Using Graphs in Developing Educational Material

Using Graphs in Developing Educational Material

Thanassis Hadzilacos (Open University of Cyprus, Cyprus and Research Academic Computer Technology Institute, Patras, Greece), Dimitris Kalles (Hellenic Open University, Greece), Dionysis Karaiskakis (Hellenic Open University, Greece) and Maria Pouliopoulou (Research Academic Computer Technology Institute, Greece)
DOI: 10.4018/978-1-60566-711-9.ch005


Distance learning institutions need to find a way to transplant the benefits of conventional tutoring practices into the development of digital content that is conducive to students’ learning needs. Therein lie two great challenges: promote real distance learning effectively and, at the same time, try to accommodate the ability of students to learn via collaboration. The authors have proposed the development of learner’s open-and-distance-learning (ODL) courses as both a theoretical model and an applied methodology to be one of their key priorities and describe how this concept co-evolves with Web mining and institutional infrastructures to address the needs of emergent communities of practice within their university, primarily of students and secondarily of tutors.
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Background: Long Distance Education And Communities Of Practice

The educational system, at any level of specification, form or organization, cannot exist without teachers and students. Even in the case of delivery of courses through Learning Management Systems on the web, where students can have absolute control over the process, there has to be an instructor that will provide the educational material and will apply his teaching skills in creating it. Students can participate in groups, independently, from a distance or in a classroom. Any formation still includes both these necessary components.

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