User Modeling and User-Adapted Interaction
Freeing Cooperation from Servers Tyranny
Revised Papers from the NETWORKING 2002 Workshops on Web Engineering and Peer-to-Peer Computing
A Flexible Architecture for Collaborative Browsing
WETICE '02 Proceedings of the 11th IEEE International Workshops on Enabling Technologies: nfrastructure for Collaborative Enterprises
On Workflow Enabled e-Learning Services
ICALT '01 Proceedings of the IEEE International Conference on Advanced Learning Technologies
CLIHC '05 Proceedings of the 2005 Latin American conference on Human-computer interaction
Course Material Research Based on Perti Net
ICWL '08 Proceedings of the 7th international conference on Advances in Web Based Learning
Extending Pattern Specification for Design the Collaborative Learning at Analysis Level
HAIS '08 Proceedings of the 3rd international workshop on Hybrid Artificial Intelligence Systems
A method for modeling service management of e-Learning
WSEAS Transactions on Information Science and Applications
A modeling method for service management of e-Learning
AIC'08 Proceedings of the 8th conference on Applied informatics and communications
Adaptive planning content sequence with workflow
SMC'09 Proceedings of the 2009 IEEE international conference on Systems, Man and Cybernetics
E = MA2 (e-learning in a Moodle-based adaptive and accumulative system)
Proceedings of the 12th International Conference on Computer Systems and Technologies
Process control model in web-based e-learning
ICWL'06 Proceedings of the 5th international conference on Advances in Web Based Learning
Supporting adaptive e-Learning: an approach based on open-source learning management systems
Proceedings of the 14th International Conference on Computer Systems and Technologies
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In recent years e-learning systems have promised to change the way people learn. However open issues still remain, in particular actual e-learning environments do not consider learning activities as part of the process of learning. Thus, it is not possible to define structured courses and specify precise learning paths apt to guide learners through learning materials. In our approach, we define courses as workflows. By so doing we can exploit powerful procedural rules in order to define precise while flexible learning paths. In this paper we present Virtual Campus, a research project sponsored by Microsoft Research (UK) and developed at Politecnico di Milano, that exploits a workflow engine to enacts the fruition of structured courses. Our platform provides both an authoring and a fruition environment. The former allows teachers to define and customize learning paths, publishing them as workflows. The fruition environment enacts the workflows and guides learners through the related learning paths. We also describe an experience in using the platform during a Software Engineering course composed by heterogeneous activities (lectures, studying activities, cooperative sessions of work, and exams).