ADVANCED PROGRAMMING IN C LECTURE NOTES

Fig. 2. Case Development of “2002-2004 Lack of electricity all over China” Section 1 Case Selection and grouping. In this section, students initially read pub-lished cases and recommended resources in WebCASE case database, then selecting cases, grouping and voting for group leaders. S[r]

60 J. Qiu et al. To solve above problems, a new method need to be proposed. It should be able to distinguish content pages from non-content pages, and then extract main contents from content pages without using template and DOM-Tree. In this paper, we propose a novel main contents extracting[r]

i1,2,……,n , then αis the knowledge cluster. Knowledge cluster comprised with knowledge points is basic independent knowledge organization unit in the learning resources scheduling process. According to learner's memory characteristic in psy-chology, a knowledge cluster is composed of 7[r]

Research on Learning Resources Organization Model 55 3.2.4 Learning Content Scheduling Algorithm The scheduling algorithm of learning contents explains how to choose a appropriate learning object when the learner begins to learn a knowledge cluster. At first, it de-termines the knowledge point accor[r]

70 S. Wang and Q. Liu The main driving force of DRM comes from industry [1]. The most representative sample is the protection of eBook, electronic music, and digital movie. Several fa-mous international companies have release their own solutions and productions, such as Microsoft’s WMRM, Real Netwo[r]

We also try to use different λut and λur values to inspect how the values affect the results. We calculate the average error rate using the same method in above. We re-peated generation 500 pairs for five times and calculate the average error rate. The experimental results are as follows: Tab[r]

Web ExplorerContent PackagingLicense ManagementResource DistributionServerClient Fig. 2. The model’s functional components Content Packaging. This module includes learning objects repository and packager. Granularity is a key issue must be considered in the protection of resources. This model[r]

Furthermore, we are developing this component bearing in mind to be independent from the specific domain model of educational systems, so that it has the capability to be used by a wide range of them. In advance research, we intend to improve the accu-racy of our system so that we are[r]

30 M. Leontidis, C. Halatsis, and M. Grigoriadou 2.2 Emotions, Mood and the OCC Model Although many efforts have taken place there is not an explicit definition for the emo-tion. It is easy to feel, but it is hard to describe it. According to Scherer [19], emotion is the synchronized respons[r]

40 X. Wang, F. Yuan, and L. Qi many kinds of available relations. In this scenario, how to use the semantic explicit relations among the resources in the education portal to make better recommendation becomes a new challenge. In this paper, we propose a complementary study on us[r]

Visualization Component and its main purpose is to motivate appropriately the student in order to accomplish his learning goals. The basic concern of MEN-TOR is to retain the student’s emotional state positive during the learning proc-ess. To achieve this, it recognizes the emotions of the st[r]

aged to take more active role, the role of researchers and to come up with their own sketches and designs (of either a parachute, a plane or similar). Subsequently, students will try-out their designs in practice and will actually learn-by-doing. There will be a lot of exploratory learning, w[r]

problem-based learning [13] in real-world contexts (situated learning) [14] as well as learning through games and entertainment [15, 16] becomes more and more popular. On the contrary, eLearning systems are still frequently used in a teacher centred way (trans-missive learning) and les[r]

110 C. Hornung et al. 16. Garris, R., Ahlers, R., Driskell, J.E.: Games, Motivation and Learning: Research and Prac-tice Model. Simulation & Gaming. Sage Publications, Newsbury Park (2002) 17. Butler, D.L., Winne, P.H.: Feedback and Self-Regulated Learning: A Theoretical Synthe-sis. R[r]

it is important to help the government understand the purpose of peer coaching so that we can have more government support. As to the planning of the program, we suggest that it should be designed as a three-year program. In this way, not only will the training scale be enlarged, but more imp[r]

to Xstop without the MS X6. Of course, if X6 is learned, the impressions of KP B and KP C can be enforced. • If the KP B does not longer present in the syllabus for teaching innovation, the transition E, BC and D would not be accessed and the MS X4, X6 and X7 can not be learned in