academic evaluations are potentially extremely helpful when trying to know students better in a distance setting.