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Using a concept mapping software as a knowledge construction tool in a graduate online course
Stemming from a twenty-month pedagogical experience using a concept mapping software for higher education students in an online course, this paper reports findings from what became an exploratory study. The objectives were to support the students’ knowledge construction process and to stimulate metacognitive reflection. After having read some instructional texts, students used an object-oriented modeling tool called MOT) to graphically represent a network of at least fifteen knowledge units of
Author(s): Basque Josianne,Pudelko Béatrice

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Making Learning Design Standards Work with an Ontology of Educational Theories
In this paper, we present an ontology of educational theories their relation to learning design. This ontology takes into account learning design (LD) specifications such as OUNL-EML and IMS-LD at the conceptual level (1), semantic web standards such as OWL at the formal level (2), as well as JAVA standards at the implementation level (3). This ontology is intended to provide a knowledge base for any IMS-LD compliant authoring systems/LKMS, in order to provide services to authors of LD scenarios
Author(s): Psyché Valéry,Bourdeau Jacqueline,Nkambou Roger,

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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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Realism in the design process and credibility of a simulation-based virtual laboratory
The credibility of an instructional simulation is a most important issue in distance education, where it may replace hands-on activities. This credibility is based in large part upon verisimilitude, a perception strongly influenced by the simulation’s realism. This paper presents a case study encompassing the design process of a simulation-based virtual laboratory, which was guided by a realism principle, and an investigation of its credibility among potential users. We found that many characte
Author(s): Couture Marc

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OMAGE : Outils et Méthode pour la spécification des connaissances au sein d'un Atelier de Génie E
Les nouvelles technologies de l'information sont entrées au cœur de notre société et provoquent de profonds changements dans notre vie quotidienne, notamment dans le monde du travail. Or le métier d'enseignant n'a pas vraiment évolué, même si les méthodes éducatives changent, car toute tentative d'introduction de l'informatique se heurte à la méfiance des enseignants qui ont peur de perdre leur liberté de choix éducatifs. De plus, les avancées technologiques n'ont d'intérêt que
Author(s): Marquesuzaà Christophe

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Une introduction à la théorie des situations didactiques (Master "Mathématiques, Informatique" de
À l'origine du mouvement théorique sous l'étiquette (malheureuse) "didactique des mathématiques" en France est l'idée qu'il est possible de décrire, d'expliquer de façon rationnelle les phénomènes d'enseignement, phénomènes qui suscitent en général davantage l'empirisme ou l'opinion que le discours raisonné Un des soucis largement partagés au sein de la communauté française de didactique des mathématiques est celui de l'établissement d'un cadre théorique original développan
Author(s): Bessot Annie

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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
Author(s): Auzende Odette,Dumont Bernard,Joab Michelle,Rózew

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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
Author(s): Weinberger Armin,Ertl Bernhard,Fischer Frank,Mandl

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Internal and external collaboration scripts in web-based science learning at schools
Collaboration scripts can help learners to engage in argumentation and knowledge acquisition. However, they might have differential effects for learners holding differently structured knowledge (internal scripts) on argumentation. We investigated how external scripts interact with learners’ internal scripts concerning collaborative argumentation. 98 students from two secondary schools participated. Two versions of an external collaboration script (high vs. low structured) supporting argumentati
Author(s): Kollar Ingo,Fischer Frank,Slotta James

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Autoevaluation in 8086 assembly language programming
Autoevaluation (self assessment) is more and more developed for teaching at university. We present our contribution to this pedagogical resource. Our exercises are intended for students in second year at the University of Paris 6 for the module "Computer Architecture". These numerous exercises complete the classical courses and allow students to check their know-how. We have experimented with success our set of exercises for the past 2 years with numerous students in UTES1. Uteval software has b
Author(s): Paget Marie-Martine,Nogier Marie-Claire,Giroire HÃ

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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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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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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
Author(s): Pea Roy D.

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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
Author(s): Franklin Tom,Van Harmelen Mark

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Cyclone in the classroom: bringing the atmospheric science community into the high school
There has been much discussion about the failure of traditional science education to prepare students for careers in science (Halloun & Hestenes, 1985; Rutherford & Ahlgren, 1990). Students may become adept at solving textbook problems, but they fail to apply the theories that are learned in school to the actual phenomena that the theories attempt to explain (Tinker, 1992). This is in large part due to the fact that students don't often experience phenomena in the classroom. They spend most of t
Author(s): McGee Steven,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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Putting knowledge to use
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Author(s): Pea Roy D.

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The Collaborative Visualization Project
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Author(s): Pea Roy D.

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