| Preface - Special Issue: Usage Analysis in Learning Systems
Christophe Choquet, LIUM/IUT de Laval, France; Vanda Luengo, LIG/University Joseph Fourier, Grenoble, France; Kalina Yacef, University of Sydney, Australia pp. 159-160 |
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| Modeling Tracks for the Model Driven Re-engineering of a TEL System
Christophe Choquet & Sébastien Iksal, LIUM/IUT de Laval, France pp. 161-184 |
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| Results From Action Analysis in an Interactive Learning Environment
Oliver Scheuer, German Research Center for Artificial Intelligence DFKI, Germany; Martin Mühlenbrock, European Patent Office, Netherlands; Erica Melis, German Research Center for Artificial Intelligence DFKI, Germany pp. 185-205 |
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| Towards Live Informing and Automatic Analyzing of Student Learning: Reporting in ASSISTment System
Mingyu Feng & Neil T. Heffernan, Worcester Polytechnic Institute, United States pp. 207-230 |
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| Beyond Logging of Fingertip Actions: Analysis of Collaborative Learning Using Multiple Sources of Data
Nikolaos Avouris, Georgios Fiotakis, Georgios Kahrimanis, Meletis Margaritis & Vassilis Komis, University of Patras, Greece pp. 231-250 |
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| Monitoring an Online Course With the GISMO Tool: A Case Study
Riccardo Mazza, Institute of Communication Technologies, Switzerland; Luca Botturi, NewMinE Lab, Switzerland pp. 251-265 |
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| Matching the Performed Activity on an Educational Platform with a Recommended Pedagogical Scenario: A Multi-Source Approach
Jean-Charles Marty, University of Savoie, France; Jean-Mathias Heraud, Ecole Supérieure de Commerce, Chambéry, France; Thibault Carron, University of Savoie, France; Laure France, Ecole Supérieure de Commerce, Chambéry, France pp. 267-283 |
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| From Data Analysis to Design Patterns in a Collaborative Context
Vincent Barré, Christophe Choquet & Hassina El-Kechaï, LIUM/IUT de Laval, France pp. 285-308 |
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| A Structured Set of Design Patterns for Learners’ Assessment
Elisabeth Delozanne, Université Paris-Descartes, France; Françoise Le Calvez, Université Paris 6, France; Agathe Merceron, Technische Fachhochschule Berlin, Germany; Jean-Marc Labat, Université Paris 6, France pp. 309-333 |
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Journal of Interactive Learning Research