When less is sometimes more: Optimal learning conditions are required for schema acquisition from mu
While it is usually claimed that multiple examples for the illustration of problem categories are a necessary prerequisite for schema acquisition, there is a lack of conclusive empirical evidence supporting this claim. Moreover, there are findings indicating that carefully designed one-example conditions may allow for profitable processes of example comparison as well. In line with this reasoning, we present an experiment – that builds up on a series of studies conducted by Quilici and Mayer (1
Author(s): Scheiter Katharina,Gerjets Peter

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Cognitive tools for discovery learning
Cognitive tools, defined here as instruments that support or perform cognitive processes for learners in order to support learning, can bridge the difference between open learning environments, like discovery learning environments and traditional supportive instructional environments. This article discusses a definition of the concept of cognitive tool and its use in learning. Two examples of cognitive tools for discovery environments are presented, and it is made clear how these tools can serve
Author(s): Van Joolingen Wouter

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Towards Web 2.0 Schools: Rethinking the Teachers Professional Development
This paper aims at analyzing the Web 2.0 based distance education in the K-12 schools as an emerging phenomenon that catalyzes a new educational reform all over the world. Some pre-Web 2.0 best practice examples are analyzed in order to draw the main findings in the paper. The teacher’s professional qualification designed to meet the new challenges is considered as a key problem for a successful penetration of this phenomenon in the schools. It is emphasized on the importance of designing a lif
Author(s): Nikolov Roumen

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Challenges of implementing CSCL designs in the Greek classrooms
not available,Paper presented at the 10th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), 2003, Padova, Italy.
Author(s): Kollias Vassilis,Mamalougos Nectarios,Vamvakoussi

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Computer support for collaborative learning: foundations for a CSCL community
Proceedings of CSCL 2002 Boulder, Colorado, USA January 7-11, 2002
Author(s): Stahl Gerry

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A Framework for Assessing Self, Peer and Group Performance in e-Learning
In this chapter we propose a framework that supports the analysis and assessment of collaborative learning of online groups of students working on a complex task (software project, or case study) in a real web-based, distance learning context. On the one hand, our approach is based on principled evaluation criteria that involve and measure a variety of elements and factors as well as on a combination of a basic qualitative process and a quantitative method that provide a grounded and holistic fr
Author(s): Daradoumis Thanasis,Xhafa Fatos,Juan Perez A.

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Enabling Efficient Real Time User Modeling in On-line Campus
User modelling in on-line distance learning is an important research field focusing on two important aspects: describing and predicting students’ actions and intentions as well as adapting the learning process to students’ features, habits, interests, preferences, and so on. The aim is to greatly stimulate and improve the learning experience. In this context, user modeling implies a constant processing and analysis of user interaction data during long-term learning activities, which produces l
Author(s): Caballé Santi,Xhafa Fatos,Daradoumis Thanasis,Fer

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Collaboration Activity Function: An interaction analysis’ tool for Computer Supported Collaborative
During the last years, an increased interest has been observed on tools analyzing collaborative interactions that could be useful for researchers, teachers, or even students. The paper presents such a tool, based on the formally defined collaborative activity function (CAF). The empirical evaluation of CAF is also presented. The evaluation is focused on teachers using CAF during and after sessions of synchronous collaborative problem solving among students.
Author(s): Fessakis George,Petrou Argyroula,Dimitracopoulou A

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Enabling Students to Construct Theories of Collaborative Inquiry and Reflective Learning: Computer S
To develop lifelong learning skills, we argue that students need to learn how to learn via inquiry and understand the sociocognitive and metacognitive processes that are involved. We illustrate how software could play a central role in enabling students to develop such expertise. Our hypothesis is that sociocognitive systems, such as those needed for collaborative inquiry and reflective learning, can best be understood as a community of interacting agents, who each have expertise in accomplishin
Author(s): White Barbara Y.,Shimoda Todd A.,Frederiksen John

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Verbal and Nonverbal communication in computer mediated settings
The paper discusses the verbal and nonverbal communication during a video-recorded meeting between two physically separate teams as part of a 9 month multi-site construction project. In the extract analysed here, the team which was video-recorded contained three members and the project coordinator, whereas the remote team contained a single individual. Communication between the two teams was by means of telephone and shared computer meeting system. The video-recorded team used nonverbal communic
Author(s): Rosenberg Duska,Sillince John A.A.

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ActiveMath: A Generic and Adaptive Web-Based Learning Environment
ActiveMath is a generic web-based learning system that dynamically generates interactive (mathematical) courses adapted to the student's goals, preferences, capabilities, and knowledge. The content is presented in a semantic XML-based format. For each user, the appropriate content is retrieved from a knowledge base and the course is generated individually according to pedagogical rules. Then the course is presented to the user via a standard web-browser. One of the exceptional features of Active
Author(s): Melis Erica,Andres Eric,Budenbender Jochen,Frischa

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Simulating Human Tutor Dialog Moves in AutoTutor
This purpose of this paper is to show how prevalent features of successful human tutoring interactions can be integrated into a pedagogical agent, AutoTutor. AutoTutor is a fully automated computer tutor that responds to learner input by simulating the dialog moves of effective, normal human tutors. AutoTutorâs delivery of dialog moves is organized within a 5-step framework that is unique to normal human tutoring interactions. We assessed AutoTutorâs performance as an effective tutor and conve
Author(s): Person Natalie K.,Graesser Arthur C.,Kreuz Roger J

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Adaptive and Intelligent Web-based Educational Systems
daptive and intelligent Web-based educational systems (AIWBES) provide an alternative to the traditional “just-put-it-on-the-Web” approach in the development of Web-based educational courseware (Brusilovsky & Miller, 2001). AIWBES attempt to be more adaptive by building a model of the goals, preferences and knowledge of each individual student and using this model throughout the interaction with the student in order to adapt to the needs of that student. They also attempt to be more intelligen
Author(s): Brusilovsky Peter,Peylo Christoph

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Une typologie des fonctions des modèles formels : l'exemple de la biologie
Une typologie des fonctions des modèles est construite à partir d’un cadre théorique (Nifle) permettant de définir le rapport entre modèle et expérience. Il est admis qu’il existe un lien entre la manière dont on modélise en tant qu’expert ou chercheur et la manière dont on apprend à modéliser en tant qu’étudiant, et que ce lien repose sur le rapport expérience/modèle. La typologie est construite pour le cas particulier des modèles formels (utilisant un formalisme mathématiqu
Author(s): Ney Muriel

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Flexible navigation for the pedagogical hypermedia design and evaluation improvement
We are working on a method, called CEPIAH, for the design and the evaluation of pedagogical hypermedia. We propose a web based system used to help teachers to design hypermedia documents and to evaluate their prototypes. Having already elaborated a methodology for the evaluation of interactive pedagogical hypermedia (EMPI), the experience and the acknowledgement we have is able to upgrade the design help. To help the designer in his instructional Web site creation we developed an interactive gui
Author(s): Giacomini Pacurar Ecaterina,Trigano Philippe

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Approche pragmatique de conception d'un EIAH : réingénierie pédagogique dirigée par les modèles
L'objectif de cet article est de proposer une démarche de conception participative entre chercheurs et enseignants et de montrer, à l'éclairage de la mise à l'essai d'un dispositif d'apprentissage collaboratif, comment elle se réifie dans un contexte situé. En particulier, nous présentons comment le processus d'ingénierie et de réingénierie guidé par le modèle de conception du scénario pédagogique permet aux enseignants de s'approprier, de concevoir et d'intégrer dans leurs prat
Author(s): El-Kechaï Hassina,Choquet Christophe

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Fostering collaborative knowledge construction with visualization tools
This study investigates to what extent collaborative knowledge construction can be fostered by providing students with visualization tools as structural support. Thirty-two students of Educational Psychology took part in the study. The students were subdivided into dyads and asked to solve a case problem of their learning domain under one of two conditions: 1) with content-specific visualization 2) with content-unspecific visualization. Results show that by being provided with a content-specific
Author(s): Fischer Frank,Bruhn Johannes,Gräsel Cornelia,Mand

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Introduction de nouvelles représentations dans le micromonde Aplusix Représentations sous forme mi
Dans le cadre du projet Européen ReMath, nous avons entrepris d’introduire deux nouvelles représentations des expressions algébriques dans le micromonde Aplusix : une représentation mixte Naturelle & Arbre mêlant la représentation naturelle en deux dimensions des expressions algébriques avec une représentation en arbre, et une représentation graphique dans le plan des fonctions et sur la droite des ensembles de solutions des équations. Notre travail emprunte une démarche traditionnel
Author(s): Bouhineau Denis,Chaachoua Hamid,Viudez Christophe,

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Computational GRIDs and online laboratories
Many projects addressing the creation of online laboratories have been developed recently. They have a common goal: to enable students and professional learners to get hands-on experience without moving from the places where they are. Nevertheless, the found solutions are often very different among them, and interoperability between different online laboratories systems does not exist. In this paper we present our work around the exploitation of Grid technologies for sharing instrumentation and
Author(s): Bagnasco Andrea,Poggi Arianna,Scapolla Anna Marina

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Case Study of Virtual Organization Learning and Knowledge Testing Environments
The proposed web-based knowledge assessment is based on flexible educational model and allows to implement adaptive control of learning process as well as to implement knowledge testing environment according to the requirements of student's knowledge level, their personal abilities and his subject learning history. The learner knowledge model can be constructed as a sub graph of the global knowledge domain graph. The paper presents the architecture of student self-evaluation and on-line assessm
Author(s): Baniulis Kazys,Tamulynas Bronius,Aukstakalnis Neri

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