Providing feedback in web-based learning
In distance learning supported by LMS, it is extremely important to provide automated or partially automated feedback about learning outcomes to students as well as feedback about the efficiency and quality of teaching and learning to teachers and to management of the institution that provides web-based learning courses. In this article, we present the solutions implemented in the LMS eCampus that are theoretically grounded and have been proved in praxis.
Motor-Manipulatory Behaviours and Learning: an Observational Study
In this paper we investigated the role of motor-manipulatory behaviour in the learning modalities of thirty-five primary school children interacting with a Lego MindStorms kit. In particular, by means of an observational taxonomy of childrens behaviour, we analysed the video records of two observational sessions regarding the learning activities during the building of a small robot. Our results demonstrated that motormanipulatory behaviours are strictly linked to cognitive processes, and that
Transforming classroom teaching & learning through technology: Analysis of a case study
The paper discusses the results of a research project based on the field testing of a course aimed at developing arithmetic problem solving skills in primary school pupils. The course was designed to incorporate e-learning techniques, including the use of ARI@ITALES authoring tools. These tools allowed the integration in the course of constructivist activities based on interaction with a set of different microworlds. The aims of the project were twofold: to analyse how the adopted approach and t
Developing an Architecture of Participation
This paper focuses on work undertaken through the European Commission funded Bazaar project to establish a community of practice for researchers and practitioners in open source software and open content. The paper considers the use of social software to support such a communitty of practice. It consiers some of the theories and ideas behind supporting communities before going on to outline the design of an Architecture of Participation.
Supporting Technology-enhanced Learning through Semi-automatic Detection and Management of Skill and
A paradigm shift from a knowledge to a competence society is going on, which also becomes increasingly important for educational and vocational training purposes. Skills and competences are employed to describe learning content, students capabilities, learning processes, and the like. Creating descriptions of skills and competences and assigning them manually is usually an exhausting task. Thus technology-enhanced support is needed. This paper presents a solution approach which enables both th
Towards a multidimensional model for learning objects and learners
This paper presents a multi-dimensional learning style model and a system specification to automatically generate adaptive courses using the aspect oriented technique.
Internationalizing the Curriculum: Champlain College and the Global Module Project
Champlain College, a leader in both online and international education, uses the Internet to create Global Modules that link the students and faculty at two or three international educational institutions for shared online readings, discussion and teamwork. Students at Champlain have used the Global Modules format to discuss womens issues with students in the U.A.E., terrorism with Jordanian students, globalization with Indian students, the peace movement with Austrian students and the Lebanon
The Global Life Long Learning Communities (GL3C) Project
In our opinion learning is moving from pushing content to an individual into the integration of formal & informal learning, just in time help and coaching, and is highly adaptive. There is a way to improve how people, organizations, and institutions are learning and working together. Therefore the Global Learning Institute and RSM Erasmus University launched the Global Life Long Learning Communities (GL3C) project and invites you to join. We started this project by first determining the cause as
An adaptive learning environment in DICE system with TDD model
We introduce an adaptive learning environment named DALM (DICE adaptive learning model) based on DICE test-driven development (TDD) model that was implemented in a parse-tree based automatic on-line grader. In our opinion, there are three variables in DALM. The individual differences (I) classify the learners into several groups. The training method (T) that equivalent to TDD model in DICE can be controlled by DICE system. The learning outcome (O) presents the learning performance of learners wi
Implementing Blended Learning for 1000 Mechanical Engineering Students
The module Techniques of Programming of the RWTH Aachen University is one of five case studies within the EU funded project Blend-XL Finding a Balance in Blended Learning with eXtra Large Students Groups. During the project the module changed from a face-to-face module into a blended learning one. Therefore a blended learning concept has been developed which includes a special virtual learning environment. With the help of the blended learning concept the main problem areas of this module, th
Mixed Reality Environment for Web-Based Laboratory Interactive Learning
This paper presents a web-based laboratory for distance learners by incorporating simulation and hardware implementation into web-based e-learning systems. It presents a development consisting of laboratory course through internet based on mixed reality technique to setup, run and manipulate set of experiments. Each experiment has been designed in a way that allows the learner to manipulate the components and check if it works properly in order to achieve the experiment objective. The proposed l
The E-Learning Glossary contains over a thousand specialized terms in French and English. These terms designate three sets of conceptual clusters. The first set covers educational practices, such as structure and delivery of knowledge, curriculum design, use of pedagogical tools, learning and teaching strategies. The second set deals with the players, namely learners, teachers, teachersâ aids, service providers, content designers and developers. The third set covers the ways and means by wh
Self-regulated Learning in Technology Enhanced Learning Environments: A European Review
The study was carried out in the KALEIDOSCOPE seed project "Self-regulated Learning in Technology Enhanced Learning Environments" and reports the results of desktop studies carried out by KALEIDOSCOPE members from eight European countries.,Research report
Can Language and Culture Go Hand in Hand?
Cross- Linguistic Influence in the L2 Acquisition Process
Can Language and Culture go Hand in Hand? Using examples of Japanese as L1 and English as L2, we seek to demonstrate how transfer and interference from ones native language can impact expression in a language being acquired. We make some suggestions as to how to tackle transfer and interference, and briefly discuss the potential of further research to this effect in CALL.
Surmonter linterférence culturelle et linguistique à laide de CALL
This research project aims to design a CALL system (Computer-Assisted Language Learning). The goal of the system is to help users overcome cross-linguistic difficulties, that is to say, transfer and interference stemming from a native language (L1) in the process of acquiring a second or foreign language (L2). It is built following an ontological engineering methodology, which is well-known in the artificial intelligence community. In this article, we describe what is cross-linguistic influence,
Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentati
It is usually assumed that successful problem solving in knowledge-rich domains depends on the availability of abstract problem-type schemas whose acquisition can be supported by presenting students with worked examples. Conventionally designed worked examples often focus on information that is related to the main components of problem-type schemas, namely on information related to problem-category membership, structural task features, and category-specific solution procedures. However, studying
When are powerful learning environments effective? The role of learner activities and of students
The goal of this chapter is to outline a theoretical and empirical perspective on how learners conceptions of educational technology might influence their learning activities and thereby determine the power of computer-based learning environments. Starting with an introduction to the concept of powerful learning environments we outline how recent developments in information and communication technologies might be used to implement these environments technologically. In the next step we refer t
Implementing the Challenge Based Learning in Classroom Scenarios
Our Challenge Based Learning (CBL) method can be described as a special form of problem-based learning, in which the problems are of realistic, open-ended nature. Additionally, CBL contains features of experiential and project-based learning approaches. CBL is supported by the provision of Digital Experimentation Toolkits (DExTs) which comprise materials, initial instructions, references to web resources and specific software tools. Within the COLDEX project, a number of remote sites which gener
Model-based Design of Activity Spaces for Collaborative Problem Solving and Learning
It is investigated how the design of external representations, namely, concept maps, can be based on a simulation model, how model-based concept maps can be utilized in an instructional and collaborative problem solving setting and how they can be taken advantage of in a computerized environment for collaborative problem solving and learning. With respect to the first goal, we made use of a cognitive simulation model to develop two instructional units. One unit teaches qualitative aspects of cla
Analysis Methods for Collaborative Models and Activities
A classification of analysis methods for CSCL systems is presented which uses as one dimension the distinction into summary analysis and structural analysis and as another distinction different types of raw data: either user actions or state descriptions. The Cool Modes environment for collaborative modeling enables us to explore the whole spectrum of analysis methods. Action logging is based on the MatchMaker communication server underlying Cool Modes. Example instances for several analysis met