Formal Concept Analysis for Modelling Students in a Technology-enhanced Learning Setting

Michael Bedek, Michael Kickmeier-Rust, Dietrich Albert

Publikation: Beitrag in Buch/Bericht/KonferenzbandBeitrag in einem KonferenzbandForschungBegutachtung

Spracheenglisch
TitelWorkshop on Awareness and Reflection in Technology-Enhanced Learning
Herausgeber (Verlag).
Seiten90-95
StatusVeröffentlicht - 2015
VeranstaltungWorkshop on Awareness and Reflection in Technology-Enhanced Learning - Toledo, Spanien
Dauer: 15 Sep 201518 Sep 2015

Konferenz

KonferenzWorkshop on Awareness and Reflection in Technology-Enhanced Learning
LandSpanien
OrtToledo
Zeitraum15/09/1518/09/15

Fields of Expertise

  • Information, Communication & Computing

Treatment code (Nähere Zuordnung)

  • Theoretical

Dies zitieren

Bedek, M., Kickmeier-Rust, M., & Albert, D. (2015). Formal Concept Analysis for Modelling Students in a Technology-enhanced Learning Setting. in Workshop on Awareness and Reflection in Technology-Enhanced Learning (S. 90-95). ..

Formal Concept Analysis for Modelling Students in a Technology-enhanced Learning Setting. / Bedek, Michael; Kickmeier-Rust, Michael; Albert, Dietrich.

Workshop on Awareness and Reflection in Technology-Enhanced Learning. ., 2015. S. 90-95.

Publikation: Beitrag in Buch/Bericht/KonferenzbandBeitrag in einem KonferenzbandForschungBegutachtung

Bedek, M, Kickmeier-Rust, M & Albert, D 2015, Formal Concept Analysis for Modelling Students in a Technology-enhanced Learning Setting. in Workshop on Awareness and Reflection in Technology-Enhanced Learning. ., S. 90-95, Toledo, Spanien, 15/09/15.
Bedek M, Kickmeier-Rust M, Albert D. Formal Concept Analysis for Modelling Students in a Technology-enhanced Learning Setting. in Workshop on Awareness and Reflection in Technology-Enhanced Learning. . 2015. S. 90-95
Bedek, Michael ; Kickmeier-Rust, Michael ; Albert, Dietrich. / Formal Concept Analysis for Modelling Students in a Technology-enhanced Learning Setting. Workshop on Awareness and Reflection in Technology-Enhanced Learning. ., 2015. S. 90-95
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