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
Organizational scenarios for the use 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.
Organizational scenarios presents the following three s
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
ODP-RM : Un cadre de réingénierie des systèmes de formation
Les spécifications candidates au statut de standards, proposées récemment dans le domaine
des technologies éducatives, interrogent les communautés de conception d'EIAH sur leurs mises en
pratique. Les travaux récents en ingénierie des modèles montrent qu'il est nécessaire pour la communauté
EIAH de se définir un cadre de travail qui formalise l'utilisation de ces spécifications tout en assurant la
qualité des productions. Cet article est une discussion sur l’opportunité pour la c
Building theories: working in a microworld and writing the mathematical notebook
In the framework of a long term teaching experiment we present an Educational
approach based on the use of a dynamic geometry software and a symbolic manipulator.
Here we present the general ideas of the followed approach focusing on how meanings
can originate from phenomenological experience and evolve under the guidance of the
teacher. In particular we will focus on meanings related to the ideas of theory, axiom and
theorem.
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.
Designing for Collaboration and Mutual Negotiation of Meaning – Boundary Objects in Networked Learn
This paper addresses the issue of collaborative learning and networked learning within continuing professional
development. Collaborative learning is defined as the meeting of specific differences and dependencies among
participants and practices within and across communities, afforded and constrained by the pedagogical design.
The study explores how boundary objects serve as resources to support collaborative learning as a means of
representing, learning about, and transforming knowledge. Based
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
Computer-Supported Scripting of Interaction in Collaborative Learning Environments: Framework on mul
Collaboration scripts aim to facilitate effective interaction patterns for collaborative learning that do not occur spontaneously. So far,
diverse non-generic scripts have been conceptualized and investigated in CSCL environments. The specification of collaboration
scripts aims to provide a common terminolgy for describing scripts and to abstract the core design principles of scripts to better
understand effects and mechanisms of collaboration scripts and to apply and re-apply collaboration scri
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
Embedding knowledge in the design of an orthopaedic surgery learning
environment
This paper deals with an ongoing work involving surgeons, didacticians and computer
scientists. The objective is to design a computer based environment for learning screw
placement in orthopaedic surgery on the basis of a computer assisted surgical (CAS) tool. We
describe our methodology to create a didactical plug-in component for the CAS system. The
created system will consider the user's knowledge employed for the task to provide linked and
relevant feedback.
Advanced Educational Technologies : Knowledge Revisited
Advanced Educational Technology (AET) R&D cannot avoid the question of the nature of knowledge which is at the core of both learning and teaching or training. The way this problem can be handled for the purpose of design and implementation of systems supporting human learning, the question of knowledge representations for the purpose of computational models as well as the question of the place of knowledge in person/machine interactions suggest that knowledge should be revisited in the light o
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
Framework for Computer Programming in Preschool and Kindergarten
This thesis aims to be a contribution to the integration of activities with computer programming into preschool education contexts. It is based on experiences and observations of children aged 3, 4, and 5 years olds programming computers, using an animated programming language, ToonTalk, held between 2000 and 2004 in seven different settings, typically in weekly session held over the course of several months in each year, involving approximately 150 children and 10 educators, including early chi
