Learning Objects 1: Theory, Praxis, Issues, and Trends
Learning Objects, Theory, Praxis, Issues, and Trends provides an in-depth look at how learning objects are changing teaching and learning today and how learning objects will play an important role in the development of 21st century education. Written by a set of educators and Information Scientists from across the globe, the book ties current theory to current practices and uses that perspective as a foundation to chart new directions in the theory and praxis of learning objects. While the book'
Instruments of semiotic mediation in algebra, an example
The paper presents a class discussion which was set up within a long term experiment concerning the use of a software, L'Algebrista, to introduce pupils to theoretical thinking and symbolic manipulation. From the analysis of the discussion we will illustrate some aspects of how a teacher can use an instrument of semiotic mediation in order to guide the genesis and evolution of new concepts.
L'Algebrista: un manipolatore simbolico elementare
Presentazione di un nuovo software didattico per l’introduzione degli allievi all’algebra. L’idea di base è quella di costruire un micromondo nel quale le attività di manipolazione simbolica corrispondano alle attività di deduzione all’interno di una teoria. L’ipotesi didattica vede tale micromondo come possibile mediatore del significato di teoria ed in particolare di dimostrazione.
A symbolic manipulator to introduce pupils to algebra theory
Within the theoretical framework of Vygotsky's theory, the paper presents a new algebra software. The main features of the software are described and their potentialities are discussed. According to the Vygotskian theory, expressions and commands may be thought as external signs of the Algebraic theory, and as such, they may become instruments of semiotic mediation: In other terms they can be used by the teacher, in the concrete realisation of classroom activity, according to the motive of intr
Introducing pupils to theoretical thinking: the case of algebra
Within the theoretical framework of Vygotsky’s theory, the paper presents a teaching experiment concerning the introduction of pupils to algebraic theoretical thinking. Starting from the results of a previous study project concerning the use of Cabrì Gèométre to introduce pupils to geometry theory, the experiment is based on the use a algebra microworld “L’Algebrista”. Outlines of the classroom experimentation are followed by the analysis of some protocols, according the Vygotskian th
La natura della mediazione offerta dai sistemi basati su micromondi all’apprendimento della matema
In questo articolo prenderemo in esame il sistema ARI-LAB che abbiamo realizzato per sostenere gli alunni nello sviluppo di capacità nel problem solving aritmetico e cercheremo di descrivere alcune caratteristiche che questo software rende disponibile con il fine di valutarne le potenzialità sul terreno didattico. Nel fare ciò assumeremo due riferimenti: da una parte l'analisi della natura del sapere coinvolto nel problem solving aritmetico, descritta nella prima parte di questo lavoro, dall'
La natura della mediazione offerta dai sistemi basati su micromondi all’apprendimento della matema
Questo lavoro analizza il ruolo che ambienti basati sull’uso del calcolatore, ed in particolare i micromondi, possono assumere nelle attività di insegnamento e apprendimento di conoscenze matematiche.
Il lavoro parte dallo studio di alcuni risultati significativi che si sono avuti in questo campo a livello internazionale. Tale studio viene utilizzato come quadro di riferimento per situare e analizzare una ricerca specifica che abbiamo svolto in questo settore.
Tale ricerca riguarda la proge
Studying Changes in Learning Environments BroughtAbout by ICT-Based Systems
Aim of our work is to briefly introduce the main aspects of a methodology for the analysis of individuals and environmental changes brought about by the introduction of Information and Communication Technologies (ICT) in learning environments. The theoretical framework underpinning our work is that of Activity Theory. More specifically, we draw on the Cole and Engeström modelling of the complex relationships between elements in an activity. We have worked out our contribution on the basis of th
The Grid Shared Desktop: a bootstrapping environment for collaboration
The paradigm shift from an information sharing infrastructure (i.e., the Web) to a resource sharing infrastructure (i.e., the Grid) has boosted the development of a new generation of online services. In particular, Grid services are stateful, dynamic and operate in a secure environment. Therefore they offer capabilities that are essential to remote collaboration. In this paper, we tackle the problem of bootstrapping and supporting a collaborative environment over a Grid infrastructure. As we tar
The Grid Shared Desktop for CSCL
The Grid Shared Desktop (GSD) is a collaborative environment that provides a multidimensional humans-to-machine-to-humans interface by the means of multiples cleverly intricated desktops. The GSD is a platform independent solution that benefits of the intrinsic advantages of the Grid technology such as scalability and security. In order to verify that our GSD solution meets CSCL requirements, we have conducted experiments in the context of the ELeGI project. As part of the project use cases, the
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
Mind games, reasoning skills, and the primary school curriculum
This paper reports on a pilot research project aimed at helping to develop some strategic and reasoning abilities in primary school pupils by engaging them in educational itineraries based on the use of a number of computer mind games. The paper briefly describes the project's aims and organization, the kind of games used and the working methodology adopted. It then focuses on some of the cognitive abilities activated by the games. Finally, some pedagogical considerations derived from the study
The evolution of ICT-based learning environments: which perspectives for the school of the future?
This paper briefly outlines the evolution of ICT-based learning environments discussing some of the main aspects that have characterised such evolution (eg, technological evolution, changed cognitive and pedagogical frameworks, changed role assigned to ICT-based systems in education). The objective is to point out how the implementation of innovative learning environments, based on advanced technology, is the result of the strict interrelation between educational and cognitive theories, technolo
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
