An Algebra Subsystem for Diagnosing Students' Input in a Physics Tutoring System
To help a student in an introductory physics course do quantitative homework problems, an intelligent tutoring system must determine information of an algebraic nature. This paper describes a subsystem which resolves such questions for Andes2. The capabilities of the subsystem would be useful for any ITS which deals with problems involving complex systems of equations. This subsystem is capable of 1) solving the systems of equations at the level of introductory physics problems, 2) checking the
Un site web pour l'enseignement interdisciplinaire des mathématiques en biologie
Depuis septembre 2001, une section pilote du DEUG Sciences de la Vie est mise en place par l’Université Claude Bernard Lyon 1. Cette section bénéficie d’une pédagogie universitaire innovante intégrant les TICE. Notre équipe pédagogique assure le cours de Mathématiques tout en mettant l’accent sur l’interdisciplinarité Mathématiques et Biologie. Nous avons mis en place un apprentissage progressif par acquisition de connaissances (cours magistraux et travaux tutorés) puis de compét
Scientific discovery learning with computer simulations of conceptual domains
Scientific discovery learning is a highly self-directed and constructivistic form of learning. A computer simulation is a type of computer-based environment that is very suited for discovery learning, the main task of the learner being to infer, through experimentation, characteristics of the model
underlying the simulation. In this article we give a review of the observed effectiveness and efficiency of discovery learning in simulation environments together with problems that learners may encou
The integration of computer simulation and
learning support: an example from the physics domain of c
Discovery learning is generally seen as a promising but demanding mode of learning that, in most cases, can only be successful if students are guided in the discovery process. The present article discusses a study on discovery learning with a computer simulation environment in the physics domain of collisions. In the learning environment, which is called Collision, students learned about collisions where two particles move in the same direction and interact via a conservative force in such a way
Can kindergarten children be successfully involved in probabilistic tasks?
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
Supporting peer interaction in online learning environments
This paper reports two studies into the efficacy of sentence openers to foster online peer-to-peer interaction. Sentence openers are pre-defined ways to start an utterance that are implemented in communication facilities as menuÂ’s or buttons. In the first study, typical opening phrases were derived from naturally occurring online dialogues. The resulting set of sentence openers was implemented in a semi-structured chat tool that allowed students to compose messages in a free-text area or via se
The ZAP Project: Designing interactive computer tools for learning psychology
In the ZAP project, a set of interactive computer programs called 'ZAPs' was developed. The programs were designed in such a way that first-year students experience psychological phenomena in a vivid and self-explanatory way. Students can either take the role of participant in a psychological experiment, they can experience phenomena themselves, or they can take the role of researcher and learn by discovery. ZAPs provide added value to existing learning materials about psychological topics and c
Effects of pictures, age and experience on learning to use a computer program
This study examines the effects of pictures of screen captures and input devices on documentation for older novices. There was no main effect of pictures, but there were statistically significant interactions between the type of picture and the factors of age and computer experience. As predicted, the most optimized designs—the ones presenting screen captures—moderated the negative effects of age. We argue that screen captures help reduce two problems in the cognitive area that are especially
IDR: a participatory methodology for interdisciplinary design in technology enhanced learning
One of the important themes that emerged from the CALÂ’07 conference was the failure of technology to bring about the expected disruptive effect to learning and teaching. We identify one of the causes as an inherent weakness in prevalent development methodologies. While the problem of designing technology for learning is irreducibly multi-dimensional, design processes often lack true interdisciplinarity. To address this problem we present IDR, a participatory methodology for interdisciplinary te
Computer simulations - Technological advances in inquiry learning
Computer simulations enhance inquiry-based learning - in which students actively discover information - by allowing scientific discovery within a realistic setting.
Exploitation of data modeling for database design in secondary education learning activities: A case
Data models are representation systems for structural modelling of physical systems. Data models application results in databases that are amenable to computation enabling the modeller to interact with them for information retrieval, hypotheses testing, comparisons etc. In this paper we initially approach the didactic and learning value of data modelling for database design in terms of the features related to studentsÂ’ involvement in the related learning activities. In order to clarify the prop
CIEL: setting the stage for integrated inquiry learning
We present an integrated framework for the design, authoring, and evaluation of innovative learning scenarios for Collaborative Inquiry and Experiential Learning (CIEL). This framework has been designed to promote interoperability in environments for productive, open-ended learning, such as inquiry learning, but also learning by design and experiential learning.
The CIEL framework centers around a repository of learner generated learning objects that can be saved, and retrieved in standardized f
Logiciels de construction de cartes de connaissances: Des outils pour apprendre
This article examines the possible uses of concept mapping software in a university or continuing education context. Concept mapping applications allow the student to graphically represent compiled information as a network of nodes and vectors. The article looks at several applications that may be used to make different kinds of maps, but mainly reviews teaching strategies that incorporate these tools as well as providing a number of planning pointers. It also summarizes the main advantages and
Une expérience de construction de cartes conceptuelles dans un contexte de téléapprentissage univ
Nous décrivons une expérimentation de construction de cartes conceptuelles par des étudiants adultes dans un cours universitaire en sciences cognitives diffusé en ligne dans un contexte de formation à distance. Chaque étudiant est invité à élaborer une carte conceptuelle après lecture de textes. Les cartes conceptuelles sont réalisées à l'aide du logiciel MOT, permettant une représentation graphique des connaissances selon une technique de modélisation par objets typés. Les étud
Vers un modèle générique d’assistance aux acteurs du téléapprentissage
Nous présentons un modèle générique d'assistance aux acteurs du téléapprentissage. Le modèle permet de décrire des systèmes d’assistance pour tout système informatisé distribué ou non, quel que soit le domaine de connaissances et quel que soit l’acteur du téléapprentissage (apprenant, concepteur, formateur-tuteur, etc.) qui utilise l’assistance. Le système d'assistance peut aider ces usagers en leur offrant des conseils et en adaptant l'interface en fonction de leurs caractéri
TELOS, a Service-Oriented Framework to Support Learning and Knowledge Management
This chapter presents the basic orientations, the main use cases and the conceptual framework of a TeleLearning Operating System. TELOS is a system under development within the LORNET research network (www.lornet.org) aiming to integrate components and services, and research results, produced by the different LORNET teams. TELOS research is at the convergence of three main trends: learning object repositories that facilitate the access to knowledge resources; learning and knowledge management su
La construction de protocole de travaux pratiques
de chimie à l’aide d’un logiciel: quels apport
L’article présente une étude effectuée avec des élèves de terminale S, à partir de l’utilisation du logiciel Educ@ffix.net qui a pour objet l’acquisition de connaissances procédurales et déclaratives par la réalisation d’un protocole expérimental en chimie. La situation-problème proposée consiste à déterminer la concentration du colo-
rant E124 dans un sirop de grenadine. Dans un premier temps, la situation pédagogique modélisée dans l’environnement informatique est décri
Ontology-aware systems in AI-ED research
This paper discusses long-term perspectives of AI-ED research aiming at giving a clear view of what we need for further promotion of the research from AI and ED point of view. An analysis of the current status of AI-ED research is done in the light of intelligence, conceptualization, standardization and theory-awareness. Then, ontology-based architecture with appropriate ontologies is proposed. Ontological engineering of IS/ID is next discussed followed by a road map towards an ontology-aware
Ontology Development at the Conceptual Level for Theory-Aware ITS Authoring Systems
This paper presents ontology engineering at the conceptual level, based on case analysis where an author (a human or software agent), assisted by an ITS authoring system, needs to select an instructional strategy (method) in order to develop a learning scenario or environment. A detailed description of the development process at the conceptual level is provided, followed by the presentation of its results. Outstanding issues raised therein will be shared for further reflection.
