Sequence effects in solving knowledge-rich problems: The ambiguous role of surface similarities
Sequence effects are said to occur whenever the problem solving performance varies as a function of the order in which problems are solved. We present a framework that explain sequence effects as a result of (a) learning during solving a problem and of (b) transferring the learned content on succeeding problems. In two experiments we studied the ambiguous influence of surface similarities among structurally dissimilar knowledge-rich problems on sequence effects. These experiments demonstrate tha
Author(s): Scheiter Katharina,Gerjets Peter

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Embedded Training for Complex Information Systems
One approach to providing affordable operator training in the workplace is to augment applications with intelligent embedded training systems (ETS). Intelligent embedded training is highly interactive: trainees practice realistic problem-solving tasks on the prime application with guidance and feedback from the training system. This article makes three contributions to the theory and technology of ETS design. First, we describe a framework based on Normanâs "stages of user activity" model for d
Author(s): Cheikes Brant A,Geier Marty,Hyland Rob,Linton Fran

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Towards Web 2.0 Schools: Rethinking the Teachers Professional Development
This paper aims at analyzing the Web 2.0 based distance education in the K-12 schools as an emerging phenomenon that catalyzes a new educational reform all over the world. Some pre-Web 2.0 best practice examples are analyzed in order to draw the main findings in the paper. The teacher’s professional qualification designed to meet the new challenges is considered as a key problem for a successful penetration of this phenomenon in the schools. It is emphasized on the importance of designing a lif
Author(s): Nikolov Roumen

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Decentralized Service Deployment for Collaborative Environments
In this paper we present the design of a system which allows service deployment in a small-sized group of computers distributed through the Internet. These groups are formed by users who share a common interest, and voluntarily yield their own resources for the achievement of the collaborative activities of the group. Having enough resources contributed by the members of the group, our system guarantees service availability and the fact that the deployment and execution of the services is carrie
Author(s): Lazaro Iglesias Daniel,Marquès Joan Manuel,Jorba

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Usability of virtual learning environment for learning java
It is widely stated that learning to program is very difficult in the traditional manner. To help novices learn object-oriented programming in Java more easily, we have developed the electronic Java virtual learning environment. In this paper, we discuss the usability of the learning environment and principles how to implement a usable learning environment. Considering the usability testing of the environment from the beginning stage of the development process, should improve the qualitative cha
Author(s): Fetaji Majlinda,Loskoska Suzana,Fetaji Bekim,Ebibi

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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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Fostering collaborative knowledge construction with visualization tools
This study investigates to what extent collaborative knowledge construction can be fostered by providing students with visualization tools as structural support. Thirty-two students of Educational Psychology took part in the study. The students were subdivided into dyads and asked to solve a case problem of their learning domain under one of two conditions: 1) with content-specific visualization 2) with content-unspecific visualization. Results show that by being provided with a content-specific
Author(s): Fischer Frank,Bruhn Johannes,Gräsel Cornelia,Mand

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Epistemic and Social Scripts in Computer-Supported Collaborative Learning
Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. One possibility to improve collaborative learning environments is to conceptuali
Author(s): Weinberger Armin,Ertl Bernhard,Fischer Frank,Mandl

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Learning Theories and Education: Toward a Decade of Synergy
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Author(s): Bransford John,Vye Nancy,Stevens Reed,Kuhl Pat,Sch

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Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design
Inquiry experiences can provide valuable opportunities for students to improve their understanding of both science content and scientific practices. However, the implementation of inquiry learning in classrooms presents a number of significant challenges. We have been exploring these challenges through a program of research on the use of scientific visualization technologies to support inquiry-based learning in the geosciences. In this article, we describe 5 significant challenges to implementin
Author(s): Edelson Daniel C.,Gordin Douglas N.,Pea Roy D.

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Augmenting the Discourse of Learning with Computer-Based Learning Environments
Computer tools for learning are often thought of as providing practice in working with symbolic representations. We exemplify a different perspective in which the technology augments the kinds of learning conversations that can take place. Research from the Optics Dynagrams Project illusmates contributions from this perspective. I will describe pre-intervention learning environment characteristics and student learning, our design strategy for new activities and technologies to address problems w
Author(s): Pea Roy D.

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Experiences with Writing Grid Clients for Mobile devices
This paper describes our attempts to write GRID clients for Mobile Devices, such as a PDA, which have restrictive computational and storage facilities. Our experiences are based on an implementation of a mobile GRID client for Finesse, an existing web-based e-learning system. At this stage of our work we are not looking to novel applications of mobile learning, but rather are exploring the feasibility of mobile devices as GRID platforms, with novel learning applications as our future aim. We ex
Author(s): Millard David E.,Woukeu Arouna,Tao Feng (Barry),Da

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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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Multimedia and the learner's experience of narrative
This paper reports on research findings which show that the narrative structure of multimedia programs, or sometimes the lack of it, affects learners' comprehension, often adversely [1,2]. It also reports on initial findings from our current research which aims to develop a theoretical understanding of the forms and functions of narrative in interactive media, based on empirical research, and capable of informing instructional design.
Author(s): Laurillard Diana

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Learning with Digital Technologies in Museums, Science Centres and Galleries
As early as 2002 the number of virtual visitors to many museums' websites had already overtaken the number of physical visitors on-site. These developments, both within the walls of the institution and outside them, provide a number of challenges for educators and curators, at the heart of which lie the questions - what is distinctive about learning in museums, science centres and galleries, and how might this change or evolve through the increasing use of digital technologies?,A NESTA Futurelab
Author(s): Hawkey Roy

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Could Grid facilitate demanding Media Watermarking Applications?
Copyright protection is becoming an important issue for organisations that distribute digital content through e-learning applications. One of the most promising methods for copyright protection is digital watermarking, a highly demanding application in terms of CPU load. In this communication, some specific cases are presented where GRID computing could be used as an enabling/assisting technology for watermarking. Specific cases of heavy load mathematical transformations for large media objects
Author(s): Vassiliadis Bill,Fotopoulos Vassilis,Xenos Michali

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Combining qualitative evaluation and social network analysis for the study of classroom social inter
Studying and evaluating real experiences that promote active and collaborative learning is a crucial field in CSCL. Major issues that remain unsolved deal with the merging of qualitative and quantitative methods and data, especially in educational settings that involve both physical and computer-supported collaboration. In this paper we present a mixed evaluation method that combines traditional sources of data with computer logs, and integrates quantitative statistics, qualitative data analysis
Author(s): Martinez Alejandra,Dimitriadis Yannis,Rubia-Avi Ba

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Is there a way to e-Bologna? Cross-National Collaborative Activities in University Courses
This article describes a study of distance collaborative activities that have been conducted in a cross-national setting between a Greek and a German university. We discuss issues related to organization, technology, and curricula considerations. In addition, we analyze the modes of cooperation that have been chosen in the students' work on creative problem solving tasks and conclude that for complex learning scenarios succesful collaboration and peer tutoring in advanced learning support enviro
Author(s): Harrer Andreas,Kahrimanis Georgios,Zeini Sam,Bolle

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Cognitive factors related to user involvement with computers and their effects upon learning from an
Cognitive theories proposed to explain the high motivation to use, and deep involvement with computers, often found in schoolchildren suggest three main factors. They are: desire in the user to control the computer; the user responds to a perceived challenge from the computer; and the user wishes to explore the complexity of the computer software. The paper describes an experiment using a specifically developed piece of software to investigate these factors and to assess their effects on involve
Author(s): Wishart Jocelyn

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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
Author(s): Albert Dietrich,Hockemeyer Cord

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