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Super Users and Local Developers: The Organization of End User Development in an Accounting Company
The paper presents a case study following the activities of super users and local developers during the adoption of a new business application by an accounting firm in Scandinavia (referred to as the Company). The Company launched a program to train super users to help with this process because of the complexity of the new system, a generic, multi-purpose application system replacing several older, non-integrated systems. The system, Visma Business (VB) is a comprehensive financial and accountin
Author(s): Mørch Anders,Hansen Åsand Hege-René

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Civic Fellows Symposium 2013: Wesley Meredith
Burhans Fellow, Wesley Meredith, psychology, religious studies, presents on his work at The Virginia Home, Richmond, VA.
Author(s): No creator set

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VCLab as an Example of GRIDifying Virtual Scientific Experiments
This paper describes and summarizes the current state of the development for making the Virtual Control Laboratory (VCLab) a GRID application within the ELeGI project. It introduces shortly into GRID techniques and shows how this GRIDifying process is performed to offer virtual scientific experiments (VSE) on the GRID. The architecture and some technical details of the prototype implementation are presented. The next steps in the development are outlined concerning the collaboration aspects of
Author(s): Szczytowski Piotr

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Gathering Requirements for a Grid-based Automatic Marking System
This paper reports on our experiences using a Creative Requirements [1] workshop approach to elicit requirements for a Grid-based automatic marking system. The research was conducted for ELeGI, an EU funded project whose goal is to provide a European Learning Grid infrastructure to promote a learning paradigm shift from a teacher-centred approach to a learner-centred approach. The automatic marking system uses Latent Semantic Analysis (LSA) to assess the meaning of essays written by computer sc
Author(s): Haley Debra,de Roeck Anne,Nuseibeh Bashar,Petre Ma

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Experiences with Writing Grid Clients for Mobile devices
This paper describes our attempts to write GRID clients for Mobile Devices, such as a PDA, which have restrictive computational and storage facilities. Our experiences are based on an implementation of a mobile GRID client for Finesse, an existing web-based e-learning system. At this stage of our work we are not looking to novel applications of mobile learning, but rather are exploring the feasibility of mobile devices as GRID platforms, with novel learning applications as our future aim. We ex
Author(s): Millard David E.,Woukeu Arouna,Tao Feng (Barry),Da

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A Grid Services Implementation for a Virtual Research Environment
In the past, virtual learning and research environments have typically been implemented as monolithic systems. Current research focuses on creating such environments from selected Grid and Web services. In this paper we describe the Virtual Orthopaedic European University, which was created to support Higher Surgical Trainees to provide evidence for their learning contracts by carrying out experiments and publishing the results. We use this environment as a case study for the re-implementation
Author(s): Wills Gary,Gilbert Lester,Gee Quintin,Davis Hugh C

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edCity - a New Learning Environment
edCity will facilitate learning anywhere, anytime, for anyone - for users of all ages both in traditionally taught and in pedagogically innovative courses - by fusing physical and virtual representations of real cities in order to provide a new learning framework. The edCity project will be scenario-driven with major conceptual inputs to the design generated by highly interactive scenario-building activities. After 18 months, a "Semantic Web" framework will be published and a prototype of the
Author(s): Fraser Ken,Schostak John

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Creatures of Habit: A Computational System to Enhance and Illuminate the Development of Scientific T
Creatures of Habit is a computer-based microworld designed to engage middle-to-high school students in the process of scientific inquiry. The system depicts a universe of interacting programmable “creatures” whose individual behavior is guided by simple rules that may model naive psychology, physical laws, chemical affinities, and other domains. Students can create or revise creature rules and explore the resulting (and often surprising) emergent behaviors within “artificial ecosystems”;
Author(s): Pea Roy D.,Eisenberg Michael,Turbak Franklyn

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Technology and pedagogy for collaborative problem solving as a context for learning
This workshop, sponsored jointly by CSCW'92 and the Centre for Applied Cognitive Science at the Ontario Institute for Studies in Education (OISE), was organized to bring together researchers with interests in the emerging area of Computer Support for Collaborative Learning (CSCL). It was held at OISE on the weekend preceding CSCW'92 and was attended by 27 participants from academia and industry.
Author(s): Koschmann Timothy,Newman Denis,Woodruff Earl,Pea R

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Children's mental models of recursive logo programs
Children who had a year of Logo programming experience were asked to think-aloud about what brief Logo recursive programs will do, and then to predict with a hand-simulation of the programs what the Logo graphics turtle will draw when the program is executed. If discrepancies arose in this last phase, children were asked to explain them. A prevaient but misguided "looping" interpretation of Logo recursion was identified, and this robust mental model persisted even in the face of contradiction be
Author(s): Kurland D. Midian,Pea Roy D.

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Beyond Amplification: Using the Computer to Reorganize Mental Functioning
Computers are classically viewed as amplifiers of cognition. An alternative conceptualization is offered of computer as reorganizer of mental functioning. Software analyses illuminate the advantages of the latter approach for new visions of the potential cognitive benefits of computers. A new result emerges: Because the cognitive technologies we invent serve as instruments of cultural redefinition (shaping who we are by changing, not just amplifying, what we do), defining educational values beco
Author(s): Pea Roy D.

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Integrating Human and Computer Intelligence
The thesis to be explored in this chapter is that advances in computer applications and artificial intelligence have important implications for the study of development and learning in psychology. I begin by reviewing current approaches to the use of computers as devices for solving problems. reasoning, and thinking. I then raise questions concerning the integration of computer-based intelligence with human intelligence to seme human development and the processes of education.
Author(s): Pea Roy D.

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On the cognitive effects of learning computer programming
This paper critically examines current thinking about whether learning computer programming promotes the development of general higher mental functions. We show how the available evidence, and the underlying assumptions about the process of learning to program, fail to address this issue adequately. Our analysis is based on a developmental cognitive science perspective on learning program, incorporating developmental and cognitive science considerations of the mental activities involved in progr
Author(s): Pea Roy D.,Kurland D. Midian

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On the Cognitive Prerequisites of Learning Computer Programming
Training in computer literacy of some form, much of which will consist of training in computer programming, is likely to involve $3 billion of the $14 billion to be spent on personal computers by 1986 (Harmon, 1983). Who will do the training? "hardware and software manufacturers, management consultants, -retailers, independent computer instruction centers, corporations' in-house training programs, public and private schools and universities, and a variety of consultants1' (-ibid. , p. 27). To da
Author(s): Pea Roy D.,Kurland D. Midian

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Introducing E-Learning in a Norwegian Service Company with Participatory Design and Evolutionary Pro
Over a 2-year period, we have participated in the introduction of e-learning in a Norwegian service company, a gas station division of an oil company. This company has an advanced computer network infrastructure for communication and information sharing, but the primary task of the employees is serving customers. We identify some challenges to introducing e-learning in this kind of environment. A primary emphasis has been on using participatory design techniques during the planning stages and ev
Author(s): Mørch Anders,Engen Bård Ketil,Hansen Åsand Hege

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The Collaborative Visualization Project
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Author(s): Pea Roy D.

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Supporting Conceptual Awareness with Pedagogical Agents
This paper describes a series of efforts in building and conceptualizing software agents for distributed collaborative learning. The agents are referred to as pedagogical agents. We have integrated pedagogical agents within two collaborative environments, TeamWave Workplace and Future Learning Environment. The role of agents in these environments differs from past work on software agents in their function as extended awareness mechanisms, focusing on task and concept awareness (conceptual a
Author(s): Mørch Anders,Jondahl Silje,Dolonen Jan A.

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Understanding the task: How is agency distributed between tools, students and teachers in technology
In this paper we explore how students’ agency relates to openness and structure within technology-rich, student-centred learning environments. This is done by analysing how students’ understandings of tasks evolve through their activities in relation to the representations in the learning environments. In our interpretation of the sociocultural approach, we emphasise human activity as mediated by artefacts, where the output of the activity has to be understood by including human action and a
Author(s): Rasmussen Ingvill,Krange Ingeborg,Ludvigsen Sten

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Informatics-based Learning Resources for Patients and their Relatives in recovery
In this paper we describe experiences from design of an informatics-based learning resource for patients and relatives. The prototype, REPARERE (learning REsource for PAtients and RElatives during REcovery), aims to support patients and their family recovering from heart surgery in meeting challenges in to daily living post discharge. Using recovery experiences and patient teaching material, REPARERE includes examples of textual information, video-clips, images and illustrations relevant to th
Author(s): Moen Anne,Smørdal Ole

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Categorisation in Knowledge building
In this paper we explore how students talk and reason when they were exposed to a set of categories taken from scientific discourse. The scientific categories are built into a web-based discussion forum (Fle) as part of a pedagogical and technological design. The scientific categories are based on the concepts of the progressive inquiry model for knowledge building. Socio-cultural theory with a focus on concepts like categories and prompting is our theoretical framework. In the DoCTA NSS proje
Author(s): Ludvigsen Sten,Mørch Anders

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