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ETS 2007 IEEE European Test Symposium

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ETS
2007
IEEE

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CogSkillnet: An Ontology-Based Representation of Cognitive Skills

13 years 5 months ago

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Petek Askar, Arif Altun

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Id	Views	Title	Status

1	176	CogSkillnet: An Ontology-Based Representation of Cognitive Skills	claim
2	151	Information Technology Literacy: Implications on Teaching and Learning	claim
3	138	Affective e-Learning: Using "Emotional" Data to Improve Learning in Pervasive Learning Environment	claim
4	136	Multimedia Authoring Tools: The Quest for an Educational Package	claim
5	129	How to teach English with Technology	claim
6	128	Selecting Power-Optimal SBST Routines for On-Line Processor Testing	claim
7	128	Seven Problems of Online Group Learning (and Their Solutions)	claim
8	119	Reliability and Validity of Authentic Assessment in a Web Based Course	claim
9	117	Concept Mapping in Science Class: A Case Study of Fifth Grade Students	claim
10	110	Analyzing Volume Diagnosis Results with Statistical Learning for Yield Improvement	claim
11	109	Test Configurations for Diagnosing Faulty Links in NoC Switches	claim
12	108	Design and Implementation of an Object Oriented Learning Activity System	claim
13	105	Communication-Centric SoC Debug Using Transactions	claim
14	103	Examining Teachers' CBT Use in the Classroom: A Study in Secondary Schools in Taiwan	claim
15	102	Adaptive Debug and Diagnosis without Fault Dictionaries	claim
16	102	Engaging Students in Multimedia-mediated Constructivist Learning - Students' Perceptions	claim
17	101	Educational Technology and Practice: Types and Timescales of Change	claim
18	99	In an Economy for Reusable Learning Objects, Who Pulls the Strings?	claim
19	97	Design and Use of Collaborative Network Learning Scenarios: The DoCTA Experience	claim
20	96	Academic Use of Digital Resources: Disciplinary Differences and the Issue of Progression Revisited	claim
21	95	e-Lectures for Flexible Learning: a Study on their Learning Efficiency	claim
22	94	An Integrated Built-In Test and Repair Approach for Memories with 2D Redundancy	claim
23	93	Introducing Live ePortfolios to Support Self Organised Learning	claim
24	92	Distance Education Techniques to Assist Skills of Tourist Guides	claim
25	91	PPM Reduction on Embedded Memories in System on Chip	claim
26	91	Logic of Sherlock Holmes in Technology Enhanced Learning	claim
27	91	The Crisis of Educational Technology, and the Prospect of Reinventing Education	claim
28	90	The Relationship of Kolb Learning Styles, Online Learning Behaviors and Learning Outcomes	claim
29	90	Attitudes and Satisfaction with a Hybrid Model of Counseling Supervision	claim
30	89	A Coursework Support System for Offering Challenges and Assistance by Analyzing Students' Web Portfolios	claim
31	87	Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and Mobile Tools	claim
32	87	Computing Technology for Learning - in Need of a Radical New Conception	claim
33	86	Framing Work-Integrated e-Learning with Techno-Pedagogical Genres	claim
34	86	An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning	claim
35	84	Dynamic Assessment and the "Interactive Examination"	claim
36	84	An Instrument Development: Interactivity Survey (IS)	claim
37	84	Social Software for Life-long Learning	claim
38	84	WordChamp: Learn Language Faster	claim
39	83	Developing an Information Commitment Survey for Assessing Students' Web Information Searching Strategies and Evaluative Standards for Web Materials	claim
40	83	An Educational Mobile Blogging System for Supporting Collaborative Learning	claim
41	83	Gender Differences in Self-Regulated Online Learning Environment	claim
42	82	A Desktop Virtual Reality Earth Motion System in Astronomy Education	claim
43	82	Designing the Undesignable: Social Software and Control	claim
44	82	Personalized Learning Objects Recommendation based on the Semantic-Aware Discovery and the Learner Preference Pattern	claim
45	82	Cases on Global E-Learning Practices: Successes and Pitfalls	claim
46	81	Parallel Scan-Like Testing and Fault Diagnosis Techniques for Digital Microfluidic Biochips	claim
47	81	EduBingo: Developing a Content Sample for the One-to-One Classroom by the Content-First Design Approach	claim
48	81	Evaluating an Intelligent Tutoring System for Design Patterns: the DEPTHS Experience	claim
49	81	Automated Inattention and Fatigue Detection System in Distance Education for Elementary School Students	claim
50	80	A Web-based Educational Setting Supporting Individualized Learning, Collaborative Learning and Assessment	claim
51	80	Systematic Planning for ICT Integration in Topic Learning	claim
52	80	Comparing Learning Performance of Students Using Algorithm Visualizations Collaboratively on Different Engagement Levels	claim
53	79	Interactions in Online Education	claim
54	79	Developing Domain Ontologies for Course Content	claim
55	79	A Framework for Conceptualising the Impact of Technology on Teaching and Learning	claim
56	78	Teaching in a Wireless Learning Environment: A Case Study	claim
57	78	MEAT: An Authoring Tool for Generating Adaptable Learning Resources	claim
58	77	Measures of Partial Knowledge and Unexpected Responses in Multiple-Choice Tests	claim
59	77	Enhancing the Quality of e-Learning in Virtual Learning Communities by Finding Quality Learning Content and Trustworthy Collaborators	claim
60	77	A Capstone Experience for Preservice Teachers: Building a Web-Based Portfolio	claim
61	77	Reflections of Students in Their Use of Asynchronous Online Seminars	claim
62	76	Developmental Progression of Referential Resolution in Comprehending Online Texts	claim
63	76	Lifelong Learning Organisers: Requirements for Tools for Supporting Episodic and Semantic Learning	claim
64	76	Digital Students in a Book-Oriented School: Students' Perceptions of School and the Usability of Digital Technology in Schools	claim
65	76	A Method of Cross-level Frequent Pattern Mining for Web-based Instruction	claim
66	75	E-xams: Harnessing the Power of ICTs to Enhance Authenticity	claim
67	75	I Design; Therefore I Research: Revealing DBR through Personal Narrative	claim
68	75	Minimum Indicators to Assure Quality of LMS-supported Blended Learning	claim
69	75	Modeling Academic Education Processes by Dynamic Storyboarding	claim
70	74	Implementation of an Improved Adaptive Testing Theory	claim
71	74	Integrating Creativity into Online University Classes	claim
72	74	From Effect to Effectiveness: The Missing Research Questions	claim
73	74	A Framework for Evaluating the Quality of Multimedia Learning Resources	claim
74	73	Systems Limitations Hamper Integration of Accessible Information Technology in Northwest U.S. K-12 Schools	claim
75	73	Modeling with Technology: Mindtools for Conceptual Change	claim
76	72	Towards a Methodology for Educational Modelling: A Case in Educational Assessment	claim
77	72	The Research Student's Guide to Success	claim
78	72	Technology and Change in Educational Practice (Guest Editorial)	claim
79	71	Extending the SCORM Specification for References to the Open Content Object	claim
80	71	Tools for Teaching Computer Networking and Hardware Concepts	claim
81	71	Students' Perceptions on Effective Dimensions of Interactive Learning in a Blended Learning Environment	claim
82	71	Technology-Mediated Narrative Environments for Learning	claim
83	70	Pedagogy, Self-Assessment, and Online Discussion Groups	claim
84	70	Netlearning and Learning through Networks	claim
85	70	E-learning Quality Standards for Consumer Protection and Consumer Confidence: A Canadian Case Study in E-learning Quality Assurance	claim
86	69	Narrative-based Interactive Learning Environments from Modelling Reasoning	claim
87	69	Instructional Design for Best Practice in the Synchronous Cyber Classroom	claim
88	69	Teachers' Experiences with Computers: A Comparative Study	claim
89	69	A Markov-based Recommendation Model for Exploring the Transfer of Learning on the Web	claim
90	67	'Hole-In-The-Wall' Computer Kiosks Foster Mathematics Achievement - A Comparative Study	claim
91	67	Predictors for Student Success in an Online Course	claim
92	67	Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load	claim
93	67	Embedding Quality in e-Learning Implementation through Evaluation	claim
94	67	The Role of Blogs In Studying The Discourse And Social Practices of Mathematics Teachers	claim
95	67	Technology-mediated Learning Environments for Young English Learners	claim
96	66	Deriving Process-driven Collaborative Editing Pattern from Collaborative Learning Flow Patterns	claim
97	66	Foreword: Quality Research for Learning, Education, and Training	claim
98	66	Using Students' Experiences to Derive Quality in an e-Learning System: An Institution's Perspective	claim
99	66	Analysis of Peer Interaction in Learning Activities with Personal Handhelds and Shared Displays	claim
100	65	Intra-action, Interaction and Outeraction in Blended Learning Environments	claim
101	65	Supporting Students to self-direct Intentional Learning Projects with Social Media	claim
102	65	Learning with Technology: Using Discussion Forums to Augment a Traditional-Style Class	claim
103	64	Tutor Roles in Facilitating Reflection on Practice Through Online Discussion	claim
104	64	Participation in an Educational Online Learning Community	claim
105	64	Wireless Handhelds to Support Clinical Nursing Practicum	claim
106	64	Qualitative Assessment across Language Barriers: An Action Research Study	claim
107	63	Learning with a Website for the Textile Industry in Botswana	claim
108	63	Tracking Actual Usage: the Attention Metadata Approach	claim
109	62	Ontologies for Effective Use of Context in e-Learning Settings	claim
110	62	Using a Single Authoring Environment across the Lifespan of Learning	claim
111	62	A Review of Case-based Learning Practices in an Online MBA Program: A Program-level Case Study	claim
112	61	Distinguishing between Games and Simulations: A Systematic Review	claim
113	61	The Transformational Promise of Information and Communications Technologies (ICTs) for the Professional Education of Architects	claim
114	59	Evaluating Collaborative Learning Processes using System-based Measurement	claim
115	58	Students' Attitudes Towards Animated Demonstrations as Computer Learning Tools	claim
116	58	New and Changing Teacher Roles in Higher Education in a Digital Age	claim
117	58	Using Blogs to Enhance Critical Reflection and Community of Practice	claim
118	56	An Operational Approach for Building Learning Environments Supporting Cognitive Flexibility	claim
119	55	Standardization from Below: Science and Technology Standards and Educational Software	claim
120	54	The Learning Computer: Low Bandwidth Tool that Bridges Digital Divide	claim
121	54	PERKAM: Personalized Knowledge Awareness Map for Computer Supported Ubiquitous Learning	claim
122	54	An Ontology and a Software Framework for Competency Modeling and Management	claim
123	54	Visualisation of Interaction Footprints for Engagement in Online Communities	claim
124	53	The Instructional Effect of Online Reading Strategies and Learning Styles on Student Academic Achievement	claim
125	51	Quality Literacy - Competencies for Quality Development in Education and e-Learning	claim
126	51	Using Computers to Individually-generate vs. Collaboratively-generate Concept Maps	claim

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