Mobile
technologies: prospects for their use in learning in informal science
settings
Recent developments in mobile technologies have offered the potential to support learners
studying a variety of subjects. In this paper we explore the possibilities related to science
learners and in particular focus on science learners in informal settings and reflect on a
number of recent projects in order to consider the prospects for such work. The debate on
informal learning acknowledges the complexity of the area and the difficulty of defining
informal learning. One view is to consider the
A Quick Scan on possibilities for automatic metadata generation
The Dutch six-part series Leerobjecten in de praktijk (Learning objects in practice) is about six divergent and difficult problems that occur frequently in working with learning objects. Based on research into existing practice, guidelines are offered to policy makers, educational technology consultants, teachers, educational designers and developers of digital learning materials who are struggling with these problems in higher education.,research report
Educational models: A case study into transferability of pedagogical structure in a complex learning
The Dutch six-part series Leerobjecten in de praktijk (Learning objects in practice) is about six divergent and difficult problems that occur frequently in working with learning objects. Based on research into existing practice, guidelines are offered to policy makers, educational technology consultants, teachers, educational designers and developers of digital learning materials who are struggling with these problems in higher education.
Educational models describes a case study on a complex
Role of Assistance in Computer-mediated Communication in Higher Education
This paper reports preliminary findings of a small scale study that address the role of
assistance in computer-mediated communication (CMC) in Higher Education. In
particular, this study investigates whether the type of assistance in such environments
is affected by the type of task used to initiate the CMC, and to see whether the
instructors and students offer more or less assistance according to task type. We
examine courses which use CMC in the adjunct mode i.e. students used CMC as an
option
Theory and the practices of learning technology.
This paper examines the link between theory and practice in relation to learning technology. It will do this in the context of a move from working with early adopters to learning technologists engaging with the majority of academic staff (Browne, 2003). This move takes place at the same time that academic staff in tertiary education are being encouraged to engage formally with learning and teaching in a way that is sharply different from previous University practices. Learning technologists curr
Designing to see and share structure in number sequences
This paper reports on a design experiment in the
domain of number sequences conducted in the course of
the WebLabs project. We iteratively designed and tested a
set of activities and tools in which 10-14 year old students
used the ToonTalk programming environment to construct
models of sequences and series, and then shared their
models and their observations about them utilising a webbased
collaboration system. We report on the evolution of
a design pattern (programming method) called ‘StreamsÂ
Exploring the mathematics of motion through construction and collaboration.
In this paper we give a detailed account of the design principles and construction of activities designed for learning about the relationships between position, velocity and acceleration, and corresponding kinematics graphs. Our approach is model-based, that is, it focuses attention on the idea that students constructed their own models – in the form of programs – to formalise and thus extend their existing knowledge. In these activities, students controlled the movement of objects in a prog
Turtles, fairy tales and pen-friends - Enhancing socialisation, self-reliance and creativity in an I
The following is the story of a journey undertaken in the first months of 1997 in a small
primary school in the village of Panico, 20 kilometres south of Bologna, in Italy. It is a very
modern story, with a beginning, and with an open end. The story stops when the traveller
has to abandon her journey, so that she can tell others the story of her journey. Actually,
the story is not even a story, but an impressionistic journal seeking to capture the everchanging
movements of a complex universe. It
Applying Competence Structures for Peer Tutor Recommendations in CSCL Environments.
Competence structures of the content and competence modelling of the learners provide well-suitable means for finding appropriate peer tutors in CSCL based on asynchronous messaging and annotations. Various criteria for the appropriateness of potential peer tutors can be discussed. An internet-based system used as a large scale Web experiment can then also deliver data for evaluating such criteria.
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
Literature Review in Informal Learning with Technology Outside School
When we think about learning, we often tend to think about schools, universities, colleges. If we go a little further and think about learning outside school, we might begin to consider museums, galleries and science centres. What we often tend to overlook, however, is the sort of learning that goes on as part of our normal day-to-day activities when we don't even think we are learning. Today, however, anyone who has an interest in how children learn with digital technologies needs to look beyon
Approche auteur pour les Situations Actives d'Apprentissage : Scénarios, Suivi et Ingénierie
Not available,Mémoire d'Habilitation à Diriger des Recherches, spécialité informatique, Université Joseph Fourier – Grenoble 1, Laboratoire CLIPS- IMAG, Grenoble, 22 Octobre 2005
Improving access to further and higher education - via satellites (a review of the opportunities aff
The purpose of this report is to provide an overview of the opportunities afforded by recent developments in satellite technology in meeting educational needs. It has been commissioned by JISC and was written by Mathy Vanbuel of ATiT, Belgium.,A report published by JISC.
Conception d'un environnement informatique pour la formation des chirurgiens
Nous présentons dans cet article un travail en cours de conception d'un environnement informatique destiné à la formation des chirurgiens orthopédistes. Ce système permet au chirurgien d'acquérir des notions portant sur le vissage percutané des fractures de la hanche. Il porte sur l'apprentissage des connaissances et des contrôles de l'action nécessaires à la réalisation de l'intervention en situation réelle ; il ne porte pas sur l'apprentissage du geste. Cet outil d'aide à l'appren
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"
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
Tópicos sobre programação de computadores como método educativo no jardim-de-infância
Temos vindo a explorar a possibilidade de utilizar a programação de computadores no jardim-de-infância, no âmbito da metodologia construcionista desenvolvida por Seymour Papert. Para o efeito, recorremos à linguagem ToonTalk, que permite a realização de programação de computadores sob a forma de animação, dispensando a leitura e a escrita. Este artigo dá conta das estratégias que utilizámos e das constatações que efectuámos por observação e experimentação.
Geospatially aware social software and Africa
We present a proposal for the development and implementation of a group of tools that will support the collection and sharing of georeferenced information. Locations such as rural Africa suffer from a technical problem hampering their participation in the global information community: infrastructures and terminals for Internet access are non-existent or of poor quality. We believe that cell-phone software can be leveraged as a way to bridge this. One important contribution that local communities
ICT-onderwijsmonitor studiejaar 2002/2003: Strategische keuzen bij ICT-innovatie van het Hoger onder
In het najaar van 2002 heeft het ministerie van Onderwijs, Cultuur en Wetenschap opdracht gegeven aan Research voor Beleid en het SCO-Kohnstamm Instituut voor het uitvoeren van een ict-monitor hoger onderwijs. Doel van de ict-monitor is het verschaffen van een integraal beeld van de toepassing van ict voor onderwijsdoeleinden in het Nederlandse hoger onderwijs. Als eerste studie binnen de ict-monitor hoger onderwijs is een reviewstudie naar Nederlandse praktijkvoorbeelden uitgevoerd (Schoonenboo
