Didactical approach for the design of a learning environment for airline pilots
The aim of this article is to present how a
regional airline carrier enhances its pilots training resources. In
this work context, we present how a didactical analysis of the
concepts associated with the airplane take off sequence gives a
framework to design a simulator. The goal of this environment
is to create a context for experience and learning in which all
the senses related to the airplane take off limitations (with one
engine failure) will be made. This “virtual model†focuses on
use
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Data Driven User Requirements Specification in the UNITE Project
This paper describes the process of user requirements specification in UNITE
project. The main goal of the project is to develop an integrated system for
authoring and delivery of high quality eLearning activities for the secondary
school students. The UNITE system consists of three main components: 1)
Software Platform – integrating state of the art learning management systems
(LMS), content management systems (CMS), and mobile learning (mLearning)
capabilities; 2) Pedagogical Framework – s
A First Step Mapping IMS Learning Design and Moodle
Mapping the specification IMS Learning Design and the Course Management
System Moodle is a logical step forward on interoperability between eLearning systems and
specifications in order to increase the best acceptance of the specifications into the widespread
world of the eLearning systems and to ensure the standardization of the outputs from the
systems to be used in others. IMS Learning Design and Moodle look for a common
understanding focused on the integration of information packages modelle
Insight into Practical Utilization of Knowledge Management Technologies
The focus of knowledge management (KM) has shifted in the last few years towards the ways in which knowledge is created and shared. Nevertheless, KM technologies continue to be an important issue in KM practices. The present paper focuses on the technological solutions applied in the organizations at different stages of the knowledge management life cycle. On the bases of an overview of the knowledge management tools and technologies, the paper emphasizes on the most popular KM applications foun
Harnessing Technology: Transforming Learning and Children's Services
This document is the Department for Education and Skill's first cross-sector e-learning strategy. The strategy focuses on what the technology can do for informing and advising citizens, for supporting children and learners of all ages in their encounters with the system, and for transforming the experience of learning. To make this happen, it identifieds six priorities, to provide:
• An integrated online information service for all citizens
• Integrated online personal support for children
An Advisory QoS Service for GRID Based Learning Environments
This paper argues that the assumption of end-to-end QoS provision for use in Grid based applications is unsafe. We present an architecture which provides an adaptive QoS service for GRID applications which are prepared to adapt rather than assume the best and then suffer the worst.
This is particularly relevant to Internet based GRIDs. An example application from the field of collaborative learning environments is given, featuring adaptive QoS for Real Time Protocol (RTP) based audio and visual
Mathematics and E-Learning: A conceptual framework
This paper starts from the study of the epistemological statute of the didactics of the
mathematics (Henry, 1991; D'Amore, 1999), which faces the phenomenon of
learning from the point of view of fundaments, in order to give useful and specific
considerations for e-learning environments. Investigations on how the triangle
teacher-pupil-knowledge changes are presented. Then the model of a-didactic
situations (Brousseau, 1997) is analysed in the context of e-learning platforms.
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
Designer integration in training cycles : IEEE LTSA model adaptation
This paper describes an architecture centered on a component model for the course cycle. This
model guides a re-engineering process based on the observed use scenarii. It is applied in an
institutional framework and uses learning devices provided by the open source community. The
architecture integrates the latest works on learning technology standards.
Design patterns for recording and analysing usage of learning systems: State of art of tracking and
This document presents a state of art according to three aspects: use analysis in a wide point of view, tracking and analysing usages
and what's on Design Pattern.
The objective of this state of art is to synthetise actual works about tracking and analysing usages in order to isolate possibilities of
patterns, that's the aim of DPULSE Jeirp.
The work on the state of art has been organised as a collaborative task of the DPLUS members. A lot of papers and projects on this
topic have been studied.
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
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
Framework for Computer Programming in Preschool and Kindergarten
This thesis aims to be a contribution to the integration of activities with computer programming into preschool education contexts. It is based on experiences and observations of children aged 3, 4, and 5 years olds programming computers, using an animated programming language, ToonTalk, held between 2000 and 2004 in seven different settings, typically in weekly session held over the course of several months in each year, involving approximately 150 children and 10 educators, including early chi
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
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 system’s 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
Designing to see and share structure in number sequences
This paper reports on a design experiment in the
domain of number sequences conducted in the course of
the WebLabs project. We iteratively designed and tested a
set of activities and tools in which 10-14 year old students
used the ToonTalk programming environment to construct
models of sequences and series, and then shared their
models and their observations about them utilising a webbased
collaboration system. We report on the evolution of
a design pattern (programming method) called ‘StreamsÂ
