Advances in Web-Based Learning – ICWL 2005: 4th by Hongliang Gu, Yuanchun Shi, Guangyou Xu, Yu Chen (auth.),

By Hongliang Gu, Yuanchun Shi, Guangyou Xu, Yu Chen (auth.), Rynson W. H. Lau, Qing Li, Ronnie Cheung, Wenyin Liu (eds.)

With the quick improvement of Web-based studying, a brand new set of studying - vironments together with digital school rooms, digital laboratories and digital u- versities are being built. those new studying environments, even though, additionally introduce new difficulties that have to be addressed. at the technical part, there's a desire for the deployment of e?ective applied sciences on Web-based schooling. at the studying facet, the cyber mode of studying is especially di?erent from tra- tional classroom-based studying. at the administration part, the institution of a cyber collage imposes very di?erent specifications for the organize. ICWL 2005, the 4th foreign convention on Web-Based studying, was once held in Hong Kong, China from July 31 to August three, 2005, as a persevered - tempttoaddressmanyoftheabove-mentionedissues.Followingthegreatsuccess of ICWL 2002 (Hong Kong, China), ICWL 2003 (Australia), and ICWL 2004 (China), ICWL 2005 aimed toward proposing progresson the technical, pedagogical, in addition to administration problems with Web-based studying. The convention featured a complete software, together with a few tutorials, keynote talks, a chief song containing usual in addition to brief paper displays, and an software song. We obtained a complete of ninety nine submissions from around the world. this system Committee chosen 33 papers as average papers for presentation ordinarily music, an attractiveness expense of approximately 33%. as a result of the high quality submissions, the Committee made up our minds to extra settle for nine papers as brief papers for presentation.

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Extra info for Advances in Web-Based Learning – ICWL 2005: 4th International Conference, Hong Kong, China, July 31 - August 3, 2005. Proceedings

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The idea is that a weight is assigned for each subject, such as Wjava ; and for student Si in this subject, his/her final lab allocation is given a score SCORESJava according to which preference is satisfied; the fairness for Si is: i F (Si ) = N j=1 Wj ∗ SCORESj i N For all the students, this strategy ensure that |maxF (Si ) − minF (Si )| < , ε is a threshold. Fairness allocation strategy tries to allocate students into labs evenly, that is to minimise the special cases which often students would complain about their final allocations.

A course builder will usually need to quickly access back and forth the course objects located at different places for editing or referencing. Since the course content is organized in a tree structure, an expendable tree menu is provided for fast access to different levels of objects in a limited space. 5 Template-Based User Interface and XML Support Template-based user interface provides simplicity, robustness, and flexibility. It also supports interactivity because all templates are Flash objects.

ID of 5 box-items: items to be matched. Missing ID indicate a removed item. −Correct destination of 5 drag-items: non null. −Recorded position of each drag-item: remember where the user put them last time. −Calculated position of each box-item: items are placed with equal interval ac- cording to the number. Communication is expected between Zope and Flash in integrating content coming from Zope and style coming from Flash template. The choice of language is not much since only Python and ZPT are recognized by Zope and only Action Script is recognized by Flash.

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