GeorgeGoguadze EricaMelis One Exercise - Various Tutorial Strategies. Springer 5091 755-757 2008 M.Homik E.Melis Interactive Concept Mapping 2005 MartinHomik EricaMelis Using Blogs for Learning Logs EIfEL – 2006 In general, students leave a course and do not continue to reflect on its content. Therefore, learning gaps are neither identified nor closed. Studies showed that paper-based learning logs that target cognitive and meta-cognitive processing by prompts can overcome this deficiency. We conducted an explorative study with electronic learning logs based on the blog function of the eportfolio system Elgg. Results indicate that using blogs for learning logs are well accepted by students but the cost-benefit ratio related to time investment is considered too high. MartinHomik EricaMelis ePortfolios in ActiveMath 213–222 2005 Existing ePortfolios record the work of a learner and his assessments. The standalone application Workbook of the web-based and user-adaptive learning environment ActiveMath tries to go beyond that. It aims at supporting explicit learning by providing interaction, construction and reflection opportunities. AndreaMelis Financial Statements and Positive Accounting Theory: The Early Contribution of Aldo Amaduzzi Accounting, Business & Financial History Routledge 17 53–62 2007 EricaMelis ArndtFaulhaber AnjaEichelmann SusanneNarciss Interoperable Competencies Characterizing Learning Objects in Mathematics. Springer 5091 416-425 2008 EricaMelis GiorgiGoguadze MartinHomik PaulLibbrecht CarstenUllrich StefanWinterstein Semantic-Aware Components and Services of ActiveMath British Journal of Educational Technology 2005 ActiveMath is a complex Web-based adaptive learning environment with a number of components and interactive learning tools. The basis for handling semantics of learning content is provided by its semantic (mathematics) content markup which is additionally annotated with educational metadata. Several components, tools, and external services can make use of that content markup, for instance a course generator, a semantic search engine, and user input evaluation services. The components and services have to communicate, pass content and state changes, actions, etc including mathematical semantics and educational markup. The novel event infrastructure supports this communication. This article focuses on usage of the content's semantics by selected novel components and sketches the communication. E.Melis P.K\"arger M.Homik Interactive Concept Mapping in ActiveMath (iCMap) 66 247–258 2005 Mind maps have been used for many (including educational) purposes. Several tools are available for visualizing and creating those maps. However, evaluation and feedback is rarely available in such tools and thus, an important aspect of interactive exercises is missing. This paper presents the interactive concept map tool, map, that is integrated with the web-based learning environment . It discusses the main diagnosis mechanisms, the generation of feedback, and the adoption of the collaborative learning tool CoolModes to develop map. EricaMelis BruceM.McLaren SilvanaSolomon Towards Accessing Disparate Educational Data in a Single, Unified Manner. Springer 5192 280-283 2008 M.Pistis G.Porcu M.Melis M.Diana G.L.Gessa European Journal of Neuroscience Effects of cannabinoids on prefrontal neuronal responses to ventral tegmental area stimulation 14 96-102 2001