An Intelligent Tutoring System for Entity Relationship Modelling
The paper presents KERMIT, a Knowledge-based Entity Relationship Modelling Intelligent Tutor. KERMIT is a problem-solving environment for the university-level students, in which they can practise conceptual database design using the Entity-Relationship data model. KERMIT uses Constraint-Based Modelling (CBM) to model the domain knowledge and generate student models. We have used CBM previously in tutors that teach SQL and English punctuation rules. The research presented in this paper is signifi
The ZAP Project: Designing interactive computer tools for learning psychology
In the ZAP project, a set of interactive computer programs called 'ZAPs' was developed. The programs were designed in such a way that first-year students experience psychological phenomena in a vivid and self-explanatory way. Students can either take the role of participant in a psychological experiment, they can experience phenomena themselves, or they can take the role of researcher and learn by discovery. ZAPs provide added value to existing learning materials about psychological topics and c
Éditorial du numéro spécial "Les ontologies pour les EIAH"
Lingénierie ontologique est devenue depuis peu une composante incontournable des sciences cognitives. Dans un tel contexte, la communauté EIAH dont lobjet final est le partage et la transmission de la connaissance ne pouvait être en reste. Ainsi, lontologie et lingénierie ontologique sont des termes qui commencent à apparaître régulièrement dans les communications scientifiques de notre communauté [Crampes00] [RanwezCrampes01] [Psyché03] [Hibou03]. Lintérêt est croissant ch
Le rôle de lingénierie ontologique dans le domaine des EIAH
Dans cet entretien, Riichiro Mizoguchi nous révèle ses pensées les plus profondes sur le rôle que joue lIngénierie Ontologique (IO) dans le domaine des EIAH. Il insiste sur la nature conceptuelle dune ontologie, faite pour pouvoir partager des connaissances entre humains et ordinateurs, et entre ordinateurs. Conceptualisation, partage et réutilisation sont donc les concepts-clés dune ontologie. Dans le domaine des EIAH, le rôle de lIO nest pas de modéliser les connaissances po
Selecting Theories in an Ontology-Based ITS Authoring Environment
This paper introduces the rationale for concrete situations in the authoring process that can exploit a theory-aware Authoring Environment. It illustrates how Ontological Engineering (OE) can be instrumental in representing the declarative knowledge needed, and how an added value in terms of intelligence can be expected for both authoring and for learning environments.
TELOS, a Service-Oriented Framework to Support Learning and Knowledge Management
This chapter presents the basic orientations, the main use cases and the conceptual framework of a TeleLearning Operating System. TELOS is a system under development within the LORNET research network (www.lornet.org) aiming to integrate components and services, and research results, produced by the different LORNET teams. TELOS research is at the convergence of three main trends: learning object repositories that facilitate the access to knowledge resources; learning and knowledge management su
Quality in the New Learning Space: Ongoing Process of Teacher and Staff Training
Quality in the new learning space: ongoing process of teacher and staff training,Proceedings with reading panel
Epistemic and Social Scripts in Computer-Supported Collaborative Learning
Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. One possibility to improve collaborative learning environments is to conceptuali
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.
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
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
Learning Science through Collaborative Visualization over the Internet
Ten years ago, we launched the Learning through Collaborative Visualization, or CoVis Project. "Collaborative visualization" refers to development of scientific knowledge that is mediated by scientific visualization tools in a collaborative learning context. Funded by the National Science Foundation as an advanced networking testbed, our partnership of Northwestern University, Bellcore, Ameritech, the Exploratorium Science Museum in San Francisco, and the University of Illinois at Urbana-Champai
Web 2.0 for Content for Learning and Teaching in Higher Education
The study will provide a set of recommendations for the JISC, institutions, and teachers on the effective use of Web 2.0 technologies for sharing content for teaching and learning. This will be achieved by desk research building on JISC funded and other work already undertaken, and widespread consultation across the community through an online workshop. The desk research will look at both existing practice and institutional policies which can facilitate or inhibit the use of Web 2.0 technologie
Putting knowledge to use
not available
Categorisation in Knowledge building
In this paper we explore how students talk and reason when they were exposed to a set of
categories taken from scientific discourse. The scientific categories are built into a web-based discussion forum (Fle) as part of a pedagogical and technological design. The scientific categories are based on the concepts of the progressive inquiry model for knowledge building. Socio-cultural theory with a focus on
concepts like categories and prompting is our theoretical framework. In the DoCTA NSS proje
Museology and the Problem of Interiority
Museum and culture studies traditionally approach social issues related to national museum narratives by critically analyzing the historical development and orderings of collections and their functions. Studies may investigate museums' representational practices in interpretations of the 'other,' for example, or the role of official and state narratives in history museums' constructions of national identity, or scientific paradigms in natural history museums' orderings and material culture. Ofte
Randomness and LEGO robots
This paper reports on a long term experiment concerning the introduction of 7th grade pupils to the concept of randomness. Pupils are involved in activities with Lego robots, and in the joint enterprise of writing an Encyclopaedia. The main lines of the experiment are provided, together with experimental data, highlighting how some specific elements of the chosen educational approach influenced the evolution of pupils' mastery of the concept of randomness.
Multimedia and the learner's experience of narrative
This paper reports on research findings which show that the narrative structure of multimedia programs, or sometimes the lack of it, affects learners' comprehension, often adversely [1,2].
It also reports on initial findings from our current research which aims to develop a theoretical understanding of the forms and functions of narrative in interactive media, based on empirical
research, and capable of informing instructional design.
First set of case studies in Narrative Learning Environments
This research report describes and analyses a set of case studies of Narrative Learning Environments. It also provides a summary with the classification of each application according to four dimensions (knowledge domain, role of the user towards the story, learning approach and technological means).,Research report - Report number D13.3.3
