Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 970 971 972 19427 result(s) returned

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.
Author(s): Bele Julija Lapuh,Rugelj Jože

License information
Related content

Rights not set

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 children’s 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
Author(s): Bilotta Eleonora,Gabriele Lorella,Servidio Rocco,T

License information
Related content

Rights not set

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
Author(s): Bottino Rosa Maria,Robotti Elisabetta

License information
Related content

Rights not set

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.
Author(s): Attwell Graham,Elferink Raymond

License information
Related content

Rights not set

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
Author(s): Nussbaumer Alexander,Gütl Christian,Albert Dietri

License information
Related content

Rights not set

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.
Author(s): Elferchichi Anis,Ben Alaya Noura,Ben Ahmed Mohamed

License information
Related content

Rights not set

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 women’s 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
Author(s): Scudder Gary Evans Jr.,Vincent Jennifer A.

License information
Related content

Rights not set

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
Author(s): Castelein Folkert,Ratna Vivek

License information
Related content

Rights not set

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
Author(s): Chien Li-Ren,Buehrer Daniel J.,Yang Chin Yi

License information
Related content

Rights not set

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
Author(s): Hermanns Annette,Gramatke Arno,Henning Klaus

License information
Related content

Rights not set

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
Author(s): Saleem Ashraf,Al-Aubidy Kasim

License information
Related content

Rights not set

E-Learning Glossary
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, teachers’ aids, service providers, content designers and developers. The third set covers the ways and means by wh
Author(s): Pavel Silvia

License information
Related content

Rights not set

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
Author(s): Bartolomé Antonio,Beishuizen Jos,Carneiro Roberto

License information
Related content

Rights not set

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 one’s 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.
Author(s): Allard Daniele,Mizoguchi Riichiro,Bourdeau Jacquel

License information
Related content

Rights not set

Surmonter l’interférence culturelle et linguistique à l’aide 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,
Author(s): Allard Daniele,Mizoguchi Riichiro,Bourdeau Jacquel

License information
Related content

Rights not set

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
Author(s): Gerjets Peter,Scheiter Katharina,Catrambone Richar

License information
Related content

Rights not set

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
Author(s): Gerjets Peter,Hesse Friedrich

License information
Related content

Rights not set

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
Author(s): Baloian Nelson,Breuer Henning,Hoeksema Kay,Hoppe U

License information
Related content

Rights not set

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
Author(s): Ploetzner Rolf,Hoppe Ulrich,Fehse Eric,Nolte Chris

License information
Related content

Rights not set

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
Author(s): Gaßner Katrin,Jansen Marc,Harrer Andreas,Herrmann

License information
Related content

Rights not set

Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 970 971 972