Mathematics and E-Learning: A conceptual framework
This paper starts from the study of the epistemological statute of the didactics of the mathematics (Henry, 1991; D'Amore, 1999), which faces the phenomenon of learning from the point of view of fundaments, in order to give useful and specific considerations for e-learning environments. Investigations on how the triangle teacher-pupil-knowledge changes are presented. Then the model of a-didactic situations (Brousseau, 1997) is analysed in the context of e-learning platforms.
Baghera Assessment Project, designing an
hybrid and emergent educational society
The Baghera Assessment Project (BAP) has the objective to ex plore a new avenue for the design of e-Learning environments. The key features of BAP's approach are: (i) the concept of emergence in multi-agents systems as modelling framework, (ii) the shaping of a new theoretic al framework for modelling student knowledge, namely the cK¢ model. This new model has been constructed, based on the current research in cognitive science and education, to bridge research on education and research on the
Choosing for learning objects: The possible deployment of learning objects with eight educational am
The Dutch six-part series Leerobjecten in de praktijk (Learning objects in practice) is about six divergent and difficult problems that occur frequently in working with learning objects. Based on research into existing practice, guidelines are offered to policy makers, educational technology consultants, teachers, educational designers and developers of digital learning materials who are struggling with these problems in higher education. Choosing for learning objects discusses eight education
Educational Tool for Nanophysics Using Multisensory Rendering
The presentation and the evaluation of an educational tool used to teach physical phenomena that take place at a nanometer scale are the central objectives of the work presented in this paper. Through concepts and tools, the real phenomena are connected to the virtual world, which furnish sensorial representations (haptic, visual, auditory) for the student who is experimenting. A computer representation of the nanoscene at the atomic level offers a multisensory tangible artifact of nanoworld ina
ICTs and the South African Higher Education Landscape
This report is a mapping exercise, which describes and explores the landscape of ICTs and higher education in South Africa since 2000. Broadly delineating the terrain, the focus is on teaching and learning within higher education. This study sets out to answer five questions: 1. How are ICTs understood and described by practitioners and researchers? 2. What policies and structures for ICTs exist nationally and institutionally? 3. What does the emerging domain of enquiry look like? 4. How do prac
technologies: prospects for their use in learning in informal science
Recent developments in mobile technologies have offered the potential to support learners studying a variety of subjects. In this paper we explore the possibilities related to science learners and in particular focus on science learners in informal settings and reflect on a number of recent projects in order to consider the prospects for such work. The debate on informal learning acknowledges the complexity of the area and the difficulty of defining informal learning. One view is to consider the
A Quick Scan on possibilities for automatic metadata generation
The Dutch six-part series Leerobjecten in de praktijk (Learning objects in practice) is about six divergent and difficult problems that occur frequently in working with learning objects. Based on research into existing practice, guidelines are offered to policy makers, educational technology consultants, teachers, educational designers and developers of digital learning materials who are struggling with these problems in higher education.,research report
Educational models: A case study into transferability of pedagogical structure in a complex learning
The Dutch six-part series Leerobjecten in de praktijk (Learning objects in practice) is about six divergent and difficult problems that occur frequently in working with learning objects. Based on research into existing practice, guidelines are offered to policy makers, educational technology consultants, teachers, educational designers and developers of digital learning materials who are struggling with these problems in higher education. Educational models describes a case study on a complex
Automatically generated exercise pages
In order to generate an exercise page on a particular knowledge, exercises have to be indexed according to the knowledge useful to solve them. Hence, the main idea of this project is to use a problem solver, Argos, to help us deal with this indexation. Argos aims not only at solving geometry problems, but also writes their proofs just as a teacher or a pupil would. Consequently, the meaningful data have to be extracted from the proofs found by the solver. Argos automatically generates rules from
Role of Assistance in Computer-mediated Communication in Higher Education
This paper reports preliminary findings of a small scale study that address the role of assistance in computer-mediated communication (CMC) in Higher Education. In particular, this study investigates whether the type of assistance in such environments is affected by the type of task used to initiate the CMC, and to see whether the instructors and students offer more or less assistance according to task type. We examine courses which use CMC in the adjunct mode i.e. students used CMC as an option
Design patterns for recording and analysing usage of learning systems: State of art of tracking and
This document presents a state of art according to three aspects: use analysis in a wide point of view, tracking and analysing usages and what's on Design Pattern. The objective of this state of art is to synthetise actual works about tracking and analysing usages in order to isolate possibilities of patterns, that's the aim of DPULSE Jeirp. The work on the state of art has been organised as a collaborative task of the DPLUS members. A lot of papers and projects on this topic have been studied.
La programmation logique par contraintes pour l'aide à l'enseignant
Prise en compte de l'enseignant pour invalider des production d'apprenant par construction automatique de contre-exemples.
Vers une approche déclarative pour les logiciels de dessins géométriques
Cet article est consacré à la conception d'un environnement d'apprentissage de la géométrie orienté vers la manipulation directe de figures géométriques. À travers deux exemples d'activités, proposées en classe, on distingue les notions de construction géométriques, de spécification, et de manipulation directe. Dans le cadre ainsi défini, nous présentons notre approche. Elle consiste à intégrer des mécanismes et la méthodologie de l'intelligence artificielle dans un logic
Learning Patterns for the design and deployment of Mathematical Games: Literature review
This literature review is intended as an introduction to the issues that arise when trying to capture the process of designing and developing mathematical games. It offers a perspective on the range of approaches available. Design patterns are suggested as an enabling tool for good practice, by facilitating pattern-specific communication and knowledge sharing between participants. These patterns are termed learning patterns, and they will be available as an outcome of this project.,Research repo
An Evolutionary Approach to Prototyping Pedagogical Agents: From Simulation to Integrated System
We have developed and integrated software agents with two educational groupware systems (TeamWave Workplace and FLE), using evolutionary prototyping and empiricalbased design as development techniques. The resulting prototypes of pedagogical agents (CoPAS, SA-Agent and RuleEditor) provide learners and teachers with increasingly domain-specific support for distributed collaborative learning activities. Employing the evolutionary approach has enabled us to build and evaluate early prototypes of co
TELEOS : de l’analyse de l’activité professionnelle à la formalisation des connaissances pour
L’article expose les fondements théoriques, la méthodologie et quelques illustrations du travail didactique d’analyse des connaissances et du système d’enseignement / apprentissage en milieu hospitalier (chirurgie orthopédique), ainsi qu’une partie de la formalisation informatique de cette connaissance. Cette modélisation permet la prise en compte dans l’environnement informatique de connaissances empiriques pour le diagnostic des connaissances de l’utilisateur en fonction des a
A modelling challenge : untangling learner knowledge
For now about three decades, systematic research on students learning of science and mathematics has evidenced a great variety of the possible understanding for a given notion, as well as an important sensitivity of these understandings to contexts. Students' knowing appears as a tangle of local conceptions of which we have a very partial and unorganised picture. We present here the outlines of the modelling tool we have developed, and of its framework, in order to give account of learners' know
Are well-designed Web sites efficient for learning mathematics at the undergraduate level?
We conducted an experiment in order to examine the effectiveness of an educational Web site, which provides resources to undergraduate students in mathematics. The participants' task was to solve 18 questions about differential equations. Students in the paper condition outperformed those in Web site conditions. There was no difference between the original and an improved Web site version. Moreover, students in all conditions preferred working with the paper resource. Practical and theoretical i
Theory and the practices of learning technology.
This paper examines the link between theory and practice in relation to learning technology. It will do this in the context of a move from working with early adopters to learning technologists engaging with the majority of academic staff (Browne, 2003). This move takes place at the same time that academic staff in tertiary education are being encouraged to engage formally with learning and teaching in a way that is sharply different from previous University practices. Learning technologists curr
Using domain-specific and generic knowledge to support discovery learning about geometrical optics i
Students encounter many obstacles during scientific discovery learning with computer-based simulations. It is hypothesized that an effective type of support, that does not interfere with the scientific discovery learning process, should be delivered on a ‘just-in-time’ base. This paper explores the effect of facilitating access to knowledge and skills through just-in-time information. An experiment was conducted in which a group of students who worked with a computer simulation on geometrica