By Dickson K.W. Chiu, Ivana Marenzi, Umberto Nanni, Marc Spaniol, Marco Temperini
This booklet constitutes the refereed court cases of the fifteenth overseas convention on Web-Based studying, ICWL 2016, held in Rome, Italy, in October 2016.
The 19 revised complete papers awarded including 10 brief papers and four poster papers have been conscientiously reviewed and chosen from one hundred ten submissions. The papers are geared up in topical sections on layout for studying; schooling and instructing; titanic open on-line classes; cellular studying; modeling for studying; critical video games; social-collaborative studying; and aid for learning.
Read Online or Download Advances in Web-Based Learning – ICWL 2016: 15th International Conference, Rome, Italy, October 26–29, 2016, Proceedings PDF
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Additional info for Advances in Web-Based Learning – ICWL 2016: 15th International Conference, Rome, Italy, October 26–29, 2016, Proceedings
In the beginning of the course, learners are guided to get acquainted with the learning outcomes of the course and to write a personal learning contract  in which they formulate their personal learning goals, analyze the resources and strategies needed to reach the goals, and establish the criteria for evaluating their performance in the course. For each of the six topics, there is an assignment that the learners will post in their personal blog. The learners are encouraged to read and comment each other’s posts.
These issues could be addressed through a badge system design that gives more control for the learners. 3 The Third Iteration: Multiple Learning Pathways The focus of the third iteration was to leverage on the potential of open badges by providing multiple learning pathways, designed in line with learning styles of Honey & Mumford . The revised badge system from the third iteration is presented in Fig. 1. Learning outcomes still form a backbone of the badge system. Badges are connected to learning outcomes through the assignments.
Milkova do we want to know about the learner’s knowledge and skills? (2) What is the most effective way to gain that knowledge? Based on our latest research in the ﬁeld of university e-learning courses content quality, there has been move towards Assessment for Learning (AfL), which is a teaching approach that enables personalization of learning. The underpinning principle of an AfL approach is not only frequent assessment that enables targets to be set for individual learners, but also the students are aware of what they need to learn, how far they are progressing towards the desired outcomes and what they need to do to achieve their targets .