Abstract
To be possible to reuse a learning object it is necessary to know its context of use and what learning outcomes can be achieved with it. Otherwise, its reuse will be limited to the learning object developers, the ones that know how to successfully apply it. In this paper we present a framework that describes the learning object in relation to one or more learning scenarios that incorporate it. Teachers can choose then the most suitable scenario for a particular learning situation.

Abstract

Abstract
The aim of this paper is to present an Constructivism Approach for an Educational Adaptive Hypermedia Tool. The learning platform has a constructivist approach, assessing the user knowledge and presenting contents and activities adapted to the characteristics and learning style of the student. The platform allows the students and teachers to autonomously create and consolidate knowledge, with permanent automatic feedback and support, through instructional methodologies and educational activities explored in a constructivist manner.

Abstract
This paper presents the logic programming concept of thread-based competitive or-parallelism,, which combines the original idea of competitive or-parallelism with committed-choice nondeterminism and speculative threading. In thread-based competitive or-parallelism, an explicit. disjunction of subgoals is interpreted as a set of concurrent, alternatives, each running in its own thread. The subgoals compete for providing an answer and the first successful subgoal leads to the nation of the remaining ones. We discuss the implementation of competitive or-parallelism in the context, of Logtalk, all object-oriented logic programming language, and present results.

Abstract
Spatiotemporal databases provide effective means to represent, manage and query information evolving over time. However, the visualization of record sets that result from spatiotemporal queries through traditional visualization techniques can be of difficult interpretation or may lack the ability to meaningfully display several instants at the same time. We propose a Temporal Focus + Context visualization model to overcome issues from such techniques resorting to concepts from Information Visualization. In this model, Focus + Context is applied to time rather than, as more typically, to attributes or space, and allows large amounts of data from distinct periods of time and from several record sets to be compressed onto one. Underlying the proposed visualization technique is the calculation of a temporal degree of interest (TDOI) for each record driven by specific analysis, exploration or presentation goals and based on the record valid time attribute, as well as on user-defined temporal visualization requirements. In the mapping stage of the visualization pipeline, the TDOI for a record is used to control graphical properties, such as transparency and color. More complex rendering properties, such as sketch drawing edges or other non-photorealistic enhancement techniques, can also be used to convey the temporal aspects of data, replacing the original graphical features of the record data. By enhancing or dimming the representation of a data item, according to the corresponding degree of interest, it is possible to meaningfully compress information about distinct temporal states of data onto the same visualization display. The model has been applied to several test scenarios and proved appropriate and useful for a wide range of domains that require the display, exploration and analysis of spatial information discretely evolving over time. Information Visualization (2008) 7, 265-274. doi: 10.1057/palgrave.ivs.9500188

Abstract
This paper discusses the use of IMS Learning Design based templates to illustrate how to utilize a learning object, providing one or more scenarios that incorporate the learning object, giving a pragmatic characterization of it. The adopted notation for the templates is quite similar to the IMS Learning Design Extensible Markup Language binding, also incorporating abstract elements of the specification, like title, learning objectives and roles, for example. The generation of the pre-defined templates has been following the 8 Learning Events Model.