After conducting a historical review and establishing the state of the art of the various approaches regarding the design and implementation of adaptive e-learning systems-taking into consideration the characteristics of the user, in particular their learning styles and preferences in order to focus on the possibilities for personalizing the ways of utilizing learning materials and objects in a manner distinct from what e-learning systems have traditionally been, which is to say designed for the generic user, irrespective of individual knowledge and learning styles-the authors propose a system model for the classification of user interactions within an adaptive e-learning platform, and its analysis through a mechanism based on backpropagation neural networks and fuzzy logic, which allow for automatic, online identification of the learning styles of the users in a manner which is transparent for them and which can also be of great utility as a component of the architecture of adaptive e-learning systems and knowledge-management systems. Finally, conclusions and recommendations for future work are established.
After conducting the historical review and establishing the state of the art, the authors of this paper focus on the incorporation of Project Based Learning (PBL), in an adaptive e-Learning environment, a novel and emerging perspective, which allows the application of what today constitutes one of the most effective strategies for the process of teaching learning. In PBL, each project is defined as a complex task or problem of reality, for which resolution, the student must develop research activities, planning, design, development, validation, testing, etc. For the proposal of the Hybrid Architecture of the e-Learning system model, the authors use artificial intelligence techniques, which make it possible to identify the Learning Styles (LS), with the purpose of automatically assigning the projects, according to the characteristics, interests, expectations and demands of the student, who will interact with an e-Learning environment, with a high capacity of adaptation to each individual. Finally, the conclusions and recommendations of the research work are established.
The principal aim of this article is to review and reformulate the work published by Alfaro-Casas, Bridi and Fialho [1], in 1997, about the use of virtual reality immersion techniques for enhancing workers performance'. The challenge to be solved is related to the discussion about eventual advances occurring since the publication of the original work published. The strength of the achievements relies on the open dialogue established with different human cognition theories. We consider not only Humberto Maturana and Francisco Varela autopoiesis (human biological foundations theories) but also some other approaches derived from Education Sciences and Knowledge Management. The focus is on Artificial Intelligence and the use of Immersive technologies. The state of the art is established and its contributions towards the construction of knowledge are investigated, as a means for the development of formation and capacitation activities of the workforce. The methodology used is the bibliographical revision on several databases and the search of theses in the main universities. The greatest weakness of the research relies on the fact that we limited the search to documents using the English, Spanish, or Portuguese language. Some of the open immersion problems of virtual immersion are also treated.
Telepathology is becoming easier to implement in most pathology departments. In fact e-mail image transmit can be done from almost any pathologist as a simplistic telepathology system. We tried to develop a way to improve capabilities of communication among pathologists with the idea that the system should be affordable for everybody. We took the premise that any pathology department would have microscopes and computers with Internet connection, and selected a few elements to convert them into a telepathology station. Needs were reduced to a camera to collect images, a universal microscope adapter for the camera, a device to connect the camera to the computer, and a software for the remote image transmit. We found out a microscope adapter (MaxView Plus) that allowed us connect almost any domestic digital camera to any microscope. The video out signal from the camera was sent to the computer through an Aver Media USB connector. At last, we selected a group of portable applications that were assembled into a USB memory device.Portable applications are computer programs that can be carried generally on USB flash drives, but also in any other portable device, and used on any (Windows) computer without installation. Besides when unplugging the device, none of personal data is left behind. We selected open-source applications, and based the pathology image transmission to VLC Media Player due to its functionality as streaming server, portability and ease of use and configuration. Audio transmission was usually done through normal phone lines. We also employed alternative videoconferencing software, SightSpeed for bi-directional image transmission from microscopes, and conventional cameras allowing visual communication and also image transmit from gross pathology specimens.All these elements allowed us to install and use a telepathology system in a few minutes, fully prepared for real time image broadcast.
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