Quality in the New Learning Space: Ongoing Process of Teacher and Staff Training
Quality in the new learning space: ongoing process of teacher and staff training,Proceedings with reading panel
Construction d’un protocole expérimental avec un logiciel dédié : apprentissages visés et diffi
Les travaux de recherche présentés ici concernent l'évaluation d’une séance de Travaux Pratiques (TP) de chimie qui a la particularité de pouvoir être réalisée intégralement à distance. Au cours de cette séance, les apprenants doivent concevoir un protocole expérimental permettant de doser le colorant E124 d'un sirop de grenadine. Pour cela, ils utilisent un logiciel dédié, accessible par internet. La manipulation est effectuée à distance par un robot manipulateur, selon le prot
Transformative communication as a cultural tool for guiding inquiry science
Inquiry-based science instruction offers great promise as a means of actively engaging students in authentic scientific problem solving, including consideration of research design issues. At the same time, inquiry introduces some difficulties. In particular, familiar "cultural tools" for classroom discourse, such as Initiation-Reply-Evaluation sequences, are no longer appropriate because they are premised on known answers and teacher-driven activity. To help support productive open-ended science
Children's mental models of recursive logo programs
Children who had a year of Logo programming experience were asked to think-aloud about what brief Logo recursive programs will do, and then to predict with a hand-simulation of the programs what the Logo graphics turtle will draw when the program is executed. If discrepancies arose in this last phase, children were asked to explain them. A prevaient but misguided "looping" interpretation of Logo recursion was identified, and this robust mental model persisted even in the face of contradiction be
Symbol Systems and Thinking Skills: Logo in Context
not available
Networked ComputersÂ’ Incorporated Role in Collaborative Learning
Networked computers are increasingly being used in collaborative learning. To understand what roles networked computers have in collaborative learning over distances, systems developers need conceptual frameworks that address the triadic complexity of knowledge construction, social interaction and technical issues. Some theoretical accounts of this relationship exits, but in terms of usefulness for systems design and how the role of networked is regarded, they have shortcomings. Based on activit
Computational Mathetics: Towards a Science of Learning Systems Design
The aim of this report is simply to help put the design of computer-based systems to support learning on a more scientific footing. The aim is simply stated, but its achievement is more difficult. For one thing, it is not at all obvious what "more scientific" means in this context. However, it is essential for AI-ED research to take better account of the concepts of 'situation', 'context', 'community', 'discourse', 'social learning', and so on, but these terms need to be defined, not used as man
Randomness and LEGO robots
This paper reports on a long term experiment concerning the introduction of 7th grade pupils to the concept of randomness. Pupils are involved in activities with Lego robots, and in the joint enterprise of writing an Encyclopaedia. The main lines of the experiment are provided, together with experimental data, highlighting how some specific elements of the chosen educational approach influenced the evolution of pupils' mastery of the concept of randomness.
A device helping learners to self-assess themselves
In this paper, we introduce the architecture of an environment, which aims at helping learners in their self-assessment process. We show how we integrated three systems to build an experimental device based on this architecture. We then present the experiment we conducted to
show the utility of this device and also to validate our hypothesis that it is easier for learners to self-assess themselves from an exercises-point of view than from a knowledge-point of view.
Elearning: Bringing Reflective Practice and Self-Development Learning Activities Online
Reflective practice is in vogue as a tool in many parts of the educational economy, though the efforts to support its development often lag behind the promotion of the practice itself. Some of the issues relating to the development of this competency, and barriers to the same, are covered in my Teaching and Learning Optional Paper "Teaching and Supporting the Development of Reflective Practice". As momentum builds for the introduction of reflective practice, the educational and management worlds
Reusing IMS-LD Formalized Best Practices in Collaborative Learning Structuring
Designs of CSCL (Computer Supported Collaborative Learning) activities should be flexible, effective and customizable to particular learning situations. On the other hand, structured designs aim to create favourable conditions for learning. Thus, this paper proposes the collection of representative and broadly accepted (best practices) structuring techniques in collaborative learning. The paper also proposes the formulation of these techniques as patterns: the so- called CLFPs (Collaborative Le
First version of Amaya offering a template mechanism
This deliverable is the first release of the Amaya authoring tool that supports template-driven editing based on the XTiger-language. Its purpose is to demonstrate the main features of this nex editing mode.,PALETTE deliverable - report number D.INF.02
Teaching and Learning: Research Briefing
An important aspect of schooling is to enable students to enter new knowledge worlds, such as the world of history, of English, of foreign languages, of science, of music, or of mathematics. In the InterActive Education project we have worked in partnership with
primary and secondary school teachers, to investigate ways in which information and
communications technology can be used to enhance learning, with a particular focus
on improving subject knowledge.,Research briefing
Pedagogical approaches for technology-integrated science teaching
The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are adapted to both the cognitive and structuring resources available in the classroom setting. Four teachers participated in the first study, undertaken as part of the InterActive Education project in Bristol; all of them used multimedia simulations in thei
Making Distance Education Collaborative through Internet
The research presented in this thesis is located within the concept of Computer Supported distributed Collaborative Learning (CSdCL). CSdCL, developed by Annita Fjuk and Lone Dirckinck-Holmfeld, is a focused study within the field Computer Supported Collaborative Learning (CSCL). One approach to CSdCL, in particular practiced under the conditions of distance education, focuses on communication processes between distance learners and distance learners and teachers. The pedagogical model in this a
What makes the subject matter matter? Contrasting probeware with Graphs & Tracks
Previous research has established probeware as an effective tool in science instruction. Less is known, however, about the reasons for its success. In this study, we investigate this issue further by contrasting the use of probeware with the use of a simulation called Graphs & Tracks. By carrying out an in-depth analysis of pre-service teachers’ interaction, we want to demonstrate that the two environments – despite many structural similarities – afforded different contexts for learning. When
Case studies: technology enhanced public spaces for intergenerational learning
This deliverable undertakes the analysis of four case studies in the three key dimensions of La Piazza: intergenerational learning,
ICT and physical spaces. The report shows the common characteristics of the cases, good practices as well as issues for further
research, in order to facilitate the planning of the co-design seminars, that will follow next in the project. The report includes in the
Annexes the individual case reports of the cases.,research report - deliverable number : D38.3.1
Learning design based on graphical knowledge-modeling
This chapter states and explains that a Learning Design is the result of a knowledge engineering process
where knowledge and competencies, learning design and delivery models are constructed in an integrated
framework. We present a general graphic al language and a knowledge editor that has been adapted to
support the construction of learning designs compliant with the IMS-LD specification. We situate LD
within a taxonomy of knowledge models , namely the multi-actor collaborative system. We move
Pedagogical text indexation and exploitation for language learning
In this article we present the MIRTO platform -under development at the University Stendhal of Grenoble- and how it addresses common flaws of CALL software. This platform led to another project: the creation of a pedagogically indexed text base. We introduce here the notion of pedagogical indexation, and confront the particular case of pedagogical indexation for language learning with the existing pedagogical
resource description standards, before proposing leads towards the implementation of th
