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La construction de protocole de travaux pratiques de chimie à l’aide d’un logiciel: quels apport
L’article présente une étude effectuée avec des élèves de terminale S, à partir de l’utilisation du logiciel Educ@ffix.net qui a pour objet l’acquisition de connaissances procédurales et déclaratives par la réalisation d’un protocole expérimental en chimie. La situation-problème proposée consiste à déterminer la concentration du colo- rant E124 dans un sirop de grenadine. Dans un premier temps, la situation pédagogique modélisée dans l’environnement informatique est décri
Author(s): Marzin Patricia,Ergun Mustafa,Girault Isabelle,d'H

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Constructing knowledge through a role-play in a web-based learning environment
This study aimed to find out how and on what level the students of two separate secondary schools shared and constructed knowledge on imperialism by interacting through historical role characters in a Web-based environment. Furthermore, the study aimed to find out how social and contextual features affected the nature of knowledge sharing and construction. The data about the history project were gathered by various means in order to validate the findings of the case study. The results demonstrat
Author(s): Arvaja Maarit,Rasku-Puttonen Helena,Häkkinen Päi

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Modélisation de scénarios pédagogiques collaboratifs
Cet article part du besoin d'exprimer des scénarios d'apprentissage collaboratif par les enseignants animant des classes virtuelles afin de favoriser la réutilisation et le partage des pratiques pédagogiques. Il propose une démarche conduite par les modèles conformément aux préconisations du Model Driven Architecture de l'OMG. Il présente un méta-modèle basé sur IMS-LD mais enrichi pas les concepts du modèle de participation afin de capturer la richesse des interactions inhérentes a
Author(s): Ferraris Christine,Lejeune Anne,Vignollet Laurence

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Knowledge Convergence in Computer-Supported Collaborative Learning: The Role of External Representat
This study investigates how two types of graphical representation tools influence the way in which learners use knowledge resources in two different collaboration conditions. In addition, the study explores the extent to which learners share knowledge with respect to individual outcomes under these different conditions. The study also analyzes the relationship between the use of knowledge resources and different types of knowledge. The type of external representation (content-specific vs. conten
Author(s): Fischer Frank,Mandl Heinz

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Knowledge convergence in collaborative learning: Concepts and assessment
In collaborative learning the question has been raised as to how learners in small groups influence one another and converge or diverge with respect to knowledge. This article conceptualizes knowledge convergence and further provides measures for its assessment prior to, during, and subsequent to collaborative learning. In an exemplary study in the field of computer-supported collaborative learning with forty-eight (48) locally distant participants in 16 groups of three, we apply these measures
Author(s): Weinberger Armin,Stegmann Karsten,Fischer Frank

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A Framework to Analyze Argumentative Knowledge Construction in Computer-Supported Collaborative Lear
Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts. In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes
Author(s): Weinberger Armin,Fischer Frank

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Natural Editing of Algebraic Expressions
We call “natural editing of algebraic expressions” the editing of algebraic expressions in their natural representation, the one that is used on paper and blackboard. This is an issue we have investigated in the Aplusix project, a project which develops a system aiming at helping students to learn algebra. The paper summarises first the Aplusix project. Second it presents a notion of algebraic expressions, of representations of algebraic expressions. The last section develops ideas about natur
Author(s): Nicaud Jean-François

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Learning Theories and Education: Toward a Decade of Synergy
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Author(s): Bransford John,Vye Nancy,Stevens Reed,Kuhl Pat,Sch

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A Logo-based Task for Arithmetical Activity
Young children attend to answer-getting readings of arithmetical notation. This is evidenced by many children’s exclusive acceptance of a + b = c syntaxes that lend themselves to computational readings (e.g. Behr et al., 1976; Carpenter & Levi, 2000; Knuth, Stephens, McNeil & Alibali 2006). Even those children who do accept a wider variety of syntaxes, such as a + b = b + a and c = a + b , adhere to a computational view involving getting answers to both sides of the equals sign and checking the
Author(s): Jones Ian

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Mobile Usability in Educational Contexts: What have we learnt?
The successful development of mobile learning is dependent on human factors in the use of new mobile and wireless technologies. The majority of mobile learning activity continues to take place on devices that were not designed with educational applications in mind, and usability issues are often reported. The paper reflects on progress in approaches to usability and on recent developments, with particular reference to usability findings reported in studies of mobile learning. The requirements of
Author(s): Kukulska-Hulme Agnes

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Functioning in the Wireless Classroom
Code It! fosters mathematics learning environments where pre-algebra students use handheld technologies to explore and learn about functions. The resources developed - server-based and handheld software and paper-based student and teacher texts - were packaged as a 20-session unit on code making and breaking and designed to boost students' understanding of functions and their facility with the multiple representations of tables, graphs and symbols. We field tested the wireless system with two te
Author(s): Goldman Shelley,Pea Roy D.,Maldonado Heidy,Martin

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The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning
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Author(s): Pea Roy D.

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Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design
Inquiry experiences can provide valuable opportunities for students to improve their understanding of both science content and scientific practices. However, the implementation of inquiry learning in classrooms presents a number of significant challenges. We have been exploring these challenges through a program of research on the use of scientific visualization technologies to support inquiry-based learning in the geosciences. In this article, we describe 5 significant challenges to implementin
Author(s): Edelson Daniel C.,Gordin Douglas N.,Pea Roy D.

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Computational GRIDs and online laboratories
Many projects addressing the creation of online laboratories have been developed recently. They have a common goal: to enable students and professional learners to get hands-on experience without moving from the places where they are. Nevertheless, the found solutions are often very different among them, and interoperability between different online laboratories systems does not exist. In this paper we present our work around the exploitation of Grid technologies for sharing instrumentation and
Author(s): Bagnasco Andrea,Poggi Arianna,Scapolla Anna Marina

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The Climate Visualizer: Sense-Making Through Scientific Visualization
This paper describes the design of a learning environment, called the Climate Visualizer, intended to facilitate scientific sense-making in high school classrooms by providing students the ability to craft, inspect, and annotate scientific visualizations. The theoretical background for our design presents a view of learning as acquiring and critiquing cultural practices and stresses the need for students to appropriate the social and material aspects of practice when learning an area. This is fo
Author(s): Gordin Douglas N.,Polman Joseph L.,Pea Roy D.

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Gathering Requirements for a Grid-based Automatic Marking System
This paper reports on our experiences using a Creative Requirements [1] workshop approach to elicit requirements for a Grid-based automatic marking system. The research was conducted for ELeGI, an EU funded project whose goal is to provide a European Learning Grid infrastructure to promote a learning paradigm shift from a teacher-centred approach to a learner-centred approach. The automatic marking system uses Latent Semantic Analysis (LSA) to assess the meaning of essays written by computer sc
Author(s): Haley Debra,de Roeck Anne,Nuseibeh Bashar,Petre Ma

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On the Cognitive Prerequisites of Learning Computer Programming
Training in computer literacy of some form, much of which will consist of training in computer programming, is likely to involve $3 billion of the $14 billion to be spent on personal computers by 1986 (Harmon, 1983). Who will do the training? "hardware and software manufacturers, management consultants, -retailers, independent computer instruction centers, corporations' in-house training programs, public and private schools and universities, and a variety of consultants1' (-ibid. , p. 27). To da
Author(s): Pea Roy D.,Kurland D. Midian

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Networked Computers’ 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
Author(s): Fjuk Annita,Smørdal Ole

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Advanced Principles of Effective e-Learning
With the global academic community currently focused on student learning outcomes achievement, assessment, and continuous improvement, e-learning strategies provide effective measures than can assist educators and educational administrators in the satisfaction of key objectives. Whether it is creating and incorporating simulations, building courses and curriculum, engaging in virtual team building, managing online programs, concept mapping, developing an electronic portfolio program, creating ac
Author(s): Buzzetto-More Nicole A.

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The Grid Shared Desktop: a bootstrapping environment for collaboration
The paradigm shift from an information sharing infrastructure (i.e., the Web) to a resource sharing infrastructure (i.e., the Grid) has boosted the development of a new generation of online services. In particular, Grid services are stateful, dynamic and operate in a secure environment. Therefore they offer capabilities that are essential to remote collaboration. In this paper, we tackle the problem of bootstrapping and supporting a collaborative environment over a Grid infrastructure. As we tar
Author(s): Dugénie Pascal,Lemoisson Philippe,Jonquet Clement

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