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Internal and external collaboration scripts in web-based science learning at schools
Collaboration scripts can help learners to engage in argumentation and knowledge acquisition. However, they might have differential effects for learners holding differently structured knowledge (internal scripts) on argumentation. We investigated how external scripts interact with learners’ internal scripts concerning collaborative argumentation. 98 students from two secondary schools participated. Two versions of an external collaboration script (high vs. low structured) supporting argumentati
Author(s): Kollar Ingo,Fischer Frank,Slotta James

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Autoevaluation in 8086 assembly language programming
Autoevaluation (self assessment) is more and more developed for teaching at university. We present our contribution to this pedagogical resource. Our exercises are intended for students in second year at the University of Paris 6 for the module "Computer Architecture". These numerous exercises complete the classical courses and allow students to check their know-how. We have experimented with success our set of exercises for the past 2 years with numerous students in UTES1. Uteval software has b
Author(s): Paget Marie-Martine,Nogier Marie-Claire,Giroire HÃ

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L’utilisation d’un arbre des tâches pour concevoir et analyser des situations d’apprentissage :
Afin de prendre en compte les difficultés que les élèves ont pour donner du sens aux activités expérimentales, ce qui leur fait perdre de vue l’objectif initial du T.P. et les connaissances visées, nous proposons de leur faire concevoir le protocole des expériences. À travers trois exemples de situations de T.P. mises au point et expérimentées dans des classes de Terminale S, nous montrons comment la structuration du protocole expérimental dans un arbre de tâche, permet d'analyser e
Author(s): Marzin Patricia,Girault Isabelle,Wajeman Claire,d'

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Introduction de nouvelles représentations dans le micromonde Aplusix Représentations sous forme mi
Dans le cadre du projet Européen ReMath, nous avons entrepris d’introduire deux nouvelles représentations des expressions algébriques dans le micromonde Aplusix : une représentation mixte Naturelle & Arbre mêlant la représentation naturelle en deux dimensions des expressions algébriques avec une représentation en arbre, et une représentation graphique dans le plan des fonctions et sur la droite des ensembles de solutions des équations. Notre travail emprunte une démarche traditionnel
Author(s): Bouhineau Denis,Chaachoua Hamid,Viudez Christophe,

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Natural Editing of Algebraic Expressions
We call “natural editing of algebraic expressions” the editing of algebraic expressions in their natural representation, the one that is used on paper and blackboard. This is an issue we have investigated in the Aplusix project, a project which develops a system aiming at helping students to learn algebra. The paper summarises first the Aplusix project. Second it presents a notion of algebraic expressions, of representations of algebraic expressions. The last section develops ideas about natur
Author(s): Nicaud Jean-François

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A student-designed, remote-controlled experiment in chemistry
One of the specificity of the experimental sciences courses (i.e. biology, chemistry, physics) is the need for the students to interact with both the domain of real objects and observable things and the domain of ideas. In distance education, ideas are easily transmitted through classic media. The laboratory work, which specifically deals with the objects and the observable things, has been transposed in distance education following two ways: the use of simulations and the use of remote-controll
Author(s): d'Ham Cedric,Girault Isabelle,Caix-Cécillon Chrys

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Transformative Communication in Project Science Learning Discourse
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Author(s): Polman Joseph L.,Pea Roy D.

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One-to-one technology-enhanced learning: an opportunity for global research collaboration
Over the next 10 years, we anticipate that personal, portable, wirelessly-networked technologies will become ubiquitous in the lives of learners — indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning (TEL), characterized by “seamless learning spaces” and marked by continuity of the learning experience across different scenarios (or environments), and emerging from the av
Author(s): Chan Tak-Wai,Roschelle Jeremy,Hsi Sherry,Kinshuk D

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Learning Theories and Education: Toward a Decade of Synergy
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Author(s): Bransford John,Vye Nancy,Stevens Reed,Kuhl Pat,Sch

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A Logo-based Task for Arithmetical Activity
Young children attend to answer-getting readings of arithmetical notation. This is evidenced by many children’s exclusive acceptance of a + b = c syntaxes that lend themselves to computational readings (e.g. Behr et al., 1976; Carpenter & Levi, 2000; Knuth, Stephens, McNeil & Alibali 2006). Even those children who do accept a wider variety of syntaxes, such as a + b = b + a and c = a + b , adhere to a computational view involving getting answers to both sides of the equals sign and checking the
Author(s): Jones Ian

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Mobile Usability in Educational Contexts: What have we learnt?
The successful development of mobile learning is dependent on human factors in the use of new mobile and wireless technologies. The majority of mobile learning activity continues to take place on devices that were not designed with educational applications in mind, and usability issues are often reported. The paper reflects on progress in approaches to usability and on recent developments, with particular reference to usability findings reported in studies of mobile learning. The requirements of
Author(s): Kukulska-Hulme Agnes

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The evolution of research on collaborative learning
For many years, theories of collaborative learning tended to focus on how individuals function in a group. More recently, the focus has shifted so that the group itself has become the unit of analysis. In terms of empirical research, the initial goal was to establish whether and under what circumstances collaborative learning was more effective than learning alone. Researchers controlled several independent variables (size of the group, composition of the group, nature of the task, communication
Author(s): Dillenbourg Pierre,Baker Michael J.,Blaye Agnès,O

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Cyberinfrastructure for Education and Learning for the Future: a vision and research agenda
This report is the result of a series of workshops organized by the Computing Research Association and the International Society of the Learning Sciences with support from the National Science Foundation (Grant No. REC-0449247). The purpose of the workshop series was to explore where we are in the application of pervasive computing power to education, and where we need to be. In particular, the intent was to develop a map of where NSF can strategically place its resources in creating the learni
Author(s): Ainsworth Shaaron,Honey Margaret,Johnson W. Lewis,

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Advanced video technologies to support collaborative learning in school education and beyond
The aim of the paper is to characterize two new advanced video technology software systems developed for uses in collaborative learning (DIVER and HyperVideo2), and how they extend the paradigms of video use in classrooms today. The rationale for and characteristics of these tools are described, and early experiences with their use are characterized.
Author(s): Zahn Carmen,Hesse Friedrich,Finke Matthias,Pea Roy

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Six Years of Knowledge Networking in Learning Sciences and Technologies
This report presents a series of in-depth reflections about the work of the Center for Innovative Learning Technologies (CILT) from 1997 until 2004. Each member of the CILT team (Principal investigator, postdoctoral scholar, project coordinator and manager) provided their personal reflections on what they, and all of us as a group, have learned from the attempt to stimulate the development and implementation of important, technology-enabled solutions to critical problems in K-14 STEM learning in
Author(s): Sabelli Nora,Pea Roy D.,Park Menlo,Alto Palo

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Emerging Social Engineering in the Wireless Classroom
Code It! fosters mathematics learning environments where pre-algebra students use handheld technologies to confidently and enjoyably explore and learn about functions. The resources we developed—server-based and handheld software and paper-based student and teacher texts—were packaged as a 20-session unit on code making and breaking and designed to boost students’ understanding of mathematical functions and their facility with the multiple representations of tables, graphs and symbols. We
Author(s): Goldman Shelley,Pea Roy D.,Maldonado Heidy

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Functioning in the Wireless Classroom
Code It! fosters mathematics learning environments where pre-algebra students use handheld technologies to explore and learn about functions. The resources developed - server-based and handheld software and paper-based student and teacher texts - were packaged as a 20-session unit on code making and breaking and designed to boost students' understanding of functions and their facility with the multiple representations of tables, graphs and symbols. We field tested the wireless system with two te
Author(s): Goldman Shelley,Pea Roy D.,Maldonado Heidy,Martin

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The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning
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Author(s): Pea Roy D.

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The Diver Project: Interactive Digital Video Repurposing
The digital interactive video exploration and reflection (Diver) system lets users create virtual pathways through existing video content using a virtual camera and an annotation window for commentary. Users can post their Dives to the WebDiver server system to generate active collaboration, further repurposing, and discussion. Although our current work focuses on video records in learning research and educational practices, Diver can aid collaborative analysis of a broad array of visual data re
Author(s): Pea Roy D.,Mills Michael,Rosen Joseph,Dauber Kenne

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Learning Science through Collaborative Visualization over the Internet
Ten years ago, we launched the Learning through Collaborative Visualization, or CoVis Project. "Collaborative visualization" refers to development of scientific knowledge that is mediated by scientific visualization tools in a collaborative learning context. Funded by the National Science Foundation as an advanced networking testbed, our partnership of Northwestern University, Bellcore, Ameritech, the Exploratorium Science Museum in San Francisco, and the University of Illinois at Urbana-Champai
Author(s): Pea Roy D.

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