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Mechanisms for Facilitating a Vital and Dynamic Education System: Fundamental Roles for Education Sc
This report was prepared as one component of an OTA project entitled "Educational Technology: An Assessment of Practice and Potential," requested by the U.S. House Committee on Education and Labor. The objectives of our particular project were: (1) synthesize current activities and directions of research in education science (the cognitive, social and instructional sciences), and (2) characterize how opportunities brought about by theoretical advances in education science and developments in mul
Author(s): Pea Roy D.,Soloway Elliot

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Language-independent conceptual "bugs" in novice programming
This article argues for the existence of persistent conceptual "bugs" in how novices program and understand programs. These bugs are not specific to a given programming language, but appear to be language-independent. Furthermore, such bugs occur for novices from primary school to college age. Three different classes of bugs-parallelism, intentionality, and egocentrism - are identified, and exemplified through student errors. It is suggested that these classes of conceptual bugs are rooted in a
Author(s): Pea Roy D.

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Grounding Collaborative Knowledge Building in Semantics-Based Critiquing
In this paper we investigate the use of Latent Semantic Analysis (LSA), Critiquing Systems, and Knowledge Building to support computer-based teaching of English composition. We have built and tested an English Composition Critiquing System that make use of LSA to analyze student essays and compute feedback by comparing their essays with teacher's model essays. LSA values are input to a critiquing component to provide a user interface for the students. A software agent can also use the critic fe
Author(s): Mørch Anders,Cheung William,Wong Kelvin,Liu Jimin

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Instruments of semiotic mediation in algebra, an example
The paper presents a class discussion which was set up within a long term experiment concerning the use of a software, L'Algebrista, to introduce pupils to theoretical thinking and symbolic manipulation. From the analysis of the discussion we will illustrate some aspects of how a teacher can use an instrument of semiotic mediation in order to guide the genesis and evolution of new concepts.
Author(s): Cerulli Michele

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Calculators, graphs, gestures and the production of meaning
In this paper we report an analysis of a teaching sequence in which Grade 11 students were asked to produce some graphs corresponding to the relationship between time and distance of a cylinder moving up and down an inclined plane. The students were also asked to carry out the experience using a TI 83+ graphic calculator equipped with a sensor, and to discuss and explain the differences between their own graphs and the ones obtained with the calculator. We analyze the students' processes of mea
Author(s): Radford Luis,Demers Serge,Guzmán José,Cerulli Mi

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An e-Learning platform for SME Manager Upgrade and its Evolution Toward a Distributed Training Envir
The purpose of this paper is to describe the work in progress related to the customisation, the trial and the evaluation of an innovative e-learning platform for manager upgrade in Small and Medium Enterprises (SME) in the framework of an EC funded project named InTraServ and its forthcoming re-engineering process aimed to the adoption of distributed services in the framework of another EC funded project named Diogene. The present e-learning solution includes several state-of-the-art technologi
Author(s): Capuano Nicola,Gaeta Matteo,Pappacena Laura

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Evolving from a Traditional Distance Learning Model to e-Learning
This paper presents experiences from the course of Informatics at the Hellenic Open University. Problems faced and lessons learned are presented relating to the introduction of e-learning capabilities into this course that was initially based on a traditional distance-learning model. The paper discusses the need that imposed the introduction of e-learning infrastructure and procedures into the course, the steps taken and the students' attitude towards these changes. It also discusses points whe
Author(s): Xenos Michalis,Skodras Athanassios

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Human and Artificial Agent's Conversations on the GRID
This position paper supports a conversational and social view of future e-Learning activities on the GRID. This evolution of the Web seems to be nicely synergic with current developments in Agents and Agent Communication Languages. Exactly what e-Learning needs in order to go over from a multimedia-based, passive or at best retroactive view of e-Learning resources to a proactive, peer-to-peer approach of social conversations among human and (progressively) artificial autonomous Agents.
Author(s): Cerri Stefano A.

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How GRID could improve E-Learning in the environmental science domain
This paper will outline the requirements for an interactive e-learning system defined as part of the German research project GIMOLUS [1]. After a short overview over the Open Grid Service Architecture (OGSA) it will be shown that the capabilities of existing e-learning solutions are too limited in order to fulfil these requirements. The last part will show how a GIMOLUS system could be built using a GRID service architecture and what the benefits are in doing so.
Author(s): Wesner Stefan,Wulf Konrad,Muller Mark

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Adaptive eLearning and the Learning GRID
One important aim of LeGE-WG is the integration of new eLearning methodologies into Learning Grid technology. A central issue in these new eLearning methodologies is the concept of individualised and personalised learning to be realised by adaptive tutoring systems. The adaptivity of such systems goes far beyond adapting to the users' preferences with respect to the user interface; in co-operation between computer science, psychology, and pedagogy, systems adapting, e.g., to the individual lear
Author(s): Hockemeyer Cord,Albert Dietrich

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Systems Support for Collaborative Learning
One of the distinguishing features of novel network based learning environments is their capability to support group work and collaboration. TAGS, the Tutor and Groups Support Scheme, is an inter-disciplinary, inter-institutional project, which brings together software systems builders, subject-specialists and educational content developers. Collaborative Learning is central to the pedagogical goals of TAGS, and this has lead to the concept of groups being used as a fundamental organising princi
Author(s): Allison Collin,Ruddle Alan,Michaelson Rosa

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Scénariser l'enseignement et l'apprentissage : une nouvelle compétence pour le praticien?
27 research papers about using scenarios for computer based learning environments,Workshop proceeding
Author(s): Pernin Jean-Philippe,Godinet Hélène

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Collaborative Concept Mapping in Education: Major Research Trends
Since the late eighties, more and more researchers have been exploring the potential of collaborative concept mapping to support learning. In those studies, students construct concept maps in pairs or in small groups. This paper presents a review of research trends on collaborative concept mapping in education. We present an overview of the theoretical framework, methodology and main results of 39 published studies investigating this topic.
Author(s): Basque Josianne,Lavoie Marie-Claude

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Specification of the CoP-oriented knowledge management tool offering basic CoP-adapted KM services
This deliverable proposes a preliminary specification of basic KM services interesting for CoPs. It describes their functionalities, their possible interfaces with other services and with the human user; as well as possible uses of these basic KM services by CoPs. Various tools available among the partners, that could offer some of these basic services, are presented. A web service-oriented architecture enabling to offer all such KM services in a modular way with possible interoperability with o
Author(s): Dieng-Kuntz Rose,Corby Olivier,Dehors Sylvain,Durv

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Categorization of tools and pedagogical approaches related to collaborative learning and CoPs
This deliverable presents a categorization of tools and a clarification of the notion of "scenario". It presents some existing taxonomies. The tools inventory and the proposed categorization focus on a user perspective. It takes into account data collected from CoPs, from PALETTE's partners and from the existing literature.,PALETTE deliverable - report number D.PAR.02 - 155 pages
Author(s): Denis Brigitte,Erpicum Martin,Boukottaya Aida,Dael

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Grid of analysis supporting the participative design methodology
This deliverable presents the participatory design methodology of the PALETTE project and some first results of the implementation of this process. Some principles of the Actor Network Theory and of the Agile Methodology are embedded in the different stages of this methodology whose twelve stages (described in details in the last section) will be the basis of the participative development of services and scenarios of use.,PALETTE deliverable - report number D.PAR.01
Author(s): Denis Brigitte,Pironet Fabienne,Charlier Bernadett

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A device helping learners to self-assess themselves
In this paper, we introduce the architecture of an environment, which aims at helping learners in their self-assessment process. We show how we integrated three systems to build an experimental device based on this architecture. We then present the experiment we conducted to show the utility of this device and also to validate our hypothesis that it is easier for learners to self-assess themselves from an exercises-point of view than from a knowledge-point of view.
Author(s): Eyssautier Carole,Jean-Daubias Stéphanie

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Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final R
Over the last few years have witnessed a growing recognition of the educational potential of computer games. However, it is generally agreed that the process of designing and deploying TEL resources generally and games for mathematical learning specifically is a difficult task. The Kaleidoscope project, "Learning patterns for the design and deployment of mathematical games", aims to investigate this problem. We work from the premise that designing and deploying games for mathematical learning re
Author(s): Pratt Dave,Winters Niall,Alexopoulou Efi,Bligh Jam

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Global Warming: Graphs Tell the Story
Examine these graphs from the NOVA/ FRONTLINE Web site to see dramatic increases in the temperature of Earth's surface and greenhouse gases in the atmosphere.
Author(s): No creator set

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Students conceptions: an introduction to a formal characterization
We investigate in this paper the complexity of modeling students knowing of mathematics under the constraints of acknowledging both their possible lack of coherency and their local efficiency. For this purpose we propose a formalization of the notion of "conception" as a possible tool to answer the epistemological problem we identify. We apply then this approach to the study of the possible conceptions of "function", from an historical and then an epistemic point of view. We report the result of
Author(s): Balacheff Nicolas,Gaudin Nathalie

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