Table of Contents

• Using Interaction Analysis to Reveal Self-Regulated Learning in Virtual CommunitiesGiuliana Dettori, Donatella Persico. 1-14 [doi]
• Evaluating Spatial Knowledge through Problem-Solving in Virtual Learning EnvironmentsPhilippe Fournier-Viger, Roger Nkambou, André Mayers. 15-26 [doi]
• Sandra Jhean Role-Play Virtual Environments: Recreational Learning of Software DesignGuillermo Jiménez-Díaz, Mercedes Gómez-Albarrán, Pedro A. González-Calero. 27-32 [doi]
• A Socio-technical Approach towards Supporting Intra-organizational CollaborationMario Aehnelt, Mirko Ebert, Günter Beham, Stefanie N. Lindstaedt, Alexander Paschen. 33-38 [doi]
• Reflect: An Interactive Table for Regulating Face-to-Face Collaborative LearningKhaled Bachour, Frédéric Kaplan, Pierre Dillenbourg. 39-48 [doi]
• Face to Face Cooperation with CoFFEEFurio Belgiorno, Rosario De Chiara, Ilaria Manno, Maarten Overdijk, Vittorio Scarano, Wouter van Diggelen. 49-57 [doi]
• The Influence of the Faculty Attitude on the Adoption of ICTs Innovations for Learning Purposes: Analysis of a Shared WebMaría Bermúdez-Edo, Nuria Hurtado-Torres, Eulogio Cordón-Pozo. 58-61 [doi]
• Flexible Analysis of User Actions in Heterogeneous Distributed Learning EnvironmentsLars Bollen, Adam Giemza, Heinz Ulrich Hoppe. 62-73 [doi]
• A Service Providing Awareness of Learning Object Evolutions in a Distributed EnvironmentOlivier Catteau, Philippe Vidal, Julien Broisin. 74-85 [doi]
• ALOA: A Web Services Driven Framework for Automatic Learning Object AnnotationMohamed Amine Chatti, Nanda Firdausi Muhammad, Matthias Jarke. 86-91 [doi]
• Reusing Collaborative Knowledge as Learning Objects -The Implementation and Evaluation of AnnForumWeiqin Chen, Richard Persen. 92-103 [doi]
• Evaluation of Interoperability between MOT and Regular Learning Management SystemsFawaz Ghali, Alexandra I. Cristea. 104-109 [doi]
• Implications of Writing, Reading, and Tagging on the Web for Reflection Support in Informal LearningChristian Glahn, Marcus Specht, Rob Koper. 110-121 [doi]
• A Distributed Ontological Approach as a Basis for Software in the Context of Academic ProgramsRichard Hackelbusch, Hans-Jürgen Appelrath. 122-127 [doi]
• Systems Engineering for Technology Enhanced LearningSybille Hambach, Alke Martens. 128-131 [doi]
• Defining Adaptation in a Generic Multi Layer Model: CAM: The GRAPPLE Conceptual Adaptation ModelMaurice Hendrix, Paul De Bra, Mykola Pechenizkiy, David Smits, Alexandra I. Cristea. 132-143 [doi]
• Imperfect Answers in Multiple Choice QuestionnairesJavier Diaz, Maria Rifqi, Bernadette Bouchon-Meunier, Sandra Jhean-Larose, Guy Denhière. 144-154 [doi]
• Towards a Semantic-Rich Collaborative Environment for Learning Software PatternsZoran Jeremic, Jelena Jovanovic, Dragan Gasevic. 155-166 [doi]
• Tinkering or Sketching: Apprentices Use of Tangibles and Drawings to Solve Design ProblemsPatrick Jermann, Guillaume Zufferey, Pierre Dillenbourg. 167-178 [doi]
• Design of an Annotation Tool to Support Simulation Training of Medical TeamsKlas Karlgren, Anders Dahlström, Sari Ponzer. 179-184 [doi]
• A Domain-Specific-Modeling Approach to Support Scenarios-Based Instructional DesignPierre Laforcade, Boubekeur Zendagui, Vincent Barré. 185-196 [doi]
• A Heuristic NLP Based Approach for Getting Didactic Resources from Electronic DocumentsMikel Larrañaga, Jon A. Elorriaga, Ana Arruarte Lasa. 197-202 [doi]
• Fostering Self-Directed Learning with Social Software: Social Network Analysis and Content AnalysisEffie Lai-Chong Law, Anh Vu Nguyen-Ngoc. 203-215 [doi]
• Capture of Lifecycle Information to Support Personal Information ManagementLasse Lehmann, Christoph Rensing, Ralf Steinmetz. 216-221 [doi]
• A Model of Re-use of E-Learning ContentPaul Libbrecht. 222-233 [doi]
• Knowledge Services for Work-Integrated LearningStefanie N. Lindstaedt, Peter Scheir, Robert Lokaiczyk, Barbara Kump, Günter Beham, Viktoria Pammer. 234-244 [doi]
• Designing Software for Pupils with Special Needs: Analysis of an Example for Complementary Action DesignAndreas Lingnau, Andreas Harrer. 245-249 [doi]
• Adaptation in the Context of Explanatory VisualizationTomasz D. Loboda, Peter Brusilovsky. 250-261 [doi]
• Interaction Analysis Supporting Participants Self-regulation in a Generic CSCL SystemJacques Lonchamp. 262-273 [doi]
• WHURLE 2.0: Adaptive Learning Meets Web 2.0Maram Meccawy, Peter Blanchfield, Helen Ashman, Tim J. Brailsford, Adam Moore. 274-279 [doi]
• Towards Accessing Disparate Educational Data in a Single, Unified MannerErica Melis, Bruce M. McLaren, Silvana Solomon. 280-283 [doi]
• Bridging the Gap between Practitioners and E-Learning Standards: A Domain-Specific Modeling ApproachYongwu Miao, Tim Sodhi, Francis Brouns, Peter B. Sloep, Rob Koper. 284-289 [doi]
• Supporting Learners Organization in Collective ChallengesPatrice Moguel, Pierre Tchounikine, André Tricot. 290-303 [doi]
• When Co-learners Work on Complementary Texts: Effects on Outcome ConvergenceGaëlle Molinari, Mirweis Sangin, Pierre Dillenbourg. 304-311 [doi]
• Using LEGO Mindstorms as an Instructional Aid in Technical and Vocational Secondary Education: Experiences from an Empirical Case StudyMaria Moundridou, Alexander Kalinoglou. 312-321 [doi]
• Measuring Learning Object ReuseXavier Ochoa, Erik Duval. 322-325 [doi]
• Issues in the Design of an Environment to Support the Learning of Mathematical GeneralisationDarren Pearce, Manolis Mavrikis, Eirini Geraniou, Sergio Gutiérrez. 326-337 [doi]
• ISiS: An Intention-Oriented Model to Help Teachers in Learning Scenarios DesignJean-Philippe Pernin, Valérie Emin, Viviane Guéraud. 338-343 [doi]
• Open Educational Resources: Inquiring into Author Reuse BehaviorsLisa Petrides, Lilly Nguyen, Anastasia Kargliani, Cynthia Jimes. 344-353 [doi]
• No Guru, No Method, No Teacher: Self-classification and Self-modelling of E-Learning CommunitiesZinayida Petrushyna, Ralf Klamma. 354-365 [doi]
• Extraction of Socio-semantic Data from Chat Conversations in Collaborative Learning CommunitiesTraian Rebedea, Stefan Trausan-Matu, Costin-Gabriel Chiru. 366-377 [doi]
• Knowledge Processing and Contextualisation by Automatical Metadata Extraction and Semantic AnalysisWolfgang Reinhardt, Christian Mletzko, Benedikt Schmidt, Johannes Magenheim, Tobias Schauerte. 378-383 [doi]
• Knowing What the Peer Knows: The Differential Effect of Knowledge Awareness on Collaborative Learning Performance of Asymmetric PairsMirweis Sangin, Gaëlle Molinari, Marc-Antoine Nüssli, Pierre Dillenbourg. 384-394 [doi]
• Onto CoPE: Ontology for Communities of Practice of E-LearningAkila Sarirete, Azeddine Chikh, Lamia Berkani. 395-400 [doi]
• A Flexible and Tailorable Architecture for Scripts in F2F CollaborationFurio Belgiorno, Rosario De Chiara, Ilaria Manno, Vittorio Scarano. 401-412 [doi]
• Semantic Technologies for Socially-Enhanced Context-Aware Mobile LearningMelody Siadaty, Ty Mey Eap, Jelena Jovanovic, Dragan Gasevic, Carlo Torniai, Marek Hatala. 413-418 [doi]
• Knowledge Practices Environment: Design and Application of Technology for Trialogical LearningPatrick Sins, Merja Bauters, Crina Damsa. 419-430 [doi]
• Towards Lightweight LMS 2.0: A Blog-Based Approach to Online AssessmentVladimir Tomberg, Mart Laanpere. 431-436 [doi]
• CoChemEx: Supporting Conceptual Chemistry Learning Via Computer-Mediated Collaboration ScriptsDimitra Tsovaltzi, Nikol Rummel, Niels Pinkwart, Andreas Harrer, Oliver Scheuer, Isabel Braun, Bruce M. McLaren. 437-448 [doi]
• Immediate Elaborated Feedback Personalization in Online AssessmentEkaterina Vasilyeva, Paul De Bra, Mykola Pechenizkiy. 449-460 [doi]
• Application of Petri Nets on the Execution of IMS Learning Design DocumentsJuan C. Vidal, Manuel Lama, Eduardo Sánchez, Alberto Bugarín. 461-466 [doi]
• A Supporting Architecture for Generic Service Integration in IMS Learning DesignLuis de la Fuente Valentín, Yongwu Miao, Abelardo Pardo, Carlos Delgado Kloos. 467-473 [doi]