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Towards a flexible model for computer-based analysis and visualization of collaborative learning activities., , , , , , , , и . CSCL, стр. 283-285. International Society of the Learning Sciences / ACM DL, (2007)Monitoring Pattern-Based CSCL Scripts: A Case Study., , , , и . EC-TEL, том 6964 из Lecture Notes in Computer Science, стр. 313-326. Springer, (2011)Sharing the Burden: Introducing Student-Centered Orchestration in Across-Spaces Learning Situations., , , , , и . EC-TEL, том 8095 из Lecture Notes in Computer Science, стр. 621-622. Springer, (2013)SLEek: An Ontology For Smart Learning in the Web of Data., , , , , , , и . ICALT, стр. 365-366. IEEE, (2021)Learning analytics: European perspectives., , , , , , и . LAK, стр. 69-72. ACM, (2015)Supporting Members of a Learning Community Using Interaction Analysis Tools: The Example of the Kaleidoscope NoE Scientific Network., , , , и . ICALT, стр. 809-813. IEEE Computer Society, (2008)The Role of Gender in Students' Privacy Concerns about Learning Analytics: Evidence from five countries., , , , , , , и . LAK, стр. 545-551. ACM, (2023)Quality Assurance Methods Assessing Instructional Design in MOOCs that implement Active Learning Pedagogies: An evaluative case study., , , , и . EMOOCs-WIP, том 2356 из CEUR Workshop Proceedings, стр. 14-19. CEUR-WS.org, (2019)A Proposal of Diagnosis for an ITS for Computational Logic., , , , и . CAEPIA, том 3040 из Lecture Notes in Computer Science, стр. 86-95. Springer, (2003)The INTELed pedagogical framework: Applying embodied digital apps to support special education children in inclusive educational contexts., , , , и . Interacción, стр. 35:1-35:4. ACM, (2019)