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Towards Collaborative Learning via Shared Artefacts over the Grid
The Web is the most pervasive collaborative technology in widespread use today; and its use to support eLearning has been highly successful. There are many web-based Virtual Learning Environments such as WebCT, FirstClass, and BlackBoard as well as associated web-based Managed Learning Environments. In the future, the Grid promises to provide an extremely powerful infrastructure allowing both learners and teachers to collaborate in various learning contexts and to share learning materials, lea
Author(s): Boldyreff Cornelia,Kyaw Phyo,Lavery Janet,Nutter D

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Adaptive eLearning and the Learning GRID
One important aim of LeGE-WG is the integration of new eLearning methodologies into Learning Grid technology. A central issue in these new eLearning methodologies is the concept of individualised and personalised learning to be realised by adaptive tutoring systems. The adaptivity of such systems goes far beyond adapting to the users' preferences with respect to the user interface; in co-operation between computer science, psychology, and pedagogy, systems adapting, e.g., to the individual lear
Author(s): Hockemeyer Cord,Albert Dietrich

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Resource-adaptive Selection of Strategies in Learning from Worked-Out Examples
Most tasks can be pursued by using different strategies (Logan, 1985; Reder & Schunn, 1998). In this paper we focus on strategies of learning from worked-out examples. Within a resourceoriented framework these different strategies can be classified according to their costs and benefits. These features may determine which strategy will be selected for accomplishing a task in situations with certain resource limitations. We investigate specific hypotheses about strategic adaptations to resource li
Author(s): Gerjets Peter,Scheiter Katharina,Tack Werner H.

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An environment helping teachers to track students' competencies
Our research concerns teaching assistant systems by treating the question of reuse and exploitation of learners’ profiles by the teacher. We propose also that other actors of the learning situation, learners and institutions, benefit from the exploitation of these profiles. In PERLEA project, we want from one hand to model the students’ tracking process, and on the other hand to propose an environment giving software tools to help actors to reuse and exploit profiles of all disciplines, what
Author(s): Jean-Daubias Stéphanie,Eyssautier Carole

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Categorization of tools and pedagogical approaches related to collaborative learning and CoPs
This deliverable presents a categorization of tools and a clarification of the notion of "scenario". It presents some existing taxonomies. The tools inventory and the proposed categorization focus on a user perspective. It takes into account data collected from CoPs, from PALETTE's partners and from the existing literature.,PALETTE deliverable - report number D.PAR.02 - 155 pages
Author(s): Denis Brigitte,Erpicum Martin,Boukottaya Aida,Dael

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Sustaining Interaction in a Mathematical Community of Practice
This paper focuses on an activity in which students explore sequences through a game, using ToonTalk programming and a web-based collaboration system. Our analytical framework combines theory of communities of practice with domain epistemology. We note three factors which influence the length and quality of interactions: facilitation, reciprocation and audience-awareness.
Author(s): Matos João Filipe de Lacerda,Mor Yishay,Noss Rich

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Domain Modelling To Support Educational Web-based authoring
This paper describes an approach to web-based authoring of educational material. We define a model for the class of subjects of our interest (those including both theoretical and practical issues). From this model, specific content outlines can be derived as subclasses and then instanced into actual domains. The last step consists in generating interactive documents, which use the instanced domain. Students can explore these documents through a web browser. Thus, an interactive learning scenario
Author(s): Mayorga José Ignacio,Verdejo Maria Felisa,Rodríg

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Component Exchange Community: A model of utilizing research components to foster international colla
One-to-one technology enhanced learning research refers to the design and investigation of learning environments and learning activities where every learner is equipped with at least one portable computing device enabled by wireless capability. G1:1 is an international research community coordinated by a network of laboratories conducting one-to-one technology enhanced learning. The concept of component exchange community emerged as a means of realizing one of the missions of G1:1 - peeding up
Author(s): Deng Yi-Chan,Taiyu Lin,Kinshuk Dr,Chan Tak-Wai

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Perspectives on Collaboration Scripts
Research on Computer-Supported Collaborative Learning (CSCL) is a multidisciplinary field that can be located at the intersection of cognitive psychology, computer science, and education. Yet, the different epistemological and theoretical backgrounds of these disciplines often make fruitful exchange between them difficult. To put it in other words, CSCL urgently needs to develop and use boundary concepts that can bring psychology, computer science, and education closer together to improve cumula
Author(s): Fischer Frank,Kollar Ingo,Haake Jörg M.,Mandl Hei

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Reusing IMS-LD Formalized Best Practices in Collaborative Learning Structuring
Designs of CSCL (Computer Supported Collaborative Learning) activities should be flexible, effective and customizable to particular learning situations. On the other hand, structured designs aim to create favourable conditions for learning. Thus, this paper proposes the collection of representative and broadly accepted (best practices) structuring techniques in collaborative learning. The paper also proposes the formulation of these techniques as patterns: the so- called CLFPs (Collaborative Le
Author(s): Hernández-Leo Davinia,Asensio-Perez Juan I.,Dimit

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The proving process within a dynamic geometry environment
Proof and proving have been objects of investigation from the point of view of mathematics and mathematics education for the past few years. Historical and epistemological studies show that proof is a crucial activity within mathematical practice. Didactical studies show that students encounter many difficulties when approaching proving in the classroom. Research at a cognitive level has developed frameworks interpreting students' difficulties. Studies concerned with the use of new technologies
Author(s): Olivero Federica

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Technology Enhanced Learning in Mathematics: the cross-experimentation approach adopted by the TELMA
This contribution deals with the work of TELMA, a European Research Team of the Kaleidoscope Network of Excellence. In particular the "cross-experimentation" project is presented. Such project was developed by TELMA to understand the role played by theoretical frameworks in setting up experiments using Interactive Learning Environments (ILE) for mathematics. The paper focuses on the methodological dimension of this project.
Author(s): Artigue Michèle,Bottino Rosa Maria,Cerulli Michel

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Internet safety in emerging educational contexts
Concern has arisen for the safety of children using the Internet to support their education outside the school context. Inappropriate material such as pornography, inflammatory and racist writings can be accessed both by accident and with deliberate intent to view. Children are also perceived to be at risk from approaches by strangers, particularly in web-based chat rooms. A survey of the international literature in this area highlighted worldwide concern for the safety of young Internet users
Author(s): Wishart Jocelyn

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Reuse of Digital Learning Resources in Collaborative Learning Environments
With background in the proliferation of Information- and Communication Technologies (ICTs) in educational institutions, there is a growing interest in deploying ICT that complies with specifications and standards for learning technologies in these institutions. A key to obtaining the benefits of cost-efficiency and quality that motivate this interest is reuse of digital learning resources. Despite the significant efforts being made in design and deployment of learning technology standards facili
Author(s): Berge Ola

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Introducing pupils to algebra as a theory: L'Algebrista as an instrument of semiotic mediation
A research study on the use of computer software (L'Algebrista) as instrument of semiotic mediation to introduce pupils to algebra as a theory.,unpublished PhD thesis
Author(s): Cerulli Michele

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Representing Domain Knowledge by Concept Maps: How to Validate Them?
For one and the same domain several alternative concept maps may exist, originating from different world views or purposes. Some of these concept maps may be valid, however not all of them. Thus, strategies for empirically and objectively validating concept maps in the respective context are necessary. We outline two methodological approaches for empirically validating concept maps, one for giving evidence of content validity and one for application validity. One procedure is to validate a given
Author(s): Albert Dietrich,Steiner Christina

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Taking teaching context into account for semantic annotation patterns
In this article, starting from MemoNote pattern functionalities enabling teacher to memorize semantic and personal annotations, our objective is to extend them with context-aware capabilities. MemoNote uses annotation patterns to deduce annotation semantics from the form chosen by the teacher. We specify the annotation context, its capture from elements of the teaching situation and we model it with ontologies. Annotation context model is then directly integrated into the previous pattern formal
Author(s): Azouaou Faiçal,Desmoulins Cyrille

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Uncertainty-reducing cooperation scripts in online learning environments
Online learning courses can create new interaction situations for participants who have not previously worked with each other. Initially, there is some degree of uncertainty between participants in these interaction situations. According to the uncertainty reduction theory, low uncertainty increases theamount of discourse and decreases information seeking. Thus, uncertainty may influence online discourseand learning. However, the relation of uncertainty reduction to learning outcomes has not yet
Author(s): Mäkitalo Kati,Weinberger Armin,Häkkinen Päivi,F

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A pedagogical approach to the design of Learning Objects
In this paper we describe an approach to the design of learning objects (LOs) suitable to support learning in complex domains at university level. Our proposal is centred on a costructivist approach where learning is viewed as resulting from personal activity and comparison with the activity of others. Our pedagogical approach to knowledge acquisition and to the use of technological tools is realized by means of didactical units which can be implemented as Learning Objects (LOs) with a variety o
Author(s): Busetti Emanuela,Dettori Giuliana,Forcheri Paola,I

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CMC environments supporting self-regulated learning
This paper focuses on the relationship between online collaborative environments and the development of Self-Regulated Learning (SRL) abilities. To investigate the support provided to SRL by Technology Enhanced Learning Environments (TELE), the TELEPEERS European Project has developed an evaluation tool whose structure derives from previous research on SRL. This tool was employed to analyse an online course for trainee teachers based on a configuration of a commercial Computer Mediated Communica
Author(s): Dettori Giuliana,Giannetti Tania,Persico Donatella

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