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Going Beyond the Problem Given: How Human Tutors Use Post-Solution Discussions to Support Transfer
Two studies investigated the role and effectiveness of post-solution, reflective dialogues in physics tutorials. The first study investigated the instructional roles of post-solution discussions, their relationship to problem-solving discussions, and features that predict learning. Seven tutors individually guided 15 students as they worked on problems in the Andes physics tutoring system. Tutors adapted the post-solution discussions to students' ability levels and their performance on the curre
Author(s): Katz Sandra,Allbritton David,Connelly John

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Care - Making the Affective Leap: More Than a Concerned Interest in a Learner's Cognitive Abilities
This commentary addresses the issues of 'care' in intelligent learning systems more precisely, elaborating and extending the definition to include recent research from neuroscience and education on the affective aspects of learning. It reflects on the association of profound empathy with care and in what ways the systems described in this issue illustrate features of profound empathy. It concludes that though they all include some features of profound empathy they all lack an elaborate definitio
Author(s): Cooper Bridget

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An Intelligent Tutoring System for Entity Relationship Modelling
The paper presents KERMIT, a Knowledge-based Entity Relationship Modelling Intelligent Tutor. KERMIT is a problem-solving environment for the university-level students, in which they can practise conceptual database design using the Entity-Relationship data model. KERMIT uses Constraint-Based Modelling (CBM) to model the domain knowledge and generate student models. We have used CBM previously in tutors that teach SQL and English punctuation rules. The research presented in this paper is signifi
Author(s): Suraweera Pramuditha,Mitrovic Antonija

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Looking Ahead to Select Tutorial Actions: A Decision-Theoretic Approach
We propose and evaluate a decision-theoretic approach for selecting tutorial actions by looking ahead to anticipate their effects on the student and other aspects of the tutorial state. The approach uses a dynamic decision network to consider the tutor’s uncertain beliefs and objectives in adapting to and managing the changing tutorial state. Prototype action selection engines for diverse domains – calculus and elementary reading – illustrate the approach. These applications employ a rich mod
Author(s): Murray R. Charles,VanLehn Kurt,Mostow Jack

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Confronting ideas in collaborative scientific discovery learning
This study investigated how collaborative knowledge construction within a scientific discovery (or inquiry)learning environment can be assisted with tools that aim to support students’ proposition generation and testing processes. Sixty-six fourth year pre-university education students participated in a kinematics learning task. The instructional goal of the learning activity was to develop students’ understanding of one dimensional kinematics. All students completed a proposition test in whic
Author(s): Gijlers Hannie,de Jong Ton

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A Collaborative Case Study System For Distance Learning
Distance Learning from Case Studies involves enabling collaboration between two or more learners at a distance on a case study activity. In this paper we present an empirical qualitative study that simulates a learning scenario in which a pair of subjects at a distance are provided with a collaborative learning environment and required to collaborate in order to solve a case study. The results of this empirical qualitative study have implications that informed the design of a system: LeCS (Learn
Author(s): Rosatelli Marta C.,Self John

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Email use in elementary school: An analysis of exchange patterns and content
E-mail was embedded in a project in design & technology education in elementary school. During four lessons children worked in groups on building a flying object. These groups communicated through e-mail with groups of children from another school. The analyses of the e-mails, as viewed from distributed cognition theory, focus on the exchange patterns and content. Two characteristic exchange patterns are stacking and compounding. In stacking e-mails are sent out quickly enough to afford a ‘just
Author(s): Van der Meij Hans,Boersma Kerst

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ZAPs: Using interactive programs for learning psychology
ZAPs are short, self-contained computer programs that encourage students to experience psychological phenomena in a vivid, self-explanatory way, and that are meant to evoke enthousiasm about psychological topics. ZAPs were designed according to principles that originate from experiential and discovery learning theories. The interactive approach that is offered invites students to engage in subject matter through exploration, experience, and discovery of psychology. In an empirical study the effe
Author(s): Hulshof Casper,Eysink Tessa,Loyens Sofie,de Jong T

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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
Author(s): Shapiro Joel A.

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Principles for designing Web searching instruction
Web searching is a timely topic which importance is recognized by researchers, educators and instructional designers. This paper aims to guide these practitioners in developing instructional materials for learning to search the Web. It does so by articulating ten design principles that attend to the content and presentation of Web searching instruction. These principles convey a mixture of insights gleaned from instructional theory, empirical research, and many hours of classroom experience. Tog
Author(s): Lazonder Ard

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Exploring novice users' training needs in searching information on the World Wide Web.
Searching for information on the WWW involves locating a website and locating information on that site. A recent study implied that novice users' training needs exclusively relate to locating websites. The present case study tried to reveal the knowledge and skills that constitute these training needs. Fourteen pre-university students, classified as novice (n = 7) or experienced WWW-user (n = 7) performed three web search tasks. Their actions and verbalisations were recorded. Between-group compa
Author(s): Lazonder Ard

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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
Author(s): Charles Sandrine,Ney Muriel,Mouchiroud Dominique,H

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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
Author(s): de Jong Ton,Van Joolingen Wouter

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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
Author(s): de Jong Ton,Martin Ernesto,Zamarro Jose-Miguel,Esq

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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
Author(s): Kafoussi Sonia

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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 menu’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
Author(s): Lazonder Ard

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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
Author(s): Hulshof Casper,Eysink Tessa,de Jong Ton

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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
Author(s): Van der Meij Hans,Gellevij Mark

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IDR: a participatory methodology for interdisciplinary design in technology enhanced learning
One of the important themes that emerged from the CAL’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
Author(s): Winters Niall,Mor Yishay

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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.
Author(s): de Jong Ton

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