02518nas a2200373   4500000000100000008004100001260001500042653002000057653002100077653002100098653003100119653002200150653002000172653003200192653001600224653001600240653001500256653002300271653002300294653002100317653002500338653002700363653002700390653003100417100001500448700002900463700001500492245015800507856014900665300001200814490000600826520128700832020002502119                                       d  bSciTePress10aBased modelling10aBlended Learning10aBlended learning10aComputer aided instruction10aComputer circuits10aComputer Vision10aFuzzy Logic-based Modelling10aFuzzy logic10ai-Treasures10aLMS Moodle10aLearning Scenarios10aLearning scenarios10aLearning systems10aPedagogical planning10aQuality of Interaction10aQuality of interaction10aRare \& Contemporary Dance1 aSofia Dias1 aLeontios Hadjileontiadis1 aJose Diniz00aOn enhancing blended-learning scenarios through fuzzy logic-based modeling of users  LMS quality of interaction: The rare \& contemporary dance paradigms  uhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-84906904988&doi=10.5220%2f0004861507650772&partnerID=40&md5=7244c7504a2c35906fc6260063dc3412  a765-7720 v23 aThe combination of the process of pedagogical planning within the Blended (b-)learning environment with the users  quality of interaction (QoI) with the Learning Management System (LMS), serving as an effective feedback, is explored here. The required QoI (both for teachers and students) is estimated by adopting a fuzzy logic-based modeling approach, namely FuzzyQoI, applied to LMS Moodle data from two academic teaching of dance disciplines, including rare and contemporary dances, respectively. The latter are used as paradigms that comply with the educational scenarios of the i-Treasures project (www.i-treasures.eu), which refers to the intangible cultural heritage. Based on documental analysis, the pedagogical design strategies per semester were transcribed to concept maps and the dynamically (per week) estimated QoIs were presented as feedback to the teachers at the end of the first semester, so they could reflect and update their pedagogical planning, anticipating more enhanced QoI at the second one. The results presented here show the beneficial role of QoI to shift the educational scenarios and strategies towards a more dynamic design, yet taking into consideration the inherent tendencies and attitudes of the users  interaction within the blearning context.  a9789897580048 (ISBN)