Les logiciels d'apprentissage : panoplie ou éventail ?
The main goal of this article is to elaborate a typology in the domain of computer-supported
learning. The first problem that has to be addressed concerns the diversity of computer-supported
learning programs and the multiple ways in which one could classify them. The proposed typology
is based on the pedagogical function aimed at by the teachers or designers. Moreover, we propose
a characterisation on three aspects : the tasks proposed to the learners, the theoretical viewpoint
underlying the d
What makes the subject matter matter? Contrasting probeware with Graphs & Tracks
Previous research has established probeware as an effective tool in science instruction. Less is known, however, about the reasons for its success. In this study, we investigate this issue further by contrasting the use of probeware with the use of a simulation called Graphs & Tracks. By carrying out an in-depth analysis of pre-service teachers interaction, we want to demonstrate that the two environments despite many structural similarities afforded different contexts for learning. When
Architecture d’un environnement d’aide à l’apprentissage de la chirurgie orthopédique
Dans cet article, nous présentons le composant
didactique et pédagogique d’un EIAH
(Environnement Informatique pour
l’Apprentissage Humain) pour la chirurgie
orthopédique. Nous étudions l’architecture
logicielle de ce composant, qui sera ajouté comme
couche d’apprentissage sur un outil de simulation
de planification d’une trajectoire de vis. Enrichir
cet outil permettra à l’apprenant de l’utiliser pour
acquérir l’expérience de la prise de décision
chirurgicale pour la pl
Selection and use of domain ontologies in Learning Networks for Lifelong Competence Development
A general problem in life-long learning is how to develop flexible and adaptive learning content, and how to choose and deliver the most appropriate learning activities for the learner. In order to solve this problem, we need to have the proper knowledge model, and clear interpretation how to use it. One possible solution is to use IMS Learning Design for modelling the learning process and ontologies for representing the domain knowledge and competencies. In this paper we present one specific ap
Incorporating e-learning into a Local Government Authority Context: Evaluating Developers' Perspecti
In this paper, we describe the evaluation of an e-learning project. The Learning Ladder developed a number of elearning modules for local government staff on recurrent working practices. The modules feature the use of short video clips as a means to support and encourage organisational learning.
We report on one part of the evaluation: namely, the qualitative analysis of data from developers. We focus on three aspects: developers perceptions of video clips for learners to reflect upon example
Case studies: technology enhanced public spaces for intergenerational learning
This deliverable undertakes the analysis of four case studies in the three key dimensions of La Piazza: intergenerational learning,
ICT and physical spaces. The report shows the common characteristics of the cases, good practices as well as issues for further
research, in order to facilitate the planning of the co-design seminars, that will follow next in the project. The report includes in the
Annexes the individual case reports of the cases.,research report - deliverable number : D38.3.1
Évaluer l'utilisation d'hypermédias : intérêts et limites des variables de performance
Two main levels in describing hypermedia use can be distinguished. At a global
level, the general purpose can be described in terms of learning or problem solving. At a more
local level, specific goals can be described in terms of the learners' activity with the system, i.e.
the visiting of one or more information nodes. In this paper, the influence of the nature of these
local goals on performance variables such as recall, precision, and economy of hypermedia
use are investigated. Specific char
Virtual mental space: interacting with the characters of works of literature
We build the software implementation of virtual mental space: its
inhabitants are interacting with the literature characters in natural language.
The players are encouraged to ask questions about intentions and desires,
knowledge and believes, pretending and deceiving of the literature characters.
Works of literature are identified based on the patterns of mental interaction
between the characters. Reasoning about mental states and natural language
processing with the semantic focus are the tech
Computer skills development by children using
'hole in the wall' facilities in rural India
Earlier work often referred to as the "hole in the wall" experiments has shown that groups of children can learn to use public computers on their own. This paper presents the method and results of an experiment conducted to investigate whether such unsupervised group learning in shared public spaces can improve children's performance in school examinations. The experiment was conducted with "hole in the wall" (minimally invasive education, or MIE) kiosks in the rural Sindhudurg District of Mahar
Виртуална лаборатория за интегрирано изучаване на мат
"not available"
Educational Knowledge Based Environment
In this paper a knowledge based environment is represented which facilitates easy creation and preparation of wide range of educational software. The heart of the environment is the knowledge representation tool providing a hybrid knowledge representation formalism combining frames, production rules and logic. The environment is built on the basis of the logic programming language Prolog.
Data Driven User Requirements Specification in the UNITE Project
This paper describes the process of user requirements specification in UNITE
project. The main goal of the project is to develop an integrated system for
authoring and delivery of high quality eLearning activities for the secondary
school students. The UNITE system consists of three main components: 1)
Software Platform – integrating state of the art learning management systems
(LMS), content management systems (CMS), and mobile learning (mLearning)
capabilities; 2) Pedagogical Framework – s
Læring i praksis - fremstruktureringen af et
handlingsorienteret perspektiv
Introduktionen præsenterer afhandlingens emnemæssige baggrund, problemformulering og
metode. Den traditionelle angelsaksiske erkendelsesteoretiske opfattelse af viden hævdes at
have komplementære modpoler i læringsteorierne behaviorisme og kognitivisme. Disse
positioner problematiseres med eksempler fra hverdagsmæssige sammenhænge såvel som
med en række forskningsmæssige resultater. På baggrund heraf fremsættes problemformuleringen,
som lyder:
Er det muligt at udvikle et begreb om vi
Affordances – a Merleau-Pontian Account
In this paper, the concept of ‘affordance’ is given an ontological and epistemological explication building on a
Merleau-Pontian view of human being as always already being-in-the world in a non-thematized, pre-reflective
correspondence of body and world in the concrete activity. A dynamic, agent-centred, cultural-, experience- and
skill-relative, but perception-independent, ontology is proposed for affordances. It is argued that this is more in
line with the original Gibsonian understanding
User Interfaces for a Virtual Learning Environment: Two Study Cases
A recent powerful idea in the design of Web-based learning environments is the usage of virtual places. The employment of interface metaphors is one of the approaches enabling inexperienced users to feel comfortable in such virtual environments. We have designed a Virtual Environment for Distance Education and Training (VEDET), which provides basic virtual spaces, resources, and services. In this paper we discuss the user interface of two Web-based distance learning courses Business on the Inter
Towards a narrative-oriented framework for designing mathematical learning
This paper proposes a narrative-oriented approach to the design of educational activities, as well as a CSCL system to support them, in the context of learning mathematics.
Both Mathematics and interface design seem unrelated to narrative. Mathematical language, as we know it, is devoid of time and person. Computer interfaces are static and non-linear. Yet, as Bruner (1986; 1990) and others show, narrative is a powerful cognitive and epistemological tool. The questions we wish to explore are –
Learning about Users from Observation
Many approaches and systems for recommending information,
goods, or other kinds of objects have been developed
in recent years. In these systems, machine learning methods
are often used that need training input to acquire a user
interest profile. Such methods typically need positive and
negative evidence of the user’s interests. To obtain both
kinds of evidence, many systems make users rate relevant
objects explicitly. Others merely observe the user’s behavior,
which yields positive evidence
Design Issues of a Distance Learning Course on Business on the Internet
The paper presents the main design issues of a distance learning course on Business on the Internet. The instructional design is based on a learner centered instructional stratedy allowing learners get opportunity to construct their own knowledge while solving real business problems and transfer their knowledge to other learners. They learn autonomously taking the responsibility for their learning and following their individual cognitive styles, interests, preferences. The learners have access t
Distance Education Standards and Legal Issues - Computing Education Perspective
This paper aims to examine the legal issues related to the recognition of professional ICT qualifications amongst countries in EU, as well as international and European standards for education and training, certification and validation of distance training courses, etc. At the end we are proposing a course structure, certificate format, as well as the educational standards to be followed in the design process.
Technical Infrastructure: The WebReports site
The WebReports website allows children to create text-based and interactive content that is accessible on line and to comment on each others work, thereby being provided with opportunities to collaboratively build knowledge around a range of different learning domains. In this document we first summarise our key findings. We then provide an account of the evolution of the system during the three years of the project, giving the rationale for our major changes. Finally, we describe the function
