Selected Papers from the Kaleidoscope Convergence Workshop
To foster synergy between research on collaborative, mobile and inquiry learning and between different scientific and methodological perspectives (namely, educational design, psychology and computer science) and to strengthen the cohesion of the community, the Kaleidoscope network has decided to organise a âConvergence Workshopâ in conjunction with the 2006 Contractors' General Assembly in Amsterdam, Dec. 4-6.
The two fields of collaborative and inquiry learning have bee
Jack Frost and the Sneaky Sun
A warm-up game which can be used with older classes. Useful for developing tactical awareness and game analysis.
An innovative teaching and learning environment for school mathematics
The paper presents the main characteristics, the background reference, and educational aims of an innovative teaching and learning environment designed and implemented for promoting arithmetic problems solving skills in children of compulsory school.
The project is partially funded by the European Community Research and Development Project ITALES "Innovative Teaching and Learning Environments for Schools" (IST 2000-23356).
The research addresses a sector (that of arithmetic problem solving) whi
Lessons Learnt from CSCL to Enrich E-Learning
Computer Supported Collaborative learning (CSCL) is nowadays well mature and it is able to set guide-lines to enrich e-learning. On its side, e-learning does not fully exploit its potentialities yet.
Suggestions from CSCL could be useful to empower the presence on the e-learning on the market and would foster a vision of learning as not a simple further "commercial product".
The European Commission funded many projects involving several countries, numerous students, teachers and researchers, a
Competence-based Knowledge Structures for Personalised Learning
The ELeGI project focuses on integrating technology-enhanced learning methodologies into a pedagogy-driven and service-oriented architecture based on Grid technology. It aims at a system that is capable of realising personalised, adaptive, and experiential learning.
This requires to have available a framework that, on the one hand, allows for representing existing domain knowledge, and, on the other hand, provides a representation of the learner's current state of knowledge. It is shown that a
Towards On-Line Services Based on a Holistic Analysis of Human Activities
Very often computer scientists view computerization of services in terms of the logistics of human-machine interaction, including establishing a contract, accessing records, and of course designing an interface. But this analysis often moves too quickly to tactical details, failing to frame the entire service in human terms, and not recognizing the mutual learning required to define and relate goals, constraints, and the personalized value of available services. In particular, on-line services t
SCORM and the Learning Grid
The Sharable Content Object Reference Model (SCORM) is a profile of several elearning specification to ensure the reusability and interoperability of elearning content in web based Learning Management Systems (LMSs). Learning grids - learning environments built on the technology of grid services - are a promising new approach to enhance quality of elearning by overcoming the page oriented structure of the web.
This paper investigates how SCORM can be used in conjunction with learning grids. Aft
Open Learning Service Scenarios on GRIDs
The position paper focuses on the concepts of Service Elicitation and Evaluation/Exploitation Scenarios (SEES) and, in particular, on experimental protocols for justifying, motivating, implementing and exploiting Learning GRID's services for very large numbers of potential users.
EnCOrE (Encyclopédie de Chimie Organique Electronique): an Original Way to Represent and Transfer K
EnCOrE is an original proposal which is expected to allow to share and transfer knowledge in organic chemistry. The system will use MIDES a software, with a peer-to-peer architecture, which will allow to set up a technological and methodological frame to allow collaborative building of knowledge in between chemists. Learning GRID's services will help for Experimental electronic laboratory "LabCOrE" as well as for predictive computational tools.
Theoretical Foundations for E-Learning Environments Direct to Virtual Scientific Experiments
In this work we want to put in evidence the necessity to integrate theoretical, methodological and didactical aspects with innovative e-learning systems, in order to hypothesize possible learning models able to facilitate and qualify the e-learning world.
Specifically, our aim will be direct to theoretical learning models of Virtual Scientific Experiments to be implemented inside the platforms. Therefore, the result to be achieved comes from the interaction of two different "macro-environments"
Quality of Service Requirements for the e-Learning Grid
In the same way that the Web has evolved from being a technology designed to aid scientific collaboration to one which is employed extensively in e-business and increasingly in e-learning, the Grid is also evolving from its original concept as a highly distributed dynamic source of computing resources "on tap", like the power grid, for e-science, to a means of supporting enterprise computing across heterogeneous, distributed, virtual organisations.
However, even the most recent ideas associated
Metacognition in joint discussion: an analysis of the patterns of interaction and the metacognitive
The aim of this study was to examine metacognition in computer-supported collaborative problem solving. The subjects of the study were 13-year-old Finnish secondary school students (N=16). The Knowledge Forum learning environment was used to support student pairs’ problem-solving task involving polygons in a geometry course. The data consist of the student pairs’ posted computer notes (n=95). To examine metacognition in a social context in the networked discussions, the features and patterns
Analyse de fichiers de traces d'étudiants : aspects didactiques
Users of a learning platforms are usually required to log in, that provides a great deal of data. The general question studied here is: how to exploit this data to help the different actors involved? At first let us introduce the platform and the experiments we conducted. Then we use a didactic model to produce a qualitative analysis from the quantitative data collected. A simple exercise classification emerges from the construction of two indicators. It is consistent with the different experim
Domain Modelling To Support Educational Web-based
authoring
This paper describes an approach to web-based authoring of educational material. We define a model for the class of subjects of our interest (those including both theoretical and practical issues). From this model, specific content outlines can be derived as subclasses and then instanced into actual domains. The last step consists in generating interactive documents, which use the instanced domain. Students can explore these documents through a web browser. Thus, an interactive learning scenario
It's About Interactive Learning
This paper draws on results of a research project InterActive Education: Teaching and Learning in the Information Age. The overall aim of the project is to examine the ways in which new technologies can be used in educational settings to enhance learning. To this end the project centres around the design and evaluation of teaching and learning initiatives for pupils from the age of eight to eighteen. Within this paper we report on our work with teachers and pupils, who have developed learning i
Integrative theoretical framework
not available,Remath deliverable - report number D1- 61 pages
Explication et préceptorat, à propos d'une étude de cas dans TéléCabri
Après avoir présenté un cadre d’étude des processus explicatifs, nous présentons l’analyse didactique d’une interaction téléprésente entre un précepteur humain et son élève. Nous montrons comment l’explication n’est pas une propriété intrinsèque du discours mais un attribut, résultat d’une construction de signification pendant l’interaction du précepteur avec son élève.
Discovery of Ideas and Ideas about Discovery : The influence of prior knowledge on scientific discov
Context of this research project.
The empirical studies that were carried out for this thesis were performed in the context of the project 'Inductive Learning’,which was funded by the Dutch Organization for Scientific Research
(NWO). The inductive learning project aimed at ‘clarifying the major constraints of inductive knowledge development’ (as stated in the research proposal). The constraints of inductive knowledge that were specifically studied in the project were prior knowledge, disc
Hiding and showing construction elements in a dynamic geometry software: a focusing process
This paper draws on a study investigating the use dynamic geometry software in the context of open geometry problems requiring conjecturing and proving at secondary school level. After setting the context and main result of the study, the paper will focus in particular on the analysis of the hide/show tool available in Cabri. The way students exploit the possibility of hiding and showing the construction elements of a configuration at stake was revealed to play a fundamental role in the developm
Interactive education: teaching and learning in the information age
This is a guest editorial to a special section of this journal which derives from the work of one of the ESRC Teaching and Learning Programme projects, InterActive Education: Teaching and Learning in the Information Age (http://www.interactiveeducation.
ac.uk), whose overall aim is to investigate the ways in which new technologies can be used in educational settings to enhance learning. The project was predicated on two assumptions: first that teachers are central to learning in schools and that
