The Missing Teacher: Contradictions and Conflicts in the Experience of Online Learners
A nationwide Swedish distance education programme, SÄL, was offered to adults with previous higher education studies working as teachers in K-12. A smaller study conducted among this group of students at Göteborg University, Göteborg, revealed concerns regarding teacher performance online. A follow-up and larger study using a questionnaire survey was used to reveal possible conflicts and contradictions in the programme. An analysis suggests that there is a contradiction between how the progra
La programmation logique par contraintes pour l'aide à l'enseignant
Prise en compte de l'enseignant pour invalider des production d'apprenant par construction automatique de contre-exemples.
Computer-Supported Scripting of Interaction in Collaborative Learning Environments: Framework on mul
Collaboration scripts aim to facilitate effective interaction patterns for collaborative learning that do not occur spontaneously. So far, diverse non-generic scripts have been conceptualized and investigated in CSCL environments. The specification of collaboration scripts aims to provide a common terminolgy for describing scripts and to abstract the core design principles of scripts to better understand effects and mechanisms of collaboration scripts and to apply and re-apply collaboration scri
TELEOS : de l’analyse de l’activité professionnelle à la formalisation des connaissances pour
L’article expose les fondements théoriques, la méthodologie et quelques illustrations du travail didactique d’analyse des connaissances et du système d’enseignement / apprentissage en milieu hospitalier (chirurgie orthopédique), ainsi qu’une partie de la formalisation informatique de cette connaissance. Cette modélisation permet la prise en compte dans l’environnement informatique de connaissances empiriques pour le diagnostic des connaissances de l’utilisateur en fonction des a
Theory and the practices of learning technology.
This paper examines the link between theory and practice in relation to learning technology. It will do this in the context of a move from working with early adopters to learning technologists engaging with the majority of academic staff (Browne, 2003). This move takes place at the same time that academic staff in tertiary education are being encouraged to engage formally with learning and teaching in a way that is sharply different from previous University practices. Learning technologists curr
Didactical complexity of computational environments for the learning of mathematics
How a microworld is used by students is crucially influenced by the teacher, who has the responsibility of organising the classroom setting in which learning takes place. For this reason this paper focuses on the teacher as a manager of the learning situation, in relation to the students’ construction of meaning. A model of teaching which takes into account interactions between teacher, students and computer is outlined. Although the focus of this paper will be on the teacher, the teacher w
Two Years Of Use Of The Aplusix System
APLUSIX is a learning environment for helping students to learn algebra. This system is designed and developed in the IMAG-Leibniz laboratory. Its basic training mode consists of letting the students perform their owns calculations, thanks to a two-dimensions editor of algebraic expressions, providing feedback on the correctness of the calculations and on the end of the resolution. APLUSIX has now been used for two years at school, in different contexts. One use was made by four teachers during
Designing for cross-cultural web-based knowledge building
This paper describes the iterative design of a web-based collaborative workspace used in educational practice, called WebReports. The systemâs unique feature is that it allows participants to discuss mathematical and scientific concepts using programmed animated and interactive models of their ideas. Rather than focusing on the specific features of the collaboration tool, we analyze it as part of a constructionist activity system. We describe the context in which the system was developed an
Diagnostic et remédiation assistés par ordinateur
Cet article de vulgarisation a pour objectif de montrer en quoi les TICE peuvent aider les apprenants et les enseignants. En particulier, cet article vise à définir et expliquer le diagnostic et la remédiation que peut engendrer le diagnostic (quels sont leurs objectifs, leurs apports d'un point de vue apprenant et enseignant)
Design approaches in technology enhanced learning
Design is a critical to the successful development of any interactive learning environment (ILE). Moreover, in technology enhanced learning (TEL), the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of Design Science (Simon,
TéléCabri, un environnement pour le préceptorat à distance.
L'objectif du projet TéléCabri est de contribuer à la solution de ces problèmes en apportant des moyens complémentaires de l'action humaine pour assurer la continuité de la scolarité pendant l'hospitalisation des enfants ou adolescents. TéléCabri doit apparaître comme une machine partenaire de l'élève autant que de l'enseignant. En intégrant la téléprésence et des fonctionnalités de coopération dans un environnement informatique pour l'apprentissage humain.
Clustering Students to help Evaluate Learning
In this paper we show how clustering techniques can be applied to student answers generated from a web-based tutoring tool. In particular we are interested in extracting clusters of students based on the mistakes they made using the tool, with the aim of obtaining pedagogically relevant information and providing this feedback to the teacher. The data we used comes from the Logic-ITA, a web-based tutoring tool to practice formal proofs currently in use in the School of Information Technologies at
Progression in Multiple Representations: Supporting students' learning with multiple representations
Relating multiple representations and translating between them is important to acquire deeper knowledge about a domain. To relate representations, learners have to mentally search for similarities and differences. To translate between representations, learners need to interpret the effects that changes in one representation have on corresponding representations. The question is how presenting representations may improve or hinder the processes of relation and translation. In this study we examin
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)
Role-based integration of evaluation and regulation in collaborative learning environments
Interaction analysis has become a basic function in the field of collaborative learning, as a means for supporting both self-regulation for the students and formative evaluation for the teachers. In spite of the fact that these processes rely on the same basic functionalities, there is a lack of proposals or systems that integrate them. This paper presents a research proposal that argues for a role-based approach for the integration of these functions. The experience of awareness systems in CSCW
COW, une plate-forme de support d'exécution de scénarios pédagogiques.
Cet article présente un service de support d'exécution de scénarios pédagogiques conçu pour être intégré dans des plates-formes de formation existantes. Dans un premier temps nous prenons un point de vue ingénierie des plates-formes afin d'identifier les processus de conception et d'utilisation ainsi que les acteurs qui y sont associés. Dans un deuxième temps nous présentons les caractéristiques nécessaires que doit offrir notre service afin que les différents acteurs puissent gé
e-COMODE Services for the Implementation of Collaborative Modelling Environments in Schools.
e-COMODE is an open digital learning environment, which assists young students (10-17 year old) in creating models. e-COMODE services aim to offer a collaborative modelling environment, including pedagogical, technical and implementation support services. The market validation of the different services has been performed in different environments, private and state schools, from different geographical areas; Greece, Spain and North Ireland in the UK, in order to confirm the business model develo
An analysis of learner arguments in a collective
This contribution analyses the arguments of students in a learning activity entitled "Argue Graph". This activity is intended to make students understand the relationship between learning theories and design choices in courseware development. The analysis of arguments is centered on the effects of discussion and opinion conflict on the elaboration of arguments. We then use an adaptation of a collective intelligence model to describe the knowledge flow among people and artifacts during the learni
Networked Learning, a relational approach weak and strong ties.
In this paper, we explore the idea of weak ties in networked learning. We go back to the original conception of the strength of weak ties (Granovetter 1973) and relate this to a dialogic understanding of networked learning (Koschmann 1999, Dysthe 2002). These theoretical ideas are applied to the examination of two networked settings in which educational leaders exchange ideas and have the potential to create knowledge. We examine these networks from the point of view of the overall pattern of in
Applying Competence Structures for Peer Tutor Recommendations in CSCL Environments.
Competence structures of the content and competence modelling of the learners provide well-suitable means for finding appropriate peer tutors in CSCL based on asynchronous messaging and annotations. Various criteria for the appropriateness of potential peer tutors can be discussed. An internet-based system used as a large scale Web experiment can then also deliver data for evaluating such criteria.