Europe and MENA Cooperation Advances in Information and by Álvaro Rocha, Mohammed Serrhini, Carlos Felgueiras

By Álvaro Rocha, Mohammed Serrhini, Carlos Felgueiras

This publication features a number of articles from The Europe, center East and North Africa convention on expertise and safety to help studying 2016 (EMENA-TSSL'16), held among the 3th and fifth of October at Saidia, Oujda, Morocco. EMENA-TSSL'16 is a world discussion board for researchers and practitioners to offer and talk about contemporary effects and concepts, present traits, specialist reports and demanding situations in info & communique applied sciences, and protection to aid Learning.

The major issues lined are: A) on-line schooling; B) rising applied sciences in schooling; C) man made Intelligence in schooling; D) Gamification and severe video games; E) community & internet applied sciences purposes; F) on-line experimentation and digital Laboratories; G) Multimedia structures and functions; H) defense and privateness; I) Multimedia, desktop imaginative and prescient and snapshot Processing; J) Cloud, significant information Analytics and functions; ok) Human-Computer interplay; L) software program platforms, Architectures, functions and instruments; M) on-line Languages and common Language Processing N) E-content improvement, review and Plagiarism; O) safe E-Learning improvement and Auditing; P) web of items and instant Sensor Networks.

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This paper is organized as follows: the first section is dedicated to definitions and issues of mobile learning, and then we will present the context and the state of the art of using this type of applications. The third section will introduce our proposed architecture and the details of every element composing the solution. 2 Mobile Learning Many definitions have been given to m-learning in different communities; however, the characteristic of mobility is common between all these definitions. According to [1], m-learning is learning that happens when using mobile devices regardless of location in time or space.

The students were required to solve at least 2 questions in order to pass the exam. We received no protests from students about the automated all-or-nothing grading. This is probably because the students are already accustomed to this type of grading: exactly the same rules are used in grading the weekly exercises. 3 Concluding Remarks It is in some sense curious that the impact of using “learning by example”-style in the exercise sessions seemed to be so significant. We could of course think that this is a result of the students simply copying the readily given model answers completely as such, but this option was already possible to the students in the previous years: also the sessions in 2013 and 2014 involved showing the source code of working solutions to the students, and the students were allowed to submit answers even after the exercise session in each of the years 2013–2015.

Correct behavior is checked with an automated script. g. adequate commenting). 28 H. Hyyrö ∙ Final exam. – Done using pen and paper in a regular examination hall. The examination time is 4 h. – Both essay and programming questions. When teaching the course in the traditional manner, we quickly became concerned about the following aspects: 1. Ensuring students’ learning: open labs provide a weak guarantee about how much of the work has been done by each respective student. 2. The exam: a paper-based exam has very little in common with the actual work students do during the course.

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