By Francisco Milton Mendes Neto, Francisco Brasileiro
The web and progress of machine networks have eradicated geographic obstacles, growing an atmosphere the place schooling might be dropped at a pupil irrespective of the place that scholar should be. The luck of distance studying courses and the provision of many Web-supported functions and multimedia assets have elevated the effectiveness of computer-supported studying. in spite of the fact that, expertise keeps to develop and maintaining with the most recent traits may be tricky. Advances in Computer-Supported studying clarifies the hot applied sciences, purposes, and examine in computer-supported studying. It is helping scholars, lecturers, 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 realizing of the present nation 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
2003). Key instructional design elements for distance education. Quarterly Review of Distance Education, 4(2), 153-166. Copyright © 2007, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. Integrating Visual Representations of Knowledge 21 Chapter II Integrating Visual Representations of Knowledge with Learning Management Systems: Design Principles for Advanced Computer-Based Learning Support John W. Coffey, The University of West Florida, USA Abstract After a review of literature pertaining to representative constituent parts of contemporary learning management systems (LMS) and features of other systems that support visual representations of information and knowledge in support of learning, a summarization of desirable design elements for a system that is meant to support distance learning is developed and elaborated.
When they are shown, they provide the interface for the course, including access to all functionality. When they are hidden, the representation is essentially a concept map of the course, depicting the global organization of the most important concepts, created by an expert on the topic. As can be seen in Figure 1, individual topics in the course have rectangular bars on the top that are color-coded to indicate student progress. The codings include: completed topics (coded black), topics for which the student is ready by virtue of having completed the prerequisite topics (coded light gray), the current topic on which the student is working (coded gray), and topics for which the student is not ready (coded with an ‘X’).
These criteria included standard information systems concerns including high availability, scalability, usability, interoperability, stability, and security. The availability concern is described in terms of having to make the system available to many categories of potential users of the system, including students, teachers, and content creators. Related to the availability concern is the need for a stable, robust system, since online learning should be available anytime, anywhere. The scalability issue arises because of the rapid growth in demand for such services, and the anticipation of increasing loads in the future.