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Journal of e-Learning and Knowledge Society

2006 Volume 2, Number 1

Editors

Luigi Colazzo

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Table of Contents

Number of articles: 10

  1. Computerised Content Analysis for Measuring Critical Thinking within Discussion Forums

    Stephen Corich, Eastern Institute of Technology, New Zeland, New Zealand; Kinshuk Hunt & Lynn Hunt, Massey University, New Zealand

    The growing popularity of online education has seen an increasing acceptance of the use of discussion forums as a means of promoting collaboration and interaction among distance education students.... More

  2. How to design an open(source) e-learning platform. The ADA experience

    Stefano Penge, Maurizio Mazzoneschi & Morena Terraschi, Lynx Srl, Italy

    When speaking about «open» e-learning platforms, we generally mean that code should be readable and modifi able. While the advantages for programmers of adopting this developing method are well... More

    pp. 21-33

  3. Accessible and Adaptive e-Learning

    Greg Gay, University of Toronto, Canada

    The University of Toronto’s Adaptive Technology Resource Centre (ATRC) conducted a technical audit and user study that examined the support being provided by popular online learning management... More

    pp. 35-46

  4. Design of Collaborative Learning Environments: bridging the gap between CSCL theories and Open Source Platforms

    Antonio Calvani & Antonio Fini, Università di Firenze, Italy; Maria Pettenati, Luigi Sarti & Maurizio Masseti, ITD - CNR Genova, Italy

    Starting with the assumption that collaborative learning and working will occupy a strategic role in undergraduate, post-graduate and life-long education as well as in collaborative, fl exible and ... More

    pp. 61-74

  5. Using Many Wikis for Collaborative Writing

    Ng Chong, United Nations University, Japan; Michihiro Yamamoto, Media and Technology Laboratory, Japan

    A typical Wiki environment allows any user to create or edit any page on the site, using basically any Web browser, and processes everything on the server. Wiki fosters a culture of shared... More

    pp. 75-81

  6. A Framework for Ontology Instructional Design and Planning

    Rachid Benlamri & Jawad Berri, Etisalat University College, United Arab Emirates; Yacine Atif, Massey University, New Zealand

    Although several standards have come out to defi ne a common convention for learning object metadata defi nition and representation, knowledge and components embedded in most existing e-learning... More

    pp. 83-96

  7. An Intelligent Agent and an Adaptive Search Engine to support tutoring activities on-line

    Orlando De Pietro, Carmelo Piu, Maurizio De Rose & Giovanni Frontera, Università della Calabria, Italy

    Concentrating our attention on the interaction tools in a web learning environment, an open source software system, called TutorBot which can be implemented in any e-learning platform supporting... More

    pp. 97-110

  8. Using Information Retrieval to Detect Conflicting Questions

    Hicham Hage & Esma Aimeur, University of Montreal, Canada

    Although E-learning has advanced considerably in the last decade, some of its aspects, such as E-testing, are still in the development phase. Authoring tools and test banks for E-tests are becoming... More

    pp. 111-121

  9. Introducing a Moodle LMS in Higher Education: the e-Courses Experience in Ticino (Switzerland)

    Luca Botturi, Lorenzo Cantoni & Stefano Tardini, University of Lugano, Switzerland

    The University of Lugano (USI) and the University of Applied Sciences of Italian Switzerland (SUPSI) adopted in May 2004 a Moodle LMS as a support for their educational activities. This article... More

    pp. 123-130

  10. A kindergarten experiment in linguistic e-learning

    Andrea Valente, Aalborg University in Esbjerg, Denmark; Emanuela Marchetti, University of Southern Denmark, Denmark

    As part of the Blasq project, we are developing a set of linguistic games to be used in kindergartens. The fi rst of these games is Crazipes, that we are currently testing in a Danish kindergarten,... More

    pp. 131-142