LEADER 01092nam2 22002653i 450 001 FER0031957 005 20231121125500.0 100 $a20150728d1894 ||||0itac50 ba 101 | $ager 102 $ade 181 1$6z01$ai $bxxxe 182 1$6z01$an 200 0 $a1.2: Alexandros bis Apollokrates 210 $aMunchen$aStuttgart$cAlfred Druckenmuller$d1894 215 $a1441-2902 col.$d25 cm 461 1$1001FER0031955$12001 $aPaulys Realencyclopädie der Classischen Altertumswissenschaft$funter mitwirkung zahlreicher fachgenossen herausgegeben Von Georg Wissowa$v1.2 801 3$aIT$bIT-01$c20150728 850 $aIT-FR0084 $aIT-FR0017 899 $aBiblioteca Del Monumento Nazionale Di Montecassino$bFR0084 899 $aBiblioteca umanistica Giorgio Aprea$bFR0017 $eN 912 $aFER0031957 950 2$aBiblioteca umanistica Giorgio Aprea$d 52S.L. 930.03 PRCA 1.2$e 52BUN0000136175 VMB RS $fC $h20170605$i20170605 977 $a 25$a 52 996 $a1.2: Alexandros bis Apollokrates$91709712 997 $aUNICAS LEADER 03428oam 2200481 450 001 9910299475203321 005 20190911112725.0 010 $a3-319-02078-1 024 7 $a10.1007/978-3-319-02078-5 035 $a(OCoLC)869772363 035 $a(MiFhGG)GVRL6WVE 035 $a(EXLCZ)993710000000025244 100 $a20130807d2014 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 10$aTowards an intelligent learning management system under blended learning $etrends, profiles and modeling perspectives /$fSofia B. Dias, Jose A. Diniz, Leontios J. Hadjileontiadis 205 $a1st ed. 2014. 210 1$aCham, Switzerland :$cSpringer,$d2014. 215 $a1 online resource (xxiv, 235 pages) $cillustrations (some color) 225 1 $aIntelligent Systems Reference Library,$x1868-4394 ;$v59 300 $a"ISSN: 1868-4394." 311 $a3-319-02077-3 320 $aIncludes bibliographical references and index. 327 $aPart I Review of Literature: From Macro to Micro Intelligent -- Part II Blending Quantitative and Qualitative Methods: Triangulation as a State of Mind -- Part III The Art and Science of a Case Study in Higher Education: Towards a Pro-Intelligent System -- Part IV Overall Landscape -- Part IV Overall Landscape. 330 $aWhat are the key channels to change in blended instructional practice as they relate to the use of a learning management system (LMS)? What role LMS users? profiles play in facilitating change in practice? Can we model users? quality of interaction (QoI) with LMS? How inclusiveness and affectiveness could lead to a personalized intelligent LMS (iLMS)? If these questions sound intrinsic to you and to your own experience and circumstance, then this book fits absolutely to you. Here, the term Blended ? viewed as a fuzzy concept ? is understood as a stepping-stone on the way to the future, to explain the multiple ways human beings think/act/feel of society in the 21st century and to embrace the opportunity of humans to re/co-construct new knowledge through the intermediation role of the technology. Initially, based on an online learning environment? theoretical framework, some current issues of the educational processes in the digital age of Web 2.0 are analyzed. Then, after exploring the main methodological procedures, characteristic examples of research case studies follow, including LMS users? trends and profiles and modeling of their QoI using fuzzy logic. This book offers useful information that evokes initiatives towards rethinking of the value, efficiency, inclusiveness, affectiveness and personalization of the iLMS-based b-learning environment, both by the educators, the LMS designers and educational policy decision makers. 410 0$aIntelligent systems reference library ;$vvolume 59. 606 $aBlended learning 606 $aComputer-assisted instruction 615 0$aBlended learning. 615 0$aComputer-assisted instruction. 676 $a006.3 700 $aDias$b Sofia B$4aut$4http://id.loc.gov/vocabulary/relators/aut$0871300 702 $aDiniz$b Jose A. 702 $aHadjileontiadis$b Leontios J. 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910299475203321 996 $aTowards an Intelligent Learning Management System Under Blended Learning$91945048 997 $aUNINA