What do you mean by collaborative learning?
Data Recording and Usage Interaction Analysis in Asynchronous Discussions: The D.I.A.S. System.
This paper describes the development and the implementation of a new Asynchronous Discussion Forum Software, called DIAS. While evaluating several corresponding software, we came to the conclusion that they seem to be inadequate to support the use of this activity (asynchronous discussion) as a substantial part of the learning process. Most actual forums, that incorporate interaction analysis functions, support mainly administrators, or teachers, while offer only basic awareness functions to the
An Advanced E-learning Community Proposal Using MS Sharepoint Portal Server
In order to implement e-learning, quite often simple Internet technologies are used, usually without any clear pedagogical approach. Unfortunately this is not quite effective, it restricts learners' exchanges, while influence the quality of resulted knowledge construction. More sophisticated environments are needed when we vision e-learning as taken place in a rich and flexible Learning Community context, for young students or even for adults and professionals. Our proposal consists of an Electr
Re-engineering of collaborative e-learning systems: evaluation of system, collaboration and acquired
This paper relates an experimentation of a collaborative e-learning system. In this kind of system, tracks arising from communication tools allow to build useful indicators for all system actors. We show how tracks are analyzed and how this analysis is useful for reengineering purposes.
EMLs : case study in distance learning education
After a short characterization of what an educational modeling language should be, we will deal with the respective interest of two EML proposals : one proposed by OUNL (OUNL/EML and IMS/LD which is derived from it) and one proposed by UNED (PALO). We will then identify reasons that lead us to choose OUNL/EML for experimentation in distance learning education in order to model our scenario. Finally we will present some limitations or extensions we have identified.
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
SALL: Specifying a system to Support Academics' Lifelong Learning
This project focuses on the specification of a system to support academics during the lifelong learning process. The initial data collection involved conducting interviews and a survey amongst academics from several disciplines. The collected data was combined with learning theories to reveal the ways in which technology could support academics. Subsequently, the needs that would be addressed by the proposed system were considered. Accordingly, the guided metaphor of the system was decided to be
Understanding the structure of the set of rational numbers: a conceptual change approach.
In the present article, we argue that the conceptual change approach to learning can apply in the case of mathematics, taking into consideration the particular nature of mathematical knowledge and the neurobiological bases of mathematical cognition. In the empirical study that is reported in this article, we investigated ninth graders' understanding of algebraic and structural properties of rational numbers, from a conceptual change perspective. We make the point that understanding rational numb
On-line Learning Networks: Frameworks and Scenarios
Progressively the idea of using the internet as a platform to mediate social interactions and learning at different levels has affirmed itself, and this has given rise to a huge number of spontaneous and planned collectives, which are often described as on-line learning networks. On-line learning networks create value from a combination of content and people knowledge. They can vary widely in the strength and permanence of their connections and resources necessary to maintain them. Aspects both
COW, a Flexible Platform for the Enactment of Learning Scenarios
Open and Distance Learning platforms are more than system delivering pedagogical ressources. They require mechanisms for the enactment and coordination of pedagogical modules and learning activities. A common solution to express learning paths in learning management systems (LMS) can be the use of Educational Modelling Languages (EML). The next step will be the enactment of these models. For that purpose, workflow management system can be used. These systems formerly reserved for highly structur
Over-scripting CSCL: The risks of blending collaborative learning with instructional design.
Free collaboration does not systematically produce learning. One way to enhance the effectiveness of collaborative learning is to structure interactions by engaging students in well-defined scripts. A collaboration script is a set of instructions prescribing how students should form groups, how they should interact and collaborate and how they should solve the problem. In computer-supported collaborative learning (CSCL), the script is reified in the interface of the learning environment. This co
Avaliação e evolução de um ambiente de suporte à aprendizagem de programação
O ensino da programação através dos métodos tradicionais, onde a leccionação de conceitos dinâmicos é realizada utilizando principalmente materiais de índole estática, não se tem revelado muito eficaz. Neste documento é apresentado um ambiente, o SICAS, que de forma dinâmica, interactiva e apelativa permite a construção e simulação de algoritmos. De forma a medir a eficácia do ambiente desenvolvido e a procurar formas de o melhorar foram realizadas experiências. As sugestões
Organisational patterns for e-learning centres
In this paper we explore the notion of using organisational patterns in educational design for the development of e-learning centres. We are using patterns to discuss some of the key aspects concerning the implementation of an e-learning centre within an institution, with an emphasis on the purposes and pedagogical principles that will help to successfully support such an initiative. The research approach which informed our pattern development work includes use of a qualitative survey of a set o
Designing to facilitate learning through networked technologies: factors influencing the implementat
Recent advances in computers and telecommunications have allowed networked learning to play a significant role to play across the complete spectrum of higher education teaching. One of the most significant UK government initiatives to date has been the development the Information Environment (IE) originally called as the Distributed National Electronic Resource (DNER), which is aiming to create a managed environment for accessing quality assured information resources on the Internet (IE, 2004).
Student's modelling with a lattice of conceptions in the domain of linear equations and inequations
We present a student's modelling process in algebra which consists of two phases. The first phase is a local diagnosis where a student's transformation of an expression A into an expression B is diagnosed with a sequence of rewriting rules. A library of correct and incorrect rules has been built for that purpose. The second phase uses a lattice of conceptions built for modelling students more globally. Conceptions are attributed to students according to a mechanism using the local diagnoses as i
Literature Review in Informal Learning with Technology Outside School
When we think about learning, we often tend to think about schools, universities, colleges. If we go a little further and think about learning outside school, we might begin to consider museums, galleries and science centres. What we often tend to overlook, however, is the sort of learning that goes on as part of our normal day-to-day activities when we don't even think we are learning. Today, however, anyone who has an interest in how children learn with digital technologies needs to look beyon
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
Interaction between learner's internal and external representations in multimedia environment: a sta
Not available,Research report of the Kaleidoscope Network of Excellence (IST 507838), Deliverable 21.1.1.
Report on theoretical framework on selected core issues on conditions for productive learning in net
This report contains three parts. Part one presents the conclusions from the work in the JEIRP and contains the following chapters: - Identification of core issues, theoretical approaches and empirical findings - State of the Art - CSCL The next ten years - a European perspective - A theoretical framework for analysing conditions for productive learning in networked learning environments Part two presents all the case studies brought into the JEIRP by the participants, and part three presents ar
Integration of virtual players into a pedagogical simulator
The development of learner activity is a key element in the improvement of ITS (Intelligent Tutoring Systems). In business simulation, the learner is stimulated by competition with other learners. In practice, it is not always possible to find enough participants, hence the idea of virtual player participation. The SIMPLUS system proposes a generic approach to this end and creates virtual players within a business simulation without modifying the simulation itself.