International Journal of Computer Processing of Languages

Traditional web-based learning techniques focus on extensive usage of multimedia data such as images, videos and audios. In this paper, we validate 3D model and 3D motion retrieval as an integrated part of e-learning architecture. New approaches, including a novel shape representation of arbitrary 3D polygon models, are proposed as preliminary solutions, with potential applications in digital library, interactive learning, etc.

In the context of learning classification knowledge by inquiry examples, how to help students perform induction learning more efficiently and meaningfully with adaptive instruction strategies is an important research issue. This paper presents a machine-learning approach to developing computer-assisted learning supports for inductive learning tasks by providing individualized inquiry examples. A learning process based on the knowledge refinement strategy is first proposed to model the learning task of induction by inquiry examples. Several machine-learning techniques are developed and evaluated to support various instruction/learning activities such as evaluating student learning outcomes, providing appropriate examples for students to study, and giving individualized hints to motivate and facilitate learning during the induction learning process. Integrated with the intelligent learning supports, a web-based system, named ALBIX (Active Learning By Inquiry Examples), was implemented so that students can actively construct, verify and refine their classification knowledge in an interactive manner. Finally, the learning supports presented in this paper are shown to be effective in their design purposes through a set of simulation tests. A small-scaled prototype testing also showed that teachers and students might be interested in such kind of active learning strategy.

The Internet has promoted several changes in the world. In this scenario, new theories, paradigms and methodologies have been discussed in the education area. In addition, as the development of learning material is expensive and time-consuming, the use of Learning Objects (LO) has been proposed for improving content reuse. However, the emphasis has been on how to describe LO, but it is not clear how to develop them. In addition, people want to satisfy their learning needs according to their personal characteristics such as knowledge background and learning style. The work presented in this paper proposes the increase of LO semantics. The idea behind our proposal is to develop LO based on a model for structuring knowledge (concepts, demonstrations and interactions) according to their context, representation and composition. This approach enables increased reusability and adaptability while providing better structured content material.

The virtual programming lab (VPL) project described in this paper is designed to facilitate Internet access to application software. It emulates a real computing laboratory environment that promotes group learning and project management. The laboratory resources are situated at the university and are centrally controlled. Users of the virtual programming laboratory include students, tutors and administrators of the system. Users can be located at different geographical locations to remotely access applications through the Internet. The virtual programming lab design is based on a distance education concept.

This paper focuses on the design and development of the runtime modules within the VPL framework. These runtime modules provide underlying services that drive the launching of applications, file management and communications services. In addition, this paper presents an evaluation of the performance of the system.