The use of Collaborative Virtual Environments to provide student’s contextualisation in programmin
Experience has shown that one of the biggest difficulties that students find while learning programming languages is the understanding of its abstract concepts, and this difficulty translates into a lack of motivation for learning. We propose the use of a collaborative virtual environment to allow students to program within the context of a business-like professional programming environment, akin to that found in a software house, in order to make abstract concepts and requirements more concrete
Diagnostic et remédiation assistés par ordinateur
Cet article de vulgarisation a pour objectif de montrer en quoi les TICE peuvent aider les apprenants et les enseignants. En particulier, cet article vise à définir et expliquer le diagnostic et la remédiation que peut engendrer le diagnostic (quels sont leurs objectifs, leurs apports d'un point de vue apprenant et enseignant)
Tutorial planning : Adapting course generation to todayÂ’s needs.
Most of today's course generation does not allow an in-depth, generic representation of pedagogical knowledge. However, supporting
individual learners with different goals requires an elaborate representation
of pedagogical expertise. In this paper, I describe a framework that adapts existing approaches for representing and using pedagogical knowledge to meet today's needs. Furthermore, I will show how in this
framework several of today's problems are solved, such as the integration of distribut
Bridging Cultures in Designing for Learning: An EChina~uk Project Case Study
This paper focuses on collaboration across professional cultures within the Sino–UK collaborative eLearning
development projects at the University of Nottingham. It examines how technologists and academics developed
a common understanding and effective ways of working. At the beginning of the project, the UK academics
were unused to writing for online courses, and were unsure how to go about it. The technologists, on the other
hand, simply wanted to be told what they needed to do, and this init
Learning Design Engines as Remote Control to Learning Support Environments.
Context:
Chapter 5 of the Learning Design book describes the operational model of a learning design
engine based on the concept of finite automata with output alphabet. We rely on this event
concept to include pre-existing learning tools in flexibe and rich learning designs.
Contribution:
We sketch an approach for the integration of complex learning environments in learning
designs. Interactive learning support environments, such as argumentation or modelling
tools are pre-existent and have a hi
The Metaphor of Networks in Learning: Communities, Collaboration and Practice
This paper explores the use of the network metaphor and the way in which it relates to Computer Supported Collaborative Learning (CSCL) and Communities of Practice. The idea of networked learning stresses the interactopn of learners, tutors and their resources through networks. The arguments put in this article are firstly that learning technology needs to take account of the wider debate about networks and secondly that research in this field needs to address the theoretical and practical issue
Design approaches in technology enhanced learning
Design is a critical to the successful development of any interactive learning environment (ILE). Moreover, in technology enhanced learning (TEL), the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of Design Science (Simon,
Interdisciplinary approach for the design of a learning environment
This paper presents our interdisciplinary approach for the design of a technology-based learning environment for orthopaedic surgery. We present how the didactical analysis of teaching and learning in workplace gives a framework to build the computational representation of knowledge. This analysis is shown within the context of the apprenticeship of concepts of anatomy and orthopaedic surgery.
Quantitative and Qualitative Research: Conflicting Paradigms or Perfect Partners?
This paper will examine the use of quantitative and qualitative methods as complementary research methods. It asks the fundamental question wether these two approaches can be used jointly in a principled manner. The pressure in educational research has been towards using the two methods alongside each other. In applied research the use of the two approaches in the same project is accepted yet we still find serious objections raised to such work when it is presented in a more formal context. Eval
A Theory of Learning for the Mobile Age
Our aim is to propose a theory of learning for a mobile society. It encompasses both learning supported by mobile devices such as cellular (mobile) phones, portable computers and personal audio players, and also learning in an era characterised by mobility of people and knowledge where the technology may be embedded in fixed objects such as ‘walk up and use’ information terminals. For brevity we shall refer to these together as mobile learning.
TéléCabri, un environnement pour le préceptorat à distance.
L'objectif du projet TéléCabri est de contribuer à la solution de ces problèmes en apportant des moyens complémentaires de l'action humaine pour assurer la continuité de la scolarité pendant l'hospitalisation des enfants ou adolescents. TéléCabri doit apparaître comme une machine partenaire de l'élève autant que de l'enseignant. En intégrant la téléprésence et des fonctionnalités de coopération dans un environnement informatique pour l'apprentissage humain.
Clustering Students to help Evaluate Learning
In this paper we show how clustering techniques can be applied to
student answers generated from a web-based tutoring tool. In particular we
are interested in extracting clusters of students based on the mistakes
they made using the tool, with the aim of obtaining pedagogically
relevant information and providing this feedback to the teacher. The data we used comes from the Logic-ITA, a web-based tutoring tool to practice formal proofs currently in use in the School of Information Technologies at
Progression in Multiple Representations: Supporting students' learning with multiple representations
Relating multiple representations and translating between them is important to acquire deeper knowledge about a domain. To relate representations, learners have to mentally search for similarities and differences. To translate between representations, learners need to interpret the effects that changes in one representation have on corresponding representations. The question is how presenting representations may improve or hinder the processes of relation and translation. In this study we examin
Academic Use of Digital Resources: Disciplinary Differences and the Issue of Progression
This paper examines the use of digital resources by academics in UK Higher education. The explosive growth of the Internet and in particular the Web has led to a growth in speculation about networked and e-learning (Steeples and Jones 2003, Brown and Duguid 2000). Increasingly researchers have become aware of the ways the university resists such changes and provides a 'resourceful constraint' to the changes surrounding the introduction of networked learning (Brown and Duguid 2000, Cornford 2002)
The role of roles in the analysis of interactions in collaborative environments
Analysis of interactions has become a basic function in the field of collaborative learning, as a means for supporting both students' self-regulation as well as formative evaluation processes. However, we observe a lack of methods and tools for the analysis of interactions in CSCL that considerer the different roles implied in collaboration management processes, both from the point of view of the actors that take part in a typical CSCL scenario:
teachers, students or the system
e-COMODE Services for the Implementation of Collaborative Modelling Environments in Schools.
e-COMODE is an open digital learning environment, which assists young
students (10-17 year old) in creating models. e-COMODE services aim to offer a
collaborative modelling environment, including pedagogical, technical and
implementation support services. The market validation of the different services has
been performed in different environments, private and state schools, from different
geographical areas; Greece, Spain and North Ireland in the UK, in order to confirm
the business model develo
An analysis of learner arguments in a collective
This contribution analyses the arguments of students in a learning activity entitled "Argue Graph".
This activity is intended to make students understand the relationship between learning theories and design
choices in courseware development. The analysis of arguments is centered on the effects of discussion and
opinion conflict on the elaboration of arguments. We then use an adaptation of a collective intelligence model
to describe the knowledge flow among people and artifacts during the learni
Networked Identities: Understanding Different Types of Social Organisation and Movements Between Str
In this article we take up a critique of the concept of Communities of Practice voiced by several authors, who
suggest that network may provide a better metaphor to understand social forms of organisation and learning.
This critique we situate within a broader theoretical movement in socio-cultural learning theories. From this we
identify some theoretical and analytical challenges to the network metaphor, which we explore and elaborate
through an analysis of a Danish social networking site.
The role of interactive visualizations in the development of concepts of logic.
The main objective of the experiments described in this paper is to examine whether
instructional variables often used in learning empirical sciences can also be used to facilitate the
development of knowledge and skills in the formal sciences, particularly in learning logic. In
learning empirical sciences, many positive effects have been reported which can be accounted for
by the use of visualisation techniques, multiple representations and possibilities for the learners to
interact with repres
Levels of Web-Based Discussion: Theory of Perspective-Taking as a Tool for Analyzing Interaction.
The aim of this paper is to present a model how the level of web-based
discussion can be analyzed. The model has been developed in an empirical study where
we examined the quality of asynchronous interaction in web-based conferencing. Because
all successful communication presumes perspective-taking skills and reciprocal
understanding among the participants, we studied whether the students are able to reach in
reciprocal interaction and thus create educationally relevant high-level web-based
disc
