Elup Editor Conceptual Guide and User Manual
The eLup editor: elearning Quality Process Editor is based on the conceptual model adopted by the E-Quality project (www.e-quality-eu.org). The purpose of the eLup software is to enable the e-learning professional to structure and document the quality approach used in his/her organisation by making use of the approach and findings of the equality project. The eLup software was developed within Montpellier 2 University. The software is a model editor coupled with a database using Java, MySQL and
CIEL: Integrating Approaches for Inquiry Learning
The world is changing and changing fast. Contemporary students live in a world full of impressions, fast changing viewpoints, ubiquitous information, zapping behaviour, play and joy etc. They use facilities such as MSN, on-line gaming, and SMS. They expect a seamless access to information, mostly in a social context. At the same time we see drastic changes in learning environments, moving them to rich, multi-media, collaborative, experiential, and individualised environments. Though starting fro
Mobile Notes: Mobile Devices in Creative Discussions
The trendy notion of “mobile learning” has different connotations: On the one hand, it can be understood as “learning on the move” – often referred to as “learning any time anywhere”. Of course this interpretation relies on specific kinds of technological enabling, but the definition aims at the general setting of learning activities. Particularly, it includes informal learning settings (cf. [1]). A second interpretation sees mobile learning somewhat more pragmatically as learning
COML (Classroom Orchestration Modelling Language) and Scenarios Designer: Toolsets to Facilitate Col
In a one-to-one collaborative learning classroom supported by ubiquitous computing,
teachers require tools that allow them to design of learning scenarios, and to manage and
monitor the activities happening in the classroom. Our project proposes an architecture for
a classroom management system and a scenarios designer tool, both based on a Classroom
Orchestration Modelling Language (COML), to support these requirements. We are
developing and testing this with the GroupScribbles software using a
A Method for Creating Collaborative Mobile Learning Trails
In this paper I report results from recent trials in which students used mobile devices to collaboratively create, edit and share trails. These included 9- to 10-year-olds as well as adult diploma students, in the subject of horticulture in botanic gardens. Findings indicate that a narrow subject focus and a manageable amount of data capture are appropriate in most cases; trails are most effective when framed with structured tasks and a narrow focus. Structure can be introduced through the use o
Selected Papers from the Kaleidoscope Convergence Workshop
To foster synergy between research on collaborative, mobile and inquiry learning and between different scientific and methodological perspectives (namely, educational design, psychology and computer science) and to strengthen the cohesion of the community, the Kaleidoscope network has decided to organise a âConvergence Workshopâ in conjunction with the 2006 Contractors' General Assembly in Amsterdam, Dec. 4-6.
The two fields of collaborative and inquiry learning have bee
Il ruolo delle nuove tecnologie per superare le difficoltà di apprendimento in aritmetica
Nell’articolo si fa riferimento a varie sperimentazioni che abbiamo realizzato per studiare il ruolo che le tecnologie dell’infromazione e della comunicazione possono svolgere nel superamento delle difficoltà che emergono nell’apprendimento in campo aritmetico e nella soluzione di problemi aritmetici. L’approccio che abbiamo seguito ha come riferimento la teoria della “distributed cognition”, secondo cui la conoscenza è sempre contestualizzata, distribuita negli strumenti, nelle at
Computational Mathetics: Towards a Science of Learning Systems Design
The aim of this report is simply to help put the design of computer-based systems to support learning on a more scientific footing. The aim is simply stated, but its achievement is more difficult. For one thing, it is not at all obvious what "more scientific" means in this context. However, it is essential for AI-ED research to take better account of the concepts of 'situation', 'context', 'community', 'discourse', 'social learning', and so on, but these terms need to be defined, not used as man
Costruire e gestire ambienti di apprendimento che integrino strumenti tecnologici: analisi di un cas
The paper discusses the results of a research project based on the field testing of a course aimed at developing arithmetic problem solving skills in primary school pupils. The course was designed to incorporate e-learning techniques, including the use of ARI@ITALES authoring tools. These tools allowed the integration in the course of constructivist activities based on interaction with a set of different microworlds. The aims of the project were twofold: to analyse how the adopted approach and t
TELMA Cross Experiment Guidelines
This document contains the guidelines developed by members of TELMA as a means for planning, conducting, and analysing a cross experiment aimed at contributing to the construction of a shared research perspective among TELMA teams . This is the product of the PhD students and young researchers that brought forward the whole activity. The actual experimental phase was proceeded by a reflective phase in which an agreement was achieved on what research questions to address during the experiment. O
Learning with Digital Technologies in Museums, Science Centres and Galleries
As early as 2002 the number of virtual visitors to many museums' websites had already overtaken the number of physical visitors on-site. These developments, both within the walls of the institution and outside them, provide a number of challenges for educators and curators, at the heart of which lie the questions - what is distinctive about learning in museums, science centres and galleries, and how might this change or evolve through the increasing use of digital technologies?,A NESTA Futurelab
14-19 and Digital Technologies: A review of research and projects
The 14-19 debate goes to the heart of a number of core questions: What is education for? Who should benefit? What attributes do we value and need in our young people as workers, as learners? Where does learning happen? What role should young people themselves play in shaping their education? By outlining the key issues in these debates and reviewing the evidence, the authors of this review map out a framework within which we can create a coherent strategy for the design and use of digital techno
An innovative teaching and learning environment for school mathematics
The paper presents the main characteristics, the background reference, and educational aims of an innovative teaching and learning environment designed and implemented for promoting arithmetic problems solving skills in children of compulsory school.
The project is partially funded by the European Community Research and Development Project ITALES "Innovative Teaching and Learning Environments for Schools" (IST 2000-23356).
The research addresses a sector (that of arithmetic problem solving) whi
Lessons Learnt from CSCL to Enrich E-Learning
Computer Supported Collaborative learning (CSCL) is nowadays well mature and it is able to set guide-lines to enrich e-learning. On its side, e-learning does not fully exploit its potentialities yet.
Suggestions from CSCL could be useful to empower the presence on the e-learning on the market and would foster a vision of learning as not a simple further "commercial product".
The European Commission funded many projects involving several countries, numerous students, teachers and researchers, a
Competence-based Knowledge Structures for Personalised Learning
The ELeGI project focuses on integrating technology-enhanced learning methodologies into a pedagogy-driven and service-oriented architecture based on Grid technology. It aims at a system that is capable of realising personalised, adaptive, and experiential learning.
This requires to have available a framework that, on the one hand, allows for representing existing domain knowledge, and, on the other hand, provides a representation of the learner's current state of knowledge. It is shown that a
The Model of Collaborative Learning GRID to activate interactivity for Knowledge Building
The purpose of this study is to support the learning activity in the Internet learning space. In this paper, we examine the GRID technology as the knowledge management for supporting "collaborative learning" / " collaboration in learning" (CL).
RAPSODY-EX (REX) is a distributed learning support environment organized as a learning infrastructure. REX can effectively carry out to support collaborative activities in asynchronous/ synchronous learning mode.
The mixed distributed learning environme
SCORM and the Learning Grid
The Sharable Content Object Reference Model (SCORM) is a profile of several elearning specification to ensure the reusability and interoperability of elearning content in web based Learning Management Systems (LMSs). Learning grids - learning environments built on the technology of grid services - are a promising new approach to enhance quality of elearning by overcoming the page oriented structure of the web.
This paper investigates how SCORM can be used in conjunction with learning grids. Aft
Prise en compte du contexte algébrique dans la modélisation des connaissances d’un élève. Le c
Nous nous intéressons à la modélisation des connaissances des élèves dans le domaine de l’algèbre. Notre travail utilise les traces des actions des élèves recueillies dans l’environnement informatique Aplusix. Pour capturer une connaissance, il est essentiel de
tenir compte de la persistance et de la stabilité d’une action que ce soit dans la durée ou
dans la situation. Cependant, deux actions peuvent paraître, de prime abord, contradictoires. Associées au contexte dans lequel
Building Assessment Web Service from Question Type Learning Objects
In this paper we discuss the TestTool system as an established testing system model, the one that is being used in real educational settings and supports self-assessment as well as testing learning practices.
We then elaborate how this learning object-based system is being re-engineered and extended within the context of Web service oriented architecture. Testing Web service implementation along with considerations regarding how e-learning services from distributed Learning Objects could be com
Movement and interaction in semantic GRIDs: dynamic service generation for Agents in the MIC* deploy
We present in this position paper the foundations of the MIC* model and deployment environment as they have emerged in the last years, relate them to current evolutions on semantic GRID dynamic service generation, as reflected by OGSA/I and, more recently, by WSRF, and propose an integrated view with the previously proposed STROBE model for communicating agents leading to a quite simple yet very promising architecture that may
include Human agents in the loop, uninspectable as most artificial ag
