Tele-learning : the challenge for the third millennium : IFIP 17th World Computer Congress - TC3 stream on tele-learning, August 25-30, 2002, Montréal, Québec, Canada
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Notice bibliographique
Résumé
IFIP And TC3. Foreword. Stream 3 International Programme Committee. The Challenge For The Third Millenium. Teacher Education (TED) Track - Invited Paper. Design Of Teacher E-Learning: The Scenario Model B.B. Andresen. Teacher Education (TED) Track - Papers. Developing Technology Competencies Among Egyptian College Of Education Students M.M. Aly. Co-Operative Parent-Child Learning: In Computerised Technological Environments U. Armon. ICT-Supported Teaching And Learning: Some Priorities And Objectives For The Future R.M. Bottino. Learning Aids And Learners' Activities In The Field Of Object-Oriented Modelling T. Brinda, S.E. Schubert. Experiment Around A Training Engine A. Brygoo, et al. Collaborative Learning Of Mathematics: Problem-Solving And Problem-Posing Supported By 'Knowledge Forum' E. De Corte, et al. Teaching Historical Truth: Pages From The History Of Russian Computer Science Y.I. Fet. Creating Technology Mentor Teachers Through A Digital Sabbatical Opportunity On-Line C.P. Fulford, et al. Pedagogical ICT Licences: A Danish National Initiative To Offer Teachers Technology Literacy U. GjOrling. Electronic Testing System B. Gradinarova, O. Jelezov. Banjos On The Snowy: Implementing E-Activism In Education L. Kelly, P. Nicholson. Streaming Technology - How Does It Affect Education? Report From A Project Using Satellite-Based Communication A. Knierzinger, et al. National Strategy For Teacher Training In New ICT Use: The Ukrainian Case V. Kolos. 5 Additional Chapters. Life-Long Learning - Professional Development (LL-PD) Track - Invited Paper. Life-Long Learning In Virtual Learning Organisations: Designing Virtual Learning Environments T.J. Van Weert. Life-LongLearning - Professional Development (LL-PD) Track - Papers. Using Case Studies To Promote Life-Long Learning R.M. Aiken, et al. Virtual Institute For The Modelling Of Industrial Manufacturing Systems: Integration Of On-Line And 'Face-To-Face' Learning In An International Platform For Teaching And Research S. Cavalieri, et al. Quality Of Working Life, Knowledge-Intensive Work Processes And Creative Learning Organisations: Information Processing Paradigm Versus Self-Organisation Theory K. Fuchs-Kittowski, F. Fuchs-Kittowski. Public And Private Partnerships For Intense E-Business Training T. Gulledge, J. Sherwin. Adaptive Context-Aware Learning Environments: Live Spaces As A Basis For Life-Long Learning In Computer Science G. Quirchmayr, J. Slay. Learning Environments And Responsibility: Three Types Of Learning Environments M. Hezemans, M. Ritzen. Issues In The Organisational And Change Context For Innovations Using ICT In Higher Education M. Saunders, et al.Cultural Differences Of Female Enrolment In Tertiary Education In Computer Science B. Schinzel. 5 additional Chapters. Learning Technologies (LT) Track - Invited Paper. Modelling And Delivering Distributed Learning Environments G. Paquette. Learning Technologies (LT) Track - Papers. A Distributed And Co-Operative Environment To Help The Rehabilitation Of Children With Down's syndrome A.M.P. Almeida, F.M.S. Ramos. Information systems and educational engineering: Bridging two concepts through meta modelling M.-N. Bessagnet, et al. Emerging base for telE-learning in India R.M. Bhatt, K. Subramanian. Web-adaptive training system based on cognitive student style M.A.M. Souto, et al. A methodological and physical instrumentation to support experimentation in telE-learning A. Dufresne
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,007 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle