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Newfoundland Images and Folk Music
A video tour of this Province of Canada accompanied by a satirical folk music that contains a few words that may be offense to some.

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Liver Anatomy
Introduction to the external and internal anatomy of the liver.
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Authenticity in learning game: how it is designed and perceived
A key concern in game-based learning is the level of authenticity games require in order to match what learners can expect in the real world, what keeps them engaged in the game, and what they need to learn. We examined authenticity or credibility in a game from the learner’s perspective. There are very few studies on this aspect. We propose that authenticity is the result of a compromise between external authenticity (perceived likeness with real life reference), internal authenticity (perceiv
Author(s): Gonçalves Celso,Croset Marie-Caroline,Ney Muriel,

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Transferring Kaleidoscope members' activities research into economic outcomes
The importance of research undertaken within academic and research organisations is widely recognized by governments, industries and diverse stakeholders. Indeed, the contribution of higher education in the generation of new ideas and knowledge, and as an economic driver, has probably never been as important. Nevertheless, universities face a rapidly changing environment shaped by pressure on funding, an emphasis on quality assurance and the increasing impact of globalisation, marketisation and
Author(s): Scodigor Eugène,Balacheff Nicolas,Boulé Jean-Mar

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Analysis of a selection of interactive learning environments for mathematics
1) Analysis of the ILEs developed by TELMA teams: Aplusix, AriLab2, and e-Slate. 2) Critical analysis of the grid yielding a refined methodological tool for ILEs analysis. 3) Study of T-algebra, an additional ILE for the learning of elementary algebra; 4) Comparison of 10 ILEs based on the exploitation of the analysis grids.,deliverable D20.5.2 from ERT Telma of NoE Kaleidoscope
Author(s): Trgalova Jana,Bouhineau Denis,Nicaud Jean-Françoi

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Description et exploitations des traces du logiciel d’algèbre Aplusix
Cet article porte sur l’emploi de traces dans un contexte éducatif et sur leur utilisation dans un EIAH. La première partie présente le logiciel Aplusix, un micromonde pour l'apprentissage de l'algèbre qui permet l’enregistrement de productions d’élèves, comme celles obtenues dans l'environnement classique papier, mais comportant de plus d'autres informations, comme le temps, les hésitations, les corrections. Ce recueil produit une trace brute qui représente une modélisation comporte
Author(s): Chaachoua Hamid,Croset Marie-Caroline,Bouhineau De

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E-Learning practices and Web 2.0
In September 2005, more than 2 years ago O’Reilly published the original definition of the idea of Web 2.0. In the wake of this hype the similar changes in E-Learning have been summarized in the term “E-Learning 2.0”. This paper aims to give a consolidated review on the development in these two years; which technologies and trends proved to be enduring and how the concept of Web 2.0 has influenced ELearning in this time. The basic concepts summarized in the term E-Learning 2.0 are presented a
Author(s): Safran Christian,Helic Denis,Gütl Christian

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Investigating the efficacy of the use of ICT for slow learners : Case studies in Singapore Primary S
This exploratory project investigates the implications and changes effected through the introduction of IBM’s KidSmart programme into the Learning Support Programme (LSP) in 6 Singapore primary schools. It focuses on the impact of ICT on teaching and learners methodologies embraced by teachers working with slow learners (or learners at risk). The principal aim of this project is to identify workable teaching models or processes that can maximize learning through the use of ICT with slow learner
Author(s): Wettasinghe Cyraine Marissa,Hasan Mazlan

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Building Bridges within Learning Communities through Ontologies and "Thematic Objects"
Communication through artefacts, in the sense of objects (co-)constructed by learners, is a well known mechanism in synchronous shared workspace environments. In this article, we explore the potential of extending this principle to heterogeneous, anonymous and asynchronous learner communities by drawing on existing work, e.g. in the areas of "social navigation" and recommender systems. A new ingredient is the description and provision of "thematic objects" embedded in a task/activity context. De
Author(s): Hoppe Ulrich,Pinkwart Niels,Oelinger Maria,Zeini S

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Cooperation scripts for learning via web-based discussion boards and videoconferencing
Computer-supported collaborative learning often means that locally distant learners discuss a task via text-based discussion boards or videoconferencing. Collaborative learning, however, is often suboptimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. Collaborative learning environments may be improved by scripts that structure epistemic activities and social interactions of learners. Two studies are being reported t
Author(s): Weinberger Armin,Ertl Bernhard,Fischer Frank,Mandl

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Using A Simulated Student for Instructional Design
In this paper, I describe how a cognitive model was used as a simulated student to help design lessons for training circuit board assemblers. The model was built in the Soar cognitive architecture, and was initially endowed with only an ability to learn instructions and prerequisite knowledge for the task. Five lessons, and a total of 81 instructions for teaching expert assembly were developed by iteratively drafting and testing instructions with the simulated student. The resulting instructions
Author(s): Mertz Joseph S.

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A Framework System for Intelligent Support in Open Distributed Learning Environments
Recent trends in the design of learning support systems are characterized by considering group interaction, by combining intelligent support with interactive learning environments, by providing reusable domain-independent components, and by using agent-structured architectures. Taking these trends into account, an open framework system has been developed for integrating distributed intelligent support components with an interactive and collaborative learning environment. Work in shared activity
Author(s): Muehlenbrock Martin,Tewissen Frank,Hoppe Ulrich

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Computer Software Support for Collaborative Learning
In this chapter, we discuss two approaches to supporting collaborative learning activities in higher education through technological means: structuring and regulating collaboration. Structuring approaches aim to create favorable conditions for learning by designing and scripting the situation before the interaction begins. They attempt to define the structure of the learning experience by varying the characteristics of the participants (e.g. the size and composition of the group, or definition a
Author(s): Jermann Patrick,Soller Amy,Lesgold Alan

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From MASK Knowledge Management Methodology to Learning Activities Described with IMS – LD
In this paper we present how the way knowledge capitalized using the Knowledge Management Mask methodology can be used to design E-learning activities by matching Mask models and the concepts proposed by the IMS-Learning Design modelling language. Our study consists in highlighting the e-learning aspects encapsulated in these MASK models carried out around a domain of activity, via a writing these elements in the description language IMS - Learning Design; in a preoccupation of reusability and r
Author(s): Benmahamed Djilali,Ermine Jean-Louis,Tchounikine P

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Enhancing the Adaptivity of an Existing Website with an Epiphyte Recommender System
In this paper we propose an approach to enhance the adaptivity of an existing Website by plugging on top of it (“epiphyte approach”) a recommender system that displays additional tips and functionalities in a separate window. The recommender system analyzes the way the user browses through the Website according to predefined prototypical ways of using the Website (“models of use”) and then proposes information or functionalities that appear useful according to this model of use. Different mo
Author(s): Richard Bruno,Tchounikine Pierre

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Balancing situativity and formality: the importance of relating a formal language to interactive gra
A situated cognition theory is presented in which situated learning is viewed from a Vygotskian perspective: the developmental situativity theory. It is assumed that learning is basically a non-symbolic inductive process that is greatly enhanced by formal systems which act as tools. Instruction should provide students with an environment containing elements to allow for situated activity as well as with appropriate formal tools. Tarski's World, which is an instructional Interactive Graphical Rep
Author(s): van der Pal Jelke,Eysink Tessa

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The role of guidance in computer-based problem solving for the development of concepts of logic
The effect of two instructional variables, manipulation of objects and guidance, in learning to use the logical connective, conditional, was investigated. Instructions for 72 first- and second year social science students were varied in the computer-based learning environment Tarski's World, designed for teaching first-order logic (Barwise &Etchemendy, 1992). Guidance, which was operationalised by giving the learners problems that guided them to all different types of basic problem situations th
Author(s): Eysink Tessa,Dijkstra Sanne,Kuper Jan

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A methodological alternative to media comparison studies: Linking information utilization strategies
Literature reviews on hypermedia learning have yet failed to show consistent positive effects of learner-controlled nonlinear information access. We argue that a possible reason for this lack of evidence in favor of hypermedia learning results from the fact that not sufficient attention is paid to the strategies of information utilization learners deploy. The few studies that do analyze these strategies fail to link them to an instructional approach, which hampers a deeper interpretation of stra
Author(s): Scheiter Katharina,Gerjets Peter,Vollmann Brigitte

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The impact of example comparisons on schema acquisition: Do learners really need multiple examples?
Comparing multiple examples within problem categories is usually considered a necessary prerequisite for schema acquisition. However, there is an evident lack of conclusive empirical evidence supporting this claim. Moreover, there are findings indicating that carefully designed one-example conditions may allow for profitable processes of example comparison as well. In line with this reasoning, we present an experiment - that builds up on a series of studies conducted by Quilici and Mayer (1996)
Author(s): Scheiter Katharina,Gerjets Peter,Schuh Julia

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Sequence effects in solving knowledge-rich problems: The ambiguous role of surface similarities
Sequence effects are said to occur whenever the problem solving performance varies as a function of the order in which problems are solved. We present a framework that explain sequence effects as a result of (a) learning during solving a problem and of (b) transferring the learned content on succeeding problems. In two experiments we studied the ambiguous influence of surface similarities among structurally dissimilar knowledge-rich problems on sequence effects. These experiments demonstrate tha
Author(s): Scheiter Katharina,Gerjets Peter

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