|Grolink is a Swedish based company providing training and consultancy services in organic agriculture worldwide. Its website presents a number of reports, studies, and presentations on organic production, marketing, management and development. Many of these hav|
Hinterland Who's Who of the Wolf
A one minute video that helps people understand the many wrong views of the wolf that has recently being delisted as an endangered animal by the Department of Interior depsite being few in numbers. This is a great video as it shows the nature of the wolf. There are also more videos listed on the site about other types of animals. Run time 01:02.
Formative e-assessment: practitioner cases
This paper reports on one aspect of the Joint Information Systems Committee
(JISC)-funded project 'Scoping a vision of formative e-assessment', namely on cases
of formative e-assessment developed iteratively with the UK education practitioner
community. The project, which took place from June 2008 January 2009, aimed to
identify current theories and practices relating to formative assessment of learning
where technologies play a key role. The project aimed to scope the 'domain' of
Précis de recherche en Ingénierie des EIAH
Français + English
Ce document est destiné aux chercheurs travaillant sur les Environnements Informatiques pour lApprentissage Humain (EIAH). Sa raison dêtre est le constat quil y a une difficulté en soi à expliciter clairement les travaux de recherche liés à la conception et la construction des EIAH ou, en dautres termes, en ingénierie des EIAH. Lobjectif de ce document est de promouvoir lidée quil est indispensable de mieux décrire ces travaux de recherche, et de propo
Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentati
It is usually assumed that successful problem solving in knowledge-rich domains depends on the availability of abstract problem-type schemas whose acquisition can be supported by presenting students with worked examples. Conventionally designed worked examples often focus on information that is related to the main components of problem-type schemas, namely on information related to problem-category membership, structural task features, and category-specific solution procedures. However, studying
When are powerful learning environments effective? The role of learner activities and of students
The goal of this chapter is to outline a theoretical and empirical perspective on how learners conceptions of educational technology might influence their learning activities and thereby determine the power of computer-based learning environments. Starting with an introduction to the concept of powerful learning environments we outline how recent developments in information and communication technologies might be used to implement these environments technologically. In the next step we refer t
Collaborative distributed environments for learning design tasks by means of modelling and simulatio
The Simulation discipline has to face new challenges such as the incorporation of Collaborative Technologies for professional use as well as for teaching purposes. This integration permits the creation of new kinds of support for collaborative learning processes. In this paper, we explore the potential of this synergy with DomoSim-TPC, a synchronous distributed collaborative environment for the teaching and learning of Domotics. The system supports an active, simulation-based and problem-based a
Supporting teachers when diagnosing their students in algebra
In this paper we will describe our current work on the Lingot project. We
will focus on the description of a software called « Pépite », the objective of which is
to help teachers diagnose their students' algebra competencies. Then we will show
how different uses of Pepite by teachers lead us to define several types of diagnosis in
order to fit better various users' needs.
Towards a narrative-oriented framework for designing mathematical learning
This paper proposes a narrative-oriented approach to the design of educational activities, as well as a CSCL system to support them, in the context of learning mathematics.
Both Mathematics and interface design seem unrelated to narrative. Mathematical language, as we know it, is devoid of time and person. Computer interfaces are static and non-linear. Yet, as Bruner (1986; 1990) and others show, narrative is a powerful cognitive and epistemological tool. The questions we wish to explore are –
Interdisciplinary approach for the design of a learning environment
This paper presents our interdisciplinary approach for the design of a technology-based learning environment for orthopaedic surgery. We present how the didactical analysis of teaching and learning in workplace gives a framework to build the computational representation of knowledge. This analysis is shown within the context of the apprenticeship of concepts of anatomy and orthopaedic surgery.
Is support really necessary within educational games?
Games can be powerful learning devices because of their interactive and multimedia capabilities, and their abilities to keep students motivated, active, deeply immersed and engaged for sustained periods of time. Yet the extent to which this translates into more effective knowledge and skill acquisition is not clear from the research reported so far. Several researchers have stressed that support tools should be added to game environments to ensure that learning takes place. In this paper we will
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