Learning through investigative games and internet on-line activities
Internet is an important phenomenon in our society and already become one of the mostly used media around the world. In human history this is the first media, which is broadly used in so little time. Obviously, it plays an important role also in the life of our children. They use it for communication with each other (chat, email), they use it for finding new information to school, and they search the web or even create their own websites. The investigative games on internet are competitions, thr
Author(s): Gálik Zoltán

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Reducing cognitive load and fostering cognitive skill acquisition: Benefits of category-avoiding exa
In this paper, we provide evidence against the common idea that worked examples should be designed to convey problem categories and category-specific solution procedures. Instead we propose that instructional examples should be designed in a way that supports the understanding of relations between structural problem features and individual solution steps, i.e. relations that hold below the category level. We illustrate in the domain of probability word problems how category-avoiding instructiona
Author(s): Gerjets Peter,Scheiter Katharina,Catrambone Richar

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Using A Simulated Student for Instructional Design
In this paper, I describe how a cognitive model was used as a simulated student to help design lessons for training circuit board assemblers. The model was built in the Soar cognitive architecture, and was initially endowed with only an ability to learn instructions and prerequisite knowledge for the task. Five lessons, and a total of 81 instructions for teaching expert assembly were developed by iteratively drafting and testing instructions with the simulated student. The resulting instructions
Author(s): Mertz Joseph S.

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Teachers' attitudes to and beliefs about web-based collaborative learning environments in the contex
This paper reports the conceptions of teachers from four European countries of the Innovative Technologies for Collaborative Learning project tools for collaborative learning. Fifty six teachers were interviewed about different aspects of the CLE (Webbased Collaborative Learning Environment) implementations and about their own evaluations of the CLE implementations in their classrooms. Their answers were analysed using categories based on a model from cultural-historical activity theory (Engestr
Author(s): Kollias Vassilis,Mamalougos Nectarios,Vamvakoussi

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Meanings for Fraction as Number - Measure by Exploring the Number Line
Construction of meanings for fraction as number-measure is studied during the implementation of exploratory tasks concerning comparison and ordering of fractions as well as operations with fractions. 12-year-old students were working collaboratively in groups of two with software that combines graphical and symbolic notation of fractions represented as points on the number line. Fractions as points and segments, ordering fractions as part of kinesthetic activities and abstracting the scaling of
Author(s): Psycharis Giorgos,Latsi Maria,Kynigos Chronis

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Adaptive and context-aware scenarios for technology-enhanced learning system based on a didactical t
Among the main issues of future technology-enhanced learning systems, we can mention the following ones: the ability to reuse learning resources (learning objects, tools and services) from large repositories, to take into account the context and to allow dynamic adaptation to different learners based on substantial advances in pedagogical theories and knowledge models. In our framework, the goal of scenarios is to describe the learning and tutoring activities to acquire some knowledge domain (fo
Author(s): Tetchueng Jean Louis,Garlatti Serge,Laubé Sylvain

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Combining Knowledge Awareness and Information Filtering in an Open-ended Collaborative Learning Envi
Knowledge awareness (KA) has been proposed to increase collaboration opportunities in an open ended and collaborative learning environment. To encourage collaboration, an individual userâs agent called KA-Agent autonomously informs the learner about up-to-the-minute activities from other learners. For instance, a message might be ãsomeone is looking at the same knowledge that you are looking at.ä Although this message, called active KA, is very useful to create real-time collaboration, a larg
Author(s): Ogata Hiroaki,Yano Yoneo

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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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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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Six Years of Knowledge Networking in Learning Sciences and Technologies
This report presents a series of in-depth reflections about the work of the Center for Innovative Learning Technologies (CILT) from 1997 until 2004. Each member of the CILT team (Principal investigator, postdoctoral scholar, project coordinator and manager) provided their personal reflections on what they, and all of us as a group, have learned from the attempt to stimulate the development and implementation of important, technology-enabled solutions to critical problems in K-14 STEM learning in
Author(s): Sabelli Nora,Pea Roy D.,Park Menlo,Alto Palo

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New Media Communications Forums for Improving Education Research and Practice
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Author(s): Pea Roy D.

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Synthesizing instructional technologies and educational culture: exploring cognition and metacogniti
This research was initiated to examine instructional technologies and educational cultures in relation to identified cognitive and metacognitive strategies uses in school tasks. The project involved activities from the social studies curricula that were presented through two new software programs intended to support the development of problem-solving and reasoning strategies - IDEA [Interactive Decision Envisioning Aid, Pea (76)] Notecards (34) - and through instructional approaches bases upon "
Author(s): Thornburg Devin G.,Pea Roy D.

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The aims of software criticism: Reply to Professor Papert
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Author(s): Pea Roy D.

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The Buggy Path to The Development of Programming Expertise
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Author(s): Pea Roy D.,Soloway Elliot,Spohrer Jim C.

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A symbolic manipulator to introduce pupils to algebra theory
Within the theoretical framework of Vygotsky's theory, the paper presents a new algebra software. The main features of the software are described and their potentialities are discussed. According to the Vygotskian theory, expressions and commands may be thought as external signs of the Algebraic theory, and as such, they may become instruments of semiotic mediation: In other terms they can be used by the teacher, in the concrete realisation of classroom activity, according to the motive of intr
Author(s): Cerulli Michele,Mariotti Maria Alessandra

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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.
Author(s): Cerulli Michele,Chioccariello Augusto,Lemut Enrica

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Distance learning meets Open Source
Most of the current German concepts for distance learning are still based on written study material with complementary face-to-face sessions. Modern e-learning tools are not as frequently in use as one might think or as it is often demanded. This article focuses on the obstacles that occur in the daily work with e-learning tools and which hinder the further spreading of e-learning on college level. One of the main problems is that study material as well as concepts have to be transformed in a w
Author(s): Behm Wolfram

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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
Author(s): Hurme Tarja-riitta,Palonen Tuire,Järvelä Sanna

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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
Author(s): Quint Vincent,Kia Émilien,Vandeput Étienne,Vatto

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