Learning Objects 1: Theory, Praxis, Issues, and Trends
Learning Objects, Theory, Praxis, Issues, and Trends provides an in-depth look at how learning objects are changing teaching and learning today and how learning objects will play an important role in the development of 21st century education. Written by a set of educators and Information Scientists from across the globe, the book ties current theory to current practices and uses that perspective as a foundation to chart new directions in the theory and praxis of learning objects. While the book'
Literature Review of E-assessment
The authors of this review provide a compelling argument for the central role of assessment in shaping educational practice. They outline the challenges and opportunities posed by the changing global world around us, and the potential role of technologies in our assessment practices. Both optimistic and practical, the review summarises existing research and emergent practice, and provides a blueprint for thinking about the risks and potential that awaits us in this area.,A NESTA Futurelab Resear
Cognitive factors related to user involvement with computers and their effects upon learning from an
Cognitive theories proposed to explain the high motivation to use, and deep involvement with computers, often found in schoolchildren suggest three main factors. They are: desire in the user to control the computer; the user responds to a perceived challenge from the computer; and the user wishes to explore the complexity of the computer software. The paper describes an experiment using a specifically developed piece of software to investigate these factors and to assess their effects on involve
Taking teaching context into account for semantic annotation patterns
In this article, starting from MemoNote pattern functionalities enabling teacher to memorize semantic and personal annotations, our objective is to extend them with context-aware capabilities. MemoNote uses annotation patterns to deduce annotation semantics from the form chosen by the teacher. We specify the annotation context, its capture from elements of the teaching situation and we model it with ontologies. Annotation context model is then directly integrated into the previous pattern formal
An integrated perspective to approach technology in mathematics education
This paper concerns a research work developed in an European project. The aim of this work was to produce a document integrating the different theoretical frameworks employed by the project teams. The theoretical constructs of didactical functionalities, and experimental educational cycle, associated to an ICT tool, allowed us to analyse the roles played by technology in the considered set of theoretical frameworks. With this respect, we present examples concerning the theory of didactic situati
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.
Ambienti narrativi per l’apprendimento
Le storie sono una forma di comunicazione e rappresentazione molto diffusa e familiare, usata in ogni cultura a scopo sia ludico che formativo, e possono favorire l’apprendimento in modo naturale. A partire dai primi lavori sul valore educativo e formativo della narrativa sviluppati nell'ambito della psicologia cognitiva (in particolare gli
studi di J. Bruner degli anni ‘90), anche la ricerca sulle tecnologie didattiche ha iniziato a concentrare la sua attenzione sull’uso di forme narrativ
Report on NLP-based CALL Workshop
This deliverable is a report on the one-day workshop on NLP-based CALL that was
organized on 13 April 2006 by the JEIRP partners as a contribution to an increased
visibility of the project and the Kaleidoscope network. The workshop’s bilingual title
was:
“Integrating Natural Language Processing and Computer-Assisted Language
Learning: current status and future prospects”
“Traitement automatique des langues et Apprentissage des langues assisté par
ordinateur : quelles perspectives d'int
Interoperability framework for Assessment Authoring
Current paper presents a research in the area of e-learning interoperability, and more
concrete in assessment area. As first there is reviewed state-of-the-art in
specifications, managed by IMS consortium. Next there are discussed relations
between these specifications and rationale behind assessment specifications evolution.
Next is presented Assessment Interoperability Bus (AIB), as a skeleton for further
facilitation of presentation in assessments interoperability. As result there are present
Towards adaptable interaction analysis tools in CSCL
Interaction analysis has become a basic function in the field of
collaborative learning as a means for supporting evaluation processes. These
processes can benefit from the use of automatic or semi -automatic interaction
analysis tools . If these tools considered the different roles implied in the analysis
processes, this could permit to exploit the results of the analysis in function of who
is the user and what is his/her purpose. The experience of awareness systems in
CSCW that use roles to de
Knowledge management and learning in the organizational context
In the last decades, learning and knowledge have become key success factors for international competitiveness with the result that intangible and immaterial resources have overtaken physical and tangible assets in order of importance. The introduction of knowledge management (KM) practices and initiatives has provided companies with new opportunities to maximize the value of the knowledge they possess. It has helped as well to increase their capacity to learn and adapt quicker to the environment
ICTs and the South African Higher Education Landscape
This report is a mapping exercise, which describes and explores the landscape
of ICTs and higher education in South Africa since 2000. Broadly delineating the terrain, the focus is on teaching and learning within higher education. This study sets out to answer five questions:
1. How are ICTs understood and described by practitioners and researchers?
2. What policies and structures for ICTs exist nationally and institutionally?
3. What does the emerging domain of enquiry look like?
4. How do prac
Vers une approche déclarative pour les logiciels de dessins géométriques
Cet article est consacré à la conception d'un environnement
d'apprentissage de la géométrie orienté vers la manipulation directe de figures
géométriques. À travers deux exemples d'activités, proposées en classe, on distingue les
notions de construction géométriques, de spécification, et de manipulation directe. Dans
le cadre ainsi défini, nous présentons notre approche. Elle consiste à intégrer des
mécanismes et la méthodologie de l'intelligence artificielle dans un logic
Developing Interactive Learning Environments that can be used by all the classes having access to co
Our research team has developed and experimented software for the learning of algebra, named Aplusix, with the idea of being usable and useful for all the classes having access to computers, and of helping teachers to teach the curriculum. In this paper, we list 19 principles that we consider relevant to this goal and we briefly describe the Aplusix system. This system is distributed in France since early 2005 and will be distributed in many countries from 2006. It has proven to be efficient (st
Interdisciplinary approach for the design of a learning environment
This paper presents our interdisciplinary approach for the design of a technology-based learning environment for orthopaedic surgery. We present how the didactical analysis of teaching and learning in workplace gives a framework to build the computational representation of knowledge. This analysis is shown within the context of the apprenticeship of concepts of anatomy and orthopaedic surgery.
Investigating multimodal interactions for the design of learning environments: a case study in scien
This thesis focuses on multimodal interactions for the design of a learning environment.
The process of designing such systems involves studying the benefits of multimodal
interactions in learning. Therefore, it analyses the structure of the interactive space
between the learner and the content to be learnt, and introduces and tests a framework
to structure it. It proposes that multimodal interactions can encourage rhythmic cycles of
engagement and reflection that enhance learners’ meaning con
Approche auteur pour les Situations Actives d'Apprentissage : Scénarios, Suivi et Ingénierie
Not available,Mémoire d'Habilitation à Diriger des Recherches, spécialité informatique, Université Joseph Fourier – Grenoble 1, Laboratoire CLIPS- IMAG, Grenoble, 22 Octobre 2005
Using computers to learn logic: undergraduates' experiences
Learning formal logic can be difficult for many students. This paper describes some ongoing research into a computer program designed to help computer science undergraduates learn the natural deduction style of formal reasoning. Data collection methods included observation and videotaping of workshops, interviews, written tests, surveys, and logging of program usage. The paper focuses on students' experiences using the program to assist proof construction. It was found that videotaping students
De Waarde van GrassRoots. Eindrapport GrassRoots Evaluatieonderzoek
Not available,Sligte, H.W., Simons, P.R.J., Kral, M., van den Berg, E. (2005). De Waarde van GrassRoots. Eindrapport GrassRoots Evaluatieonderzoek. [The value of Grassroots. Final report GrassRoots evaluation]. Amsterdam: SCO-Kohnstamm Instituut.
Off-Task Behavior in the Cognitive Tutor Classroom: When Students "Game The System".
We investigate the prevalence and learning impact of different types of off-task behavior in classrooms where students are using intelligent tutoring software. We find that within the classrooms studied, no other type of off-task behavior is associated nearly so strongly with reduced learning as "gaming the system": behavior aimed at obtaining correct answers and advancing within the tutoring curriculum by systematically taking advantage of regularities in the software's feedback and help. A stu
