Domain Modelling To Support Educational Web-based
authoring
This paper describes an approach to web-based authoring of educational material. We define a model for the class of subjects of our interest (those including both theoretical and practical issues). From this model, specific content outlines can be derived as subclasses and then instanced into actual domains. The last step consists in generating interactive documents, which use the instanced domain. Students can explore these documents through a web browser. Thus, an interactive learning scenario
Component Exchange Community: A model of utilizing research components to foster international colla
One-to-one technology enhanced learning research refers to the design and investigation of learning environments and learning activities where every learner is equipped with at least one portable computing device enabled by wireless capability. G1:1 is an international research community coordinated by a network of laboratories conducting one-to-one technology enhanced learning. The concept of component exchange community emerged as a means of realizing one of the missions of G1:1 - peeding up
An investigation of using the computer for reading and writing in the English classroom in secondary
This paper presents an investigation of using the computer in English teaching at the secondary school in the UK, particularly in respect of reading and writing skills. Many studies suggest that the computer brings significant possibilities for promoting the teaching of reading and writing in the English classroom. The computer can enhance the development of reading and writing. This study adopted interviews as research technique and some student teachers in a university and some English teacher
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
A pedagogical approach to the design of Learning Objects
In this paper we describe an approach to the design of learning objects (LOs) suitable to support learning in complex domains at university level. Our proposal is centred on a costructivist approach where learning is viewed as resulting from personal activity and comparison with the activity of others. Our pedagogical approach to knowledge acquisition and to the use of technological tools is realized by means of didactical units which can be implemented as Learning Objects (LOs) with a variety o
Ambienti narrativi per l’apprendimento
Le storie sono una forma di comunicazione e rappresentazione molto diffusa e familiare, usata in ogni cultura a scopo sia ludico che formativo, e possono favorire l’apprendimento in modo naturale. A partire dai primi lavori sul valore educativo e formativo della narrativa sviluppati nell'ambito della psicologia cognitiva (in particolare gli
studi di J. Bruner degli anni ‘90), anche la ricerca sulle tecnologie didattiche ha iniziato a concentrare la sua attenzione sull’uso di forme narrativ
Selection and use of domain ontologies in Learning Networks for Lifelong Competence Development
A general problem in life-long learning is how to develop flexible and adaptive learning content, and how to choose and deliver the most appropriate learning activities for the learner. In order to solve this problem, we need to have the proper knowledge model, and clear interpretation how to use it. One possible solution is to use IMS Learning Design for modelling the learning process and ontologies for representing the domain knowledge and competencies. In this paper we present one specific ap
Towards a narrative-oriented framework for designing mathematical learning
This paper proposes a narrative-oriented approach to the design of educational activities, as well as a CSCL system to support them, in the context of learning mathematics.
Both Mathematics and interface design seem unrelated to narrative. Mathematical language, as we know it, is devoid of time and person. Computer interfaces are static and non-linear. Yet, as Bruner (1986; 1990) and others show, narrative is a powerful cognitive and epistemological tool. The questions we wish to explore are –
Learning about Users from Observation
Many approaches and systems for recommending information,
goods, or other kinds of objects have been developed
in recent years. In these systems, machine learning methods
are often used that need training input to acquire a user
interest profile. Such methods typically need positive and
negative evidence of the user’s interests. To obtain both
kinds of evidence, many systems make users rate relevant
objects explicitly. Others merely observe the user’s behavior,
which yields positive evidence
Development of Adaptive e-Learning System Based on Learning Objects
This paper discusses Adaptive Educational Hypermedia (AEH),
which is at present a hot topic of research and an important aim
for e-Learning systems. The presented approach is knowledgebased.
The domain ontology and the learning objects play a central
role as resources structuring the learning content and supporting
flexible adaptive strategies for navigation through this content.
Interoperability framework for Assessment Authoring
Current paper presents a research in the area of e-learning interoperability, and more
concrete in assessment area. As first there is reviewed state-of-the-art in
specifications, managed by IMS consortium. Next there are discussed relations
between these specifications and rationale behind assessment specifications evolution.
Next is presented Assessment Interoperability Bus (AIB), as a skeleton for further
facilitation of presentation in assessments interoperability. As result there are present
Web-based youth communities in the light of cyberspace psychology
The internet new media creates new types of communities - online
or web-based communities in virtual reality. Everyone, to a certain degree, is
involved in building and creating online communities. The main aim of this
study is to make an overview of cyberspace technology and to extrapolate the
influence of computers, technology and virtual environments on the psychology
of Bulgarian students (individuals and groups). This study is focused on
the chief features of web-based life in web-based com
Exigences épistémologiques des recherches en EIAO
De par l'objectif poursuivi, l'évaluation d'un environnement d'apprentissage EIAO ne peut être réalisée sur le seul plan informatique, elle doit poser et répondre à la question de la nature des connaissances construites par l'apprenant au cours de l'interaction avec le dispositif informatique. Cette évaluation est complexe et ne saurait se limiter à rendre compte de comportements. C'est la signification de ces comportements qui est en question, c'est-à-dire ce qu'ils témoignent des re
Choosing for learning objects: The possible deployment of learning objects with eight educational am
The Dutch six-part series Leerobjecten in de praktijk (Learning objects in practice) is about six divergent and difficult problems that occur frequently in working with learning objects. Based on research into existing practice, guidelines are offered to policy makers, educational technology consultants, teachers, educational designers and developers of digital learning materials who are struggling with these problems in higher education.
Choosing for learning objects discusses eight education
Interactive learning of nanophysics phenomena
This paper describes a new method of teaching and experimenting nanophysics effects using a nanomnipulator. This nano-manipulator is formed by a multi-sensory platform connected to an AFM and/or to virtual nano-scenes produced by a real-time simulator. The first objective of this work is the evaluation of a custom-made nanomanipulator compared to the use of a classical Atomic Force Microscope (AFM) interface. These instruments are used to teach one-dimensional nano-physical phenomenon, the appro
Learning Patterns for the design and deployment of Mathematical Games: Literature review
This literature review is intended as an introduction to the issues that arise when trying to capture the process of designing and
developing mathematical games. It offers a perspective on the range of approaches available. Design patterns are suggested as an
enabling tool for good practice, by facilitating pattern-specific communication and knowledge sharing between participants. These
patterns are termed learning patterns, and they will be available as an outcome of this project.,Research repo
Is There a Policy for Networked Learning?
Networked learning is part of an emergent networked society. As such networked learning forms part of a wider debate concerning the nature of social processes, power and culture and their relationships with technology. The literature surrounding networked learning still reflects a technological determinist view. This paper takes issue with this view of the relationship between technology and social forms. The context of higher education has been changing alongside the introduction of new technol
Academic Use of Digital Resources: Disciplinary Differences and the Issue of Progression
This paper examines the use of digital resources by academics in UK Higher education. The explosive growth of the Internet and in particular the Web has led to a growth in speculation about networked and e-learning (Steeples and Jones 2003, Brown and Duguid 2000). Increasingly researchers have become aware of the ways the university resists such changes and provides a 'resourceful constraint' to the changes surrounding the introduction of networked learning (Brown and Duguid 2000, Cornford 2002)
Exploring the mathematics of motion through construction and collaboration.
In this paper we give a detailed account of the design principles and construction of activities designed for learning about the relationships between position, velocity and acceleration, and corresponding kinematics graphs. Our approach is model-based, that is, it focuses attention on the idea that students constructed their own models – in the form of programs – to formalise and thus extend their existing knowledge. In these activities, students controlled the movement of objects in a prog
Investigating multimodal interactions for the design of learning environments: a case study in scien
This thesis focuses on multimodal interactions for the design of a learning environment.
The process of designing such systems involves studying the benefits of multimodal
interactions in learning. Therefore, it analyses the structure of the interactive space
between the learner and the content to be learnt, and introduces and tests a framework
to structure it. It proposes that multimodal interactions can encourage rhythmic cycles of
engagement and reflection that enhance learners’ meaning con
