Web3D technologies in learning,education and training: Motivations,issues, opportunities

Web3D open standards allow the delivery of interactive 3D virtual learning environments through the Internet, reaching potentially large numbers of learners worldwide, at any time. This paper introduces the educational use of virtual reality based on Web3D technologies. After briefly presenting the main Web3D technologies, we summarize the pedagogical basis that motivate their exploitation in the context of education and highlight their interesting features. We outline the main positive and negative results obtained so far, and point out some of the current research directions.     

基于SNS的Web协作学习系统设计

随着Web2.0的快速发展,具有社会特征的SNS软件不断涌现,基于SNS平台的Web协作学习逐渐成为一种新型学习模式。提出了一种基于SNS的Web协作学习模式,并结合国内主流的SNS平台进行二次开发,设计了一个面向SNS的Web协作学习系统,主要实现了个人社区、协作学习社区、文件共享和问答系统等模块。实践证明该系统能够实现高效的Web协作和资源共享,能够帮助学习者更好地交流学习心得和分享学习成果,从而增强学习者的学习兴趣和解决问题的能力。     

基于Windows Mobile平台的移动学习系统的设计与实现

近年来移动技术的高速发展以及移动终端设备的迅速普及,使得将现有学习系统扩展到移动端成为可能。这种新型学习模式称为移动学习,其旨在使学习者不受时间和空间的限制,能够在任何时间、任何地点自主地进行学习。文章介绍了一个基于Win-dows Mobile平台的移动学习系统,其使用WebService技术实现移动客户端和服务器的通信。针对移动终端设备资源受限的特点,对系统进行了合理的分层设计,并进一步分析了数据处理、界面展现及课件浏览等方面的相关技术。     

Getting it from the Web: why and how online resources are used by independent undergraduate learners

Abstract Undergraduate students access the Internet for a range of purposes, many unrelated to their studies. Increasingly, learners are using the Internet to find information and resources for coursework, whether or not this is promoted or endorsed by their teachers. This article reports an interview study that investigated why and how independent learners use Web‐based resources, exploring not only the academic context of the courses studied, but also any relevant personal, domestic and employment‐related circumstances. Factors were identified, which enhanced or competed with study activities, acting as incentives or disincentives for learners. The findings suggest that it is not technologies per se, but a combination of various contextual factors, that determine students' use of Web resources for learning. Of the academic factors that emerged from the interviews, assessment requirements and pedagogic approach were particularly important.     

用ASP.NET实现基于知识点的Web自测系统

Web自测试系统是远程网络教育中学习者检验学习效果的有效手段.对该系统的数据模型进行了分析;阐述了该系统的自动组卷算法及考试页面生成等关键技术,并用ASP.NET实现了本系统.     

Tool use in computer-based learning environments: towards a research framework

Computer-based learning environments often confront learners with a number of tools, i.e. non-embedded support devices. Such environments assume learners to be good judges of their own learning needs. However, research indicates that students do not always make adequate choices for their learning process. This especially becomes an issue with the use of open learning environments, which are assumed to foster the acquisition of complex problem solving skills. Such open learning environments offer students tools to support their learning. Consequently, it is needed to understand factors that influence tool use and acquire insight in learning effects of tool use. Both issues are addressed in this contribution.A review of the existing literature has been undertaken by performing a search on the Web of Science and the PsycInfo database. Results indicate that there is some evidence for learner, tool and task characteristics to influence tool use. No clear indication was found for a learning effect of tool use. The conclusion proposes a research framework for the systematic study of tools.     

Web 2．0下以人为本的网络教育新模式探究

web 2．0时代,是互联网社会化进步的时代,它实现了人与人之间的网络联系,体现了互动、参与的本质,被称之为互联网应用指导思想的革命。在分析Web 2．0特点的基础上,探究一个基于web 2．0的网络教育新模式,以及为适应web 2．0时代的挑战,学习者所需要具备的各项要求。对未来网络教育进行宏观展望。     

基于Web的网络自主学习平台设计

随着网络技术的飞速发展,网络学习已成为当今教育的发展趋势,针对网络教育的资源共享和自由交流的优势,在分析传统教学存在学习资源不能充分共享、学习评价反馈不够及时等问题的基础上,提出了基于Web的网络自主学习平台,实现资源利用最大化、学习行为自主化、学习形式交互化等目的。     

基于Windows Mobile平台的移动学习系统的设计与实现

近年来移动技术的高速发展以及移动终端设备的迅速普及,使得将现有学习系统扩展到移动端成为可能。这种新型学习模式称为移动学习,其旨在使学习者不受时间和空间的限制,能够在任何时间、任何地点自主地进行学习。文章介绍了一个基于Windows Mobile平台的移动学习系统,其使用web Service技术实现移动客户端和服务器的通信。针对移动终端设备资源受限的特点．对系统进行了合理的分层设计,并进一步分析了数据处理、界面展现及课件浏览等方面的相关技术。     

Towards interoperability: a wrapper model for integrating remote laboratories in a collaborative discovery learning environment

Collaborative theories in learning are playing a vital role in the way learners interact with each other. More concretely, in collaborative learning the communication between learners is considered the most important element in their knowledge building. Regarding experimental subjects, the discovery learning discipline has emerged, in which students construct their knowledge through experimentation. In this sense, platforms such as Pedagogica, Web‐based inquiry science environment, SimQuest, Interactive Physics, Working Models and Co‐Lab provide support of this kind of learning. Regarding experimentation, one of the resources that may enrich the learning of students is the use of remote laboratories. However, the majority of these learning systems lack interfaces and models to provide interoperability with remote laboratories. Regarding interoperability issues, service‐oriented architecture (SOA) is the most well‐known paradigm for this issue. In this paper, we describe a wrapper model based on SOA for interoperability between Co‐Lab and existing remote laboratories. Moreover, we explain how we have integrated the existing remote laboratories in Co‐Lab using this model and we show the general pattern for including external experiments. Copyright © 2008 John Wiley & Sons, Ltd.     

基于注意力机制和集成学习的网页黑名单判别方法

搜索引擎作为互联网主要应用之一,能够根据用户需求从互联网资源中检索并返回有效信息。然而,得到的返回列表往往包含广告和失效网页等噪声信息,而这些信息会干扰用户的检索与查询。针对复杂的网页结构特征和丰富的语义信息,提出了一种基于注意力机制和集成学习的网页黑名单判别方法,并采用本方法构建了一种基于集成学习和注意力机制的卷积神经网络（EACNN）模型来过滤无用的网页。首先,根据网页上不同种类的HTML标签数据,构建多个基于注意力机制的卷积神经网络（CNN）基学习器;然后,采用基于网页结构特征的集成学习方法对不同基学习器的输出结果执行不同的权重计算,从而实现EACNN的构建;最后,将EACNN的输出结果作为网页内容分析结果,从而实现网页黑名单的判别。所提方法通过注意力机制来关注网页语义信息,并通过集成学习的方式引入网页结构特征。实验结果表明,与支持向量机（SVM）、K近邻（KNN）、CNN、长短期记忆（LSTM）网络、GRU、结合注意力机制的卷积神经网络（ACNN）等基线模型相比,所提模型在所构建的面向地理信息领域的判别数据集上具有最高的准确率（0.97）、召回率（0.95）和F₁分值（0.96）,验证了EACNN在网页黑名单判别工作中的优势。     

A meta-data-based learning resource server for medicine

The World Wide Web (WWW) promises many advantages in the distribution and presentation of electronic learning modules for medical education. However, there is a well-known obstacle: finding the right offers on demand. We developed a solution based on international standards called Learning Resource Server Medicine (LRSMed), which provides a meta-data collection of electronic learning modules. Based on the meta-data, LRSMed offers a service for the learners to retrieve WWW resources at the time of learning. We used the IMS Learning Resource Meta-data Information Model as suitable meta-data specification, the eXtensible Markup Language (XML) as syntax for interfaces and the Oracle suite for implementation. LRSMed is available at http://mmedia.medizin.uni-essen.de/portal/. More than 260 learning resources are currently registered and described. So far a user-interface has been implemented which allows searching, commenting and editing. In the next future we will add an application programming interface (API) for the integration of LRSMed in portals, learning platforms and information systems of hospitals, medical practices or healthcare networks.     

Self-organising navigational support in lifelong learning: How predecessors can lead the way

Increased flexibility and modularisation in higher education complicates the process of learners finding their way through the offerings of higher education institutions. In lifelong learning, where learning opportunities are diverse and reach beyond institutional boundaries, it becomes even more complex to decide on a learning path. However, efficient and effective lifelong learning requires that learners can make well informed decisions. Drawing on principles of self-organisation and indirect social interaction, this article suggests solving the problem by analysing the paths followed by learners and feeding this information back as advice to learners facing navigational decisions. This article starts by introducing the principles of self-organisation and indirect social interaction. It describes how we expect the use of indirect social interaction using collaborative filtering to enhance effectiveness (completion rates and amount of progress) and efficiency (time taken to complete) in lifelong learning. The effects were tested in a controlled experiment, with the results showing effects on effectiveness though not on efficiency. The study shows that indirect feedback is a promising line of enquiry for navigational support in lifelong learning.     

Hypermedia-based support for cooperative learning of process knowledge

The WWW makes learning materials widely accessible and provides an environment where people can learn across time and space. However, the simple read-only information structure on the Web provides little or very limited guidance to learners, especially when they want to learn how to do something through interaction with computers and other people. We suggest overcoming the problem by introducing a graphical hypermedia-based process representation and a cooperative process enactment support. The hypermedia-based process structure is accessible on the WWW. It contains a rich set of associated materials with which people can seamlessly interact while they are systematically carrying out the process they are learning under the guidance of computers or tutors. A hypermedia-based process support system and two use cases are presented. The use cases show that such a system can not only provide traditional learning support, but also offers novel cooperative hypermedia based support for the learning of process knowledge.     

利用AJAX优化网络课程的开发

随着web技术的不断进步,网络课程的开发亟需紧跟时代步伐,不断更新自身的技术服务,以更快、更好、更合理的方式呈现在学习者面前,从而提高学习者的学习效率。AJAX是Web2．0的技术代表．将其引入到网络课程的开发中来将从根本上改变传统网络课程的开发模式,给人耳目一新的感觉,为此分析如何利用AJAX优化网络课程的开发。     

The Web in education

The Web has spurred our imagination as to how education could be radically transformed and enhanced through the adoption of Information and Communication Technologies (ICTs). While there have been many significant innovations and successes over the last decade there have also been many unrealised aims. Beliefs in technology-driven change for education have been countered by shortcomings in technological understanding by educationalists and in turn by shortcomings in the understanding of educational theories and learning concepts by technologists. The use of the Web in education has revealed issues such as the distinction between formal and informal learning; the packaging and formatting of learning materials for online distribution and use; the management of learning materials and processes in virtual and managed learning environments; solutions offered by the semantic Web; and how the quality of experience in interactive learning environments relates to the quality of the Internet infrastructure. A comparison between the performance of early and current Web technologies from a user perspective is given for an interactive learning environment which has been in use for over a decade. Client, server, network and protocol components which contribute to the quality of experience for the end user are presented and analysed. In summary, this paper examines the use of the Web in education to date and looks forward to new challenges and aspirations such as MOOCs (massively online open coursewares) and the immersive 3D Web as the basis for the next generation of learning environments.     

Web 3.0 – Based personalisation of learning objects in virtual learning environments

The paper aims at research on Web 3.0 – based personalisation of learning objects (LOs) while learning in virtual learning environments. Learning personalisation is analysed in terms of suitability of LOs and VLEs to particular learning styles. The novel sets portrait analysing interconnections between students’ learning styles, their preferred learning activities, relevant teaching/learning methods, and LOs types is presented in more detail. The well-known standardised vocabularies of teaching/learning methods and LOs types were used to establish these interconnections. The sets portrait of these interconnections is followed by the appropriate ontology. The ontology is considered as an appropriate tool to create learners’ personalised learning environments consisting of LOs, suitable teaching/learning methods and activities according to their preferred learning styles. The ontology should help the learner to find suitable LOs according to preferred learning methods/activities, and vice versa, and thus to personalise learning. The presented Web 3.0 – based approaches are the typical cases of information and communication technologies (ICT’s) application for development of human capital.     

现代远程协作学习系统的设计与实现

目前的远程教学中主要依赖的信息共享、个体学习、有限交互的模式,已经不能满足学习者对学习质量越来越高的期望。在此,提出一个协作学习模型。这种协作方式可以使学生在信息交流的过程中,更好地了解他人的观点、方法和建议,促进自己的学习。同时,这种模型也为基于Web的信息交流提供新的协作方式。