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Augmenting Reality and Formality of Informal and Non-Formal Settings to Enhance Blended Learning.

, , , , and . IEEE Trans. Learn. Technol., 7 (2): 118-131 (2014)

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Supporting Distance Learning Activities and Social Interaction: A Case Study., , , , , and . ICALT, page 801-805. IEEE Computer Society, (2008)Social recognition provision patterns in professional Q&A forums in Healthcare and Construction., , and . Comput. Hum. Behav., (2016)QuesTInSitu: From tests to routes for assessment in situ activities., , , and . Comput. Educ., 57 (4): 2517-2534 (2011)Dialogic learning and interactive groups: an IMS LD template integrated in runtime systems., , , , , and . iJET, 3 (S1): 38-45 (2008)QTIMaps: A Model to Enable Web Maps in Assessment., , , and . J. Educ. Technol. Soc., 14 (3): 203-217 (2011)M-AssIST: Interaction and Scaffolding Matters in Authentic Assessment., , and . J. Educ. Technol. Soc., 18 (2): 33-45 (2015)Interweaving and Enriching Digital Music Collections for Scholarship, Performance, and Enjoyment., , , , , , , , , and 2 other author(s). DLfM, page 84-88. ACM, (2019)QTI for Self-Assessment and Embedded-Assessment in Competence Oriented Scenarios: The Agora Case., , , and . INCoS, page 39-45. IEEE Computer Society, (2009)Modeling the Computing Based Testing domain extending IMS QTI: Framework, models and exemplary implementations., , , and . Comput. Hum. Behav., 28 (5): 1648-1662 (2012)Ethics in educational technology research: Informing participants on data sharing risks., , , and . Br. J. Educ. Technol., 50 (3): 1019-1034 (2019)