Over-scripting CSCL: The risks of blending collaborative learning with instructional design.
Free collaboration does not systematically produce learning. One way to enhance the effectiveness of collaborative learning is to structure interactions by engaging students in well-defined scripts. A collaboration script is a set of instructions prescribing how students should form groups, how they should interact and collaborate and how they should solve the problem. In computer-supported collaborative learning (CSCL), the script is reified in the interface of the learning environment. This co
La evaluación social e individual en la era de la educación a distancia en la globalización
En la globalización tan ampliamente fomentada, especialmente por la educación a distancia, debemos cuestionarnos sobre los valores que vivimos en nuestras culturas locales. La evaluación que instauramos dentro de nuestros cursos puede también convertirse en otro mecanismo de homogenización. Para contrarrestar estas desventajas y poder construir juntos sociedades distintas pero solidarias, propongo un análisis de la evaluación como vehículo ideológico de perpetuación de la distribución
Teaching proof in a dynamic geometry environment: what mediation?
This paper aims to discuss two issues. First we intend to analyse if and how dynamic geometry software prove to be a communication space for students and how they support students towards proving. Second, we reflect about the use of video-tapes as source of information both for Mathematics Education research and for the teaching practice. In particular we approach the question: how do video-tapes help in the construction of a shared experience in the classroom?
Problem-solving and Web resources at tertiary level
We organised two experimental teaching designs involving web resources in two different French universities. In this paper, we describe these experiments and analyse the students' behaviours. Our aim is to observe whether the use of specific online resources favours the development of problem-solving activities.
Learning Object-Oriented Programming
Loud discussions concerning various ways of teaching object-orientation have taken place without much empirical evidence for any position. This paper reports qualitative observations of learning of object-ori-ented programming in an introductory course. The students were found to cope reasonably well with the object-oriented concepts, and they had learnt procedural programming first. However, they modeled the real world domain to be represented in the program by imagination and through coding. T
Report on literature on mobile learning, science and collaborative acitivity
This report combines: a literature review of work on mobile learning in informal science settings, a report on empirical work on mobile learning in each of the partners, and guidelines on context-awareness.,(D33.2.2). EU Sixth Framework programme priority 2, Information society technology, Network of Excellence Kaleidoscope, (contract NoE IST-507838), project "Mobile learning in informal science settings"
The impact of problem order: Sequencing problems as a strategy for improving one's performance
Two experiments investigated the impact of problem order and problem sequencing on performance. In experiment 1 subjects were either presented with a suitable or an unsuitable presentation sequence where they were free to deviate from. Presentation sequence had an impact on performance and rearranging problems improved performance for high priorknowledge subjects whereas low prior-knowledge subjects' performance deteriorated. Experiment 2 yielded evidence that effects of problem sequence have to
Computational Representation of Collaborative Learning Flow Patterns Using IMS Learning Desing
The identification and integration of reusable and customizable CSCL (Computer Supported Collaborative Learning) may benefit from the capture of best practices in collaborative learning structuring. The authors have proposed CLFPs (Collaborative Learning Flow Patterns) as a way of collecting these best practices. To facilitate the process of CLFPs by software systems, the paper proposes to specify these patterns using IMS Learning Design (IMS-LD). Thus, teachers without technical knowledge can p
Review of the impact of technology-enhanced learning on roles and practices in Higher Education
This initial review draws together the state of the art in research into the impact of technology on roles and practices in higher education and sets an agenda for the remaining work of the project.,(D30.2.1) EU Sixth Framework programme priority 2, Information society technology, Network of Excellence Kaleidoscope, (contract NoE IST-507838), project "The impact of technology-enhanced learning on roles and practices in higher education"
State of the art of interaction analysis for Metacognitive Support & Diagnosis
The document concerns Computer Based Interaction Analysis that could support technology based learning activities' participants (e.g. students, teachers) or observers (e.g. teachers, researchers). The underlying considerations and analyses focus on interactions that occur via technology based Learning Environments, designed for stand alone use or collaborative use. Special emphasis is given on Interactions Analysis (IA) outputs that could support learning activities' participants in cognitive an
State of the art on Interaction and Collaboration Analysis
The document focuses on students-machine or students-students' interactions analysis that could support students & teachers, when students work in stand-alone mode or in collaborative technology based learning environments. The document concerns the State of the art on the interaction analysis dimensions and approaches that are already applied. The appropriateness of these approaches is related to the learning environments features, the user's profile, the learning activities, and the context of
Políticas europeas de apoyo a la "Open and Distance Learning"(ODL) y el caso específico de la inte
En los últimos tiempos se han producido importantes cambios en el mundo universitario. Crecen las exigencias de la sociedad y se amplía el abanico de perfiles universitarios. En este nuevo marco surge la enseñanza abierta y a distancia (ODL, Open and Distance Learning) para suplir las necesidades de aquellos que tienen dificultades para acceder a la universidad "convencional" o bien para los que la prefieren como opción de estudio. Este artículo describe la situación actual de la ODL en el
Trails of Digital and Non-Digital LOs
This document investigates scenarios where learners navigate (follow trails) through environments containing digital and non-digital learning objects, considers some user requirements of systems designed to support the use of trails and presents a possible classification of different types of trail to form an ontology of trails. Separate sections include investigations of trails in different pedagogical approaches, trails in mobile learning scenarios, trails in computer conferencing and the prov
Is support really necessary within educational games?
Games can be powerful learning devices because of their interactive and multimedia capabilities, and their abilities to keep students motivated, active, deeply immersed and engaged for sustained periods of time. Yet the extent to which this translates into more effective knowledge and skill acquisition is not clear from the research reported so far. Several researchers have stressed that support tools should be added to game environments to ensure that learning takes place. In this paper we will
Construction et conduite des instruments dans les apprentissages mathématiques : nécessité des or
Not available,Document pour l'habilitation à diriger des recherches. Novembre 2003. Paris 7. France
Collaborative Ontological Engineering of Instructional Design Knowledge for an ITS Authoring Environ
Intelligence in an ITS authoring system could rely on content-based engineering of instructional design (ID) knowledge, i.e. based on principles such as conceptualization, standardization and theory -awareness. An ontology - based architecture with appropriate ontologies has been proposed for a theoryaware ITS authoring system. Ontological engineering (OE) as a collaborative process jointly conducted by an OE expert and an ID expert is presented as a step on a roadmap towards a theory-aware ITS
Mastering by the teacher of the instrumental genesis in CAS environments: necessity of instrumental
In this article, we study didactic phenomena identified in integration experiments within our classes, CAS(implemented in calculators). From this study, we show the interest of an instrumental approach to understand the influence of tools on the mathematical approach and on the building of students' knowledge: through a process - instrumental genesis - a calculator becomes a mathematical work tool; this process depends on the tool's constraints and potentialities, on students' knowledge, and on
Knowledge, the keystone of TEL design
This talk outlines the arguments supporting the claim that knowledge is the keystone of the design of Technology enhanced learning (TEL) environments. First, I consider the meaning we could attach to knowledge and knowing, and I introduce the notion of conception. Second, I explore how far the problématique of validation is central in our research. And to conclude, I introduce a characterisation of conceptions, which could help in addressing the problem of TEL design at a theoretical level.
An Introduction to the Simple Role of Numbers in Social Science Research
Social science is facing increasing demands for research involving 'quantitative' approaches. Among these are the need, expressed by policy-makers, for practical evidence about what works, and the demand, exemplified by the new ESRC guidelines for research training, that all researchers learn something about techniques of analysis involving numbers. At the same time, however, traditional 'quantitative' approaches are facing a major upheaval caused by growing criticism of null hypothesis signific
This learning object covers how to determine the concentration of a substance in a mixture.