The Emdros Text Database Engine as a Platform for Persuasive Computing

2013 ◽  
Vol 1 (2) ◽  
pp. 48-57
Author(s):  
Ulrik Sandborg-Petersen
Keyword(s):  
Large Class ◽  
Case Studies ◽  
Learning Systems ◽  
Primary Function ◽  
Form Part ◽  
Text Database ◽  
Database Engine

This paper describes the nature and scope of Emdros, a text database engine for annotated text. Three case-studies of persuasive learning systems using Emdros as an important architectural component are described, and their status as to participation in the three legs of BJ Fogg's Functional Triad of Persuasive Design is assessed. Various properties of Emdros are discussed, both with respect to competing systems, and with respect to the three case studies. It is argued that these properties together enable Emdros to form part of the foundation for a large class of systems whose primary function involves text being stored in or retrieved from a database.

Managing Case-Based Learning with Interactive Case Study Libraries

2010 ◽  
pp. 351-371
Author(s):  
Hao Jiang ◽  
John M. Carroll ◽  
Craig Ganoe
Keyword(s):  
Case Studies ◽  
Learning Management Systems ◽  
Learning Systems ◽  
Pedagogical Approach ◽  
Design And Implementation ◽  
Case Based Learning ◽  
Case Libraries ◽  
Interactive Case Study ◽  
Case Based

This chapter discusses a particular pedagogical methodology, case-based learning, and introduces an application that supports case studies. It suggests that authenticity, social interaction, community of practice, and resource accumulation are especially important for design and implementation of case-based learning systems. To make the arguments more vivid, the chapter also introduces a case study library that supports usability engineering education. Some of the suggestions are more related to case libraries or systems alike in particular, and some are valuable for learning management systems in general. The authors hope their study can invoke further research of computer-supported case studies in educational and CSCL communities, and more applications supporting this pedagogical approach will be developed.

Resilience in learning systems: case studies in university education

2010 ◽  
Vol 16 (5-6) ◽  
pp. 559-573 ◽  
Author(s):  
Nadarajah Sriskandarajah ◽  
Richard Bawden ◽  
Chris Blackmore ◽  
Keith G. Tidball ◽  
Arjen E.J. Wals
Keyword(s):  
Case Studies ◽  
Learning Systems ◽  
University Education

scholarly journals Word Of Mouth Communication as Online Business Promotion

2019 ◽  
Vol 35 (1) ◽  
pp. 211-220
Author(s):  
Anne Ratnasari ◽  
Yusuf Hamdan ◽  
Aan Julia
Keyword(s):  
Data Collection ◽  
Digital Media ◽  
Case Studies ◽  
Business School ◽  
Word Of Mouth ◽  
Learning Systems ◽  
Research Results ◽  
Online Business ◽  
Word Of Mouth Communication

Word of mouth communication can be used to promote products or services. This article is the result of research on “word of mouth” conducted by the Online Business School (SBO) to promote online business. The purpose of this study is to analyze the types and elements of word of mouth communication. This research uses case studies method. Data collection techniques are conducted in the form of observation, interviews, and literature. The research results find the organic and amplified word of mouth used by SBO. Alumni introduced SBO workshops to various parties and SBO actively uploads workshop information in online digital media. Elements of word of the mouth include talkers, selected alumni who have successfully run an online business. Topics include content in online digital media regarding material, learning systems, and mentoring, while tools are media used to promote workshop material on the website, Facebook, and Instagram. Instagram is the main media used because it is suitable for housewife.

scholarly journals Intelligent Distance Learning Systems

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Branko Latinović ◽  
Dragan Vasiljević
Keyword(s):  
Neural Networks ◽  
Artificial Neural Networks ◽  
Distance Learning ◽  
Data Processing ◽  
Case Studies ◽  
Intelligent Systems ◽  
Specific Activity ◽  
Leisure Activities ◽  
Learning Systems ◽  
Teaching Activities

Models used for creating intelligent systems based on artificial non-chromic networks indicate to the teachers which educational as well as teaching activities should be corrected. Activities that require to be corrected are performed at established distance learning systems and thus can be: lectures, assignments, tests, grading, competitions, directed leisure activities, and case studies. Results regarding data processing in artificial neural networks specifically indicate a specific activity that needs to be maintained, promoted, or changed in order to improve students’ abilities and achievements. The developed models are also very useful to students who can understand their achievements much better as well as to develop their skills for future competencies. These models indicate that students’ abilities are far more developed in those who use some of the mentioned distance learning systems in comparison with the students who learn due to the traditional classes system.

Emerging Technologies for Interactive Learning in the ICT Age

2012 ◽  
pp. 73-91 ◽  
Author(s):  
Heng Luo ◽  
Jing Lei
Keyword(s):  
Educational Technology ◽  
Case Studies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Interactive Learning ◽  
Educational Technology Research ◽  
Learning Systems ◽  
Technology Research

Based on the review of educational technology research, this chapter describes and discusses how emerging technologies are integrated into the teaching and learning process to facilitate the learner-content, learner-learner, learner-instructor, and learner-interface interactions, as well as the new opportunities and challenges brought by them. Technologies discussed in this chapter are categorized into four types based on their distinct interactive features. Guidelines for applying them to facilitate interactive learning are proposed at the end of the chapter, based on the case studies of four interactive learning systems selected from the literature.

Revisions of Descartes's Matter Theory in Le Monde

1975 ◽  
Vol 8 (2) ◽  
pp. 127-137
Author(s):  
Rosaleen Love
Keyword(s):  
Light Transmission ◽  
The Other ◽  
Void Space ◽  
Ordinary Matter ◽  
Magnetic Effects ◽  
Spatial Extension ◽  
Primary Function ◽  
Matter Theory ◽  
Form Part ◽  
The Universe

There are several differences between the theories of matter published by René Descartes in 1637 and 1644 which deserve attention. The differences follow from Descartes's well-known identification of substance with spatial extension, and his consequent rejection of the void. Since there was no void space, Descartes argued, a very finely divided subtle matter must extend throughout the universe in order to fill all space not otherwise occupied by the less finely divided ordinary matter. In the 1637 treatises La dioptrique and Les météores Descartes described only one kind of subtle matter, the primary function of which was to transmit the action of light. Yet when he came to write Principia philosophiae (1644), he believed that the subtle matter was divided into two separate elements. One of these remained an aether for light transmission, but the other had lost this property and was believed instead to be active in magnetic effects and in the electrification of glass, and to form part of the substance of flame.

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