By Félix Buendía, Juan. C. Burguillo, José. V. Benlloch (auth.), Martín Llamas-Nistal, Manuel J. Fernández-Iglesias, Luis E. Anido-Rifon (eds.)
This post-conference quantity features a choice of the easiest papers offered at IE 2002, which came about in Vigo, Spain in November, 2002. IE 2002 used to be a joint convention on desktops & schooling for the Spanish conversing neighborhood: the RIBIE Latin-American Congress on Informatics & schooling (6th edition), the foreign Symposium on pcs & schooling (4th edition), and the foreign Workshop on academic software program (7th edition). those occasions became a reference for Latin- American learn and improvement teams, associations and ultimate clients. also, this convention hosted the first Galecia Workshop, equipped by way of the crowd for complicated studying Environments utilizing conversation and data Aids, a eu Union MINERVA/SOCRATES thematic community on pcs & schooling. This joint convention introduced jointly overseas teams of researchers and practitioners to proportion stories, making it attainable to set up diplomacy to allow destiny collaborations in destiny tasks in any respect degrees. a hundred thirty papers have been accredited for presentation from greater than three hundred submitted. desktops and schooling. in the direction of a Lifelong studying Society contains 23 re-revised papers chosen one of the awarded papers. the choice used to be made in keeping with the preliminary score supplied by way of the reviewers, and an extra on-conference rating procedure supplied by means of consultation chairs. Invited authors have been asked to revise their accredited contributions to IE2002 to incorporate on-conference and post-conference reviewers/session chairs feedback, and to supply an English model in their papers.
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Other information is considered in order to describe values of power, distribution of the energy in load lines, calories of the radiators, intensity of the points of light, etc. . The information relative to each parameter of the house can be defined by different non-excluding ways: • Undefined. It should be defined in the solution to the problem. • Defined. The teacher set default values. • Modifiable. The users can modify the values while solving the problem. • Non-modifiable. The users should only work with the values proposed by the teacher, considering them part of the problem specification.
As a result, it was necessary to make a deep investigation on interfaces of distance learning education to adapt these ideas to the referred platform. Therefore, through this work is highlighted the importance of the study of interfaces in platforms for distance learning that are, usually, dealt with in the aesthetic level only, ignoring important aspects such as the emotional impact that they cause in learners and, consequently in their learning. Through this study it was shown that the interface cannot be seen as an exempt object in the teaching and learning process, and that this should be consistent with the methodological design chosen for the environment.
Behar et al. among others. Therefore, the idea is that the learner should not have to think about the environment itself, focusing on the object of the study, in this case, on the content of a specific subject matter. In other words, the interface of the environment cannot constitute a problem for the student/teacher, but it has to be a “transparent” resource for them. A good interface needs to have elements that simplify the realization of tasks so the learner does not have to learn new commands or navigation types .