Abstract
The use of automated tools for teaching logic shows a set of stages on which it is worth reflecting. Each of them make a different interpretation of the task which is strongly determined by the resources available. At present the generalization of Markup Languages commonly used to compose the documents populating the Web can pose a new model for tools employed to teach logic. After a brief historical overview of the previous stages, I will analyze the architecture of this new model and will offer two case studies on which there has already been some work done.
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Alonso, E. (2011). E-learning and Semantic Technologies: Tools and Concepts. In: Blackburn, P., van Ditmarsch, H., Manzano, M., Soler-Toscano, F. (eds) Tools for Teaching Logic. TICTTL 2011. Lecture Notes in Computer Science(), vol 6680. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-21350-2_2
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DOI: https://doi.org/10.1007/978-3-642-21350-2_2
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