Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 11479 result(s) returned

Logiciels de construction de cartes de connaissances: Des outils pour apprendre
This article examines the possible uses of concept mapping software in a university or continuing education context. Concept mapping applications allow the student to graphically represent compiled information as a network of nodes and vectors. The article looks at several applications that may be used to make different kinds of maps, but mainly reviews teaching strategies that incorporate these tools as well as providing a number of planning pointers. It also summarizes the main advantages and
Author(s): Pudelko Béatrice,Basque Josianne

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Making Learning Design Standards Work with an Ontology of Educational Theories
In this paper, we present an ontology of educational theories their relation to learning design. This ontology takes into account learning design (LD) specifications such as OUNL-EML and IMS-LD at the conceptual level (1), semantic web standards such as OWL at the formal level (2), as well as JAVA standards at the implementation level (3). This ontology is intended to provide a knowledge base for any IMS-LD compliant authoring systems/LKMS, in order to provide services to authors of LD scenarios
Author(s): Psyché Valéry,Bourdeau Jacqueline,Nkambou Roger,

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Herzberg : une simulation multimédia à interactivité variable
Herzberg est un environnement de simulation multimédia permettant de visualiser et d’explorer la vibration et la rotation des molécules. Il permet de créer des documents formés d’un ensemble de pages affichant une ou deux molécules dans des configurations prédéfinies; un texte et une voix d’explication peuvent être associés à chaque page. Il est possible de fixer pour chaque document le niveau d’interactivité. On peut également, sans effectuer de programmation, ajouter de nouvell
Author(s): Couture Marc

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Quality in the New Learning Space: Ongoing Process of Teacher and Staff Training
Quality in the new learning space: ongoing process of teacher and staff training,Proceedings with reading panel
Author(s): Auzende Odette,Dumont Bernard,Joab Michelle,Rózew

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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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Transformative communication as a cultural tool for guiding inquiry science
Inquiry-based science instruction offers great promise as a means of actively engaging students in authentic scientific problem solving, including consideration of research design issues. At the same time, inquiry introduces some difficulties. In particular, familiar "cultural tools" for classroom discourse, such as Initiation-Reply-Evaluation sequences, are no longer appropriate because they are premised on known answers and teacher-driven activity. To help support productive open-ended science
Author(s): Polman Joseph L.,Pea Roy D.

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Learning and teaching with educational technologies.
This chapter considers what we have learned about learning and teaching with educational technologies over the past several decades. While there are compelling data and arguments on the positive effects of these tools, there are also well-documented difficulties with implementing such innovations. The social contexts of the uses of technology are crucial to understanding how technology may influence teaching and learning. The classroom influences, in particular the teacher, are seminal. Much mor
Author(s): Pea Roy D.

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The Buggy Path to The Development of Programming Expertise
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Author(s): Pea Roy D.,Soloway Elliot,Spohrer Jim C.

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Children's mental models of recursive logo programs
Children who had a year of Logo programming experience were asked to think-aloud about what brief Logo recursive programs will do, and then to predict with a hand-simulation of the programs what the Logo graphics turtle will draw when the program is executed. If discrepancies arose in this last phase, children were asked to explain them. A prevaient but misguided "looping" interpretation of Logo recursion was identified, and this robust mental model persisted even in the face of contradiction be
Author(s): Kurland D. Midian,Pea Roy D.

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Symbol Systems and Thinking Skills: Logo in Context
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Author(s): Pea Roy D.

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Portfolios and ICT as means of professional learning in teacher education
Teaching portfolios supported by new learning technologies have increased in importance in Norwegian schools and teacher education. However, the learning potentials of integrated e-portfolios have still to be researched and further developed. This article focuses on professional learning in a teacher education programme reorganised by use of Information and Communication Technology (ICT), teaching portfolios and assessment. Findings reveal that the portfolios have prompted professional learning
Author(s): Hauge Trond Eiliv

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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
Author(s): Self John

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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.
Author(s): Cerulli Michele,Chioccariello Augusto,Lemut Enrica

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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.
Author(s): Eyssautier Carole,Jean-Daubias Stéphanie

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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
Author(s): Hernández-Leo Davinia,Asensio-Perez Juan I.,Dimit

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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
Author(s): Sutherland Rosamund,John Peter,Robertson Susan

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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
Author(s): Hennessy Sara,Wishart Jocelyn,Whitelock Denise,Dea

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Les logiciels d'apprentissage : panoplie ou éventail ?
The main goal of this article is to elaborate a typology in the domain of computer-supported learning. The first problem that has to be addressed concerns the diversity of computer-supported learning programs and the multiple ways in which one could classify them. The proposed typology is based on the pedagogical function aimed at by the teachers or designers. Moreover, we propose a characterisation on three aspects : the tasks proposed to the learners, the theoretical viewpoint underlying the d
Author(s): de Vries Erica

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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
Author(s): Lindwall Oskar,Ivarsson Jonas

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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
Author(s): Barajas Frutos Mario,Akermann Edith,Chabert Aina,D

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