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By Raquel Hijon-Neira

The schooling has evidently been stimulated by means of the net revolution. instructing and studying equipment have replaced considerably because the coming of the net and it's very most probably they'll hold evolving many years yet to come due to it. an exceptional instance of this altering fact is the superb improvement of e-Learning. In a extra specific approach, the internet 2.0 has provided to the instructing a collection of instruments and practices which are editing the educational platforms and information transmission tools. lecturers and scholars can use those instruments in various methods aimed to the overall objective of selling collaborative paintings. The editor want to thank the authors, who've devoted rather a lot attempt to the e-book of this paintings. She is bound that this quantity will surely be of serious aid for college kids, academics and researchers. This was once, no less than, the most objective of the authors.

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Perez-Marin, D. (2007). Adaptive Computer Assisted Assessment of free-text students' answers: an approach to automatically generate students' conceptual models, PhD thesis, Escuela Politecnica Superior, Universidad Autonoma de Madrid. ; Alfonseca, E. & Rodríguez, P. (2006a). On the dynamic adaptation of Computer Assisted Assessment of free-text answers, Proceedings of the Adaptive Hypermedia Conference, Lecture Notes in Computer Science, Vol. 4018, SpringerVerlag, 374-377. ; Guirao, J. & Moreno-Sandoval, A.

Customization means to modify the parameters of existing components. Integration means to create new subassemblies of components. Extension means to change the implementation through a (more or less abstract) language. In malleability by customization, users have to select one or several values in a predefined set in order to adapt a system to their needs. System designers must anticipate all possible adaptations which is not realistic in most cases. In malleability by integration, users can add predefined components in a system in a more or less transparent way (for instance, like plug-ins installation into browsers).

This point meets the collaborative learning scripting research stream. Scripts aim at formalizing the sequence of activities, the way the task is distributed within the group and the mode of interaction among the participants (Jermann & Dillenbourg, 2003). Recent works distinguish between micro-scripts which specify the activities of individual learners during collaborative phases and macro-scripts which specify the overall structure of the learning process (Dillenbourg & Tchounikine, 2007). For instance, some micro-scripts based on role switching describe application-related roles and the way learners are statically or dynamically assigned to these roles (Pfister & Mülpfordt, 2002).

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