Les technologies éducatives standards : un nouvel éclairage sur l'approche qualité d'un système
Cet article montre l'opportunité pour la communauté EIAH de disposer d'un cadre de référence proposé par l'ISO sur les systèmes ouverts et distribués. Ce travail s'inscrit dans le domaine de l'ingénierie pédagogique qui met en œuvre les principaux projets sur les technologies éducatives normées. En effet, instancier un tel modèle de référence nous amène à appréhender la vision systémique, l'approche qualité, et le rôle des concepteurs dans un système de formation à distan
Author(s): Corbière Alain

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Formation sur des réseaux professionnels : Listes de diffusion pour enseignants du premier degré
Les listes de diffusion pédagogiques permettent aux enseignants de mutualiser des ressources, de coopérer, de rompre leur isolement. Nous sommes allés à la rencontre de 25 instituteurs ou professeurs des écoles afin d'examiner si, et le cas échéant dans quelle mesure, l'adhésion et la participation à des listes de diffusion pour enseignants du premier degré concourent à leur formation professionnelle continue. Avec l'enquête par entretien semi directif, méthodologie qualitative à
Author(s): Turban Jean-Marc

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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 this project. Second it defines the notion of algebraic expression, and of representation of algebraic expression. After an exploration of 20 software systems whic
Author(s): Nicaud Jean-François,Bouhineau Denis

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Supporting CSCL with Automatic Corpus Analysis Technology
Process analyses are becoming more and more standard in research on computer-supported collaborative learning. This paper presents the rational as well as results of an evaluation of a tool called TagHelper, designed for streamlining the process of multi-dimensional analysis of the collaborative learning process. In comparison with a hand-coded corpus coded with a 7 dimensional coding scheme, TagHelper is able to achieve an acceptable level of agreement (Cohen's Kappa of .7 or more) along 6 out
Author(s): Doenmez Pinar,Rose Carolyn,Stegmann Karsten,Weinbe

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Putting knowledge to use
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Author(s): Pea Roy D.

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Beyond Amplification: Using the Computer to Reorganize Mental Functioning
Computers are classically viewed as amplifiers of cognition. An alternative conceptualization is offered of computer as reorganizer of mental functioning. Software analyses illuminate the advantages of the latter approach for new visions of the potential cognitive benefits of computers. A new result emerges: Because the cognitive technologies we invent serve as instruments of cultural redefinition (shaping who we are by changing, not just amplifying, what we do), defining educational values beco
Author(s): Pea Roy D.

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Learning Objects 2: Standards, Metadata, Repositories, and LCMS
This book is the second in a four-volume series. It builds upon the first volume by taking an extended and in-depth look at theorists' and practitioners' efforts to consolidate current knowledge and praxis. This consolidation centers around conceptual and technological issues related to standards, metadata, repositories, and the concept of the LCMS (Learning Content Management System). Part I contains six chapters that focus upon LO concepts vis-à-vis architecture. A discussion of syntax, seman
Author(s): Harman Keith,Koohang Alex

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A Method for Creating Collaborative Mobile Learning Trails
In this paper I report results from recent trials in which students used mobile devices to collaboratively create, edit and share trails. These included 9- to 10-year-olds as well as adult diploma students, in the subject of horticulture in botanic gardens. Findings indicate that a narrow subject focus and a manageable amount of data capture are appropriate in most cases; trails are most effective when framed with structured tasks and a narrow focus. Structure can be introduced through the use o
Author(s): Walker Kevin

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Computational Mathetics: Towards a Science of Learning Systems Design
The aim of this report is simply to help put the design of computer-based systems to support learning on a more scientific footing. The aim is simply stated, but its achievement is more difficult. For one thing, it is not at all obvious what "more scientific" means in this context. However, it is essential for AI-ED research to take better account of the concepts of 'situation', 'context', 'community', 'discourse', 'social learning', and so on, but these terms need to be defined, not used as man
Author(s): Self John

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How GRID could improve E-Learning in the environmental science domain
This paper will outline the requirements for an interactive e-learning system defined as part of the German research project GIMOLUS [1]. After a short overview over the Open Grid Service Architecture (OGSA) it will be shown that the capabilities of existing e-learning solutions are too limited in order to fulfil these requirements. The last part will show how a GIMOLUS system could be built using a GRID service architecture and what the benefits are in doing so.
Author(s): Wesner Stefan,Wulf Konrad,Muller Mark

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Scripting argumentative knowledge construction in computer-supported learning environments
Computer-supported collaborative learning (CSCL) environments may encourage learners to engage in argumentative knowledge construction. Argumentative knowledge construction means that learners work together to elaborate on concepts by constructing arguments and counterarguments. This is achieved through discourse with the goal of acquiring knowledge within a specific domain. However, learners may encounter problems relating to one of three dimensions of argumentative knowledge construction. Firs
Author(s): Weinberger Armin,Stegmann Karsten,Fischer Frank,Ma

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Pedagogical approaches for technology-integrated science teaching
The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are adapted to both the cognitive and structuring resources available in the classroom setting. Four teachers participated in the first study, undertaken as part of the InterActive Education project in Bristol; all of them used multimedia simulations in thei
Author(s): Hennessy Sara,Wishart Jocelyn,Whitelock Denise,Dea

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PDAs and Handhelds: ICT at your side and not in your face
This paper stems from a trial at the Graduate School of Education in the University of Bristol supported by the Training and Development Agency for Schools (TDA) and set up to evaluate the potential of personal digital assistants with internet access to support initial teacher training (ITT) students in science. Fourteen students were given PDAs selected to represent the range of then currently available PDAs with mobile phone connectivity in the UK. As a result the following areas were identifi
Author(s): Wishart Jocelyn,Ramsden Andy,McFarlane Angela

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Les logiciels d'apprentissage : panoplie ou éventail ?
The main goal of this article is to elaborate a typology in the domain of computer-supported learning. The first problem that has to be addressed concerns the diversity of computer-supported learning programs and the multiple ways in which one could classify them. The proposed typology is based on the pedagogical function aimed at by the teachers or designers. Moreover, we propose a characterisation on three aspects : the tasks proposed to the learners, the theoretical viewpoint underlying the d
Author(s): de Vries Erica

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Læring i praksis - fremstruktureringen af et handlingsorienteret perspektiv
Introduktionen præsenterer afhandlingens emnemæssige baggrund, problemformulering og metode. Den traditionelle angelsaksiske erkendelsesteoretiske opfattelse af viden hævdes at have komplementære modpoler i læringsteorierne behaviorisme og kognitivisme. Disse positioner problematiseres med eksempler fra hverdagsmæssige sammenhænge såvel som med en række forskningsmæssige resultater. På baggrund heraf fremsættes problemformuleringen, som lyder: Er det muligt at udvikle et begreb om vi
Author(s): Dohn Nina Bonderup

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Insight into Practical Utilization of Knowledge Management Technologies
The focus of knowledge management (KM) has shifted in the last few years towards the ways in which knowledge is created and shared. Nevertheless, KM technologies continue to be an important issue in KM practices. The present paper focuses on the technological solutions applied in the organizations at different stages of the knowledge management life cycle. On the bases of an overview of the knowledge management tools and technologies, the paper emphasizes on the most popular KM applications foun
Author(s): Antonova Albena,Gurova Elisaveta

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Implementation of ICT in Higher Education as Interacting Activity Systems
Implementation of ICT in higher education is not a trivial process. It is however a process leading to a number of challenges and problems. The paper develops a theoretical model of the implementation of ICT in higher education based on activity theory and on a case study in a Danish university. The model suggest that implementation in itself is an activity system. The implementation activity is composed of three processes: Selection of ICT; adaptation of ICT and change of practice with ICT. Fur
Author(s): Nyvang Tom

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The use of Collaborative Virtual Environments to provide student’s contextualisation in programmin
Experience has shown that one of the biggest difficulties that students find while learning programming languages is the understanding of its abstract concepts, and this difficulty translates into a lack of motivation for learning. We propose the use of a collaborative virtual environment to allow students to program within the context of a business-like professional programming environment, akin to that found in a software house, in order to make abstract concepts and requirements more concrete
Author(s): Esteves Micaela,Morgado Leonel,Martins Paulo,Fonse

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Developing Interactive Learning Environments that can be used by all the classes having access to co
Our research team has developed and experimented software for the learning of algebra, named Aplusix, with the idea of being usable and useful for all the classes having access to computers, and of helping teachers to teach the curriculum. In this paper, we list 19 principles that we consider relevant to this goal and we briefly describe the Aplusix system. This system is distributed in France since early 2005 and will be distributed in many countries from 2006. It has proven to be efficient (st
Author(s): Nicaud Jean-François,Bouhineau Denis,Chaachoua Ha

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Designing to see and share structure in number sequences
This paper reports on a design experiment in the domain of number sequences conducted in the course of the WebLabs project. We iteratively designed and tested a set of activities and tools in which 10-14 year old students used the ToonTalk programming environment to construct models of sequences and series, and then shared their models and their observations about them utilising a webbased collaboration system. We report on the evolution of a design pattern (programming method) called ‘Streams
Author(s): Mor Yishay,Noss Richard,Hoyles Celia,Kahn Ken,Simp

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