eLSE 2009 - The 5th International Scientific Conference

”eLearning and Software for Education”, BUCHAREST, April 09-10, 2009

http://adl.unap.ro/else2009/index.php

TRENDS OF ELEARNING: LEARNING - KNOWLEDGE -

DEVELOPMENT

Marin VLADA ∗
Adrian ADĂSCĂLIłEI ∗∗ Radu JUGUREANU ∗∗*

Abstract: This paper presents several important topics that show the importance of
learning and knowledge in the development of human society. Knowledge depends
upon the learning process. It shows that in the problem-solving processes require
demonstrative thinking, a algorithms thinking. It presents considerations on the future
of e-learning.

Keywords: e-Learning, knowledge, problem solving, knowledge representation,

creativity, development

I. INTRODUCTION

Computer Science (Informatics) is characterized by the most spectacular

evolutions of the impact on human activity. Computer (Computer System)
includes technologies of which man has never dreamt. Although at the beginning
the use of computer was regarded with reservation, nowadays most of the people
are convinced by the performance and utility of computer in all activities. Today,
starting from primary school children find out about the impact of computer in
their lives. Because of these reasons, the educational systems of many countries
are conceived to implement developing strategies oriented to computer
utilization for both initialization and continuous learning process1.
At the beginning of the 21st century it may be said that information and
knowledge are found on the base of scientific, technological, economical, social,
cultural processes/events. The economist Roger E. Bohn shows that now it is
important to understand technological knowledge, and more specific, the way of
producing goods and services. Knowledge depends upon the learning process. It
is worth reminding Bohn's concept "Learning is evolution of knowledge over
time" 2.
1
M. Vlada and Al. Tugui, The four waves of information technologies, ICVL 2006
2
R. E. Bohn, Measuring and Managing Technological Knowledge, 1998
 „Today’s pupils took part actively in transforming the IT labs in
classrooms, redefining IT as a support for teaching and the computer as a
support for training. We are determine to involve the pupils more and more in
developing their own knowledge as well as in the process of creating
educational resources meant for future generations”3 [Vision 2020 – How
Pupils See the Future of Education].

II. SEI IT EDUCATIONAL SYSTEM – ROMANIAN PROJECT

The IT Based Educational System (SEI) is a complex program initiated by

the Ministry of Education, Research and Innovation in 2001, aiming to offer
ITC support for the Romanian education system4. The Program is implemented
in partnership by the state administration (RMER) and the private sector. The
main companies involved in SEI implementation are the Romanian company
SIVECO Romania SA, HP and IBM. SEI is aiming to provide all schools in
Romania with complete IT solutions for use in the teaching/learning process5.
Also, the SEI program promotes IT&C in education through specific projects
designed both for administrative and educational purposes.
The SEI Program offers new tools for use in schools, thus increasing the
quality of the education process. It offers a substitute for expensive or dangerous
instruments and experiments by means of virtual counterparts. Within SEI.
Program, the local, regional and country administration is provided with
managerial and administrative support. The main components of the solution
are:
• Hardware (IT laboratories)
• Learning, Content Management Solution (the AEL software
system)
• Educational software and electronic educational content
• Teacher training
• Internet connectivity.
AeL – Teaching / Learning and Management System for Multimedia
Educational Content. AeL is an integrated Learning and Content Management
System developed by SIVECO aimed to support professors/tutors, students,
content editors, administrative staff and other stakeholders in the learning
process. AEL is qualified of management and delivery of various content types
such as interactive multimedia, tutorials, exercises, simulations, educational
games etc. Its powerful knowledge base, which acts as a content repository and

3
R. Jugureanu, The 6th edition of the National Competition for Educational Software Cupa SIVECO 2008
4
SEI educational portal, http://portal.edu.ro (romanian project)
5
CNIV and ICVL Projects, www.cniv.ro (romanian project), www.icvl.eu (international project)
management solution, adaptive, configurable and searchable, allows first-time
users to easily:
• create content (built-in HTML editor, mathematical formulae
editor, test editors and wizards, glossaries/dictionaries editor)
• import/export content from files, archives/folders of resources,
standard packaging formats like SCORM and IMS
• adapt or modify content
• derive their own courses from common content components.

AEL as a multi-tier system - with a thin, web client connected to a Java

based web and application server. It employs Enterprise Java Beans, Jdbc, Java
servlets, jsp-s, Java applets, and makes extensive use of XML. Considering the
need for content interoperability; the content packaging formats are based on
XML and AEL implements support for standard content packaging and
interoperability formats like MathML, SCORM6 and IMS.

Fig. 1. Sei educational portal (Siveco)

The European IT Excellence 2008 awards promoted by the prestigious publication –

IT Europa, rewards annually the most efficient software solutions designed for commercial
and governmental organizations (Fig. 1). The quality of the implementation as well as the
impact of the SEI project (The IT-based Educational System) were the main reasons for
which SIVECO Romania managed be successful in the European IT Excellence Awards 2008
Gala, receiving a new and prestigious European recognition7.
“The eLearning solution provided by SIVECO Romania for the country’s
Ministry of Education Research and Youth is an excellent example of how to
deploy a multimedia based content management system tailored for a dynamic
educational environment”[ European IT Excellence Awards 2008]8

6
ADL, http://www.adlnet.gov/scorm/index.aspx
7
Press Releases, www.siveco.ro
8
John Chapman, awards organizer and Editorial Director of IT Europa
 SIVECO Romania9 and SANAKO launched the Virtual Lab for science
experiments. BETT 200910, the largest educational technology exhibition, took
place between the 14th and the 17th of January in London. 650 companies
presented innovative solutions for the 21st century education, and the organizers
estimated that more than 30,000 visitors from all around the world visited
Olympia Hall (Fig. 2). As every year, at BETT are hosted revolutionary
education products launches. The new products encourage the use of modern
technologies for developing the education systems to better face the 21st century
challenges (Fig. 3). SIVECO Romania and SANAKO Corporation launched
SANAKO Study Science Lab.

Fig.2. The Virtual Lab for science experiments – BETT 2009, London – Olympia Hall

Fig. 3. CNIV and ICVL Projects sponsored by Siveco Romania

9
Press Releases, www.siveco.ro
10
BETT 2009, www.bettshow.com
 III. PROBLEM SOLVING – CORRECT THINKING

At present the scientific and technical development, solving problems in a

different field (math, science, physics, chemistry etc.) is a creative activity, by
building a reasoning, generation, describing the following activities11 :
• demonstration process (deduction and reasoning) to show the existence
of a solution or several solutions and / or to determine the exact effective
solutions;
• computational process (algorithm) to codify a demonstration, a method
or technique to solve in order to determine (possibly approximate) exact
solutions.
In the problem-solving processes require demonstative thinking, a
algorithms thinking. From the methodological point of view, we need to recast
usual problems explicitly and properly resolve their mathematical. If the
computer should use to develop algorithmic methods. In both cases you must
know the limits of thinking demonstration12. You should also know the limits of
performance computing and algorithmic thinking. Mathematics in primary
grades and the average result of obtaining competent in solving problems. Logic,
reasoning, knowledge organization and processing are the basic elements for a
experience in solving problems. This will be the basis of a scientific education
for a future specialist or expert. Today, when the computer is used a lot in
various activities intellect is needed to increase teachers' role in the formation of
correct thinking must head all students.

3.1 Demonstration process – human intelligence

Sciences are virtual representations of knowledge13. Every science is

based on the theories, theorems (laws) and hypotheses that have been identified,
studied and demonstrated by the strengthening, development and evolution in
time of sciences. For example, computer science (informatics) is a science that
uses new research and results of mathematics, cybernetics, microelectronics,
biology, chemistry, psychology. Today research are to build molecular
computer14. In Romania, researchs are coordinated by acad. Gheorghe Paun. (G.
Paun and T. Yokomori. Simulating H systems by P systems. Journal of
Universal Computer Science, Vol.6, No.1, 2000, pp.178-193). Problem solving
and research is based both on the demonstration process, and the algorithmic
processes. A specialist or expert gains experience in the activities of problem
solving and research only through learning and training. Artificial intelligence
(AI) provides new methods and modern techniques for solving problems. The

11
M. Vlada, Algorithmic thinking, http://ebooks.unibuc.ro/informatica/eureka/index.htm, 2003
12
AdăscăliŃei, Adrian, Instruire asistată de calculator–Didactică Informatică, Editura Polirom, Iaşi, 2007
13
M. Vlada, “From CNIV2003 to CNIV2008: Learning - Knowledge - Development”, CNIV 2008-Constanta
14
Masami Hagiya, http://nicosia.is.s.u-tokyo.ac.jp/MCP/
central problems of AI include such traits as reasoning, knowledge, planning,
learning, communication. Artificial intelligence15 (The Massachusetts Institute
of Technology's Computer Science and Artificial Intelligence Laboratory -
CSAIL conducts research in all areas of computer science and AI, such as
robotics, systems, theory, biology, machine learning, speech recognition, vision
and graphics) is the intelligence of machines and the branch of computer
science which aims to create it. Is there an essential difference between human
intelligence and artificial intelligence?
It is known that man can solve a problem in three ways (methods outlined
in Artificial Intelligence):
• consecution / sequentially before method - is based on the hypothesis /
premises (input data) to reach conclusion (output data);
• consecution / sequentially back method - is based on conclusion (output
data) to reach the hypothesis/ premises (input data);
• mixed method - to start simultaneously from the hypothesis/ premises
and the conclusion to arrive at a meeting in the browsing.
This presentation can be understood if, for example by making analogy
solving geometry requiring delineation hypothesis and conclusion, then use only
those theorems / sentences / properties from the hypothesis by applying
sequentially to obtain the conclusion required (Fig. 4). Obviously, the experience
gained in solving problems, it can be affirmed that the selection theorems and
their application can be achieved only through "mastery" domain-level specialist
or expert.
It can be assumed that the representation of knowledge in a field of science
is through theorems, properties, laws (which are scientific truths). Therefore, a
theorem, a sentence, a law and a problem can be defined and set out the
following form and description: T: I
C, where I is hypothesis and C is
conclusion. This representation can be read as: if I is true then C is true. This
representation is encountered as instruction (eg, decision) in procedural
programming languages (imperative), but also in declarative programming
languages (logic, eg Prolog - language of artificial intelligence; Prolog is a logic
programming language) in the form of Horn clauses16 (Clocksin, W. F. and
Mellish, C. S. Programming in Prolog Using the ISO Standard. New York:
Springer-Verlag, 1984). His dual declarative/procedural interpretation later
became formalised in the Prolog notation H :- B1, …, Bn, where H, B1, …,
Bn are all atomic predicate logic formulae(If B1 and … and Bn then H).
Suppose the problem solved in a domain. Therefore, a problem can be
defined and set out the following form and description: P: I
C, where I is
hypothesis and C is conclusion. Solving problem can be represented by formal
proof, mathematical proof or proof theory. A demonstration be represented by a

15
Learning and Intelligent Systems, ttp://www.csail.mit.edu/
16
Wolfram Math, http://mathworld.wolfram.com/HornClause.html
sequence of rules / theorems (One of the main uses of a propositional calculus,
when interpreted for logical applications, is to determine relations of logical
equivalence between propositional formulæ. These relationships are determined
by means of the available transformation rules, sequences of which are called
derivations or proofs17.). Solving process is identifying what theorems can be
applied so as to finally reach conclusion. Theorems T1, …, Tn are determined by
assumptions I1, …, In the conclusions and C1, …, Cn. They were selected so as to
make identification: I I1, C1 I2 , … , Cn C.

Fig. 4. Consecution before method

Problem solving forms part of thinking. Inventing is a special kind of

creative problem solving in which the created solution qualifies as an invention
because it is a useful new object, substance, process, software, or other kind of
marketable entity.

3.2 Computational process - human intelligence

Algorithmic method can be a method to solve independent or an

experiment to justify the results of the demonstration process (mathematical
method). Algorithmic method should replace results about the theoretical
computational (demonstration process) efficient methods taking into account the
limits of algorithmic processes and performance computing. It is true that
mathematical methods can sometimes lead to simplification of algorithmic
methods and vice versa. Students participating in informatics olympiads schools
(The International Olympiad in Informatics18 - IOI is an annual informatics
competition for secondary school students) have sometimes found that a deeper
analysis of the mathematical approach can lead to obtaining an efficient
algorithmic methods. Students mathematicians may find the same thing to a
deeper analysis of algorithmic approach19.

17
Stefan Bilaniuk, Deduction Theorem, http://us.metamath.org/mpegif/mmdeduction.html#dedvsth
18
IOI 2009, http://www.ioinformatics.org/index.shtml , http://www.mii.lt/olympiads_in_informatics/(Journal)
19
E. Cerchez, Romanian National Olympiads in Informatics and Training, http://www.mii.lt/ , 2008
 The complexity of problems that require description of several complex
processes of calculation led to the concept of algorithm used in solving problems.
Many natural processes, many human activities, can be described in an
algorithmic definition of the information and action clear and precise, eliminating
ambiguities in the interpretation and operation. Algorithm process is a
fundamental requirement in solving any problems with the computer. Experience
has shown that not every problem can be solved by describing an algorithm to
solve. So to decide limited class of problems (one problem is deciding if there is
an algorithm for solving them) class issues non-deciding (P is the class of
decision problems solvable in deterministically in polynomial time; NP is the
class of decision problems solvable nondeterministically in polynomial time20).
An algorithm implementing various methods and techniques to solve that were
discovered or completed within a certain time in the evolution of the scientific
domain.
There are algorithms that include methods developed before the computer.
There are also areas in which problems need solving approaches. An example is
“The four color problem21” that was resolved in 1977 simply by using computer
and using a new method (Backtracking). The fact that there are alternative ways
of executing a logic program has been characterised by the equation:
Algorithm = Logic + Control (R. Kowalski22 1979)
where "Logic" represents a logic program and "Control" represents different
theorem-proving strategies (Logic for Problem Solving. Artificial Intelligence
Series North Holland, 1979).
Today is more often invoked representation problems using OOP concepts
(Object Oriented Programming). The concept of object (M. Minsky, The Society
of Mind, Touchstone Books, New York, 1986) has an important role in science
knowledge and education. In traditional programming, control flow is primary
and data are secondary. In object oriented programming, it is the opposite. Object
oriented features are extremely useful in providing encapsulation and protection
mechanisms and promoting modularity and code reuse. The theory of object
oriented programming is currently a very active area of research, with at least
three major conferences devoting significant portions of their time to the topic,
some exclusively. The semantics of objects, especially their interactions with
types, are not fully understood. An entity object model from the real world or
virtual.
In the problem-solving should identify / define the objects in the problems
from different fields: scientific, economic, social. Identifying objects is
equivalent to the concepts and entities representing physical forms / charts,
facts, events, processes, states. An object is characterized by a unique
identification, behavior (dynamic characteristics) and status (static feature).
20
David Johnson, Theory as the Scientific Foundation of Computing, http://www.research.att.com/~dsj
21
Robin Thomas, http://www.math.gatech.edu/~thomas/FC/fourcolor.htm
22
Robert Kowalski, http://www.doc.ic.ac.uk/~rak/, http://en.wikipedia.org/wiki/Robert_Kowalski
Essentially, solving a problem is expressed by a codification of the universe
problem and deduction / reasoning for the demonstration (poof).
Today, the specialists working in a certain field, face different complex
problems, many of these requiring the use of computer and software products.
The complexity of activities, competitions of all kinds, efficiency require the use
of the best software and hardware products. The explosion of tools and methods
offered by information and communication technologies (IT&C) can be easily
seen, by computing systems, by peripherical equipments with different
functions. There are more and more research, development and innovation
programs and results do not delay to appear. At the same time, continuous
learning, the use of new knowledge in the activity field must be major goals of
every specialist. Synthetic following figure show the relationship of these issues.

Fig. 5. Solving problem using computer

IV. LEARNING, KNOWLEDGE AND DEVELOPMENT

The research and development, innovation and improvement, foundation

work and new concepts for the implementation and development of modern
technology on the use of computers led to define the following pseudo-equation:
• AlGORITHM = LOGIC + CONTROL ( R. Kowalski 1979 )
• PROGRAM = ALGORITHM + DATA STRUCTURES ( N. Wirth 1976 )
• EXPERT SYSTEM = KNOWLEDGE + META-INTERPRETER (Sterling23 1984)
Propose the following24:
• MODELING = KNOWLEDGE + REPRESENTATION

23
Expert System = Knowledge + Meta-Interpreter, Tech. report CS84-17, Weizmann Institute of Science, 1984
24
M. Vlada, National Conference on Virtual Learning, CNIV 2005, Bucharest, Romania
 • LANGUAGES = PROCESSING + INTERPRETATION
(CNIV – National Conference on Virtual Learning, www.cniv.ro, Romania)
Today, the performance of IT developer is determined by experience and
expertise gained in conducting the two stages (ANALYSIS,
PROGRAMMING):

• thinking object stage (ANALYSIS / Projection) - method of analysis and

description of the problem by defining the correct objects, the types of
objects, relationships between objects and specific operators (UAP
development, stage design and analysis-design);
• algorithmic thinking stage (PROGRAMMING / execution) - the choice
and proper application methods of solving the exact specification of the
operators of processing objects, the correct representation of algorithmic
strategies, codified representation of objects and processing according to a
programming language (and algorithm development program; stage
programming - coding implementation and enforcement).

At the beginning of the 21st

century it may be said that
information and knowledge are found
on the base of scientific,
technological, economical, social,
cultural processes/events. The
economist Roger E. Bohn shows that
now it is important to understand
technological knowledge, and more
specific, the way of producing goods
and services. Knowledge depends
upon the learning process.
Until now are valid as follows: “Information is power”, “Knowledge is power”
and “Learning is power”. Today no country in the world can not ignore
investment in education, knowledge and development. Including a great variety
of information processing and a great utility of these processing in all activity
fields. However, at each development level of the human society there was a
foundation on information. Information is the primary form of getting
knowledge. Among the significant examples, we enumerate the following:
ABAC (Abacus) (3000 BC), paper (50 BC); printing press (1452); newspaper
(1700); telegraph (1837); photography (1839); telephone (1876); electricity
(1882); tabulator (1890); film (1891); radio - television (1920-1936); robot
(1921); transistor (1947); graphic display (1953); integrated circuit (1959);
microprocessor (1971), Web Technology and Internet network (1991). All these
contributed to a better utilization of information in society and to an increase of
human welfare and knowledge. In other words, it can be said that the global
information society is the normal human society of all times with a
informational modernism stamp due to the informational and knowledge
avalanche. In the period 2012-2030 it is desired to pass from an information
society to a knowledge society. European programmes (FP6, FP7) are conceived
to fulfil this goal.

LEARNING-
LEARNING-DEVELOPMENT-
DEVELOPMENT-KNOWLEDGE

PhysicalEnvironment
Physical Environment

DEVELOPMENT
DEVELOPMENT

Thistreasure
This treasure Thistreasure
This treasurecan
can
can store
can store NOT store
NOT store

KNOWLEDGE
KNOWLEDGE LEARNING
LEARNING

VirtualEnvironment
Virtual Environment VirtualEnvironment
Virtual Environment

CNIV 2008 | 31 oct.-

oct.-2 nov.

Fig. 6. Learning - Knowledge - Development25

The waves of the information technology26

The results and performances in the fields of computer science,
telecommunication and information technology have always been spectacular.
Today, many computer types are meant to fulfil human dreams about a partial or
integral cybernetic world and a super library of information. In other words, at
the base of the tomorrow society will be information, knowledge and
communications. A passing schedule towards the global information society is
given by J.A. O’Brien27 , who considers that reaching this stage requires passing
through 4 stages (Fig. 7):
1. the stage of the computerized enterprises, for the period 1970-2012 – the
first wave;

25
M. Vlada, National Conference on Virtual Learning, CNIV 2008, Bucharest, Romania
26
Boar, B. H. (2001): The Art of Strategic Planning for Information Technologies, 2nd
edition, John Wiley & Sons, Inc., New York.
27
O’Brien, J. A. (1999): Management Information Systems: Managing Information Technology in the
Internetworked Entreprise
 2. the stage of the networked knowledge workers, which started in 1980 –
the second wave;
3. the stage of the global internetworked society which started in 1991– the
third wave;
4. the stage of the global information society which will start after 2010– the
forth wave.

Fig. 7. “The waves of the Information Technologies” and “Learning - Knowledge –

Development” Network28 (Romania)

V. THE FUTURE OF ELEARNING: LEARNING

“Any sufficiently advanced technology is indistinguishable from magic.” Arthur C. Clarke

“Human society development is achieved by knowledge and learning.” M. Vlada and Al. Tugui

E-Learning is an important consideration in education for several reasons:

Implimented correctly, it can reduce some of the costs associated with
education; It allows schools to educate people they could not previously (e.g.
people that work for a living, people geographically dispersed, etc..); Many
students communicate better in a web based environment than in the traditional
classroom. Studies have shown that students who would not raise a hand in
class will be very active in posting to discussion boards for example. E-Learning
is a challenge for educational institutions because the technology involved can
be difficult to manage and use. A lot of training or practice is required to get
proficient in e-Learning solutions. Also, self-paced WBT courses are very time
consuming to create and really only make since when there is a large learning
audience (e.g. at a large corporation).
Tony Karrer29 has created a Web site called eLearning Learning that collects postings
from a variety of eLearning professionals' blogs and organizes them in one place. Learning

28
M. Vlada, http://virtuallearning.ning.com
29
Tony Karrer, http://www.elearninglearning.com
Developments is now featured there. Tony describes his site as follows: "eLearning Learning
is a community that tries to collect and organize the best information on the web that will help
you learn and stay current on eLearning. eLearning Learning can be a good place to search
for eLearning specific information that has been posted on many of the members' blogs”. In
this world, probably the major trend that we’ve seen is a demand for faster learning in the
context of work. We’ve also seen the slow smushing together of Online Reference, Online
Job Aids, small eLearning pieces, Rapid eLearning and Blended Learning. Concept30 of
eLearning 2.0 starts with the trend towards: Small pieces of content; Delivered closer to time /
place of work; Likely delivered in pieces over time as part of a larger program.
(http://elearningtech.blogspot.com/2006/03/personal-learning-for-learning_20.html)

The Future of Networking in Higher Education

“Computers and networks have changed how research is conducted in many
academic disciplines. New and emerging disciplines like computational
chemistry, computational biology, bioinformatics, atmospheric informatics, and
others bear witness to the revolution in scholarship that is under way.”
( Richard N. Katz31, http://net.educause.edu/ir/library/pdf/ERM0547.pdf)

The Era of Data-Intensive Scholarship

Professor Larry Smarr32 describes the future as an "era of data-intensive science". At
the November 2004 ECAR Symposium, Smarr described some of the key layers and elements
that will constitute this era and the place of the network amidst this complex mix of
technologies, academic disciplines, and human behaviours. In November 2004, the U.S.
Congress approved a bill that increases funding for supercomputing initiatives in the United
States and extends greater access to such systems to academic researchers. The era of data-
intensive science ahead will not just be defined by or confined to supercomputing and
scientific uses of data. Today’s young social science investigators are exploring big
econometrics, big sociology, and even big history, for example. Choreographers are using
visualization and simulation techniques to model and teach dance, orchestral performers
conduct master classes across great distances, and literature scholars are using algorithms to
conduct content analyses of texts long believed to have been "mined out."

Toward Pervasive and Personalized Intelligence and Communications

If the networking community’s battle cry of the 1980s was "information anytime,
anywhere," and if that cry evolved in the 1990s into "what you want, when you need it," then
perhaps networking’s driving vision in the future will be "all you can imagine, all the time."
This vision of the cyber-infrastructure suggests called the "death of distance" and the blurring
of the lines between real and virtual in the context of learning and scholarship. In the coming
years, the lines that distinguish the real from the virtual will indeed grow fainter, driven by
four key trends: logical connectivity, smart and talkative devices, convergence, and
personalized on-demand and reliable services. (Richard N. Katz, EDUCAUSE Review)

30
Tony Karrer ,http://elearningtech.blogspot.com/2007/03/elearning-trends.html
31
Richard N. Katz, EDUCAUSE Review, vol. 40, no. 4 (July/August 2005): 62–75
32
Larry Smarr, http://www.jacobsschool.ucsd.edu/~lsmarr/
BLIOGRAPHY
[1] M. Vlada and Al. Tugui (2006), “The four waves of information technologies”,
International Conference on Virtual Learning, ICVL 2006
[2] Bohn, R. E. (1998): Measuring and Managing Technological Knowledge, p.295-314
In Neef, D. a.o., (Eds): The Economic Impact of knowledge, Butterworth-Heinemann,
Boston
[3] R. Jugureanu, The 6th edition of the National Competition for Educational Software
Cupa SIVECO 2008
[4] SEI Educational Portal, http://portal.edu.ro (romanian project)
[5] CNIV and ICVL Projects, www.cniv.ro (romanian project), www.icvl.eu
(international project)
[6] ADL, http://www.adlnet.gov/scorm/index.aspx
[7] Press Releases, www.siveco.ro
[8] BETT 2009, www.bettshow.com
[9] M. Vlada, Algorithmic thinking, http://ebooks.unibuc.ro/informatica/eureka/index.htm,
2003
[10] M. Vlada, “From CNIV2003 to CNIV2008: Learning - Knowledge - Development”,
CNIV 2008-Constanta
[11] Masami Hagiya, http://nicosia.is.s.u-tokyo.ac.jp/MCP/ Learning and Intelligent
Systems, ttp://www.csail.mit.edu/
[12] Wolfram Math, http://mathworld.wolfram.com/HornClause.html
[13] Stefan Bilaniuk, Deduction Theorem,
http://us.metamath.org/mpegif/mmdeduction.html#dedvsth
[14] IOI 2009, http://www.ioinformatics.org/index.shtml ,
http://www.mii.lt/olympiads_in_informatics/ (Journal)
[15] E. Cerchez, Romanian National Olympiads in Informatics and Training,
http://www.mii.lt/ , 2008
[16] David Johnson, Theory as the Scientific Foundation of Computing,
http://www.research.att.com/~dsj
[17] Robin Thomas, http://www.math.gatech.edu/~thomas/FC/fourcolor.htm
[18] Robert Kowalski, http://www.doc.ic.ac.uk/~rak/,
http://en.wikipedia.org/wiki/Robert_Kowalski
[19] Sterlling, Expert System = Knowledge + Meta-Interpreter, Tech. report CS84-17,
Weizmann Institute of Science, 1984
[20] M. Vlada, National Conference on Virtual Learning, CNIV 2005, Bucharest, Romania
[21] M. Vlada, National Conference on Virtual Learning, CNIV 2008, Constanta, Romania
[22] Boar, B. H. (2001): The Art of Strategic Planning for Information Technologies, 2nd
edition, John Wiley & Sons, Inc., New York.
[23] O’Brien, J. A. (1999): Management Information Systems: Managing Information
Technology in the Internetworked Entreprise
[24] M. Vlada, http://virtuallearning.ning.com
[25] AdăscăliŃei, Adrian, Instruire asistată de calculator–Didactică Informatică, Editura
Polirom, Iaşi, 2007
∗
Ph.D. Associate Professor, University of Bucharest, Romania
∗∗
Ph.D. Associate Professor, “Gh. Asachi” Tehnical University of Iasi, Romania
∗∗
Professor, eContent Manager, SIVECO Romania, Bucharest