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
Randomness and LEGO robots
This paper reports on a long term experiment concerning the introduction of 7th grade pupils to the concept of randomness. Pupils are involved in activities with Lego robots, and in the joint enterprise of writing an Encyclopaedia. The main lines of the experiment are provided, together with experimental data, highlighting how some specific elements of the chosen educational approach influenced the evolution of pupils' mastery of the concept of randomness.
A micoworld to implant a germ of probability
This paper reports on the third part of a long term experiment concerning the introduction of 12-13 years old pupils to the concept of randomness and probability. In the first parts, the pupils analysed the concept of randomness, in daily life and with LEGO-RCX robots. The third part is based on the Random Garden Game (within the programming environment ToonTalk). The pupils are guided towards the concepts of equivalence of sample spaces and of classical probability, through temporary and person
Collaborative learning aspects in VSE
The paper would suggest a pedagogical model for modelling Virtual Scientific Experiments (VSE) starting from the Theory of Didactics Situations and taking advantages from the recent studies on collaborative learning.
The possibilities given by the new technologies, and in particular by the GRID, seems to be particulary interesting for the sharing of complex applications such as VSE.
Scénariser l'enseignement et l'apprentissage : une nouvelle compétence pour le praticien?
27 research papers about using scenarios for computer based learning environments,Workshop proceeding
Literature Review of E-assessment
The authors of this review provide a compelling argument for the central role of assessment in shaping educational practice. They outline the challenges and opportunities posed by the changing global world around us, and the potential role of technologies in our assessment practices. Both optimistic and practical, the review summarises existing research and emergent practice, and provides a blueprint for thinking about the risks and potential that awaits us in this area.,A NESTA Futurelab Resear
An environment helping teachers to track students' competencies
Our research concerns teaching assistant systems by treating the question of reuse and exploitation of learners’ profiles by the teacher. We propose also
that other actors of the learning situation, learners and institutions, benefit from the exploitation of these profiles. In PERLEA project, we want from one hand to model the students’ tracking process, and on the other hand to propose an environment giving
software tools to help actors to reuse and exploit profiles of all disciplines, what
CoP-independent meta-ontologies and support ontologies
This deliverable offers a theoretical background on which the KM services will be based. It deals with the meta-models necessary for the Knowledge Management services and concerns the development and the choices of CoP-independent ontologies. The existing models for each main concept determined as important in a CoP are presented, the discussions on these models summarized and finally the proposal of the model adopted for Palette is presented.,PALETTE deliverable - report number D.KNO.01 - 83 pa
A device helping learners to self-assess themselves
In this paper, we introduce the architecture of an environment, which aims at helping learners in their self-assessment process. We show how we integrated three systems to build an experimental device based on this architecture. We then present the experiment we conducted to
show the utility of this device and also to validate our hypothesis that it is easier for learners to self-assess themselves from an exercises-point of view than from a knowledge-point of view.
Reusing IMS-LD Formalized Best Practices in Collaborative Learning Structuring
Designs of CSCL (Computer Supported Collaborative Learning) activities should be flexible, effective and customizable to particular learning situations. On the other hand, structured designs aim to create favourable conditions for learning. Thus, this paper proposes the collection of representative and broadly accepted (best practices) structuring techniques in collaborative learning. The paper also proposes the formulation of these techniques as patterns: the so- called CLFPs (Collaborative Le
Teaching and Learning: Research Briefing
An important aspect of schooling is to enable students to enter new knowledge worlds, such as the world of history, of English, of foreign languages, of science, of music, or of mathematics. In the InterActive Education project we have worked in partnership with
primary and secondary school teachers, to investigate ways in which information and
communications technology can be used to enhance learning, with a particular focus
on improving subject knowledge.,Research briefing
Pedagogical approaches for technology-integrated science teaching
The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are adapted to both the cognitive and structuring resources available in the classroom setting. Four teachers participated in the first study, undertaken as part of the InterActive Education project in Bristol; all of them used multimedia simulations in thei
Adaptive and Dynamic Hypertext Tutoring Systems Based on Knowledge Space Theory
Knowledge space theory provides a formal model for representing students' knowledge and describing the structure of a domain of knowledge. A similar formal structure can be used to described the structure of hypertexts. The combination of knowledge space theory and the formal hypertext model leads to a framework for intelligent tutoring systems which provides individualized learning paths to a student. Using powerful procedures from relational database systems and from knowledge space theory, we
Une architecture flexible et extensible
pour l’annotation dans le E-Learning.
Cet article a pour objectif de proposer une architecture flexible et extensible pour l’outil d’annotation MemoNote. Cet outil permet de créer des annotations subjectives et sémantiques sur des documents pédagogiques, tout en étant capable de s’adapter au contexte courant de l’annotateur. Nous définissons les différentes configurations dans lesquelles MemoNote doit pouvoir d’adapter aux changements de contexte. Nous proposons ensuite une architecture pour MemoNote permettant l’a
Formalismes pour une mémoire de formation à base d’annotations : articuler sémantique implicite
Cet article a pour objet de présenter les formalismes définis pour des mémoires de formation à base d’annotations au sein du projet MICA. Il explicite les objectifs de la recherche et les exigences que cela apporte sur les outils visés. Une étude des travaux de la littérature sur les annotations et leurs formalismes montre qu’ils ne couvrent que de façon très limitée nos objectifs. Nous présentons alors les formalismes que nous avons développés, en structurant l’objet d’anno
Uncertainty-reducing cooperation scripts in online learning environments
Online learning courses can create new interaction situations for participants who have not previously worked with each other. Initially, there is some degree of uncertainty between participants in these interaction situations. According to the uncertainty reduction theory, low uncertainty increases theamount of discourse and decreases information seeking. Thus, uncertainty may influence online discourseand learning. However, the relation of uncertainty reduction to learning outcomes has not yet
What makes the subject matter matter? Contrasting probeware with Graphs & Tracks
Previous research has established probeware as an effective tool in science instruction. Less is known, however, about the reasons for its success. In this study, we investigate this issue further by contrasting the use of probeware with the use of a simulation called Graphs & Tracks. By carrying out an in-depth analysis of pre-service teachers’ interaction, we want to demonstrate that the two environments – despite many structural similarities – afforded different contexts for learning. When
Case studies: technology enhanced public spaces for intergenerational learning
This deliverable undertakes the analysis of four case studies in the three key dimensions of La Piazza: intergenerational learning,
ICT and physical spaces. The report shows the common characteristics of the cases, good practices as well as issues for further
research, in order to facilitate the planning of the co-design seminars, that will follow next in the project. The report includes in the
Annexes the individual case reports of the cases.,research report - deliverable number : D38.3.1
Learning design based on graphical knowledge-modeling
This chapter states and explains that a Learning Design is the result of a knowledge engineering process
where knowledge and competencies, learning design and delivery models are constructed in an integrated
framework. We present a general graphic al language and a knowledge editor that has been adapted to
support the construction of learning designs compliant with the IMS-LD specification. We situate LD
within a taxonomy of knowledge models , namely the multi-actor collaborative system. We move
Pedagogical text indexation and exploitation for language learning
In this article we present the MIRTO platform -under development at the University Stendhal of Grenoble- and how it addresses common flaws of CALL software. This platform led to another project: the creation of a pedagogically indexed text base. We introduce here the notion of pedagogical indexation, and confront the particular case of pedagogical indexation for language learning with the existing pedagogical
resource description standards, before proposing leads towards the implementation of th
