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Une expérience de construction de cartes conceptuelles dans un contexte de téléapprentissage univ
Nous décrivons une expérimentation de construction de cartes conceptuelles par des étudiants adultes dans un cours universitaire en sciences cognitives diffusé en ligne dans un contexte de formation à distance. Chaque étudiant est invité à élaborer une carte conceptuelle après lecture de textes. Les cartes conceptuelles sont réalisées à l'aide du logiciel MOT, permettant une représentation graphique des connaissances selon une technique de modélisation par objets typés. Les étud
Author(s): Basque Josianne,Pudelko Béatrice,Legros Denis

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How to scaffold the students to design experimental procedures? A situation experienced by 108 high-
This paper presents a proposition to improve the construction of concepts when doing experimental activities, and, in fact, to improve the construction of sense in experimental activities. This research involved 108, 17-18 year old students designing an experimental procedure for palaeontology learning. We first developed an analyse of the expert procedure and second, we realised a teaching sequence in which students were led to design an experimental procedure to measure the facial angle of a c
Author(s): Marzin Patricia,d'Ham Cedric,Sanchez Eric

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How to use an Instructional Engineering Method and a Modelling Tool
This chapter discusses how to build IMS learning designs focusing on three aspects, instructional engineering, modeling tools and graphical design techniques. First, we propose that instructional de-signers use a systemic and systematic instructional engineering method to build Units of Learning conforming to the IMS-LD speci-fication. MISA, a mature instructional engineering method will serve as the basis to our design approach. Second, we present a graphical modeling tool, MOT+, and a represe
Author(s): Paquette Gilbert,de la Teja Ileana,Leonard Michel,

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Inside Theory-Aware and Standards-Compliant Authoring System
In their paper [14], Bourdeau and Mizoguchi foresaw a framework for ontology-based intelligent systems. Although it took longer years than their expectation, the ontology they have been developing is now released for evaluation with the help of the second author. Ontology building is a labor-intensive process and it is rarely perfect. Our enterprise is not an exception. The current ontology is still very preliminary because it has been completely reconstructed from the existing one with a few ne
Author(s): Mizoguchi Riichiro,Hayashi Yusuke,Bourdeau Jacquel

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Emergence de Diagnostic par Formation de Coalitions - Application au diagnostic des conceptions d'un
Cet article présente une approche d'une tâche de diagnostic basée sur la formation de coalitions. Nous considérons le diagnostic comme étant le résultat émergent de l'activité interactive d'agents d'un niveau micro, résultat qui est interprété par des agents spécialisés d'un niveau supérieur (niveau macro). Au niveau micro, les agents interagissent et, suite à un processus de vote, forment des coalitions; au niveau macro, les agents spécialisés sont capables d'interpréter les c
Author(s): Webber Carine,Pesty Sylvie

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Modélisation et perception de l'activité dans l'environnement Symba
Nous présentons dans cet article les travaux de recherche liés à la conception de Symba, un environnement support d'activités collectives en contexte d'apprentissage (ACCA) dont l'objectif est de faire travailler les étudiants sur l'organisation de leur activité. A travers la conception de Symba nous abordons les problématiques du support à la modélisation de l'activité collective par les apprenants, de la perception de l'activité et de la malléabilité de l'environnement.,Proceeding
Author(s): Betbeder Marie-Laure,Tchounikine Pierre

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CEPIAH, a method for Evaluation and Design of Pedagogical Hypermedia
We are working on a method, called CEPIAH. We propose a web based system used to help teachers to design multimedia documents and to evaluate their prototypes. Our tool integrates two modules such as EMPI (Evaluation of Multimedia Pedagogical and Interactive software), and SP/UL/FC, a method for designing pedagogical hypermedia. The EMPI module is used to evaluate multimedia software used in educational context. We structured a knowledge base composed of a list of evaluation criteria, grouped th
Author(s): Trigano Philippe,Pacurar Giacomini Ecaterina

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Navigation interactive pour l'apprentissage en linguistique textuelle
Cet article présente un langage de modélisation des connaissances de visualisation et de navigation et leur implémentation dans une plate-forme logicielle NaviTexte. Nous montrons que cette implémentation nécessite de disposer d' un modèle de texte que nous décrivons. Une application à la linguistique textuelle qui permette à un étudiant de voir et de naviguer dans un texte entre des unités textuelles qui en assurent la cohérence est ensuite présentée.,Preprint
Author(s): Couto Javier,Lundquist Lita,Minel Jean-Luc

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ÉvaTic : une base de connaissances sur l'évaluation des environnements d'apprentissage reposant su
Depuis quelques années, l'apprentissage en ligne a progressé de façon remarquable. Si les pratiques deviennent de plus en plus performantes, la littérature consacrée à l'évaluation demeure fragmentée. Pourtant toute la question de l'évaluation de l'efficacité de ces nouveaux modèles demeure incontournable compte tenu des enjeux stratégiques et des sommes investies. Cet article présente une base de connaissance conçue pour favoriser le partage de pratiques variées. La base de con
Author(s): Dufresne Aude,Raynauld Jacques,Turcotte Sylvie,Vil

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The conditions of learning in networks
This paper discusses the metaphor of networks in relation to networked learning and how the conditions that apply in networked environments might affect networked learning. The paper considers recent advances in the study of networks and how insights from this work might affect the understanding of networked learning. It focuses in particular on two aspects of networks, the strength of weak links and the place of non-human elements in the network. In terms of networked learning it examines the r
Author(s): Jones Christopher

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La transposition informatique, un nouveau problème pour la didactique
We outline the main features of the computational transposition, a process likely to deeply transform the knowledge to be taught in the course of design and implementation of computer-based learning environments.
Author(s): Balacheff Nicolas

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Scripting argumentative knowledge construction in computer-supported learning environments
Argumentative knowledge construction in computer-supported collaborative learning environments is often weak. This experimental study analyzes two collaboration scripts, which should facilitate argumentative knowledge construction. One script aims to support the construction of argumentation sequences and the other script aims to support the argument construction. These scripts should facilitate the argumentative knowledge construction on both the micro- and macrostructure of argumentation durin
Author(s): Stegmann Karsten,Weinberger Armin,Fischer Frank,Ma

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Natural Editing of Algebraic Expressions
We call “natural editing of algebraic expressions” the editing of algebraic expressions in their natural representation, the one that is used on paper and blackboard. This is an issue we have investigated in the Aplusix project, a project which develops a system aiming at helping students to learn algebra. The paper summarises first the Aplusix project. Second it presents a notion of algebraic expressions, of representations of algebraic expressions. The last section develops ideas about natur
Author(s): Nicaud Jean-François

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One-to-one technology-enhanced learning: an opportunity for global research collaboration
Over the next 10 years, we anticipate that personal, portable, wirelessly-networked technologies will become ubiquitous in the lives of learners — indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning (TEL), characterized by “seamless learning spaces” and marked by continuity of the learning experience across different scenarios (or environments), and emerging from the av
Author(s): Chan Tak-Wai,Roschelle Jeremy,Hsi Sherry,Kinshuk D

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Learning Theories and Education: Toward a Decade of Synergy
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Author(s): Bransford John,Vye Nancy,Stevens Reed,Kuhl Pat,Sch

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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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Six Years of Knowledge Networking in Learning Sciences and Technologies
This report presents a series of in-depth reflections about the work of the Center for Innovative Learning Technologies (CILT) from 1997 until 2004. Each member of the CILT team (Principal investigator, postdoctoral scholar, project coordinator and manager) provided their personal reflections on what they, and all of us as a group, have learned from the attempt to stimulate the development and implementation of important, technology-enabled solutions to critical problems in K-14 STEM learning in
Author(s): Sabelli Nora,Pea Roy D.,Park Menlo,Alto Palo

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Emerging Social Engineering in the Wireless Classroom
Code It! fosters mathematics learning environments where pre-algebra students use handheld technologies to confidently and enjoyably explore and learn about functions. The resources we developed—server-based and handheld software and paper-based student and teacher texts—were packaged as a 20-session unit on code making and breaking and designed to boost students’ understanding of mathematical functions and their facility with the multiple representations of tables, graphs and symbols. We
Author(s): Goldman Shelley,Pea Roy D.,Maldonado Heidy

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The Diver Project: Interactive Digital Video Repurposing
The digital interactive video exploration and reflection (Diver) system lets users create virtual pathways through existing video content using a virtual camera and an annotation window for commentary. Users can post their Dives to the WebDiver server system to generate active collaboration, further repurposing, and discussion. Although our current work focuses on video records in learning research and educational practices, Diver can aid collaborative analysis of a broad array of visual data re
Author(s): Pea Roy D.,Mills Michael,Rosen Joseph,Dauber Kenne

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New Media Communications Forums for Improving Education Research and Practice
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Author(s): Pea Roy D.

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