Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 9155 result(s) returned

M&M Madness
Students will explore fractions, decimals, percents, and circle graphs with M&M's.
Author(s): No creator set

License information
Related content

Children's mental models of recursive logo programs
Children who had a year of Logo programming experience were asked to think-aloud about what brief Logo recursive programs will do, and then to predict with a hand-simulation of the programs what the Logo graphics turtle will draw when the program is executed. If discrepancies arose in this last phase, children were asked to explain them. A prevaient but misguided "looping" interpretation of Logo recursion was identified, and this robust mental model persisted even in the face of contradiction be
Author(s): Kurland D. Midian,Pea Roy D.

License information
Related content

Rights not set

Observing connections: Art, poetry and the environment
Students will explore the poem of Pat Lowery Collins, "I Am An Artist" and create their own poem from what they see and experience. They will then illustrate their poems with a visual design. This is the first lesson in a series of three in which students are creating art based on their observations: Lesson 1 Observing Connections--Art, Poetry, and the Environment; Lesson 2 Observing Connections--Changing Landscapes; Lesson 3 Observing Connections--North Carolina Pottery and Face Jugs
Author(s): No creator set

License information
Related content

Determining the Sources of Delay in a Distributed Learning Environment
In the context of LeGE-WG we expect to see the Open Grid Services Architecture (OGSA) being used as a guiding framework for the future deployment of Distributed Learning Environment (DLEs). OGSA is totally service-oriented and it has been known for sometime that Quality of Service (QoS) is key to the success of DLEs. Delay in particular, as experienced by the end user, is one of the key QoS parameters for a DLE. This paper describes techniques for identifying sources of such delay, and a model f
Author(s): Ruddle Alan,Allison Collin,Lindsay Peter,McKechan

License information
Related content

Rights not set

Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions
Today, what "counts" as science and science teaching is in a state of flux. This, however, is not new - for 150 years there have been debates about the purpose, nature and role of science education in our society. Any designer of resources and tools for the teaching of science therefore needs to be able to understand these debates, and to be aware of the origins and reasons for the changes that are currently taking place.,A NESTA Futurelab Research report - report 6
Author(s): Osborne Jonathon,Hennessy Sara

License information
Related content

Rights not set

Observing connections: North Carolina pottery and face jugs
This is the third lesson in a series of three in which students are creating art based on their observations: Lesson 1 Observing connections -- art, poetry and the environment; Lesson 2 Observing connections -- changing landscapes; Lesson 3 Observing connections -- North Carolina pottery and face jugs.
Author(s): No creator set

License information
Related content

Analyse de fichiers de traces d'étudiants : aspects didactiques
Users of a learning platforms are usually required to log in, that provides a great deal of data. The general question studied here is: how to exploit this data to help the different actors involved? At first let us introduce the platform and the experiments we conducted. Then we use a didactic model to produce a qualitative analysis from the quantitative data collected. A simple exercise classification emerges from the construction of two indicators. It is consistent with the different experim
Author(s): Vandebrouck Fabrice,Cazes Claire

License information
Related content

Rights not set

Teaching Teachers to Use ICT to Teach History: WWF meets ICT in the classroom
In this paper the authors explore the purpose and potential of using ICT to enhance the teaching of some aspects of the history National Curriculum in England and Wales. The focus is on the ways in which learning takes place in the context of historical knowledge and how the appropriate use of computers is able to engage pupils in the process of their own learning. The paper includes many examples and teaching ideas drawn from current classroom practice and training materials for initial teach
Author(s): Hughes Malcolm,Gibbs Marie

License information
Related content

Rights not set

Informaticiens et didacticiens peuvent-ils travailler ensemble ?
Au cours du développement de l’EIAH APLUSIX, il y a eu de nombreuses occasions d’un travail partagé entre informaticiens et didacticiens. Quelques-unes sont décrites succinctement, illustrant différentes formes de collaborations selon des schémas producteur consommateur. Lors de la mise en place de patrons d’exercices et d’une carte de tests, une coopération plus approfondie a été possible, tout en respectant les disciplines de chacun. Cette mise en place de patrons d’exercices et d
Author(s): Bouhineau Denis,Bronner Alain,Chaachoua Hamid,Nica

License information
Related content

Rights not set

Une architecture flexible et extensible pour l’annotation dans le E-Learning.
Cet article a pour objectif de proposer une architecture flexible et extensible pour l’outil d’annotation MemoNote. Cet outil permet de créer des annotations subjectives et sémantiques sur des documents pédagogiques, tout en étant capable de s’adapter au contexte courant de l’annotateur. Nous définissons les différentes configurations dans lesquelles MemoNote doit pouvoir d’adapter aux changements de contexte. Nous proposons ensuite une architecture pour MemoNote permettant l’a
Author(s): Azouaou Faiçal,Desmoulins Cyrille

License information
Related content

Rights not set

Semantic annotation for the teacher: models for a computerized memory tool
This article aims to propose a model of semantic annotation dedicated to the teacher. This model must adapt to the teacher’s activity specificity, who needs to master both a pedagogical and domain expertise. In this paper, we analyze the particularity of the teacher’s annotation language that enables the teacher to express his own expertise. First, we identify the concepts of this annotation language used by the community of teachers. Then we propose a conceptual model of this language base
Author(s): Azouaou Faiçal,Desmoulins Cyrille

License information
Related content

Rights not set

A model for negotiation in teaching-learning dialogues
Despite the fact that a number of researchers from a wide variety of theoretical perspectives have claimed that negotiation in dialogue is fundamental in learning, little research has been based on a precise notion of what negotiation is and how it relates to learning. This paper describes a model for negotiation, based on analysis of teacher-student and learner-learner dialogues. After discussion of illustrative examples and review of related research, negotiations are defined in terms of four
Author(s): Baker Michael J.

License information
Related content

Rights not set

The Seven, no eight, nine C's of Mobile Learning
This paper was presented at the Mobile Learning Workshop at the Kaleidoscope Alpine Rendez-Vous 2007. It identifies theories from the fields of cognition and educational psychology that can usefully be employed to explain the interactions between the user and their mobile device in a variety of mlearning contexts. The theoretical approaches that appear to be most relevant to mlearning are those that stem from the constructivist approach to learning, involve learner control and challenge by setti
Author(s): Wishart Jocelyn

License information
Related content

Rights not set

Architecture d’un environnement d’aide à l’apprentissage de la chirurgie orthopédique
Dans cet article, nous présentons le composant didactique et pédagogique d’un EIAH (Environnement Informatique pour l’Apprentissage Humain) pour la chirurgie orthopédique. Nous étudions l’architecture logicielle de ce composant, qui sera ajouté comme couche d’apprentissage sur un outil de simulation de planification d’une trajectoire de vis. Enrichir cet outil permettra à l’apprenant de l’utiliser pour acquérir l’expérience de la prise de décision chirurgicale pour la pl
Author(s): Mufti-Alchawafa Dima,Luengo Vanda,Vadcard Lucile

License information
Related content

Rights not set

Question and test interoperability - organization, reuse and management of assessments' contents
One of the modern trends in nowadays e-learning technologies and system development is toward creation of standards-based distributed computing applications. The presented paper examines ways of creation, organization, packaging, storage management and usage of e-learning courseware, regarding these modern elearning standards and technologies. It puts a special accent towards development and management of assessment contents. After a short overview and comparison of the standards and ways of the
Author(s): Petrov Milen,Bontchev Boyan

License information
Related content

Rights not set

Usability and Pedagogical Design: are Language Learning Websites Special?
This paper explores the usability of e-learning websites, with particular reference to foreign language learning. Notions and concepts of usability are analyzed, and a definition of ‘pedagogical usability’ is proposed. The key issue is whether there are aspects of pedagogical usability that are discipline-specific. The paper examines the way in which language learning and teaching, in particular Technology Enhanced Language Learning (TELL), has approached usability as an area worthy of consi
Author(s): Kukulska-Hulme Agnes,Shield Lesley

License information
Related content

Rights not set

Futurelab: Personalisation and Digital Technologies
The 'Personalisation and Digital Technologies' report moves the personalisation debate forward by focusing specifically on the potential of digital technologies in four key areas: enabling learners to make informed educational choices; diversifying and acknowledging different forms of skills and knowledge; creating diverse learning environments; and developing learner-focused forms of assessment and feedback. The report also contains a Learner's Charter, which sets out a series of entitlements t
Author(s): Green Hannah,Facer Keri,Rudd Tim,Dillon Patrick,Hu

License information
Related content

Rights not set

Futurelab: Social software and learning
This report explores the relationship between the emergence of social software and the personalisation of education. It suggests that there is a changing view of what education is for, with an emphasis on the need for young people to develop the skills necessary for today's evolving global knowledge economy. Alongside this development is the rapid growth of social software, characterised as software that supports group interaction, and by combining these two trends there is significant potential
Author(s): Owen Martin,Grant Lyndsay,Sayers Stephen,Facer Ker

License information
Related content

Rights not set

Futurelab: What if...? Re-imagining learning spaces
We are currently witnessing a massive investment in the design and build of new schools to equip the UK education system for the 21st century. The economically and architecturally ambitious Building Schools for the Future (BSF) programme is setting out to rebuild or renew every secondary school in England over the next 10 to 15 years. But how much of this effort has been inspired by an equally wide-reaching educational vision?,Research report
Author(s): Rudd Tim,Gifford Carolyn,Morrison Jo,Facer Keri

License information
Related content

Rights not set

Designing to see and share structure in number sequences
This paper reports on a design experiment in the domain of number sequences conducted in the course of the WebLabs project. We iteratively designed and tested a set of activities and tools in which 10-14 year old students used the ToonTalk programming environment to construct models of sequences and series, and then shared their models and their observations about them utilising a webbased collaboration system. We report on the evolution of a design pattern (programming method) called ‘Streams
Author(s): Mor Yishay,Noss Richard,Hoyles Celia,Kahn Ken,Simp

License information
Related content

Rights not set

Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458