Advances in Web-Based Learning – ICWL 2004: Third by Margarita Esponda Argüero, Raúl Rojas (auth.), Wenyin Liu,

By Margarita Esponda Argüero, Raúl Rojas (auth.), Wenyin Liu, Yuanchun Shi, Qing Li (eds.)

With the quick improvement of Web-based studying and new strategies like digital cla- rooms, digital laboratories and digital universities, many matters must be addressed. at the technical part, there's a desire for potent expertise for deployment of W- dependent education.On the educational part, the cyber mode of studying is particularly assorted from classroom-based studying. How can educational developmentcope with this new form of studying? at the administration aspect, the institution of the cyber collage - poses very assorted necessities for the set-up. Does industry-university partnership offer an answer to addressing the technological and administration matters? Why can we have to standardize e-learning and what do we do already? As with many different new advancements, extra study is required to set up the options and top perform for Web-based studying. ICWL 2004, the third overseas convention on Web-Based studying, was once held on the Tsinghua college (Beijing, China) from August eighth to eleventh, 2004, as a persisted try and handle a few of the above-mentioned matters. Following the nice successes of ICWL 2002 (Hong Kong) and ICWL 2003 (Australia), ICWL 2004 geared toward p- senting new growth within the technical, pedagogical, in addition to administration problems with Web-based studying. The convention featured a accomplished application, together with an educational consultation, a keynote speak, a first-rate music for normal paper displays, and an - dustrial song. We bought one hundred twenty papers and authorised in basic terms fifty eight of them mostly music for either oral and poster presentations.

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The Petri Net associated with this example is represented on Figure 2. Crossing orders are indicated on the corresponding transitions. If the student fails all the exercises corresponding to a course page, a start page is sent back. Similarly, once a student successfully completes the third main exercise, a final page is sent back. For simplification purpose, these ending conditions are not represented in the figure. Fig. 2. The course management presented by a Petri Net According to the Petri Net formalism, a course may be represented as: where: NC is the name of the course, DC is the description of the course, URI is the Internet address of the course, PN is the Petri Net, which models the course management.

2 are applied to the candidate set to obtain the expanded result. The selection of pages to be inserted into the candidate set relies on the relevance of their associated links in AnchList, which makes the relevance measurement a key issue here. Relevance of URL. In our approach, the relevance of a URL is decided by two factors. The first is the occurrence of cue phrases in the URL and its anchor text. Formula (1) can be used to measure this factor. The second factor is the importance of the page from which the URL is extracted, which is measured by formula (3).

Hk Abstract. Nowadays, people tend to learn from the Web because it is convenient, and rich of free information. One significant means of learning on the Web is by submitting a query to a search engine, and browsing through the results to find relevant information. Although in many cases, the search engine works quite well, the results returned are often not appropriate for the learning purpose. In this paper, we propose a novel approach to automatically generate an E-textbook for a user specified topic hierarchy.

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