By Wim Kouwenhoven

ISBN-10: 9533070110

ISBN-13: 9789533070117

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Several tasks were requested and students had to upload them onto the platform by the given deadline. Besides, they could ask their questions through the teacher's e-mail or through the platform forum available for this purpose. Secondly, they had to develop problems in group so they had presential meetings among students and reported about them through the virtual environment, where they could also require the help from the teacher. Thirdly, for lab lessons, students had to update the week practical exercise in the virtual platform each week, where the teacher could check them and provide them with a constructive evaluation.

Improving General Cross-Curricular Skills in Attendance and Virtual Environments 21 • Questionnaires: the teacher can elaborate several types of questionnaire in this platform true/false, multiple choice, etc- The students can see at the end of their attempt the mark they got and also what would be the right answers. Limited slots of time can also be established for these activities. • Delivery activities: some tasks may be requested by the students and uploaded onto the platform. They may or may not be set as "visible" for the rest of the students.

2007) An e-Learning collaborative RIA environment for Web Application Modeling and Code Generation. Proc Int. Conf. Database and Expert Systems Applications, 2007. Smart Classroom Technology 27 3 X Smart Classroom Technology Ciaran O’Driscoll Dublin Institute of Technology Ireland 1. Introduction This chapter presents a range of technologies and examples of Smart classroom technology prototypes and deployed solutions that have been developed as part of current and recent research activities. The educational rationale for developing and using Smart Classroom Technology is also considered.

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Advances in Technology, Education and Development by Wim Kouwenhoven

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