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Researching classroom interactions: A methodology for teachers and researchers
Teaching and learning in schools is a complex social process which involves both the teacher and students in distributed knowledge-building activities. Research into this process includes researchers exploring from the outside and teachers exploring from the inside (Bassey, 1995). Jaworski (2003) draws on the work of Wagner (1997) to elaborate a form of research which she calls co-learning, in which research on classroom learning is “conducted jointly by outsiders and insiders” (p 250). The w
Author(s): Barnes Sally,Sutherland Rosamund

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New Media and Open and Distance Learning: New challenges for Education in a Knowledge Society
The "digital society" provides not only with new technology, but also with new concepts. Information plays a central role and becomes a valuable good, but knowledge cannot be reduced to information, and one aim for educators is to contribute in a "knowledge society", not only an "information society". A knowledge society is structured in networks, enriching the traditional hierarchies; a knowledge society promotes a kind of "collective intelligence". In such a society, open and distance learning
Author(s): Cornu Bernard

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A Parallel Grid-based Implementation for Real Time Processing of Event Log Data in Collaborative App
Collaborative applications usually register user interaction in the form of semi-structured plain text event log data. Extracting and structuring this data is a prerequisite for later key processes such as the analysis of interactions, assessment of group activity, or the provision of awareness and feedback. Yet, in real situations of online collaborative activity the processing of log data is usually done offline since structuring event log data is, in general, a computationally costly process
Author(s): Paniagua Claudi,Xhafa Fatos,Caballé Santi,Daradou

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Mainstreaming AIED into Education?
What will Education look like in 2010, and what will be its problems? Will AIED have anything substantial to offer, and what can we do to maximise its contributions? We argue that Education is, for understandable reasons, the discipline of classroom teaching and learning, with some attention paid to learning by individuals but very little indeed to teaching that is effective in a one-to-one situation. Further, it is not strong in formulating precise theories of learning and teaching. It is there
Author(s): Cumming Geoff,McDougall Anne

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Narrative Evolution: Learning from Students' Talk about Species Variation
Learners do not always enjoy productive interactions with Multimedia Interactive Learning Environments. Their attention can be distracted away from the educational focus intended by designers and teachers through poor design and operational inadequacy. In this paper we describe a study of groups of learners using a multimedia CD-ROM research tool called Galapagos. This tool was developed to enable us to observe groups of learners interacting with different versions of the same multimedia content
Author(s): Luckin Rosemary,Plowman Lydia,Laurillard Diana,Str

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ML Tutor: An Application of Machine Learning Algorithms for an Adaptive Web-based Information System
One problem that commonly faces hypertext users, particularly in educational situations, is the difficulty of identifying pages of information most relevant to their current goals or interests. In this paper, we discuss the technical feasibility and the utility of applying machine learning algorithms to generate personalised adaptation on the basis of a userÕs browsing history in hypertext, without additional input from the user. In order to investigate the viability of this approach, we develo
Author(s): Smith-Atakan A. Serengul,Blandford Ann

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MetaLinks: Authoring and Affordances for Conceptual and Narrative Flow in Adaptive Hyperbooks
MetaLinks, an authoring tool and web server for adaptive hyperbooks, is described. MetaLinks hyperbooks provide textbook-like content in a flexible manner that supports opportunistic processes of active reading and learning. Through adaptive methods a single on-line artifact can address the diverse needs of a variety of user goals and backgrounds. The system is designed to support inquiry, exploratory, or curiosity-driven learning in richly interconnected material and to ameliorate a number of u
Author(s): Murray Tom

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Going Beyond the Problem Given: How Human Tutors Use Post-Solution Discussions to Support Transfer
Two studies investigated the role and effectiveness of post-solution, reflective dialogues in physics tutorials. The first study investigated the instructional roles of post-solution discussions, their relationship to problem-solving discussions, and features that predict learning. Seven tutors individually guided 15 students as they worked on problems in the Andes physics tutoring system. Tutors adapted the post-solution discussions to students' ability levels and their performance on the curre
Author(s): Katz Sandra,Allbritton David,Connelly John

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Students’ Activity in Computer-Supported Collaborative Problem Solving in Mathematics
The purpose of this study was to analyse secondary school students’ (N = 16) computer-supported collaborative mathematical problem solving. The problem addressed in the study was: What kinds of metacognitive processes appear during computer-supported collaborative learning in mathematics? Another aim of the study was to consider the applicability of networked learning in mathematics. The network-based learning environment Knowledge Forum (KF) was used to support students’ collaborative problem
Author(s): Hurme Tarja-riitta,Järvelä Sanna

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Issues in computer supported inquiry learning in science
Computer supported inquiry learning has become an important application of computers in education. Computers allow for providing resources for inquiry learning, such as simulations; built-in support for the processes of inquiry learning; support for collaborative learning scenarios as well as tools for modeling by learners. An overview of the main issues on research on computer supported inquiry learning is provided including issues such as assessing learning effects of computer support, gaming
Author(s): Van Joolingen Wouter,de Jong Ton,Dimitrakopoulou A

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New authoring frameworks for integrating collaborative learning technologies
This workshop is intended for CSCL researchers and/or their technologists who are interested in designing and then actually creating rich, interactive learning materials in a technology-enhanced environment. The workshop will present the work of two complementary approaches to the design of environments for collaborative, productive and open ended learning, such as collaborative inquiry learning and learning by design. Participants bring in their own issues and work on the design of learning env
Author(s): Aleahmad Turadg,Slotta James,Van Joolingen Wouter

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Logiciels de construction de cartes de connaissances: Des outils pour apprendre
This article examines the possible uses of concept mapping software in a university or continuing education context. Concept mapping applications allow the student to graphically represent compiled information as a network of nodes and vectors. The article looks at several applications that may be used to make different kinds of maps, but mainly reviews teaching strategies that incorporate these tools as well as providing a number of planning pointers. It also summarizes the main advantages and
Author(s): Pudelko Béatrice,Basque Josianne

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Vers un modèle générique d’assistance aux acteurs du téléapprentissage
Nous présentons un modèle générique d'assistance aux acteurs du téléapprentissage. Le modèle permet de décrire des systèmes d’assistance pour tout système informatisé distribué ou non, quel que soit le domaine de connaissances et quel que soit l’acteur du téléapprentissage (apprenant, concepteur, formateur-tuteur, etc.) qui utilise l’assistance. Le système d'assistance peut aider ces usagers en leur offrant des conseils et en adaptant l'interface en fonction de leurs caractéri
Author(s): Dufresne Aude,Basque Josianne,Paquette Gilbert,Leo

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Mobile Learning: Small devices, Big Issues
Over the past ten years mobile learning has grown from a minor research interest to a set of significant projects in schools, workplaces, museums, cities and rural areas around the world. Each project has shown how mobile technology can offer new opportunities for learning that extend within and beyond the traditional teacher-led classroom. Yet, the very diversity of the projects makes it difficult to capture the essence of mobile learning or to show how it contributes to the theory and practice
Author(s): Sharples Mike,Milrad Marcelo,Arnedillo Sánchez In

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Realism in the design process and credibility of a simulation-based virtual laboratory
The credibility of an instructional simulation is a most important issue in distance education, where it may replace hands-on activities. This credibility is based in large part upon verisimilitude, a perception strongly influenced by the simulation’s realism. This paper presents a case study encompassing the design process of a simulation-based virtual laboratory, which was guided by a realism principle, and an investigation of its credibility among potential users. We found that many characte
Author(s): Couture Marc

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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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Advanced video technologies to support collaborative learning in school education and beyond
The aim of the paper is to characterize two new advanced video technology software systems developed for uses in collaborative learning (DIVER and HyperVideo2), and how they extend the paradigms of video use in classrooms today. The rationale for and characteristics of these tools are described, and early experiences with their use are characterized.
Author(s): Zahn Carmen,Hesse Friedrich,Finke Matthias,Pea Roy

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CoVis geosciences web server: an internet-based resource for the k-12 community
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Author(s): Ramamurthy Mohan K.,Wilhelmson Robert B.,Hall Stev

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Learning Design and Run-Time Resource Binding in a Distributed e-Learning Environment
Nowadays, the need for e-learning systems supporting a rich set of pedagogical requirements has been identified as an important issue in the field of distance learning. Several initiatives take place in order to meet this need. Maybe, the most important of these initiatives is IMS Learning Design [6] that provides a framework to depict pedagogies. Furthermore, we are aware that the provision of different learning paths tailored on learner's characteristics and preferences guarantees the learner
Author(s): Capuano Nicola,Gaeta Matteo,Iannone Roberto,Orciuo

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Inspecting Everyday Mathematics: Reexamining Culture-Cognition Relations
Reviewed Works: - Cognition in Practice: Mind, Mathematics, and Culture in Everyday Life by Jean Lave - Culture and Cognitive Development: Studies in Mathematical Understanding by Geoffrey B. Saxe
Author(s): Pea Roy D.

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