Web Based Catalogue of Online Experiments
A knowledge base of online experiments was built. It is a kind of catalogue describing online experiments used for educational purposes. Metadata for describing this special kind of learning resources and analysis of experiments available in the catalogue (both virtual and remote) are presented in this paper. Examples of online lab experiments and exercises are developed by different European universities are also described.,Research report of the ProLearn Network of Excellence (IST 507310), Del
The distributed developmental network - d2n: a social configuration to support design pattern genera
DiSessa et al. (2004) conducted a comparative study of how research teams design, develop and evaluate TEL software, in the context of component-based educational programming. They identified the issue of the social configuration of the production team as “a critical family of issues that are easily marginalized” (p.117). These social configurations are loosely equivalent to what Activity Theorists refer to as the rules and division of labour (Engeström, 1987) in the activity system of TEL pr
The framework for easy intelligent tutor programs creation
In this paper the framework for intelligent tutor programs creation is described. It separates the logical part of tutor program and technical parts like user interface, database connectivity, etc. The intelligent program is built in specially developed graphical tool by means of performing primitive actions to create task model as a graph with states and conditional transitions. So it may be composed by a teacher with base programming skills.
The IRIS Shell: "How to Build ITSs from Pedagogical and Design Requisites"
The goal we pursue in our research is to build a shell for helping human instructors to develop intelligent teaching-learning systems in a wide range of domains. We aim to provide a system where a previously defined architecture can be adapted automatically into a new tutor using a set of instructor-generated requirements. Trying to provide a sound basis for this tool, we use a theory of instruction that integrates cognitive processes, instructional events and instructional actions within a thre
A Programming by Demonstration Authoring Tool
for Model-Tracing Tutors
Model-tracing tutors have consistently been among the most effective class of intelligent learning environments. Across a number of empirical studies, these tutors have shown students can learn the tutored domain better or in a shorter amount of time than traditionally taught students (Anderson et al., 1990). Unfortunately, the creation of these tutors, particularly the production system component, is a time-intensive task, requiring knowledge that lies outside the tutored domain. This outside k
Elaborating new arguments through a CSCL scenario
The CSCL community faces two main challenges with respect to learning and argumentation. The scientific challenge is to understand how argumentation produces learning, that is to discover which cognitive mechanisms, triggered by argumentative interactions, generate new knowledge and in which conditions. The engineering challenge is to determine how to trigger productive argumentation among students. These two challenges are often investigated in parallel, but this contribution focuses on the lat
Towards Web 2.0 Schools: Rethinking the Teachers Professional Development
This paper aims at analyzing the Web 2.0 based distance education in the K-12 schools as an emerging phenomenon that catalyzes a new educational reform all over the world. Some pre-Web 2.0 best practice examples are analyzed in order to draw the main findings in the paper. The teacherÂ’s professional qualification designed to meet the new challenges is considered as a key problem for a successful penetration of this phenomenon in the schools. It is emphasized on the importance of designing a lif
Designing integrative scripts
Scripts structure the collaborative learning process by constraining interactions, defining a sequence of activities and specifying individual roles. Scripts aim at increasing the probability that collaboration triggers knowledge generative interactions such as conflict resolution, explanation or mutual regulation. Integrative scripts are not bound to collaboration in small groups but include individual activities and class-wide activities. These pre- and poststructuring activities form the dida
Mechanisms of common ground in case-based web-discussions in teacher education
Previous studies suggest that before the participants in Web-based conferencing can reach deeper level interaction and learning, they have to gain an adequate level of common ground in terms of shared mutual understanding, knowledge, beliefs, assumptions, and presuppositions (Clark & Schaefer, 1989; Dillenbourg, 1999). In this paper, the main purpose is to explore how participants establish and maintain common ground in order to reach deeper level interaction in case-based Web-discussions. The s
Benefits of Virtual Characters in Computer Based Learning Environments: Claims and Evidence
Pedagogical theory of today gives high priority to social components of learning. Within the field of computer supported learning there are many attempts to acknowledge this. One approach involves the addition of virtual characters to electronic learning environments. Such character enhanced systems are the focus of the present article. Firstly, a systematic overview is given of pedagogical benefits that have been proposed in the literature regarding character enhancement of electronic learning
Flexible navigation for the pedagogical hypermedia design and evaluation improvement
We are working on a method, called CEPIAH, for the design and the evaluation of pedagogical hypermedia. We propose a web based system used to help teachers to design hypermedia documents and to evaluate their prototypes. Having already elaborated a methodology for the evaluation of interactive pedagogical hypermedia (EMPI), the experience and the acknowledgement we have is able to upgrade the design help. To help the designer in his instructional Web site creation we developed an interactive gui
Détermination automatique des théorèmes-en-acte des élèves en algèbre. Le cas des équations e
Dans cet article, nous sommes intéressés à la détermination automatique de théorèmes-en-acte en algèbre. Ces théorèmes-en-acte ont été construits de façon abstraite, puis nous avons cherché à automatiser le mécanisme de leur diagnostic. Pour cela, nous avons utilisé le logiciel Aplusix comme support des productions des élèves qui permet d'enregistrer toutes les actions des élèves. Une base de règles correctes et erronées a été mise en place et un interpréteur de règles
Les avis individuels sont-ils pris en compte lors d'une activité collaborative à distance ? Quels
Cet article a pour objectif de mettre en évidence de quelle manière les avis individuels sont pris en considération lors d'une activité collaborative. Nous nous attacherons à vérifier tout d'abord dans quelle mesure les avis individuels des 96 sujets de notre échantillon se modifient ou non selon la modalité de travail collaboratif (modalités de constitution de la paire, consignes collaboratives visant ou non au consensus) à laquelle ils sont confrontés (question de recherche 1). Ensu
Simulateur de comportements d'apprenants dans le cadre de jeux d'entreprise
Les jeux d'entreprises constituent une formation pertinente pour la formation initiale et continue d'ingénieurs. Ils ont l'avantage d'offrir une grande liberté d'action et d'intervention aux apprenants. Cependant, le nombre de chemins possibles étant important dans de tels jeux, il n'est pas évident de proposer du premier coup la bonne structure de jeu et de définir les paramètres optimums pour atteindre les objectifs pédagogiques. Actuellement, cette mise au point se fait grâce aux reto
CARRRE : un modèle de caring pour le support aux communautés d'apprentissage
Nous présentons un cas de formation à distance à l'Université de Central Floride regroupant 1200 étudiants chaque semestre. Après une étude exploratoire auprès des apprenants et des enseignants, nous nous interrogeons sur l'efficacité des EIAH dit « socialement prescriptifs ». Malgré des règles précises, les apprenants quittent l'environnement de la formation et se regroupent sous forme de communautés d'apprentissage efficaces. Après avoir exploré les différentes théories dis
Pour une didactique du référencement Apprentissage et enseignement sur des espaces de communicati
L'introduction de plus en plus généralisée des nouvelles technologies dans tous les niveaux de la vie en société entraîne des modifications profondes dans la production et le transfert des connaissances. Constatant le flux souvent chaotique et labile des savoirs à travers l'Internet, cet article s'interroge d'un point de vue didactique sur la problématique de l'apprentissage et de l'enseignement du référencement sur Internet. Une enquête, auprès d'un public de référenceurs sur leur
A student-designed, remote-controlled experiment in chemistry
One of the specificity of the experimental sciences courses (i.e. biology, chemistry, physics) is the need for the students to interact with both the domain of real objects and observable things and the domain of ideas. In distance education, ideas are easily transmitted through classic media. The laboratory work, which specifically deals with the objects and the observable things, has been transposed in distance education following two ways: the use of simulations and the use of remote-controll
Making sens: science education networks of sensors
A small group of leaders from research, industry, and education convened in a one-day workshop at Stanford's Center for Innovations in Learning (SCIL) to brainstorm on the use of data probes, sensors, and communication technologies in the development of innovative science education curricula. This report documents the results of a morning brainstorm and afternoon group exercises developing educational scenarios for which sensor networks would be powerful in enhancing learning content and promoti
Cognitive Technologies for Writing
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TELMA Cross Experiment Guidelines
This document contains the guidelines developed by members of TELMA as a means for planning, conducting, and analysing a cross experiment aimed at contributing to the construction of a shared research perspective among TELMA teams . This is the product of the PhD students and young researchers that brought forward the whole activity. The actual experimental phase was proceeded by a reflective phase in which an agreement was achieved on what research questions to address during the experiment. O
