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Connecting theoretical frameworks: the telma perspective
In this text, we report on a research project developed within the European research team TELMA (Technology Enhanced Learning in MAthematics) of the Kaleidoscope network of excellence created in 2004. We describe the conceptual and methodological tools we have progressively built for allowing productive research collaboration and overcoming the difficulties resulting from the diversity and heterogeneity of our respective theoretical backgrounds. We also show how these tools have contributed to g
Author(s): Artigue Michèle,Cerulli Michele

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STELLAR European Research Network of Excellence in Technology Enhanced Learning
Starting February 1st, 2009, the European Union is supporting a new Network of Excellence in Technology Enhanced Learning called STELLAR (Sustaining Technology Enhanced Learning Large-scale multidisciplinary Research). STELLAR represents the effort of the leading European institutions and projects in Technology-Enhanced Learning (TEL) to unify their diverse community. This Network of Excellence is motivated by the need for European research on TEL to build upon, synergize and extend the valuable
Author(s): Gillet Denis,Scott Peter,Sutherland Rosamund

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Scoping a vision for formative e-assessment: a project report for JISC
Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i.e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and
Author(s): Pachler Norbert,Mellar Harvey,Daly Caroline,Mor Yi

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Transferring Kaleidoscope members' activities research into economic outcomes
The importance of research undertaken within academic and research organisations is widely recognized by governments, industries and diverse stakeholders. Indeed, the contribution of higher education in the generation of new ideas and knowledge, and as an economic driver, has probably never been as important. Nevertheless, universities face a rapidly changing environment shaped by pressure on funding, an emphasis on quality assurance and the increasing impact of globalisation, marketisation and
Author(s): Scodigor Eugène,Balacheff Nicolas,Boulé Jean-Mar

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Analysis of a selection of interactive learning environments for mathematics
1) Analysis of the ILEs developed by TELMA teams: Aplusix, AriLab2, and e-Slate. 2) Critical analysis of the grid yielding a refined methodological tool for ILEs analysis. 3) Study of T-algebra, an additional ILE for the learning of elementary algebra; 4) Comparison of 10 ILEs based on the exploitation of the analysis grids.,deliverable D20.5.2 from ERT Telma of NoE Kaleidoscope
Author(s): Trgalova Jana,Bouhineau Denis,Nicaud Jean-Françoi

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Analysis of a selection of educational ICT systems for mathematics
The deliverable describes a grid that has been designed to study ILEs (Iteractive Learning Environments) in arithmetic and algebra, a process for choosing 6 ILEs to be studied and the result of the studies. The studied ILES are: ActiveMath, AnimalWatch, Cognitive Tutor, Math-Teacher Plus, MatXpert, Ms. Lindquist.,deliverable D20.5.1 from ERT Telma in the NoE Kaleidscope
Author(s): Nicaud Jean-François,Alshwaikh Jehad,argyro papad

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Learning aware environment: a Laboratorium of epidemiological studies
One challenge of the Laboratorium is to have the capacity to recognize and capture relevant events from observing the human activity, the ability to understand the learning needs and then to provide the adequate feedback in whatever form. Another challenge is the mapping of inaccessible phenomena into the sensible and temporal space of the classroom. Our design combines gaming situations and ambient technologies in the context of learning bio-statistics. This paper presents a method and a formal
Author(s): Ney Muriel,Balacheff Nicolas

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Supplementing Textbooks with Computer-Based Resources in the Primary EFL-Classroom
Compute-assisted language learning (CALL) should take place whenever it can support work which otherwise could have not been carried out as effectively. Teachers should choose computer-assisted activities which reflect and promote pupils’ existing abilities rather than neglect or marginalize them. The suggested activity here is the production of talking books – audio-visual multimedia slideshows. It requires pupils to use the listening and speaking skills of a storyteller rather than the readi
Author(s): Grossmann Schimon

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A framework for process–solution analysis in collaborative learning environments
One of the most challenging aspects of computer-supported collaborative learning (CSCL) research is automation of collaboration and interaction analysis in order to understand and improve the learning processes. It is particularly necessary to look in more depth at the joint analysis of the collaborative process and its resulting product. In this article, we present a framework for comprehensive analysis in CSCL synchronous environments supporting a problem-solving approach to learning. This fra
Author(s): Bravo Crescencio,Redondo Miguel,Verdejo Maria Feli

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Modèles, langage et outils pour la réutilisation de profils d'apprenants
This PhD thesis in computer science belongs to the computer supported learning field. Various information on the learner, or on a group of learner, related to the learning – knowledge, skills, conceptions or behavior – are collected to compose a profile. Existing profiles differ in their intent, content or structure. Moreover, various learning actors are involved and concerned by these profiles. As of today, there is no technical solution in place for reusing these heterogeneous profiles. This
Author(s): Eyssautier-Bavay Carole

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Human Factors and Innovation with Mobile Devices
Advancements in technology are a significant driving force in educational innovation, but a strong focus on technology means that human aspects and implications may not be given the attention they deserve. This chapter examines usability issues surrounding the use of mobile devices in learning. A key aim is to empower educators and learners to take control of personal devices and realise their potential in relation to teaching and learning. The background section reviews the development of usabi
Author(s): Kukulska-Hulme Agnes

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Gap Analysis Report
The aim of this document is to: a) provide a description of the Gap Analysis framework and the methodology we have used in PROLEARN roadmap (section 1: Methods) and b) present the Gap analysis results (section 2: Implementations).,Research report of the ProLearn Network of Excellence (IST 507310), Deliverable 12.12
Author(s): Kamtsiou Vana,Naeve Ambjörn,Kravcik Milos,Burgos

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PROLEARN framework for process-oriented learning and knowledge work
Given the importance of an organisation’s human capital to business success, aligning training and competency development with business needs is a key challenge. Many companies did initiate in the past knowledge management activities or founded corporate universities as the organization intended to help companies to face this challenge. In this deliverable, we talk about knowledge work and learning management as a concept to "increase business performance" through a better short- and long-term
Author(s): Zimmermann Volker,Fredrich Helge,Grohmann Guido,Ha

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Harmonization methodology for metadata models
Metadata allows systems, applications and users to manage and access resources without a need for interaction with the resource itself. For this reason, the administration and exchange of metadata is a central activity in systems that manage learning objects. Metadata considerations are fundamental when creating interoperable e-learning tools, and metadata standards have been among the very first learning technology standards to mature. This deliverable analyses a number of existing metadata spe
Author(s): Nilsson Mikael,Naeve Ambjörn,Duval Erik,Johnston

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Web Based Catalogue of Online Experiments
A knowledge base of online experiments was built. It is a kind of catalogue describing online experiments used for educational purposes. Metadata for describing this special kind of learning resources and analysis of experiments available in the catalogue (both virtual and remote) are presented in this paper. Examples of online lab experiments and exercises are developed by different European universities are also described.,Research report of the ProLearn Network of Excellence (IST 507310), Del
Author(s): Babich Alexander,Hagge Nils,Gillet Denis,Faltin Ni

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Interfacing adaptive solutions with corporate training systems
not available,Research report of the ProLearn Network of Excellence (IST 507310), Deliverable 1.9
Author(s): Cristea Alexandra,De Bra Paul,Burgos Daniel,Ceri S

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Specification and Prototyping of Personalized Workplace Learning Solutions
The main goal of this document is to survey the existing approaches for the personalization and adaptation of eLearning systems which are proposed by partners from the PROLEARN consortium.,Research report of the ProLearn Network of Excellence (IST 507310), Deliverable 1.8
Author(s): Dolog Peter,De Bra Paul,Burgos Daniel,Cristea Alex

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Interoperability of Adaptive Learning Components
As interoperability is one of the crucial problems in this area, we analyzed it in D1.2 (published also as journal paper). Personalized adaptive learning requires semantic-based and context-aware systems to manage the Web knowledge efficiently as well as to achieve semantic interoperability between heterogeneous information resources and services. The technological and conceptual differences can be bridged either by means of standards or via approaches based on the Semantic Web. This documents d
Author(s): Kravcik Milos,Aroyo Lora,Dolog Peter,Houben Geert-

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Requirements and Solutions for Personalized Adaptive Learning
In D1.1 we analyzed the available solutions. Current learning environments are typically web based, but they usually do not take into account heterogeneous needs of users and provide the same learning material to students with different knowledge, objectives, interests, and in different contexts. Currently there is no technical standard for the communication between the various personalized adaptive learning tools as well as no metadata standard for meaningful exchange of learner model and learn
Author(s): Kravcik Milos,Angelova Galia,Ceri Stefano,Cristea

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A Conceptual Approach to Studying the Learning Process - with a Special Focus on Knowledge Creation
In this paper we present a conceptual approach to the study and analysis of learning processes with emphasis on the knowledge-creating types of learning processes that often occur in workplace learning.,Research report of the ProLearn Network of Excellence (IST 507310), Deliverable 5.3
Author(s): Naeve Ambjörn,Nilsson Mikael,Palmér Matthias,Wes

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