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Operationalizing macro-scripts in CSCL technological settings
This paper presents a conceptual analysis of the technological dimensions related to the operationalization of CSCL macro-scripts. CSCL scripts are activity models that aim at enhancing the probability knowledge generative interactions such as conflict resolution, explanation or mutual regulation occur during the collaboration process. We first recall basics about CSCL scripts and macro-scripts. Then, we propose an analysis of some core issues that must be made explicit and taken into account wh
Author(s): Tchounikine Pierre

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Implementation Process of ePortfolio at FH JOANNEUM
This paper describes the design of Portfolio and its application at FH JOANNEUM in a range of contexts where it will be used to make learning outcomes visible and to facilitate personal development planning. The flexibility of the ePortfolio architecture is appraised and the integration with virtual learning environments is discussed. Preliminary findings from evaluation studies (feedback / data obtained from students, graduates and staff evaluations and discussions, and relevant points arising
Author(s): Hiller Bettina,Pauschenwein Jutta,Sandtner Heimo,S

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The remote experiment position in actual taxonomy
Taxonomy is a classification effort for establishment of learning/teaching operational objectives. There are some famous taxonomies, Bloom’s being the most quoted. In spite of the fact that some researchers have tried to explain the position of elearning in already known taxonomies, this subject was not too much in the general attention. In the paper the authors intend to go deeply and to analyze the position of the new methodology-remote experiment-in the actual taxonomies. In addition they ha
Author(s): Samoila Cornel,Ursutiu Doru,Cotfas Petru,Zamfira S

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Remote engineering implies a new strategy of assessment?
When we spoken about remote engineering as a new methodology used in the cyberspace with the final goal of the teaching/learning improvement and cost sharing, we are obliged to approach all of the process sides. Assessment is one of these sides and there is considered the most powerful tool for illustration, in the qualitative and quantitative ways, the learners responds at educational objectives offered by the remote engineering learning environment. In the present paper the authors have the in
Author(s): Samoila Cornel,Ursutiu Doru,Cotfas Petru

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Collaborative Multi-professional Narrative Based e-learning. An application to teaching Medical Stat
The present paper describes e-CNA (e-Collaborative Narrative Analysis), a web based multi-agent environment where different agents contribute to the exploration and social co-construction of the meanings of a set of narratives. The paper also describes an action-research e-learning experiment aimed to involve the students of different courses and a multi-disciplinary team of health professionals in a blended online educational project on qualitative and quantitative research methodologies in hea
Author(s): Giani Umberto

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Evaluating Wiki as a tool to promote quality academic writing skills
In this study we investigated undergraduate teacher trainees' use of wikis, focusing on the use of shared spaces to communicate ideas and generate course specific content. We explored how students, through such activities, were to able to improve their academic writing skills. We discuss writing as a social practice and discuss how wikis might promote better academic writing. With data derived from student discussion boards and a post-module e-mail questionnaire (N=35) our findings indicate that
Author(s): Wheeler Steve,Wheeler Dawn

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An Interactive Virtual Global Cultural Course: Building a Real Time Cost Effective Global Collaborat
A virtual collaborative environment was created at East Carolina University, using videoconference technology via regular internet to bring students from 18 different countries, 2 at a time, to the same classroom in real time to learn about each other’s culture. Students from two countries are partnered one on one,, they meet for 4-5 weeks, and submit a joint paper. Then the same process is repeated for two other countries. Lectures and student discussions are managed with pre-determined topics
Author(s): Chia Rosina C.,Poe Elmer,Singh Parikshat M.

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Internationalizing the Curriculum: Champlain College and the Global Module Project
Champlain College, a leader in both online and international education, uses the Internet to create Global Modules that link the students and faculty at two or three international educational institutions for shared online readings, discussion and teamwork. Students at Champlain have used the Global Modules format to discuss women’s issues with students in the U.A.E., terrorism with Jordanian students, globalization with Indian students, the peace movement with Austrian students and the Lebanon
Author(s): Scudder Gary Evans Jr.,Vincent Jennifer A.

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Integrating the Virtual World: Teaching EAI and e-business Integration at Universities of Applied Sc
In this paper, we report on a technology-enhanced learning approach for teaching integration issues. Virtually available Web services have evolved considerably and teaching enterprise application as well as e-business integration at universities has become commonplace.However, this evolution is limited by the time that is needed for developing learner-centered applications, and most of all, by the resulting costs. By applying a collaborative learning model dans by incorporating shared code, avai
Author(s): Flieder Karl

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Can Language and Culture Go Hand in Hand? Cross- Linguistic Influence in the L2 Acquisition Process
Can Language and Culture go Hand in Hand? Using examples of Japanese as L1 and English as L2, we seek to demonstrate how transfer and interference from one’s native language can impact expression in a language being acquired. We make some suggestions as to how to tackle transfer and interference, and briefly discuss the potential of further research to this effect in CALL.
Author(s): Allard Daniele,Mizoguchi Riichiro,Bourdeau Jacquel

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Toward Cognitive Tutoring in a Collaborative, Web-Based Environment
A potentially powerful way to aid in the authoring of intelligent tutoring systems is to directly leverage student interaction log data. While problem-solving data has been used in the past to guide the development of tutors, such data has not been used as a means to directly construct an initial tutoring system model. We propose an approach called bootstrapping novice data (BND) in which a problem-solving tool is integrated with tutor development software through log files and that integration
Author(s): McLaren Bruce M.,Koedinger Kenneth R.,Schneider Mi

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The use of a computerized brain atlas to support knowledge-based training in radiology
Trainers of radiologists face the particular challenges of teaching normal and abnormal appearance for a variety of imaging modalities, providing access to a large appropriately-indexed case library, and teaching a consistent approach to the reporting of cases. The computer has the potential to address these issues, to supplement conventional teaching of radiology by providing case-based tutoring and diagnostic support based on a large library of images of normal and abnormal anatomy, fully desc
Author(s): Garlatti Serge,Sharples Mike

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Computer Software Support for Collaborative Learning
In this chapter, we discuss two approaches to supporting collaborative learning activities in higher education through technological means: structuring and regulating collaboration. Structuring approaches aim to create favorable conditions for learning by designing and scripting the situation before the interaction begins. They attempt to define the structure of the learning experience by varying the characteristics of the participants (e.g. the size and composition of the group, or definition a
Author(s): Jermann Patrick,Soller Amy,Lesgold Alan

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Achieving Affective Impact: Visual Emotive Communication in Lifelike Pedagogical Agents
Lifelike animated agents for knowledge-based learning environments can provide timely, customized advice to support learnersâ problem-solving activities. By drawing on a rich repertoire of emotive behaviors to exhibit contextually appropriate facial expressions and emotive gestures, these agents could exploit the visual channel to more effectively communicate with learners. To address these issues, this article proposes the emotive-kinesthetic behavior sequencing framework for dynamically seque
Author(s): Lester James C.,Towns Stuart G.,FitzGerald Patrick

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Collaboration Load
Does collaboration increase or decrease cognitive load during learning? On one hand, collaboration enables some degree of division of labour that may reduce cognitive load. On the other hand since interacting, expressing thoughts, monitoring another’s understanding, grounding, etc., are mechanisms inducing some extraneous cognitive load, they may create cognitive overload and impede learning mechanisms. However this additional load may explain why collaboration sometimes leads to knowledge cons
Author(s): Dillenbourg Pierre,Betrancourt Mireille

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New Media and Open and Distance Learning: New challenges for Education in a Knowledge Society
The "digital society" provides not only with new technology, but also with new concepts. Information plays a central role and becomes a valuable good, but knowledge cannot be reduced to information, and one aim for educators is to contribute in a "knowledge society", not only an "information society". A knowledge society is structured in networks, enriching the traditional hierarchies; a knowledge society promotes a kind of "collective intelligence". In such a society, open and distance learning
Author(s): Cornu Bernard

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A Simulated Student Can Improve Collaborative Learning
This paper describes a Simulated Student architecture designed to detect and avoid three situations that decrease the benefits of learning in collaboration. These are off-topic conversations, students with passive behaviour and problems related to students’ learning. In order to check the efficiency of the model in a real case a Simulated Student, which has the features described in the model, was added to a collaborative, synchronous system for learning programming. This paper describes the ex
Author(s): Vizcaíno Aurora

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Éditorial du numéro spécial "Les ontologies pour les EIAH"
L’ingénierie ontologique est devenue depuis peu une composante incontournable des sciences cognitives. Dans un tel contexte, la communauté EIAH dont l’objet final est le partage et la transmission de la connaissance ne pouvait être en reste. Ainsi, l’ontologie et l’ingénierie ontologique sont des termes qui commencent à apparaître régulièrement dans les communications scientifiques de notre communauté [Crampes00] [RanwezCrampes01] [Psyché03] [Hibou03]. L’intérêt est croissant ch
Author(s): Crampes Michel,Bourdeau Jacqueline

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Le rôle de l’ingénierie ontologique dans le domaine des EIAH
Dans cet entretien, Riichiro Mizoguchi nous révèle ses pensées les plus profondes sur le rôle que joue l’Ingénierie Ontologique (IO) dans le domaine des EIAH. Il insiste sur la nature conceptuelle d’une ontologie, faite pour pouvoir partager des connaissances entre humains et ordinateurs, et entre ordinateurs. Conceptualisation, partage et réutilisation sont donc les concepts-clés d’une ontologie. Dans le domaine des EIAH, le rôle de l’IO n’est pas de modéliser les connaissances po
Author(s): Mizoguchi Riichiro,Bourdeau Jacqueline

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Learning Design Repositories – Structure Ontology and Processes
We summarize here the results of a project called IDLD: Implementation and Deployment of the Learning Design specification. The main product of the IDLD project is a portal that provides a suite of tools and methodological aids to help build IMS-LD compliant learning designs. In this paper, we focus on a practical approach to build and extend a repository of learning designs. We present a more specific process where tools in the portal serve to extend the repository by building LD patterns extra
Author(s): Lundgren-Cayrol Karin,Paquette Gilbert,Marino Olga

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