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Using Interaction Analysis to reveal Self-Regulated Learning in Virtual Communities
Aim of this paper is to analyse whether Interaction Analysis can help investigate the practice and development of Self-Regulated Learning (SRL) in Virtual Learning Communities (VLC). Interaction analysis is increasingly used to study learning dynamics within online activities. It proceeds by searching expressions that reveal the aspects under study in the written messages exchanged by the learners. To this end, we devised and classified a number of indicators suggesting the existence of self-re
Author(s): Dettori Giuliana,Persico Donatella

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Capitalisation d’une ressource en or : le dictionnaire
The goal of this paper is to explore extensions to electronic dictionaries. Adding certain functions could considerably extend the range of tasks for which they could provide support. Putting the needed information at the distance of a mouse click would allow for active reading. This would require tight coupling of the dictionary with a text editor: all the information in the dictionary should be accessible via a mouseclick. Dictionaries combined with a flashcard system and an exercise generator
Author(s): Zock Michael

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Blended Learning Technologies in Lifelong Education: Lessons Learned from a Case Study
The combination of the traditional form of education and e-learning activities (blended learning) constitutes an important possibility for the higher education, so that they reach the flexibility which is considered to be necessary for their adaptation to the trainees’ needs within the frame of socio-cognitive needs created by the information society. We present the principles of the application of blended lesson designs in graduate level and of its evaluation by the students. Based on our expe
Author(s): Liotsios Konstantinos,Demetriadis Stavros,Pomborts

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Bridging the Contextual Distance: The e-CASE Learning Environment for Supporting Students’ Context
Supporting students’ awareness of the complex way that contextual issues affect knowledge application in authentic situations is a critical instructional mission and can lead to improved problem solving in the workplace. In this work we present the design of e-CASE (Context Awareness Supporting Environment), which is a case based learning environment for supporting instruction in the domain of software development. In designing e-CASE we employ a model for context which further guides the use o
Author(s): Demetriadis Stavros,Papadopoulos Pantelis,Tsoukala

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“Graphical” Jogthrough: expert based methodology for user interface evaluation, applied in the cas
“Walkthrough” and “Jogthrough” techniques are well known expert based methodologies for the evaluation of user interface design. In this paper we describe the use of “Graphical” Jogthrough method for evaluating the interface design of the Network Simulator, an educational simulation program that enables users to virtually build a computer network, install hardware and software components, make the necessary settings and test the functionality of the network. Graphical Jogthrough is a furth
Author(s): Demetriadis Stavros,Karoulis Athanasios,Pombortsis

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Innovative pedagogical and psychological perspectives of podcasts
Podcasting, being a new form of audio distribution offering the possibility to be loaded on personal mobile devices from teachers’, student’, university’s websites and blogs, is discussed as an activity with potential in learning and teaching. The existing and potential varieties of podcasts represent sources for learning, converging, socializing. In this paper, podcasting is supported as an innovative approach to stimulate university students’ reflection, specifically on epistemic quest
Author(s): Kirschner Paul A.,Popova Anguelina

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The use of a computerized brain atlas to support knowledge-based training in radiology
Trainers of radiologists face the particular challenges of teaching normal and abnormal appearance for a variety of imaging modalities, providing access to a large appropriately-indexed case library, and teaching a consistent approach to the reporting of cases. The computer has the potential to address these issues, to supplement conventional teaching of radiology by providing case-based tutoring and diagnostic support based on a large library of images of normal and abnormal anatomy, fully desc
Author(s): Garlatti Serge,Sharples Mike

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Un modèle informatique de scénario fondé sur des pratiques réelles d'enseignement et une théori
La conception de scénarios pour un EIAH nécessite la mise en oeuvre de théories didactiques, de pratiques réelles, de modèles et de théories informatiques afin de prendre en compte les contraintes didactiques nécessaire à la modélisation de scénarios d'apprentissage. La modélisation de scénario devient ainsi une problématique pluridisciplinaire. La contribution principale de cet article est de proposer un modèle informatique de scénarios prenant effectivement en compte des contrai
Author(s): Tetchueng Jean Louis,Garlatti Serge,Laubé Sylvain

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Towards a classification of Narrative Learning Environments
In this paper, we highlight why narrative can support learning, drawing from the literature. Then we describe what are NLEs, mentioning a few examples. We also discuss NLEs’ characterizing aspects - user role, technological means and educational approach - stressing their importance in determining the learning afforded by an environment. We conclude by pointing out what issues need to be tackled to advance the field.,Research report
Author(s): Dettori Giuliana

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Supporting information comparisons in example-based hypertext environments
Global comparisons of learning from hypertext and traditional text have yet failed to show major advantages concerning the effectiveness of hypertext learning. In the current paper it is proposed that an effective hypertext design needs to be based on thorough cognitive task analyses with regard to structures, processes, and resources that are required to benefit from a specific learning approach. This claim is illustrated by two experiments, in which we investigated two methods for supporting e
Author(s): Gerjets Peter,Scheiter Katharina,Schuh Julia

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The IRIS Shell: "How to Build ITSs from Pedagogical and Design Requisites"
The goal we pursue in our research is to build a shell for helping human instructors to develop intelligent teaching-learning systems in a wide range of domains. We aim to provide a system where a previously defined architecture can be adapted automatically into a new tutor using a set of instructor-generated requirements. Trying to provide a sound basis for this tool, we use a theory of instruction that integrates cognitive processes, instructional events and instructional actions within a thre
Author(s): Arruarte Ana,Fernández-Castro Isabel,Ferrero Bego

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A Programming by Demonstration Authoring Tool for Model-Tracing Tutors
Model-tracing tutors have consistently been among the most effective class of intelligent learning environments. Across a number of empirical studies, these tutors have shown students can learn the tutored domain better or in a shorter amount of time than traditionally taught students (Anderson et al., 1990). Unfortunately, the creation of these tutors, particularly the production system component, is a time-intensive task, requiring knowledge that lies outside the tutored domain. This outside k
Author(s): Blessing Stephen B.

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Anchored Interactive Learning Environments
Advances in computer technology and multi-media systems have led to widespread interest in computer-based instruction and learning environments. The use of video, animation, graphics, and simulation allow the presentation of material in realistic contexts, thus addressing the problems of inert knowledge while promoting constructive and generative learning. But the true potential and benefits of these systems are yet to be realized. Cognitive studies on learning and transfer suggest that concepts
Author(s): Crews Thaddeus R.,Biswas Gautam,Goldman Susan,Bran

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Using A Simulated Student for Instructional Design
In this paper, I describe how a cognitive model was used as a simulated student to help design lessons for training circuit board assemblers. The model was built in the Soar cognitive architecture, and was initially endowed with only an ability to learn instructions and prerequisite knowledge for the task. Five lessons, and a total of 81 instructions for teaching expert assembly were developed by iteratively drafting and testing instructions with the simulated student. The resulting instructions
Author(s): Mertz Joseph S.

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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
Author(s): Chan Tak-Wai,Chou Chih-Yueh

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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,
Author(s): Jermann Patrick,Dillenbourg Pierre,Brouze Jean-Chr

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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
Author(s): Soller Amy,Martinez Alejandra,Jermann Patrick,Mueh

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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
Author(s): Gerjets Peter,Scheiter Katharina,Catrambone Richar

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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 students’ 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
Author(s): Hämäläinen Raija

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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
Author(s): Choquet Christophe,Tchounikine Pierre,Trichet Fran

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