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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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The Collaboratory Notebook
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Author(s): Edelson Daniel C.,Pea Roy D.,Gomez Louis M.

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Using the WWW to Build Learning Communities in K-12 Settings - Part I. Global Network Navigator
The World Wide Web (WWW) can play a vital role in the formation and successful operation of learning communities. Just 18 months ago, there were but 100 WWW servers online worldwide, while today there are over 10,000 WWW servers. Current estimates predict 100,000 WWW servers a year from now, according to M.K. Gray's Measuring the Size and Growth of the Web. This decentralized development of information resources, which cover everything from scientific databases to corporate products to traffic a
Author(s): Gordin Douglas N.,Gomez Louis M.,Pea Roy D.,Fishma

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The greenhouse effect visualizer: a tool for the science classroom
The Greenhouse Effect Visualizer (GEV) is designed to help students visualize data sets related to the earth's energy balance. This work was inspired by the benefits scientific visualization have provided to scientists in discovering patterns and presenting the results of their work to broad communities. The hope is that scientific visualization can provide equal assistance to students trying to learn science. The philosophy underlying this approach links learning with practice. Hence, students
Author(s): Gordin Douglas N.,Edelson Daniel C.,Pea Roy D.

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Learning Design and Run-Time Resource Binding in a Distributed e-Learning Environment
Nowadays, the need for e-learning systems supporting a rich set of pedagogical requirements has been identified as an important issue in the field of distance learning. Several initiatives take place in order to meet this need. Maybe, the most important of these initiatives is IMS Learning Design [6] that provides a framework to depict pedagogies. Furthermore, we are aware that the provision of different learning paths tailored on learner's characteristics and preferences guarantees the learner
Author(s): Capuano Nicola,Gaeta Matteo,Iannone Roberto,Orciuo

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AstroGrid as an e-Learning Environment
We present the concept of the Virtual Observatory through the AstroGrid project, which is a Virtual Organization making intensive use of the Internet to produce a working data-grid for Astronomical applications. AstroGrid has implemented a series of tools which facilitate collaborative work such as news, forum and discussion pages, all of them inspired by the open source and licensing philosophy. Additionally we explore how such an Astronomical Grid project can be used in the future as an e-Le
Author(s): Contreras Pedro,Murtagh Fionn

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Reactive Learning Objects for Distributed e-Learning Environments
We present a concept of reactive learning objects that goes away from the hydraulic view of e-learning and gives to students activity a central place. First experimentations suggest that this concept should be enlarged to include distributed computation, distributed storage and Web services.
Author(s): Duval Patrick,Merceron Agathe,Scholl Michel

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A Virtual Organisation for e-Learning
We present in this paper the results of an European funded project Diogene, finished in October 2004, whose aim has been the design and the development of a distributed e-learning system able to perform several automatic actions such as course customization and information retrieval on the Semantic Web. The Diogene architecture is based on a network of specialized Organizations each of which has been realized as an independent Web Service.
Author(s): Capuano Nicola,Carrolaggi Pierre,Fabio Crestani Je

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The Climate Visualizer: Sense-Making Through Scientific Visualization
This paper describes the design of a learning environment, called the Climate Visualizer, intended to facilitate scientific sense-making in high school classrooms by providing students the ability to craft, inspect, and annotate scientific visualizations. The theoretical background for our design presents a view of learning as acquiring and critiquing cultural practices and stresses the need for students to appropriate the social and material aspects of practice when learning an area. This is fo
Author(s): Gordin Douglas N.,Polman Joseph L.,Pea Roy D.

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Practices of distributed intelligence and designs for education
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Author(s): Pea Roy D.

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GRID Technologies => 'Education' = 'Distance Education'
This paper discusses the new possibilities that Grid technologies create in education, presents current learning paradigms and makes a prediction about the way in which Grid technologies may affect the future of education. The case of the Hellenic Open University (HOU) is presented and the current educational technologies and tools used are illustrated. The paper also presents a scenario for the utilization of Grid technologies at HOU and discusses the challenges that such infrastructure create
Author(s): Xenos Michalis,Vassiliadis Bill,Skodras Athanassio

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A bootstrapping scenario for elicitating CSCL services within a GRID virtual community
Amongst the various eLearning techniques, Computer Supported Collaborative Learning (CSCL) is of growing interest within the academic world. However, during the first phase of the EleGI project, a noticable fact has been the difficulty to match the user needs with the potentiality of the GRID services. Thus, through a fictive scenario, this article proposes to walk the path between the idea of creating a new virtual community and the realisation of this objective. This scenario takes the situat
Author(s): Dugénie Pascal,Lemoisson Philippe

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Towards a Domain Specific Application Development Environment for the ELeGI architecture: the Softwa
The Next Generation Grids (NGG) expert group has pioneered the vision of "Invisible Grid" whereby the complexity of Grid systems and architectures is hidden to both developers and users. In this new vision, the Grid has a different role: it will not more provide a virtual computing environment but it will be the basis of a more complex service oriented, knowledge-based and collaborative environment suitable for the specific domains in which citizen and organizations have to operate. Grid commun
Author(s): Gaeta Angelo,Ritrovato Pierluigi,Gaeta Matteo

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Gathering Requirements for a Grid-based Automatic Marking System
This paper reports on our experiences using a Creative Requirements [1] workshop approach to elicit requirements for a Grid-based automatic marking system. The research was conducted for ELeGI, an EU funded project whose goal is to provide a European Learning Grid infrastructure to promote a learning paradigm shift from a teacher-centred approach to a learner-centred approach. The automatic marking system uses Latent Semantic Analysis (LSA) to assess the meaning of essays written by computer sc
Author(s): Haley Debra,de Roeck Anne,Nuseibeh Bashar,Petre Ma

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A Grid Services Implementation for a Virtual Research Environment
In the past, virtual learning and research environments have typically been implemented as monolithic systems. Current research focuses on creating such environments from selected Grid and Web services. In this paper we describe the Virtual Orthopaedic European University, which was created to support Higher Surgical Trainees to provide evidence for their learning contracts by carrying out experiments and publishing the results. We use this environment as a case study for the re-implementation
Author(s): Wills Gary,Gilbert Lester,Gee Quintin,Davis Hugh C

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Portfolios and ICT as means of professional learning in teacher education
Teaching portfolios supported by new learning technologies have increased in importance in Norwegian schools and teacher education. However, the learning potentials of integrated e-portfolios have still to be researched and further developed. This article focuses on professional learning in a teacher education programme reorganised by use of Information and Communication Technology (ICT), teaching portfolios and assessment. Findings reveal that the portfolios have prompted professional learning
Author(s): Hauge Trond Eiliv

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