Kid Meteorologist
ZOOM guest Amy wants to be a meteorologist and volunteers at a weather observatory. In this adapted video segment, she shows us instruments used to predict the weather and describes how air pressure affects weather patterns.
Combining qualitative evaluation and social network analysis for the study of classroom social inter
Studying and evaluating real experiences that promote active and collaborative learning is a crucial field in CSCL. Major issues that remain unsolved deal with the merging of qualitative and quantitative methods and data, especially in educational settings that involve both physical and computer-supported collaboration.
In this paper we present a mixed evaluation method that combines traditional sources of data with computer logs, and integrates quantitative statistics, qualitative data analysis
The Grid
The class forms a “Presidential Task Force” for a week, empowered by the president to find answers and make recommendations concerning the future of the national power grid. Task force members conduct daily debriefings with their research team and prepare a report and presentation of their findings for the president, using an actual policy document as a guide. Although this activity is geared towards fifth-grade and older students and Internet research capabilities are required, some portion
Negotiation of Spatial Configurations in Collaborative Virtual Environments
In the last decades a new culture of childhood has been emerging that redefines the relations between children and their social environment. Instead of seeing children as passive actors in the society where they live, children are regarded as social actors capable of supplying their own personal and active contribution to social life. This approach includes involving children in the planning of physical spaces as well as in social and cultural interventions in their society.
One particular field
Integrative theoretical framework
not available,Remath deliverable - report number D1- 61 pages
Hiding and showing construction elements in a dynamic geometry software: a focusing process
This paper draws on a study investigating the use dynamic geometry software in the context of open geometry problems requiring conjecturing and proving at secondary school level. After setting the context and main result of the study, the paper will focus in particular on the analysis of the hide/show tool available in Cabri. The way students exploit the possibility of hiding and showing the construction elements of a configuration at stake was revealed to play a fundamental role in the developm
Hiding and showing construction elements in a dynamic geometry software: a focusing process
This paper draws on a study investigating the use dynamic geometry software in the context of open geometry problems requiring conjecturing and proving at secondary school level. After setting the context and main result of the study, the paper will focus in particular on the analysis of the hide/show tool available in Cabri. The way students exploit the possibility of hiding and showing the construction elements of a configuration at stake was revealed to play a fundamental role in the developm
Software didattico e difficoltà in matematica
Considerazioni sulluso di software didattico
come ausilio per osservare e comprendere
le difficoltà di apprendimento nellarea logico-matematica
Reflections on the use of educational software as support to observe and understand learning difficulties in the logical-mathematical area.
Using and modeling context with ontology in
e-learning: the case of teacher’s personal annotation
This article aims at defining a context ontology of teacher’s personal annotation, in order to use it in a context-aware annotation tool “MemoNote”. Starting from a general definition of the context and its application to teacher’s annotation, we define the uses of active and passive contexts in MemoNote (annotation ontologies selection, annotation memorization, pattern definition and selection). We then develop completely teacher’s annotation context annotation ontology using the clas
Informations- og kommunikationsteknologi i gymnasiet - i et læringsperspektiv.
This thesis deals with the integration of Information Technology (IT) in the upper secondary school, seen in a learning perspective. The object of the thesis is to understand the developmental dynamics of IT, peda-gogy and learning, and how IT can facilitate qualitative changes in the upper secondary school. This is examined through the construction of a theoretical outlook, and through analysis of an empirical investigation.,Master thesis also published online in the online Journal Impact
Semantic Annotation Tools for Learning Material
This paper aims at providing the specification for semantic annota-tion tools for e-learning. From the specific requirements of annotating learning material, we categorize and evaluate the existing annotation tools, mainly gen-eral purpose ones. We illustrate two research prototypes of annotation tools we developed, and evaluate to what extend the specific requirements of annotating learning material are reached by these research prototypes.
Uncertainty-reducing cooperation scripts in online learning environments
Online learning courses can create new interaction situations for participants who have not previously worked with each other. Initially, there is some degree of uncertainty between participants in these interaction situations. According to the uncertainty reduction theory, low uncertainty increases theamount of discourse and decreases information seeking. Thus, uncertainty may influence online discourseand learning. However, the relation of uncertainty reduction to learning outcomes has not yet
CMC environments supporting self-regulated learning
This paper focuses on the relationship between online collaborative environments and the development of Self-Regulated Learning (SRL) abilities. To investigate the support provided to SRL by Technology Enhanced Learning Environments (TELE), the TELEPEERS European Project has developed an evaluation tool whose structure derives from previous research on SRL. This tool was employed to analyse an online course for trainee teachers based on a configuration of a commercial Computer Mediated Communica
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
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
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
What makes the subject matter matter? Contrasting probeware with Graphs & Tracks
Previous research has established probeware as an effective tool in science instruction. Less is known, however, about the reasons for its success. In this study, we investigate this issue further by contrasting the use of probeware with the use of a simulation called Graphs & Tracks. By carrying out an in-depth analysis of pre-service teachers interaction, we want to demonstrate that the two environments despite many structural similarities afforded different contexts for learning. When
Learning design based on graphical knowledge-modeling
This chapter states and explains that a Learning Design is the result of a knowledge engineering process
where knowledge and competencies, learning design and delivery models are constructed in an integrated
framework. We present a general graphic al language and a knowledge editor that has been adapted to
support the construction of learning designs compliant with the IMS-LD specification. We situate LD
within a taxonomy of knowledge models , namely the multi-actor collaborative system. We move
Supporting teachers when diagnosing their students in algebra
In this paper we will describe our current work on the Lingot project. We
will focus on the description of a software called « Pépite », the objective of which is
to help teachers diagnose their students' algebra competencies. Then we will show
how different uses of Pepite by teachers lead us to define several types of diagnosis in
order to fit better various users' needs.
Literacy practices as resources for learning: issues of identity, multimodality and fluidity
The current phase of the project focuses on 32 courses and four students on each of those courses in a range of curriculum areas in four Further Education colleges. Our aim in this phase is to research the interface between the literacy practices which might lead students to success on these courses, and the literacy practices in other domains of their lives.
We will focus on four key aspects of the conceptual framework which underlies the research:
1. The concept of ‘literacy practices’,
