Understanding Weight vs Mass
In everyday language, the words "mass" and "weight" are used interchangably but they really are different things when it comes to physics. Professor Steven Pollock explains weight in this video from Thinkwell's online Physics series. The video uses lecture format, demonstration, and a whiteboard to aid in the explanation.  Run time 09:16.
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Arithmetic, Population, and Energy Part 4 of 8

Most people do not understand exponential growth, yet the concept is of fundamental importance. Lecture by Dr. Albert A.

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Author(s): EduTube

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Gap Analysis Report
The aim of this document is to: a) provide a description of the Gap Analysis framework and the methodology we have used in PROLEARN roadmap (section 1: Methods) and b) present the Gap analysis results (section 2: Implementations).,Research report of the ProLearn Network of Excellence (IST 507310), Deliverable 12.12
Author(s): Kamtsiou Vana,Naeve Ambjörn,Kravcik Milos,Burgos

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Lifelong learning for the Italian Public Administration: the MarchE-Learning Project
This paper describes a local experience for the development of a framework program to set up a Continuous Learning System for Public Administration employees of Marche Region, in Central Italy. Such program belongs to a greater national program, aimed at modernizing the Italian Public Administration by means of the application of ICTs. This program is also part of Italian participation in the European Union’s Lisbon Strategy, aimed at turning Europe into one of the most competitive knowledge-ba
Author(s): Viola Silvia Rita,Da Lio Elizabeth,Sannia Monia,Er

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The Influence of Game Features on Collaborative Gaming: A Process-oriented approach
Game technology and design are creating powerful collaborative gaming experiences that can be exploited pedagogically. Building on a research trends from various fields, a process-oriented model is adopted to evaluate the instructional potential of games, considering both their surface and deep structure. Two experimental approaches are adopted. Through reflective evaluation the Neurocognitive skills employed, ‘Perceived Competence Facilitation’ and ‘Perceived usefulness’ of games are determ
Author(s): Bonanno Philip

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Designing and application of E-portfolio for teacher training
Portfolio is not just a magic word but it is mandatory for everyone in today's free market. Some companies started their own portfolios for employee assessment. Other has them for optimization purposes or even education. Each of us first encounter portfolio in schools. Big books with grades and other useful data were in them. In the teacher education we also have portfolios and the most important is teacher training portfolio. Based on this portfolios employees decide who to hire or not. With th
Author(s): Krasna Marjan,Bratina Tomaz,Kaucic Branko

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Can learning from molar and modular worked examples be enhanced by providing instructional explanati
In two experiments we explored how learning from traditional molar worked-out examples—focusing on problem categories and their associated overall solution procedures—as well as from more efficient modular worked-out examples—where intrinsic cognitive load is reduced by breaking down complex solutions into smaller meaningful solution elements—can be further enhanced. Instructional explanations or self-explanation prompts were administered to increase germane cognitive load. However, both int
Author(s): Gerjets Peter,Scheiter Katharina,Catrambone Richar

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Student Modeling and Machine Learning
After identifying essential student modeling issues and machine learning approaches, this paper examines how machine learning techniques have been used to automate the construction of student models as well as the background knowledge necessary for student modeling. In the process, the paper sheds light on the difficulty, suitability and potential of using machine learning for student modeling processes, and, to a lesser extent, the potential of using student modeling techniques in machine learn
Author(s): Sison Raymund,Shimura Masamichi

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The role of guidance in computer-based problem solving for the development of concepts of logic
The effect of two instructional variables, manipulation of objects and guidance, in learning to use the logical connective, conditional, was investigated. Instructions for 72 first- and second year social science students were varied in the computer-based learning environment Tarski's World, designed for teaching first-order logic (Barwise &Etchemendy, 1992). Guidance, which was operationalised by giving the learners problems that guided them to all different types of basic problem situations th
Author(s): Eysink Tessa,Dijkstra Sanne,Kuper Jan

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Towards Web 2.0 Schools: Rethinking the Teachers Professional Development
This paper aims at analyzing the Web 2.0 based distance education in the K-12 schools as an emerging phenomenon that catalyzes a new educational reform all over the world. Some pre-Web 2.0 best practice examples are analyzed in order to draw the main findings in the paper. The teacher’s professional qualification designed to meet the new challenges is considered as a key problem for a successful penetration of this phenomenon in the schools. It is emphasized on the importance of designing a lif
Author(s): Nikolov Roumen

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PRAXIS - Pervasive Rehabilitation of Aphasia with an eXtensible Interactive System
This thesis describes computer-assisted (CA) methods for the treatment of acquired language impairment in adult aphasics. A key design objective of this project was the elimination of the indirect manipulation of keyboard and mouse (in CA speech language therapy sessions) in favour of the direct manipulation of virtual and physical objects afforded by touchscreen display and radio frequency identification technology (RFID). While computer-assisted treatment of aphasia has been used since the 196
Author(s): Burke Kiernan

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Situational knowledge in physics: The case of electrodynamics
Major difficulties for a novice physics problem solver are how to interpret new problems and how to combine information given in the problem with information already known. A domain expert, by contrast, has the knowledge to take full advantage of problem features at a glance. It takes a long period of practice to acquire such situational knowledge, and it would be desirable for this to be taught more effectively. As a first step, this requires information on how situational knowledge differs acr
Author(s): Savelsbergh Elwin,de Jong Ton,Ferguson-Hessler Mon

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Physics learning with a computer Algebra systems: Towards a learning environment that promotes enhan
To become proficient problem-solvers, physics students need to form a coherent and flexible understanding of problem situations they are confronted with. This is important both for solving problems and for interpreting solutions. Still, many students have only a limited representation of the problems they are working on. Therefore, we devised an instructional approach to promote students' understanding of these problems, and to support them in forming associations between problem features and so
Author(s): Savelsbergh Elwin,Ferguson-Hessler Monica G. M.,de

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Co-Lab, design considerations for a collaborative inquiry learning environment
Co-Lab is a learning environment for collaborative inquiry learning in which learners can experiment, make models, consult background information and discuss their findings. The complex learning processes in such an environment need to be supported by appropriate features in the software. In this paper we report on how, based on existing literature and specific user and usability studies, we developed a set of design guidelines that were implemented in the software.
Author(s): Savelsbergh Elwin,de Jong Ton,Van Joolingen Wouter

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Contextualizing Discussions in Distance Learning Systems
In distance learning systems, communication tools are rarely integrated into learning activities, which does not encourage their use. The main goal of our work is to mitigate this lack of integration. Our aim is to bring the discussion activities closer to the learning activities, i.e. to situations to which the discussions must ideally relate to in order to promote learning between students. Thus, we suggest two models of forum which are contextual and based on a structuring of discussions resp
Author(s): George Sébastien

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Using Case-Based Reasoning in Instructional Planning.Towards a Hybrid Self-improving Instructional P
This paper presents a new approach, based on the Case-Based Reasoning technique, which is useful to enhance Intelligent Tutoring Systems with learning abilities. Case-Based Reasoning is a recent paradigm for problem solving that has an inherent learning capability. So we integrate a Case-Based Instructional Planner within existing Intelligent Tutoring Systems (ITS) to enhance the pedagogical component with learning capabilities. In this way, the enhanced tutors combine the Case-Based Instruction
Author(s): Elorriaga Jon A.,Fernández-Castro Isabel

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MArCo: Building an Artificial Conflict Mediator to Support Group Planning Interactions
The emphasis on building co-operative/collaborative environments has brought out the matter of group interactions. This, in its turn, has highlighted the issue of conflicts, inherent to group problem solving. If well employed, conflicts can act as triggers of cognitive changes, and thus help to refine the group's solution to the task. In this paper, we present a computational framework for detecting and mediating Meta-Cognitive conflicts. The theoretical framework presented here enables a comput
Author(s): Azevedo Tedesco Patricia

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The effects of graphical overviews on exploratory behaviour and knowledge acquisition in hypertext e
One of the main and recognized problems of learning with hypertexts is that learners are easily distracted and end up ‘lost in hyperspace’. As a result, they do not acquire complete and adequate knowledge. In this study, we enhanced a hypertext environment with a graphical overview that represented the basic structure of the domain and we designed the layout in such a way that learners were unobtrusively encouraged to follow a sequence of exploration that followed the domain structure. This so
Author(s): de Jong Ton,van der Hulst Anja

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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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Herzberg : une simulation multimédia à interactivité variable
Herzberg est un environnement de simulation multimédia permettant de visualiser et d’explorer la vibration et la rotation des molécules. Il permet de créer des documents formés d’un ensemble de pages affichant une ou deux molécules dans des configurations prédéfinies; un texte et une voix d’explication peuvent être associés à chaque page. Il est possible de fixer pour chaque document le niveau d’interactivité. On peut également, sans effectuer de programmation, ajouter de nouvell
Author(s): Couture Marc

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