During the last few years, social media technologies have started to be used for collaborative learning. While most of the case studies reported so far involve a single social media tool or several individual, separate tools, in this paper we advocate the use of an integrated social learning environment, which aggregates several Web 2.0 tools (wiki, blog,… (More)
Integrating learning styles in adaptive educational systems is a relatively recent trend in technology enhanced learning. The rationale is that adapting courses to the learning preferences of the students has a positive effect on the learning process, leading to an increased efficiency, effectiveness and/or learner satisfaction. The purpose of this paper is… (More)
This paper reports findings from a survey on students' attitude towards the use of Web 2.0 tools in a Romanian university. The purpose of the study is threefold: i) establish students' initial level of familiarity with various Web 2.0 tools, as well as their usage habits (time spent, frequency of accesses, purpose of use); ii) capture students' feedback… (More)
In this note we consider design of a information provisioning subsystem for an agent-based virtual organization. Flexible delivery of information is based on matching of ontologically demarcated resource profiles, work contexts, and domain specific knowledge.
In this note we consider design of a learning provisioning subsystem for an agent-based virtual organization. Flexible delivery of learning content is based on matching of ontologically demarcated user profiles, domain specific knowledge and learning modules.
This paper deals with adaptation provisioning with respect to learning styles in a Web-based educational system called WELSA. The novelty of the approach comes from using an integrative set of characteristics extracted from the main learning style models as adaptation criterion, rather than relying on a single learning style model, as most of the related… (More)