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GLIM (an acronym for Generalized Linear Interactive Modelling) is a statistical software program for fitting generalized linear models (GLMs). It was developed by the Royal Statistical Society's Working Party on Statistical Computing (later renamed the GLIM Working Party), [1] chaired initially by John Nelder. [2]
Kim and his research assistants at Stanford University were the main contributors to the initial technical design of SMILE. The PocketSchool research study [6] investigated a portable ad-hoc network solution that enabled a multi-user interactive learning environment in areas where resources such as electricity or access to the Internet is limited.
SuperCROSS – comprehensive statistics package with ad-hoc, cross tabulation analysis; Systat – general statistics package; The Unscrambler – free-to-try commercial multivariate analysis software for Windows; Unistat – general statistics package that can also work as Excel add-in; WarpPLS – statistics package used in structural ...
The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. [2] LMSs have been adopted by almost all higher education institutions in the English-speaking world. [3]
The effective delivery of that content is measured, monitored, and maintained with an array of assessment and management tools that may also be part of that system. Integrated learning systems are generally associated with educational/academic environments, but are also deployed within private industry, for example, as a way to introduce ...
Interactive learning is a pedagogical approach that incorporates social networking and urban computing into course design. In interactive learning, people collaborate to share information. In interactive learning, people collaborate to share information.
The field of data and information visualization is of interdisciplinary nature as it incorporates principles found in the disciplines of descriptive statistics (as early as the 18th century), [13] visual communication, graphic design, cognitive science and, more recently, interactive computer graphics and human-computer interaction. [14]
Intelligent tutoring systems have been criticized for being too "instructivist" and removing intrinsic motivation, social learning contexts, and context realism from learning. [ 103 ] Practical concerns, in terms of the inclination of the sponsors/authorities and the users to adapt intelligent tutoring systems, should be taken into account. [ 98 ]