Titlebook: Collaborative Dialogue Technologies in Distance Learning; M. Felisa Verdejo,Stefano A. Cerri Conference proceedings 1994 Springer-Verlag B

雕鏤

Introduction choice about the book title has influenced the outcome. Differently from other edited publications, the book presents work in progress at the moment with a special emphasis on modelling dialogues in general and learning dialogues in particular, at a distance through a computer network.

刻苦讀書

A Pedagogical Framework for CMC Programmess, demands, and choices; the universe of CMC resources comprises all external and internal CMC resources. As a common subset of these realms, a programme’s CMC environment must be established. Within this CMC environment, programme planners and teachers can utilize a set of pedagogical techniques and pedagogical styles to facilitate learning.

群居動物

Palpable

文字

Towards Models of Interaction Between an Artificial Agent and a Human Oneossible way to describe didactic interactions between two agents: the teacher is an artificial agent (agent A) whereas the learner is a human one (agent H). . and . of this model come from the . between an agent and the . successively played by him during the different phases of learning.

MONY

https://doi.org/10.1007/978-3-658-39617-6ere they are to be considered, that is, analysis, design, development and implementation. Finally, some issues concerning the usability of the resulting technology-based educational system are pointed out.

cartilage

結(jié)構(gòu)

osteoclasts

Learning Experiences with Collaborative Working Technologies: Some Critical Factorsere they are to be considered, that is, analysis, design, development and implementation. Finally, some issues concerning the usability of the resulting technology-based educational system are pointed out.

Hyaluronic-Acid