From eLearning to eUniversity
This paper analyses the specifics and the tendencies in building the knowledge society as
well as the role of the universities in this process. Some European policies and programs dedicated to the
new role of the universities in realizing the Lisbon Strategy are analysed as well. It is emphasized on the
importance of integration of the knowledge triangle (education, research and innovation) into a research
university and on the urgent need to re-design the university activities according to
Information technology in forming cognitive skills
In the authors opinions, the most important role of education process is forming developed cognitive skills, such as interdisciplinary critical thinking, problem solving, decision making, but enabling role of information technology in forming cognitive skills is not estimated enough. Accomplishing the investigation of the forming cognitive skills authors discovered similarity between study modules method and work with information.
Le TALN au service de la didactique du français langue étrangère écrit
New text analysis softwares issued from fields of research such as Machine Learning and Natural Languages Processing prove to be relevant tools for the language sciences. Littératron is a new data-processing tool for the automatic extraction of syntactic patterns, designed at LIP6 by Jean-Gabriel Ganascia. Associated with a linear text analyser, it reveals the stylistic peculiarities of a text. We will see that Littératron carries out a linguistic diagnosis of learners if used in language scie
Providing Efficient Event Information Management to CSCL Applications
This work aims to explore the importance of carrying out an efficient management of the event information generated from CSCL applications during the collaborative learning process. The achievement of this task first involves the design of a conceptual model of collaborative learning interaction that captures and distinguishes several high-level collaborative learning processes, which in turns leads to a computational model. To achieve that, we first define the main types of event information ge
An Approach to Analyzing the Role and Structure of Reflective Dialogue
Several intelligent tutoring systems contain modules that support reflection after practice exercises. However, there is very little research on reflective dialogue and its relation to dialogue during problem solving that can guide this effort. The approach to analyzing educational dialogue described in this paper was developed to address this problem. Using statistical and machine learning methods, we compared the frequency and structure of speech acts by avionics students and experts during pr
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
A Logo-based Task for Arithmetical Activity
Young children attend to answer-getting readings of arithmetical notation. This is evidenced by many childrens 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
Transformative communication as a cultural tool for guiding inquiry science
Inquiry-based science instruction offers great promise as a means of actively engaging students in authentic scientific problem solving, including consideration of research design issues. At the same time, inquiry introduces some difficulties. In particular, familiar "cultural tools" for classroom discourse, such as Initiation-Reply-Evaluation sequences, are no longer appropriate because they are premised on known answers and teacher-driven activity. To help support productive open-ended science
On the cognitive effects of learning computer programming
This paper critically examines current thinking about whether learning computer programming promotes the development of general higher mental functions. We show how the available evidence, and the underlying assumptions about the process of learning to program, fail to address this issue adequately. Our analysis is based on a developmental cognitive science perspective on learning program, incorporating developmental and cognitive science considerations of the mental activities involved in progr
An innovative teaching and learning environment for school mathematics
The paper presents the main characteristics, the background reference, and educational aims of an innovative teaching and learning environment designed and implemented for promoting arithmetic problems solving skills in children of compulsory school.
The project is partially funded by the European Community Research and Development Project ITALES "Innovative Teaching and Learning Environments for Schools" (IST 2000-23356).
The research addresses a sector (that of arithmetic problem solving) whi
Peer Conversations for e-Learning in the Grid
We take the view of 'learning as a conversational process', and argue that this can be extended to include the notions of peer-group interactions among students, tutors, and even artificial agents.
This in turn lends itself to an approach to distributed conversation which builds upon modern Instant Messaging tools, and extends such tools to include what we call enhanced presence: a way of monitoring the availability of (and interacting with) fellow students and tutors at a distance.
We describ
Un modèle d’élève par l’analyse statistique implicative. Prise en compte du contexte algébri
Le modèle d’élève que nous construisons cherche à donner une représentation fine des compétences cognitives des élèves dans le domaine de l’algèbre. Il se fonde sur les micro-actions enregistrées dans le micromonde Aplusix. Ces actions étant de niveau très fin, nous devons reconstruire les connaissances à un niveau plus abstrait : non pas une action isolée mais un ensemble d’actions « similaires » apparaissant dans un même contexte. Nous utilisons pour cela l’analyse sta
Evolving from a Traditional Distance Learning Model to e-Learning
This paper presents experiences from the course of Informatics at the Hellenic Open University. Problems faced and lessons learned are presented relating to the introduction of e-learning capabilities into this course that was initially based on a traditional distance-learning model.
The paper discusses the need that imposed the introduction of e-learning infrastructure and procedures into the course, the steps taken and the students' attitude towards these changes. It also discusses points whe
Towards an xml-based representation of collaborative action
Interaction analysis is a core function for the support of coaching and evaluation in CSCL. It
relies on information captured from the actions performed by the participants during the collaborative process. This information includes data of distinct nature and format, which demands a flexible and standardised data representation, adaptable to different analytical perspectives and collaborative situations. Besides this, it is known that the correct interpretation of human action needs to take con
Proceedings of 1st Workshop on Narrative and Learning
Environments
This two-day workshop, organized for the partners of the network by the Special Interest Group “Narrative and Learning Environments” (SIG NLE) of Kaleidoscope, aimed to bring together scholars and scientists from different disciplines, to discuss, deepen and develop research and applications in the relatively new area of Narrative Learning Environments (NLEs). The contributions presented by the participants well reflect the variety of possible uses of narrative in education, where this term
Virtual mental space: interacting with the characters of works of literature
We build the software implementation of virtual mental space: its
inhabitants are interacting with the literature characters in natural language.
The players are encouraged to ask questions about intentions and desires,
knowledge and believes, pretending and deceiving of the literature characters.
Works of literature are identified based on the patterns of mental interaction
between the characters. Reasoning about mental states and natural language
processing with the semantic focus are the tech
ARCADE Assessment Framework
The boom in development of learning management tools in recent years stimulates creation of relevant standards, while
acceptance of such standards helps system interoperability worldwide. The paper aims in presenting an assessment
framework based on the recent IMS standards and built into ARCADE - Architecture for Reusable Courseware
Authoring and DElivery. The information model of the assessment tool has been designed with a view to efficient test
authoring, management and evaluation of student
Towards adaptable interaction analysis tools in CSCL
Interaction analysis has become a basic function in the field of
collaborative learning as a means for supporting evaluation processes. These
processes can benefit from the use of automatic or semi -automatic interaction
analysis tools . If these tools considered the different roles implied in the analysis
processes, this could permit to exploit the results of the analysis in function of who
is the user and what is his/her purpose. The experience of awareness systems in
CSCW that use roles to de
Web Based Simulations for Virtual Scientific Experiment: Methodology and Tools
In this paper we want to present the tools and a methodology to realize web based simulations
according to the didactic model defined for the Virtual Scientific Experiment. The strategy that we
suggest intends to satisfy all the requirements for the actors involved in the learning process according
to the adopted didactic model. These requirements provide that: the tools for building the simulations
have to serve a teacher instead of a programmer of web based simulations; the simulation outputs
Report on theoretical framework on selected core issues on conditions for productive learning in net
This report contains three parts. Part one presents the conclusions from the work in the JEIRP and contains the following chapters: - Identification of core issues, theoretical approaches and empirical findings - State of the Art - CSCL The next ten years - a European perspective - A theoretical framework for analysing conditions for productive learning in networked learning environments Part two presents all the case studies brought into the JEIRP by the participants, and part three presents ar
