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)
Tutorial planning : Adapting course generation to todays needs.
Most of today's course generation does not allow an in-depth, generic representation of pedagogical knowledge. However, supporting individual learners with different goals requires an elaborate representation of pedagogical expertise. In this paper, I describe a framework that adapts existing approaches for representing and using pedagogical knowledge to meet today's needs. Furthermore, I will show how in this framework several of today's problems are solved, such as the integration of distribut
Learning Design Engines as Remote Control to Learning Support Environments.
Context: Chapter 5 of the Learning Design book describes the operational model of a learning design engine based on the concept of finite automata with output alphabet. We rely on this event concept to include pre-existing learning tools in flexibe and rich learning designs. Contribution: We sketch an approach for the integration of complex learning environments in learning designs. Interactive learning support environments, such as argumentation or modelling tools are pre-existent and have a hi
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
Internal and external cooperation scripts in web-based collaborative inquiry learning
Cooperation scripts are a powerful means to improve collaborative learning. Scripts can be designed to support argumentative knowledge construction. However, not only externally induced cooperation scripts but also the learners internal scripts on argumentative knowledge construction influence argumentative processes and what kind of knowledge is acquired during collaboration. In this study, 98 students (49 dyads) of two German secondary schools participated. We implemented two versions (high
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
The role of roles in the analysis of interactions in collaborative environments
Analysis of interactions has become a basic function in the field of collaborative learning, as a means for supporting both students' self-regulation as well as formative evaluation processes. However, we observe a lack of methods and tools for the analysis of interactions in CSCL that considerer the different roles implied in collaboration management processes, both from the point of view of the actors that take part in a typical CSCL scenario: teachers, students or the system
Understanding and analysing activity and learning in virtual communities
The purpose of this study is to provide a preliminary framework to observe, analyse and evaluate both activity and learning in virtual communities. So various types of virtual communities will be studied by examining their relationship to socialisation and learning. After a presentation of the main ideas of Wenger’s social learning theory, the principal components of the social context of the emergence and evolution of virtual communities will be described. It will show how taking this context
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
A Metadata Based Web Distance Learning Platform
Distance Learning is acquiring a role that becomes more and more important with the huge diffusion of the Internet and related technologies. Consequently, the investigation for adequate architectures and platforms supporting flexible Distance Le arning engines and solution is nowadays of great interests in the Scientific Community. The present paper introduces a platform based on the adoption of Metadata concepts and on the use of a “processorlike” behavior of the Web Course Delivery engine
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