Some "Lessons Learned" on Social Software for Professional Learning
This deliverable's Conclusion lists some lessons learnt regarding the use of social software for professional learning. The conclusion is based upon experiences and insights reported by PROLEARN members, and also the following three recent items: A report about a workshop conducted at the European conference on Computer-Supported Cooperative Work in Limerick, Ireland tackling the gap between CSCW and Social Software; a report about a track at the Professional Training Facts in Stuttgart, Germany
Students Learning Experience in the Integrated Information Literacy Course Constructed in Virtual Le
The paper examines the impact of ICT on students learning experiences and opportunities offered by virtual learning environment as an integral part of traditional learning environment in the experimental course ``Integration of information literacy skills into ESP programme'' at Mykolas Romeris University (Lithuania). The experiment aimed at developing students' information literacy and social skills as the means for enhancement of learning with a particular attention towards foreign language co
Collaborative Writing in a Computer-integrated Classroom for Early Learning
This paper describes a collaborative experiment with a special software application supporting the acquisition of initial reading and writing skills embedded in a computer-integrated environment for young children. The NIMIS project has set up three Computer-integrated Classrooms across Europe with appropriate "roomware" environments, i.e. furniture, hardware and software to support early learning. Here, we present a collaborative writing task facilitated by a shared workspace system, that has b
Providing Efficient Event Information Management to CSCL Applications
This work aims to explore the importance of carrying out an efficient management of the event information generated from CSCL applications during the collaborative learning process. The achievement of this task first involves the design of a conceptual model of collaborative learning interaction that captures and distinguishes several high-level collaborative learning processes, which in turns leads to a computational model. To achieve that, we first define the main types of event information ge
Decentralized Service Deployment for Collaborative Environments
In this paper we present the design of a system which allows service deployment in a small-sized group of computers distributed through the Internet. These groups are formed by users who share a common interest, and voluntarily yield their own resources for the achievement of the collaborative activities of the group. Having enough resources contributed by the members of the group, our system guarantees service availability and the fact that the deployment and execution of the services is carrie
Bridging the Gap Between Empirical Data on Open-Ended Tutorial Interactions and Computational Models
In this paper we present an approach to using empirical data on human teacher-learner interactions to guide the development of a pedagogical agent for supporting musical composition learning. Our approach to bridging the gap between tutorial interaction analysis and computational models, intended for use in learning support systems, is a new one. We support our claim by pointing out that most of the previous work in the area of using human tutors as models has been conducted in domains that are
How to scaffold the students to design experimental procedures? A situation experienced by 108 high-
This paper presents a proposition to improve the construction of concepts when doing experimental activities, and, in fact, to improve the construction of sense in experimental activities. This research involved 108, 17-18 year old students designing an experimental procedure for palaeontology learning. We first developed an analyse of the expert procedure and second, we realised a teaching sequence in which students were led to design an experimental procedure to measure the facial angle of a c
A Framework to Analyze Argumentative Knowledge Construction in Computer-Supported Collaborative Lear
Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts. In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes
Informaticiens et didacticiens peuvent-ils
travailler ensemble ?
Au cours du développement de l’EIAH APLUSIX, il y a eu de nombreuses occasions d’un travail partagé entre informaticiens et didacticiens. Quelques-unes sont décrites succinctement, illustrant différentes formes de collaborations selon des schémas producteur consommateur.
Lors de la mise en place de patrons d’exercices et d’une carte de tests, une coopération plus approfondie a été possible, tout en respectant les disciplines de chacun.
Cette mise en place de patrons dÂ’exercices et d
A comparison of preferred learning styles, approaches and methods between information science and co
In recent years the two disciplines of Information and Library Studies and Computing Science have drawn closer together to the extent that now there are several Universities where they are combined in a single school of Information and Computing Science or Informatics. Currently, a single Higher Education Academy Subject Centre serves the two disciplines. However, there are marked differences between the disciplines observable immediately in the gender balance of their respective undergraduate c
Harehills Lane and Buller Grove, telephone box
1st July 1936. Telephone box at the junction of Buller Grove and Harehills Lane, with houses in the background.
Foundry Lane junction with Harehills Lane
26th September 1935
Harehills Lane, number 369 British and Argentine Meat Co. Ltd, butcher. Number 371 Leslie Thompson, baker. Number 373 Harry Smith, grocer. Number 375 Harry Symmonds, pawnbroker. Smith's has a blind over the window and a sign for Tetley's beers.
William James Samford Home, Opelika, Alabama
This image is a black and white photograph of the home of William James Samford, 31st Governor of Alabama. Handwritten message (on back) addressed to Mrs. [Caroline] Draughon dated February 21, 1955.
Prince Madoc Memorial Marker, Fort Morgan, Mobile, Alabama
This image is a colorized picture of the Prince Madoc Memorial Marker, at Fort Morgan, near Mobile, Alabama. Prince Madoc was a Welsh explorer who landed on the shores of Mobile Bay in 1170 and taught the Indians there the Welsh language. Postcard text: (back) Genuine Curteich-Chicago "C.T. art-colortone" post card; (handwritten) ETV Field Trip, Fort Gaines in school series, 1958.
Challenges in Changing the Face of a City
This lesson is designed to explore the complex challenges Oakland's Mayor Jerry Brown faces as he attempts to bring change to the city of Oakland. Key issues include housing, poverty, gentrification, politics and business development.
Roadside Attractions
A lesson in which students examine five examples of roadside architecture built in the 1920s and 30s to catch the eye of passing motorists. They include the Teapot Dome Service Station, the Big Duck poultry store, and the Benewah Milk Bottle.
Exploration and Explorers
This site looks at Europe's view of North America before and after Columbus, Martin Waldseemuller's 1507 map of the world, Diego Gutierrez's 1562 map of America, Spanish and Portuguese encounters in America, the Dutch in America, exploration and settlement of America from British and American points of view, Lewis and Clark, Henry Hudson, Jacques Cartier, and early images of the U.S.
International Relations in a Post-Hegemonic Age
The academic study of International Relations has, since since its emergence after World War I, sought to combine the development of theoretical frameworks with an engagement, of greater or lesser immediacy, with the changing course of international events. Empire, World War, Cold War and post-1991 US hegemony have all been objects of its concern. Today, oscillating at times uneasily between the enticements of abstraction, and the rush of actuality, the discipline faces a major opportunity, to p
Art in Wichita: instruction, collection and innovation
Art instruction, renowned collections and contemporary innovation represent the various offerings of Wichita’s primary visual art centers: the Wichita Center for the Arts, the Wichita Art Museum, and the Edwin A. Ulrich Museum of Art. Through their separate programs and objectives, these three institutions contribute to the city’s cultural vitality and make it more than just another dot on the map. Without the foresight of a number of her citizens, Wichita’s cultural climate would have rem
