The effects of graphical overviews on exploratory behaviour and knowledge acquisition in hypertext e
One of the main and recognized problems of learning with hypertexts is that learners are easily distracted and end up ‘lost in hyperspace’. As a result, they do not acquire complete and adequate knowledge. In this study, we enhanced a hypertext environment with a graphical overview that represented the basic structure of the domain and we designed the layout in such a way that learners were unobtrusively encouraged to follow a sequence of exploration that followed the domain structure. This so
En quoi les TIC changent-elles les pratiques d'ingénierie pédagogique du professeur d'université?
Depuis quelques années, le terme « in-génierie pédagogique » (instructional enginee-ring) est de plus en plus utilisé en rempla-cement de celui de « design pédagogique » (instructional design). Pourquoi? Rappelons d'abord que le terme « design pédagogique » est apparu au cours des années 1960, lors-que certains chercheurs (surtout améri-cains) ont commencé à mettre au point des méthodes systématiques et systémiques de planiï¬cation et de développement de l'en-seignement. Inï
Putting knowledge to use
not available
Technology and pedagogy for collaborative problem solving as a context for learning
This workshop, sponsored jointly by CSCW'92 and the Centre for Applied Cognitive Science at the Ontario Institute for Studies in Education (OISE), was organized to bring together researchers with interests in the emerging area of Computer Support for Collaborative Learning (CSCL). It was held at OISE on the weekend preceding CSCW'92 and was attended by 27 participants from academia and industry.
Calculators, graphs, gestures and the production of meaning
In this paper we report an analysis of a teaching sequence in which Grade 11 students were asked to produce some graphs corresponding to the relationship between time and distance of a cylinder moving up and down an inclined plane. The students were also asked to carry out the experience using a TI 83+ graphic calculator equipped with a sensor, and to discuss and explain the differences between their own graphs and the ones obtained with the calculator. We analyze the students' processes of mea
La natura della mediazione offerta dai sistemi basati su micromondi all’apprendimento della matema
Questo lavoro analizza il ruolo che ambienti basati sull’uso del calcolatore, ed in particolare i micromondi, possono assumere nelle attività di insegnamento e apprendimento di conoscenze matematiche.
Il lavoro parte dallo studio di alcuni risultati significativi che si sono avuti in questo campo a livello internazionale. Tale studio viene utilizzato come quadro di riferimento per situare e analizzare una ricerca specifica che abbiamo svolto in questo settore.
Tale ricerca riguarda la proge
Lo sviluppo del pensiero strategico nella scuola di base: riflessionisull'uso delle TIC
In recent years the development of skills which are not strictly associated with technical abilities or specific subject contents has become a central focus of education and the debate on how to define and promote what is usually indicated as “core†skills or “key†competencies is involving national educational Institutions and systems, especially in OECD countries.
Among such skills a crucial role is assigned to strategic and reasoning abilities.
While a general agreement on the import
Costruire e gestire ambienti di apprendimento che integrino strumenti tecnologici: analisi di un cas
The paper discusses the results of a research project based on the field testing of a course aimed at developing arithmetic problem solving skills in primary school pupils. The course was designed to incorporate e-learning techniques, including the use of ARI@ITALES authoring tools. These tools allowed the integration in the course of constructivist activities based on interaction with a set of different microworlds. The aims of the project were twofold: to analyse how the adopted approach and t
The Model of Collaborative Learning GRID to activate interactivity for Knowledge Building
The purpose of this study is to support the learning activity in the Internet learning space. In this paper, we examine the GRID technology as the knowledge management for supporting "collaborative learning" / " collaboration in learning" (CL).
RAPSODY-EX (REX) is a distributed learning support environment organized as a learning infrastructure. REX can effectively carry out to support collaborative activities in asynchronous/ synchronous learning mode.
The mixed distributed learning environme
Quality of Service Requirements for the e-Learning Grid
In the same way that the Web has evolved from being a technology designed to aid scientific collaboration to one which is employed extensively in e-business and increasingly in e-learning, the Grid is also evolving from its original concept as a highly distributed dynamic source of computing resources "on tap", like the power grid, for e-science, to a means of supporting enterprise computing across heterogeneous, distributed, virtual organisations.
However, even the most recent ideas associated
Shaping e-Learning Applications for a Service Oriented GriD
The paper discusses technical issues related to establishment of e-learning services on a grid. The XML based technology for implementation of e_learning application in the form of web service is analyzed from the perspective of making an application grid-aware.
The special e_learning repository service is proposed as a technique for coordinated use of distributed e_learning resources through the access and invocation of web services.
Domain Modelling To Support Educational Web-based
authoring
This paper describes an approach to web-based authoring of educational material. We define a model for the class of subjects of our interest (those including both theoretical and practical issues). From this model, specific content outlines can be derived as subclasses and then instanced into actual domains. The last step consists in generating interactive documents, which use the instanced domain. Students can explore these documents through a web browser. Thus, an interactive learning scenario
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
A model for negotiation in teaching-learning dialogues
Despite the fact that a number of researchers from a wide variety of theoretical perspectives have claimed that negotiation in dialogue is fundamental in learning, little research has been based on a precise notion of what negotiation is and how it relates to learning. This paper describes a model for negotiation, based on analysis of teacher-student and learner-learner dialogues. After discussion of illustrative examples and review of related research, negotiations are defined in terms of four
A note on organizational learning and knowledge sharing in the context of communities of practice
The knowledge management (KM) literature emphasizes the impact of human factors forsuccessful implementation of KM within the organization. Isolated initiatives for promoting learning organization and team collaboration, without taking consideration of the knowledge sharing limitations and constraints can defeat further development of KM culture. As an effective instrument for knowledge sharing, communities of practice (CoP) are appearing to overcome these constraints and to foster human collabo
Vers une approche déclarative pour les logiciels de dessins géométriques
Cet article est consacré à la conception d'un environnement
d'apprentissage de la géométrie orienté vers la manipulation directe de figures
géométriques. À travers deux exemples d'activités, proposées en classe, on distingue les
notions de construction géométriques, de spécification, et de manipulation directe. Dans
le cadre ainsi défini, nous présentons notre approche. Elle consiste à intégrer des
mécanismes et la méthodologie de l'intelligence artificielle dans un logic
An Evolutionary Approach to Prototyping Pedagogical Agents: From Simulation to Integrated System
We have developed and integrated software agents with two educational groupware
systems (TeamWave Workplace and FLE), using evolutionary prototyping and empiricalbased
design as development techniques. The resulting prototypes of pedagogical agents
(CoPAS, SA-Agent and RuleEditor) provide learners and teachers with increasingly
domain-specific support for distributed collaborative learning activities. Employing the
evolutionary approach has enabled us to build and evaluate early prototypes of co
Didactical complexity of computational environments for the learning of mathematics
How a microworld is used by students is crucially influenced by the teacher, who has the responsibility of organising the classroom setting in which learning takes place. For this reason this paper focuses on the teacher as a manager of the learning situation, in relation to the students’ construction of meaning. A model of teaching which takes into account interactions between teacher, students and computer is outlined. Although the focus of this paper will be on the teacher, the teacher w
Interdisciplinary approach for the design of a learning environment
This paper presents our interdisciplinary approach for the design of a technology-based learning environment for orthopaedic surgery. We present how the didactical analysis of teaching and learning in workplace gives a framework to build the computational representation of knowledge. This analysis is shown within the context of the apprenticeship of concepts of anatomy and orthopaedic surgery.
Internal and external cooperation scripts in web-based collaborative inquiry learning
Cooperation scripts are a powerful means to improve collaborative learning. Scripts can be
designed to support argumentative knowledge construction. However, not only externally induced
cooperation scripts but also the learnersÂ’ internal scripts on argumentative knowledge construction
influence argumentative processes and what kind of knowledge is acquired during collaboration. In this
study, 98 students (49 dyads) of two German secondary schools participated. We implemented two
versions (high
