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One-to-one technology-enhanced learning: an opportunity for global research collaboration
Over the next 10 years, we anticipate that personal, portable, wirelessly-networked technologies will become ubiquitous in the lives of learners — indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning (TEL), characterized by “seamless learning spaces” and marked by continuity of the learning experience across different scenarios (or environments), and emerging from the av
Author(s): Chan Tak-Wai,Roschelle Jeremy,Hsi Sherry,Kinshuk D

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A Logo-based Task for Arithmetical Activity
Young children attend to answer-getting readings of arithmetical notation. This is evidenced by many children’s 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
Author(s): Jones Ian

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Mobile Usability in Educational Contexts: What have we learnt?
The successful development of mobile learning is dependent on human factors in the use of new mobile and wireless technologies. The majority of mobile learning activity continues to take place on devices that were not designed with educational applications in mind, and usability issues are often reported. The paper reflects on progress in approaches to usability and on recent developments, with particular reference to usability findings reported in studies of mobile learning. The requirements of
Author(s): Kukulska-Hulme Agnes

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Six Years of Knowledge Networking in Learning Sciences and Technologies
This report presents a series of in-depth reflections about the work of the Center for Innovative Learning Technologies (CILT) from 1997 until 2004. Each member of the CILT team (Principal investigator, postdoctoral scholar, project coordinator and manager) provided their personal reflections on what they, and all of us as a group, have learned from the attempt to stimulate the development and implementation of important, technology-enabled solutions to critical problems in K-14 STEM learning in
Author(s): Sabelli Nora,Pea Roy D.,Park Menlo,Alto Palo

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Emerging Social Engineering in the Wireless Classroom
Code It! fosters mathematics learning environments where pre-algebra students use handheld technologies to confidently and enjoyably explore and learn about functions. The resources we developed—server-based and handheld software and paper-based student and teacher texts—were packaged as a 20-session unit on code making and breaking and designed to boost students’ understanding of mathematical functions and their facility with the multiple representations of tables, graphs and symbols. We
Author(s): Goldman Shelley,Pea Roy D.,Maldonado Heidy

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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
Author(s): Pea Roy D.,Mills Michael,Rosen Joseph,Dauber Kenne

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A Discussion of Judah Schwartz's Chapter
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Author(s): Linn Marcia,Pea Roy D.

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Synthesizing instructional technologies and educational culture: exploring cognition and metacogniti
This research was initiated to examine instructional technologies and educational cultures in relation to identified cognitive and metacognitive strategies uses in school tasks. The project involved activities from the social studies curricula that were presented through two new software programs intended to support the development of problem-solving and reasoning strategies - IDEA [Interactive Decision Envisioning Aid, Pea (76)] Notecards (34) - and through instructional approaches bases upon "
Author(s): Thornburg Devin G.,Pea Roy D.

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Putting knowledge to use
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Author(s): Pea Roy D.

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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
Author(s): Pea Roy D.

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On the Cognitive Prerequisites of Learning Computer Programming
Training in computer literacy of some form, much of which will consist of training in computer programming, is likely to involve $3 billion of the $14 billion to be spent on personal computers by 1986 (Harmon, 1983). Who will do the training? "hardware and software manufacturers, management consultants, -retailers, independent computer instruction centers, corporations' in-house training programs, public and private schools and universities, and a variety of consultants1' (-ibid. , p. 27). To da
Author(s): Pea Roy D.,Kurland D. Midian

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Categorisation in Knowledge building
In this paper we explore how students talk and reason when they were exposed to a set of categories taken from scientific discourse. The scientific categories are built into a web-based discussion forum (Fle) as part of a pedagogical and technological design. The scientific categories are based on the concepts of the progressive inquiry model for knowledge building. Socio-cultural theory with a focus on concepts like categories and prompting is our theoretical framework. In the DoCTA NSS proje
Author(s): Ludvigsen Sten,Mørch Anders

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Networked Computers’ Incorporated Role in Collaborative Learning
Networked computers are increasingly being used in collaborative learning. To understand what roles networked computers have in collaborative learning over distances, systems developers need conceptual frameworks that address the triadic complexity of knowledge construction, social interaction and technical issues. Some theoretical accounts of this relationship exits, but in terms of usefulness for systems design and how the role of networked is regarded, they have shortcomings. Based on activit
Author(s): Fjuk Annita,Smørdal Ole

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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
Author(s): Pierroux Palmyre

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Advanced Principles of Effective e-Learning
With the global academic community currently focused on student learning outcomes achievement, assessment, and continuous improvement, e-learning strategies provide effective measures than can assist educators and educational administrators in the satisfaction of key objectives. Whether it is creating and incorporating simulations, building courses and curriculum, engaging in virtual team building, managing online programs, concept mapping, developing an electronic portfolio program, creating ac
Author(s): Buzzetto-More Nicole A.

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Selected Papers from the Kaleidoscope Convergence Workshop
To foster synergy between research on collaborative, mobile and inquiry learning and between different scientific and methodological perspectives (namely, educational design, psychology and computer science) and to strengthen the cohesion of the community, the Kaleidoscope network has decided to organise a “Convergence Workshop” in conjunction with the 2006 Contractors' General Assembly in Amsterdam, Dec. 4-6. The two fields of collaborative and inquiry learning have bee
Author(s): Hoppe Ulrich,Schoonenboom Judith,Sharples Mike,Was

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Geometry: dynamic intuition and theory
Geometry is a school subject, but also and primarily geometry is a mathematical domain. As mathematical educators we are interested in geometry from both perspectives, as well as we are interested in the relationship between them. First of all, geometry is a formalized theory, within the broader frame of mathematical theories. Actually, geometry pervades (permeates) a large part of mathematics, even some of its very recent developments, influencing and affecting both their origin and their evolu
Author(s): Mariotti Maria Alessandra

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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
Author(s): Paiva Ana,Alexandre Isabel Machado,Dettori Giulian

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Ontology based user modeling for personalization of grid learning services
The paper shows how semantic grid learning services will support a user-centered, personalized, contextualized and experiential based approach for ubiquitous learning. In order to allow personalized learning processes, we need to study and define methodologies for representing, through adequate knowledge structures, such as ontologies, both the area (the learning context) and the learner. In this paper we will focus on the role of personalized ontologies for a new generation of intelligent serv
Author(s): Gouardères Guy,Conté Emilie,Mansour Saber,Razmer

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Scénariser l'enseignement et l'apprentissage : une nouvelle compétence pour le praticien?
27 research papers about using scenarios for computer based learning environments,Workshop proceeding
Author(s): Pernin Jean-Philippe,Godinet Hélène

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