10 issues to think about the future of research on TEL
This document is a contribution to the workshop organized by the European Commission on February the 15th an 16th with the objective of identifying key questions for the future of research on Technology Enhanced Learning. It is based on the contributions and ideas of team leaders from the FP6 Network of Excellence Kaleidoscope (noe-kaleidoscope.org).,"Les Cahiers Leibniz", n°147
Exigences épistémologiques des recherches en EIAO
De par l'objectif poursuivi, l'évaluation d'un environnement d'apprentissage EIAO ne peut être réalisée sur le seul plan informatique, elle doit poser et répondre à la question de la nature des connaissances construites par l'apprenant au cours de l'interaction avec le dispositif informatique. Cette évaluation est complexe et ne saurait se limiter à rendre compte de comportements. C'est la signification de ces comportements qui est en question, c'est-à-dire ce qu'ils témoignent des re
Usability and Pedagogical Design: are Language Learning Websites Special?
This paper explores the usability of e-learning websites, with particular reference to foreign language learning. Notions and concepts of usability are analyzed, and a definition of ‘pedagogical usability’ is proposed. The key issue is whether there are aspects of pedagogical usability that are discipline-specific. The paper examines the way in which language learning and teaching, in particular Technology Enhanced Language Learning (TELL), has approached usability as an area worthy of consi
Futurelab - Teachers Learning with Digital Technologies: A review of research and projects
If we are interested in changing education, we need more than ever to be interested in teacher education, teacher knowledge and teacher learning. If we want to encourage different approaches to teaching and learning, and new relationships between pupils and teachers, we need to understand the ways in which teachers come to learn, adapt and make such new approaches a reality. This review aims to provide an overview of the research on teacher education, and a roadmap for how this might best be sup
An Advisory QoS Service for GRID Based Learning Environments
This paper argues that the assumption of end-to-end QoS provision for use in Grid based applications is unsafe. We present an architecture which provides an adaptive QoS service for GRID applications which are prepared to adapt rather than assume the best and then suffer the worst.
This is particularly relevant to Internet based GRIDs. An example application from the field of collaborative learning environments is given, featuring adaptive QoS for Real Time Protocol (RTP) based audio and visual
The Kaleidoscope Scientific Vision for Research in Technology Enhanced Learning
The objective for this document is to develop a reference text for the Network's scientific development, and for communication to others of the shared perspective of its participants. For its internal focus, it will lead to a stronger integration of the disciplines and cultures represented by the scientific communities within the Network. For its external focus it will contribute to promoting and clarifying the understanding of technology enhanced learning (TEL) in the European Research Area.
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Futurelab: What if...? Re-imagining learning spaces
We are currently witnessing a massive investment in the design and build of new schools to equip the UK education system for the 21st century. The economically and architecturally ambitious Building Schools for the Future (BSF) programme is setting out to rebuild or renew every secondary school in England over the next 10 to 15 years. But how much of this effort has been inspired by an equally wide-reaching educational vision?,Research report
Futurelab: Learner voice handbook
Despite the vast number of changes in the education system in recent years, learners are seldom consulted and remain largely unheard in the change process. If education is to become more personalised, then the views of learners must be heard. This handbook draws on examples, case studies and research to provide learners and educators with information and ideas for promoting the voices of learners.,Research report
Futurelab: Learning with handheld technologies
This handbook offers a guide and resource for those considering exploring handheld technologies for teaching and learning purposes. Four case reports show how different schools, LAs and individuals have attempted to tap the potential of handheld technology for learning, while a wider survey of handheld learning projects gives a sense of the range of work going on, along with contact information.,Research report
Literature Review in Learning with Tangible Technologies
When we think of digital technologies in
schools, we tend to think of computers,
keyboards, sometimes laptops, and more
recently whiteboards and data projectors.
These tools are becoming part of the
familiar educational landscape. Outside
the walls of the classroom, however,
there are significant changes in how we
think about digital technologies - or, to be
more precise, how we don’t think about
them, as they disappear into our clothes,
our fridges, our cars and our city streets.
This disappe
A Robot in Kindergarten
These thought are the result of work in progress, started in 1999, within the scope of the
Trás-os-Montes Digital/SCETAD, project (sub-project: ICEI – Computers in Early
Childhood Education Contexts). The work took place in Portuguese kindergarten
rooms, with children aged 3, 4, 5 and 6.
The ICEI sub-project aims to promote the use of ICT in a playful but pedagogical way,
be it free or directed. This use is intended to occur within the scope of activities
developed for the micro-spaces of the
Web Based Simulations for Virtual Scientific Experiment: Methodology and Tools
In this paper we want to present the tools and a methodology to realize web based simulations
according to the didactic model defined for the Virtual Scientific Experiment. The strategy that we
suggest intends to satisfy all the requirements for the actors involved in the learning process according
to the adopted didactic model. These requirements provide that: the tools for building the simulations
have to serve a teacher instead of a programmer of web based simulations; the simulation outputs
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.
Didactic Decision-Making Process
In a Surgery Learning Environment
In this paper we present our model of the didactic decision-making process and our
method to define the apprenticeship utility function. This model is embedded in a computer-based
learning environment dedicated to orthopedic surgery. The decision model allows the production
of feedback relevant to the user’s knowledge during her/his activities with the learning
environment.
The surgical knowledge in the learning environment is represented with Bayesian Networks and
the decision-making process
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
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
The Virtual Mobius Strip: access to and use of ICTs in higher education
This report is a regional study into the access to and use of Information and Communication Technologies (ICTs) in five
higher education institutions in the Western Cape, South Africa. The investigation
surveyed 6577 students and 515 academic staff.
The framework for understanding access is based on a “thick” concept which understands access to four kinds of resource groupings: technological, personal agency, social and content. It considers how access is differentiated for different demogr
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
Mobile
technologies: prospects for their use in learning in informal science
settings
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 Model for Determining the Size of Learning Objects
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.
The size of learning objects is a conference paper, whi
