Exploring the Design of Computer Supports for Reciprocal Tutoring
his paper explores the design of a set of system prototypes for supporting a protocol of cooperative learning activity called reciprocal tutoring. During reciprocal tutoring, two or more agents in centralized or distributed environments interact as they take turns at playing the roles of a tutor and a tutee in solving Lisp recursive problems. These agents are either real students or virtual learning companions simulated by the computer. Furthermore, in the design of a virtual tutee, which is one
Dialectics for collective activities: an approach to virtual campus design
This contribution is an attempt to systematise our approach to the design of a virtual campus. Activities in the recently started TECFA virtual campus rely on Internet tools, but they concern both distance teaching and presential interactions. Designing learning activities is relatively easy when the learning goal is an activity in itself. In this contribution, we explain how we extend the “learning by doing” approach to the acquisition of declarative knowledge. After fulfilling a pseudo-task,
From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Lear
We review a representative selection of systems that support the management of collaborative learning interaction, and characterize them within a simple classification framework. The framework distinguishes between mirroring systems, which display basic actions to collaborators, metacognitive tools, which represent the state of interaction via a set of key indicators, and coaching systems, which offer advice based on an interpretation of those indicators. The reviewed systems are further charact
Can learning from molar and modular worked examples be enhanced by providing instructional explanati
In two experiments we explored how learning from traditional molar worked-out examples—focusing on problem categories and their associated overall solution procedures—as well as from more efficient modular worked-out examples—where intrinsic cognitive load is reduced by breaking down complex solutions into smaller meaningful solution elements—can be further enhanced. Instructional explanations or self-explanation prompts were administered to increase germane cognitive load. However, both int
Designing and evaluating collaboration in a virtual game environment for vocational learning
Especially in vocational education, attention should be paid not only to the use of new technological solutions but also to collaborative learning and cooperative working methods in order to develop studentsÂ’ skills for their future jobs. This study involves a design experiment including the design process of a new game environment, description of the script developed for this game, as well as the empirical study with multiple data collection methods, data analysis, results and conclusions for
Training strategies and knowledge acquisition: Using the same reflective tools for different purpose
The Emma educational system embodies a Knowledge Based System (KBS) that models a problem-solving method defined at an abstract level. In order to allow different explicit problem-solvings, the KBS is based on a Task-Method modelisation. The objectives of this paper are (1) to explain how we take advantage of the flexibility provided by the modelisation by using analysis-modules that can study what the influence of the student's propositions on the rest of the solving is; (2) to highlight that e
Enhancing a Web-Based Distance-Learning Curriculum with Dedicated Tools
The work presented in this paper aims at supporting students involved in a Web-based distance-learning curriculum. For such a purpose, the Saafir system proposes students with different tools that support them in their appropriation of this curriculum, e.g. visualization of the curriculum from different points of view or construction of individual projects by putting different items of the curriculum into relation. In order to allow using Saafir with already existing distance-learning Websites,
Mixing Human and Software Agents: A Case Study
This paper describes a multi agent approach of the organisation of a collective activity within a pedagogical context. We consider pedagogical situations where students have to explicitly define the articulation of their collective work and then achieve the different tasks they have defined. Our objective is to support these students by taking some of these tasks in charge whilst making them work out such organisation features. For this purpose, we propose to consider that the group of students
Structural Awareness for Collaborative Learning Environments
In this paper we propose a peer-to-peer support approach that we call structural awareness support. The structural awareness aims to support the communication that takes place in virtual learning communities. Its emphasis is on revealing the group structure to its participants in order to promote collaborative interactions. This support has been implemented on a forum type tool called Mailgroup. It has been tested twice in different contexts, obtaining initial feedback of its pertinence accordin
The Competence of Learning Companion Agents
One recent approach in developing computer-based learning environments advocates the idea of creating a social context inside the computer. It is claimed that when the learner is engaged into a meaningful dialogue with the software actors his/her learning will benefit. In this paper we concentrate on the collaboration with artificial social actors as peer learners. How äableä should the learning companion agent be in order to maintain the motivation of the human learner to collaborate? It has
Dialogue in context, towards a referential approach in collective learning
In this article, we present research in the making of a collective work environment within the framework of a distance education course. We base our theoretical and methodological standpoints on examples of dialogical discourses recorded within the framework of this CSCL system called Symba. In fact, the results of previous research lead us to rethink our vision of the study of collaborative moments between participants in a computer-supported human learning environment that proposes several com
Implementation of a computer algebra based assessment system
This article describes the design and implementation of the CABLE computer aided assessment system. Introducing a computer algebra system (CAS) to assist in marking allows instructors to design effective assessment schemes that are valid and reliable. A modular design approach allows system components, including a virtual learning environment (VLE), CAS and database, to be used for their respective strengths. Requirements for both interoperability and customisation for particular learning contex
Reflections on Success: A retrospective of the mLearn conference series 2002-2005
mLearn is now in its fifth year. Although mobile learning has a much longer history, the
inauguration of a conference for learning in the mobile age marked an important point in its
development. This paper takes a retrospective look at the mLearn conferences from 2002
through to 2005; reflecting on our progress in order to facilitate the transition of mobile learning from a novel research concept into a viable means of providing meaningful learning
opportunities “across generations and cultures
Student Modeling and Machine Learning
After identifying essential student modeling issues and machine learning approaches, this paper examines how machine learning techniques have been used to automate the construction of student models as well as the background knowledge necessary for student modeling. In the process, the paper sheds light on the difficulty, suitability and potential of using machine learning for student modeling processes, and, to a lesser extent, the potential of using student modeling techniques in machine learn
ΜελÎτη των μεταγνωσιακών και συνεÏγατικών χαÏακτηÏισÏ
A learning environment for the Teaching of the Natural Sciences in the 6th grade of Primary school will be presented. The learning environment combines the use of new technologies with collaborative learning. It has been based on general learning principles derived from research on the fields of Psychology and Physics Education. The effects of the learning environment on the studentsÂ’ cognitive, metacognitive and cooperative performance have been thoroughly studied through the use of various me
Using visualizations to teach problem-solving skills in mathematics: Which kind of visualization wor
In the experiment described in this paper we investigated the effects of different kinds of computer-based visualizations on the acquisition of problem-solving skills in the domain of probability theory. Learners received either purely text-based worked examples, text plus an instruction to mentally imagine the examplesÂ’ contents, or they could retrieve either static pictures or concrete animations that depicted the problem statement and the problem states achieved by applying a specific solut
Making the abstract concrete: Visualizing mathematical solution procedures
This paper reports on an experiment investigating the effects of different kinds of computer-based visualizations on the acquisition of problem-solving skills in the domain of probability theory. Learners received either purely text-based worked examples, text plus an instruction to mentally imagine the examplesÂ’ contents, or the possibility of retrieving either static pictures or concrete animations that depicted the problem statement and the problem states achieved by applying a specific solu
Balancing situativity and formality: the importance of relating a formal language to interactive gra
A situated cognition theory is presented in which situated learning is viewed from a Vygotskian perspective: the developmental situativity theory. It is assumed that learning is basically a non-symbolic inductive process that is greatly enhanced by formal systems which act as tools. Instruction should provide students with an environment containing elements to allow for situated activity as well as with appropriate formal tools. Tarski's World, which is an instructional Interactive Graphical Rep
Cognitive processes in solving variants of computer-based problems used in logic teaching
The effect of two instructional variables, visualisation and manipulation of objects, in learning to use the logical connective, conditional, was investigated. Instructions for 66 first-year social science students were varied in the computer-based learning environment Tarski's World, designed for teaching first-order logic (Barwise & Etchemendy, 1992. The language of first-order logic: including the Microsoft Windows program Tarski's World 4.0 for use with IBM-compatible computers. Stanford, CA
The role of guidance in computer-based problem solving for the development of concepts of logic
The effect of two instructional variables, manipulation of objects and guidance, in learning to use the logical connective, conditional, was investigated. Instructions for 72 first- and second year social science students were varied in the computer-based learning environment Tarski's World, designed for teaching first-order logic (Barwise &Etchemendy, 1992). Guidance, which was operationalised by giving the learners problems that guided them to all different types of basic problem situations th
