Une introduction à la théorie des situations didactiques (Master "Mathématiques, Informatique" de
À l'origine du mouvement théorique sous l'étiquette (malheureuse) "didactique des mathématiques" en France est l'idée qu'il est possible de décrire, d'expliquer de façon rationnelle les phénomènes d'enseignement, phénomènes qui suscitent en général davantage l'empirisme ou l'opinion que le discours raisonné Un des soucis largement partagés au sein de la communauté française de didactique des mathématiques est celui de l'établissement d'un cadre théorique original développan
Modeling processes of volitional action control in multiple-task performance: How to explain effects
In this paper, we present a cognitive-modeling analysis of processes of volitional action control in multiple-task performance. A central topic of volitional action control is the issue of adaptive goal maintenance and goal switching in multiple-task performance. We analyzed this issue within two rather different theoretical contexts, namely, within the context of elementary executive control processes in the domain of simple choice reaction time tasks, and within the context of the volitional f
Supporting self-regulated learners for a while and what computers can contribute
This article's main claim is that to support individuals' development toward becoming self-regulated learners requires certain amounts of other-regulation, i.e. scaffolding. Starting from this assertion, we discuss 6 issues that surfaced in the 5 articles of this special issue. First, we argue that designers need good reasons for taking freedom away from the learners. Beyond practical reasons, we suggest that the reduction of freedom should more often be warranted in theoretical considerations.
A Logo-based Task for Arithmetical Activity
Young children attend to answer-getting readings of arithmetical notation. This is evidenced by many childrens exclusive acceptance of a + b = c syntaxes that lend themselves to computational readings (e.g. Behr et al., 1976; Carpenter & Levi, 2000; Knuth, Stephens, McNeil & Alibali 2006). Even those children who do accept a wider variety of syntaxes, such as a + b = b + a and c = a + b , adhere to a computational view involving getting answers to both sides of the equals sign and checking the
The Diver Project: Interactive Digital Video Repurposing
The digital interactive video exploration and reflection (Diver) system lets users create virtual pathways through existing video content using a virtual camera and an annotation window for commentary. Users can post their Dives to the WebDiver server system to generate active collaboration, further repurposing, and discussion. Although our current work focuses on video records in learning research and educational practices, Diver can aid collaborative analysis of a broad array of visual data re
Beyond Amplification: Using the Computer to Reorganize Mental Functioning
Computers are classically viewed as amplifiers of cognition. An alternative conceptualization is offered of computer as reorganizer of mental functioning. Software analyses illuminate the advantages of the latter approach for new visions of the potential cognitive benefits of computers. A new result emerges: Because the cognitive technologies we invent serve as instruments of cultural redefinition (shaping who we are by changing, not just amplifying, what we do), defining educational values beco
Museology and the Problem of Interiority
Museum and culture studies traditionally approach social issues related to national museum narratives by critically analyzing the historical development and orderings of collections and their functions. Studies may investigate museums' representational practices in interpretations of the 'other,' for example, or the role of official and state narratives in history museums' constructions of national identity, or scientific paradigms in natural history museums' orderings and material culture. Ofte
First set of case studies in Narrative Learning Environments
This research report describes and analyses a set of case studies of Narrative Learning Environments. It also provides a summary with the classification of each application according to four dimensions (knowledge domain, role of the user towards the story, learning approach and technological means).,Research report - Report number D13.3.3
Functional specifications of argumentative collaboration services
This document defines the functional specifications of the argumentative collaboration services to bedeveloped within the framework of the IST project Palette. More specifically, it justifies the need forproviding such services to communities and it describes the functionality of the specified services from a user's perspective.,PALETTE deliverable - report number D.MED.05 - 34 pages
A Model for Interoperability in Computer Supported Collaborative Learning
Computer Supported Collaborative Learning
activities involve combination of complex software
tools that often need to interoperate in a wider context
of learning. This paper proposes a data model that
accommodates requirements of typical collaborative
learning situations and facilitates interoperability of
tools and interchange of products of collaboration and
evaluation data. The model has been tested against
various typical tools used for both synchronous and
asynchronous collaboration of grou
We Have Met Technology and It Is Us
The chapter explores the relationship between technology and intelligence with an emphasis on technologies as forms of tool-mediated social practices. This involves the argument that although tools are constituents of a technology, it is the way in which tools are deployed as part of a social practice that is crucial. Artifacts are considered as the foundation blocks of technology.
Cognitive factors related to user involvement with computers and their effects upon learning from an
Cognitive theories proposed to explain the high motivation to use, and deep involvement with computers, often found in schoolchildren suggest three main factors. They are: desire in the user to control the computer; the user responds to a perceived challenge from the computer; and the user wishes to explore the complexity of the computer software. The paper describes an experiment using a specifically developed piece of software to investigate these factors and to assess their effects on involve
Internet safety in emerging educational contexts
Concern has arisen for the safety of children using the Internet to support their education outside the school context. Inappropriate material such as pornography, inflammatory and racist writings can be accessed both by accident and with deliberate intent to view. Children are also perceived to be at risk from approaches by strangers, particularly in web-based chat rooms.
A survey of the international literature in this area highlighted worldwide concern for the safety of young Internet users
Using online role play to teach internet safety awareness
This paper reports on an evaluation of Net-Detectives, a creative online role play activity aimed at 9–12 year olds. Net-Detectives forms part of Kidsmart, an Internet awareness programme aimed at school children. It was evaluated through a multiple method data collection using questionnaire surveys, follow up telephone interviews with teachers and observation in use in three UK schools during the summer term of 2003.
All sources of data collected agreed that a number of benefits arise from p
Making Distance Education Collaborative through Internet
The research presented in this thesis is located within the concept of Computer Supported distributed Collaborative Learning (CSdCL). CSdCL, developed by Annita Fjuk and Lone Dirckinck-Holmfeld, is a focused study within the field Computer Supported Collaborative Learning (CSCL). One approach to CSdCL, in particular practiced under the conditions of distance education, focuses on communication processes between distance learners and distance learners and teachers. The pedagogical model in this a
Adaptive and Dynamic Hypertext Tutoring Systems Based on Knowledge Space Theory
Knowledge space theory provides a formal model for representing students' knowledge and describing the structure of a domain of knowledge. A similar formal structure can be used to described the structure of hypertexts. The combination of knowledge space theory and the formal hypertext model leads to a framework for intelligent tutoring systems which provides individualized learning paths to a student. Using powerful procedures from relational database systems and from knowledge space theory, we
The roles of models in Artificial Intelligence and Education research: a prospective view
In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used,
Ambienti narrativi per l’apprendimento
Le storie sono una forma di comunicazione e rappresentazione molto diffusa e familiare, usata in ogni cultura a scopo sia ludico che formativo, e possono favorire l’apprendimento in modo naturale. A partire dai primi lavori sul valore educativo e formativo della narrativa sviluppati nell'ambito della psicologia cognitiva (in particolare gli
studi di J. Bruner degli anni ‘90), anche la ricerca sulle tecnologie didattiche ha iniziato a concentrare la sua attenzione sull’uso di forme narrativ
Les logiciels d'apprentissage : panoplie ou éventail ?
The main goal of this article is to elaborate a typology in the domain of computer-supported
learning. The first problem that has to be addressed concerns the diversity of computer-supported
learning programs and the multiple ways in which one could classify them. The proposed typology
is based on the pedagogical function aimed at by the teachers or designers. Moreover, we propose
a characterisation on three aspects : the tasks proposed to the learners, the theoretical viewpoint
underlying the d
Affordances – a Merleau-Pontian Account
In this paper, the concept of ‘affordance’ is given an ontological and epistemological explication building on a
Merleau-Pontian view of human being as always already being-in-the world in a non-thematized, pre-reflective
correspondence of body and world in the concrete activity. A dynamic, agent-centred, cultural-, experience- and
skill-relative, but perception-independent, ontology is proposed for affordances. It is argued that this is more in
line with the original Gibsonian understanding
