Students will explore fractions, decimals, percents, and circle graphs with M&M's.
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
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
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
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
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.
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
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
Informaticiens et didacticiens peuvent-ils
travailler ensemble ?
Au cours du développement de lEIAH APLUSIX, il y a eu de nombreuses occasions dun 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 dexercices et dune carte de tests, une coopération plus approfondie a été possible, tout en respectant les disciplines de chacun. Cette mise en place de patrons dexercices et d
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
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
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
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
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
HST.721 The Peripheral Auditory System (MIT)
In this course, experimental approaches to the study of hearing and deafness are presented through lectures, laboratory exercises and discussions of the primary literature on the auditory periphery. Topics include inner-ear development, functional anatomy of the inner ear, cochlear mechanics and micromechanics, mechano-electric transduction by hair cells, outer hair cells' electromotility and the cochlear amplifier, otoacoustic emissions, synaptic transmission, stimulus coding in auditory nerve
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
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
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
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
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