Minimising leatherjacket damage in organic cereals Lecture 23 - 11/15/2010 Why Web 2.0 is Good for Learning and for Research: Principles and Prototypes How can we take into account student conceptions of the facial angle in a palaeontology laboratory w A Tool Set Combining Learning Styles Prediction, a Blended Learning Methodology and Facilitator Guid Real remote physics experiments across Internet - inherent part of Integrated E-Learning Internationalizing the Curriculum: Champlain College and the Global Module Project Knowledge Management: As a Mechanism for Large-Scale Technological and Organizational
Change Managem Collaboration Load Can kindergarten children be successfully involved in probabilistic tasks? Students' adaptation to a new situation:
the design of an experimental procedure Améliorer un dispositif pédagogique par l'intégration de nouveaux canaux de communication SCORM and the Learning Grid Dynamic Learning Agents and Enhanced Presence on the Grid A Robot in Kindergarten Introducing E-Learning in a Norwegian Service Company with Participatory Design and Evolutionary Pro Teaching Expertise is at The Core of ITS Research A History of the County of Middlesex: Volume 8 Islington and Stoke Newington parishes Lecture 08 - 11/16/2010 Lecture 15 - 11/16/2010
One in a series of technical notes on organic farming produced by the Scottish Agricultural College (SAC), this 2-page Organic Farming Technical Summary (OFTS) written by SAC organic farming experts provides guidance on how to minimise the damage to organic cereal crops from 
Lecture 23
The term "Web 2.0" is used to describe applications that distinguish themselves from previous generations of software by a number of principles. Existing work shows that Web 2.0 applications can be successfully exploited for technology-enhance learning. However, in-depth analyses of the relationship between Web 2.0 technology on the one hand and teaching and learning on the other hand are still rare. In this article, we will analyze the technological principles of the Web 2.0 and describe thei
This study investigates student conceptions of the facial angle as a way to attain understanding elements of the theory of human evolution. The chosen laboratory work involved determining the species of a human cranium, and students had to design and write down their own experimental procedure. Three versions of the laboratory work were carried out leading to different student productions. Three aspects will be presented in the present paper, which are related to the three conceptual difficultie
One of the challenges in the development in blended learning is to facilitate the individual learning styles of the learners. The alignment of a learning styles assessment with a learning methodology, a mapping between learning styles and social media, recommendations in a guidebook for facilitators and a checklist provide a tool set for a sustainable approach for a responsive learning environment. This paper analyzes how the different approaches, methods and studies interact to form an overall
Implementation of the real remote experiments across the Internet into teaching process, up till now not available, enables introduction of Integrated e-Learning, composed of three components: the real remote experiments across the Internet, the simulation applets and the electronic interactive textbooks. We present here the prospective remote laboratory system with data transfer using Intelligent School Experimental System (ISES) as hardware and ISES WEB Control kit as software. This approach e
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 womenÂ’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
Organizational and Technological changes in Israeli universities are taking place without a clear and well-planned model for managing those changes. Universities must adapt to daunting social and educational challenges, in which technology is playing a bigger role than ever before. The model we propose is implementing knowledge management strategies for achieving change management at universities in order to facilitate university's transformation. By doing that, we are establishing a well planne
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 anotherÂ’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
This paper describes a classroom teaching experiment, concerning the concept of probability, with children aged 5 in a kindergarten school. The teaching experiment was based on constructivist and interactionist theories about the learning of school mathematics and lasted one month. The collection of the information was based on the tape-recorded interviews with the children (each child was interviewed prior to the research program, at the end of the program and one month later) and the videotape
Different studies (Arce and Betancourt, 1997; Séré, 2002) emphasize the importance of the task of experimental procedure design in a learning context. However, the required design is a difficult task for students (Séré and Beney, 1997). Consequently, students are hardly ever allowed to design their own experiment. The study by Tiberghien et al. (2001) showed that “to learn how to plan an investigation in order to address a specific question or problem” was the least frequent process object
LÂ’analyse des résultats de lÂ’expérimentation dÂ’un dispositif pédagogique instrumenté par les TIC pour un apprentissage de savoir faire par projets a mis en évidence des ruptures dans la communication. Ces ruptures sont liées à la difficulté dÂ’accès à Internet dans certaines situations (alternanceÂ…). Face à ce constat, nous avons décidé dÂ’introduire un nouveau canal de communication, a priori disponible en masse chez les étudiants : le téléphone mobile. Cette publication prÃ
The Sharable Content Object Reference Model (SCORM) is a profile of several elearning specification to ensure the reusability and interoperability of elearning content in web based Learning Management Systems (LMSs). Learning grids - learning environments built on the technology of grid services - are a promising new approach to enhance quality of elearning by overcoming the page oriented structure of the web.
This paper investigates how SCORM can be used in conjunction with learning grids. Aft
Human Learning on the Grid will be based on the synergies between advanced software and Human agents. These synergies will be possible to the extent that conversational protocols among Agents, human and/or artificial ones, can be adapted to the ambitious goal of dynamically generating services for human learning.
In the paper we highlight how conversations may procure learning both in human and in artificial Agents. The STROBE model for communicating Agents and its current evolutions shows how
These thought are the result of work in progress, started in 1999, within the scope of the
Trás-os-Montes Digital/SCETAD, project (sub-project: ICEI – Computers in Early
Childhood Education Contexts). The work took place in Portuguese kindergarten
rooms, with children aged 3, 4, 5 and 6.
The ICEI sub-project aims to promote the use of ICT in a playful but pedagogical way,
be it free or directed. This use is intended to occur within the scope of activities
developed for the micro-spaces of the
Over a 2-year period, we have participated in the introduction of e-learning in a
Norwegian service company, a gas station division of an oil company. This company has
an advanced computer network infrastructure for communication and information
sharing, but the primary task of the employees is serving customers. We identify some
challenges to introducing e-learning in this kind of environment. A primary emphasis has
been on using participatory design techniques during the planning stages and
ev
To design efficient, flexible and user-adaptable learning environments, we need to embed a great deal of knowledge into them. This paper emphasises the teacher's knowledge, which encompasses all the expertise of the teacher or of the trainer. Thus it is broader than that which is usually called tutoring knowledge. We start with a description of several facets of teaching expertise and of various implementations that have been described in the ITS literature. Then we describe in more detail some
The volume is the first to cover parts of Middlesex which lay from 1889 until 1965 within the administrative county of London, with histories of the parishes of Islington and Stoke Newington.
Lecture 08
Lecture 15
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