Lecture 23 - 11/15/2010
Lecture 23
Lecture 22 - 11/12/2010
Lecture 22
Lecture 23 - 11/15/2010
Lecture 23
Lecture 22 - 11/12/2010
Lecture 22
Lecture 23 - 11/15/2010
Lecture 23
Lecture 22 - 11/12/2010
Lecture 22
Lecture 23 - 11/15/2010
Lecture 23
Lecture 23 - 11/15/2010
Lecture 23
Lecture 29 - 11/12/2010
Lecture 29
Lecture 23 - 11/15/2010
Lecture 23
Lecture 23 - 11/15/2010
Lecture 23
Lecture 23 - 11/15/2010
Lecture 23
A Design Approach to Research in Technology Enhanced Mathematics Education
This thesis explores the prospect of a design science of technology enhanced mathematics education (TEME), on three levels: epistemological, methodological and pedagogical. Its primary domain is the identification of scientific tools for design research in TEME. The outputs of this enquiry are evaluated by a demonstrator study in the domain of secondary school mathematics.
A review of existing literature establishes a need for a design perspective in TEME research, but at the same time suggests
Authenticity in learning game: how it is designed and perceived
A key concern in game-based learning is the level of authenticity games require in order to match what learners can expect in the real world, what keeps them engaged in the game, and what they need to learn. We examined authenticity or credibility in a game from the learnerÂ’s perspective. There are very few studies on this aspect. We propose that authenticity is the result of a compromise between external authenticity (perceived likeness with real life reference), internal authenticity (perceiv
Take into account knowledge constraints for design of TEL environments in
medical education
In this paper we present an approach, based on
exploiting and modeling empirical knowledge, for design an adaptive intelligent tutoring system in medical education. We present our learning knowledge design constraints and their related computer representations. We conclude with the possibilities of our approach and their perspectives.
Le télé-apprentissage et le développement de compétences
Cette étude vise à dresser un portrait général de l'état actuel du télé-apprentissage et du développement des compétences au sein des entreprises. Le télé-apprentissage semble jouer un rôle stratégique dans les contextes de la "nouvelle économie", des "organisations apprenantes" et du "nouveau paradigme pédagogique".,Note de recherche No 2002-2, Télé-université, Université du Québec
Students' performance and satisfaction with Web vs. paper-based practice quizzes and lecture notes
The use of computers to deliver course-related materials is rapidly expanding in most universities. Yet the effects of computer vs. printed delivery modes on students' performance and motivation are not yet fully known. We compared the impacts of Web vs. paper to deliver practice quizzes that require information search in lecture notes. Hundred and twenty two undergraduate students used either a web site or printed documents to answer 18 mathematics questions during a tutored session. A revised
Engaging the Community in Multidisciplinary TEL Research: A Case-Study from Networking in Europe
The STELLAR Network of Excellence was launched in February 2009 with the explicit intention of Sustaining Large Scale Multi-Disciplinary Research in Technology Enhanced Learning. So as to support this aim, the network has defined a number of different activity tracks, aimed at building capacity amongst senior-level researchers/decision makers, mid-level researchers and junior researchers/PhD students as well with a separate track dedicated to building community level capacity.
In the abstract, t
Learning to work and working to learn in 2025
This Paper presents the Learnovation vision for 2025 within and around the world of work and combining features of formal, non-formal and informal learning, i.e.: Inter-organisational learning, e-Learning at the workplace and Professional learning networks. Such “territories” can be represented graphically according to their position in a continuum ranging from individual initiative to learn to coordinated organisational initiatives. This continuum reflects a great differentiation in e-learnin
Learning Individuals and Learning Communities: Informal Learning in 2025
This Paper presents the Learnovation vision within and around the area of informal learning, and more specifically it concerns three “eLearning territories”: individual development through e-Learning, nonprofessional learning communities, and communities generating learning as side effect. What these
three territories have in common is that learning is not organised or structured, nor necessarily intentional from the learnerÂ’s perspective.
A key assumption to understand the Learnovation Visio
