Améliorer un dispositif pédagogique par l'intégration de nouveaux canaux de communication
LÂ’analyse des résultats de lÂ’expérimentation dÂ’un dispositif pédagogique instrumenté par les TIC pour un apprentissage de savoir faire par projets a mis en évidence des ruptures dans la communication. Ces ruptures sont liées à la difficulté dÂ’accès à Internet dans certaines situations (alternanceÂ…). Face à ce constat, nous avons décidé dÂ’introduire un nouveau canal de communication, a priori disponible en masse chez les étudiants : le téléphone mobile. Cette publication prÃ
Une expérience de construction de cartes conceptuelles dans un contexte de téléapprentissage univ
Nous décrivons une expérimentation de construction de cartes conceptuelles par des étudiants adultes dans un cours universitaire en sciences cognitives diffusé en ligne dans un contexte de formation à distance. Chaque étudiant est invité à élaborer une carte conceptuelle après lecture de textes. Les cartes conceptuelles sont réalisées à l'aide du logiciel MOT, permettant une représentation graphique des connaissances selon une technique de modélisation par objets typés. Les étud
Une réflexion sur les fonctions attribuées aux TIC en enseignement universitaire
Dans cet article, nous tentons de démontrer que la définition des technologies de l’information et de la communication (TIC) utilisées à des fins pédagogiques dépasse la définition classique des « médias d’apprentissage », auxquels elles sont souvent assimilées. Après une analyse de chacune des trois composantes du concept de TIC (technologies, information, communication), nous proposons une définition permettant d’en clarifier ses frontières. Nous analysons ensuite en quoi ce c
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 simulationÂ’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
Flexible navigation for the pedagogical hypermedia design and evaluation improvement
We are working on a method, called CEPIAH, for the design and the evaluation of pedagogical hypermedia. We propose a web based system used to help teachers to design hypermedia documents and to evaluate their prototypes. Having already elaborated a methodology for the evaluation of interactive pedagogical hypermedia (EMPI), the experience and the acknowledgement we have is able to upgrade the design help. To help the designer in his instructional Web site creation we developed an interactive gui
CEPIAH, a method for Evaluation and Design of Pedagogical Hypermedia
We are working on a method, called CEPIAH. We propose a web based system used to help teachers to design multimedia documents and to evaluate their prototypes. Our tool integrates two modules such as EMPI (Evaluation of Multimedia Pedagogical and Interactive software), and SP/UL/FC, a method for designing pedagogical hypermedia. The EMPI module is used to evaluate multimedia software used in educational context. We structured a knowledge base composed of a list of evaluation criteria, grouped th
Réduire l'écart entre formations théorique et pratique en chirurgie : conception d'un EIAH
L'objet de la recherche présentée est de concevoir un environnement informatique d'apprentissage qui permette de réduire l'écart entre la formation théorique des chirurgiens et leur formation pratique, qui se déroule principalement sur le mode du compagnonnage. L'article expose la méthodologie et quelques illustrations du travail didactique d'analyse des connaissances et du système d'enseignement / apprentissage en milieu hospitalier (chirurgie orthopédique). La prise en compte dans l'E
Fédération de ressources pédagogiques
La virtualisation des ressources pédagogiques est devenue un aspect crucial de l'EIAH, et ce pour plusieurs raisons : (a) atteindre cet objectif pour faire face à l'évolution rapide des technologies et une nécessité d'apprentissage et de savoir-faire primordiale pour la survie de tous, (b) rendre nos outils attractifs et pérennes, et (c) se répartir la construction d'un patrimoine de ressources pédagogiques. De nombreux systèmes d'apprentissage existent aujourd'hui mais leurs ressources
Intérêt du concept de conflit instrumental pour la compréhension des usages des EIAH
Cet article présente le concept de conflit instrumental qui s'inspire du concept d'instrument et qui prend place dans la théorie de l'activité humaine. Il s'agit à travers ce concept d'examiner les trois composants en jeu dans une situation d'enseignement-apprentissage avec un EIAH : l'artefact didactique, l'artefact pédagogique, l'artefact technique. La prise en considération d'éventuels conflits instrumentaux lors de l'usage d'un EIAH permet d'améliorer l'analyse des difficultés posé
Knowledge Convergence in Computer-Supported
Collaborative Learning: The Role of External Representat
This study investigates how two types of graphical representation tools influence the way in which learners use knowledge resources in two different collaboration conditions. In
addition, the study explores the extent to which learners share knowledge with respect to
individual outcomes under these different conditions. The study also analyzes the relationship between the use of knowledge resources and different types of knowledge.
The type of external representation (content-specific vs. conten
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
Mobile Usability in Educational Contexts: What have we learnt?
The successful development of mobile learning is dependent on human factors in the use of new mobile and wireless technologies. The majority of mobile learning activity continues to take place on devices that were not designed with educational applications in mind, and usability issues are often reported. The paper reflects on progress in approaches to usability and on recent developments, with particular reference to usability findings reported in studies of mobile learning. The requirements of
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
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
The Collaborative Visualization Project
not available
Grounding Collaborative Knowledge Building
in Semantics-Based Critiquing
In this paper we investigate the use of Latent Semantic Analysis (LSA), Critiquing Systems, and Knowledge Building to support computer-based teaching of English composition. We have built and tested an English Composition Critiquing System that make use of LSA to analyze student essays and compute feedback by comparing their essays with teacher's model essays.
LSA values are input to a critiquing component to provide a user interface for the students. A software agent can also use the critic fe
Learning Objects 4: Applications, Implications, & Future Direction
This is the fourth and final book of this series on Learning Objects (LO). Whereas the first three books were essentially concerned with current developments in the field, this book presents a wide-ranging series of discussions of potential and probable developments in the field. Part I encompasses Chapters 1 through Chapter 5. The focus is upon LO within the context of e-learning and online learning. We realize that our authors (like us) often use the terms "e-learning" and "online learning" in
La natura della mediazione offerta dai sistemi basati su micromondi all’apprendimento della matema
In questo articolo prenderemo in esame il sistema ARI-LAB che abbiamo realizzato per sostenere gli alunni nello sviluppo di capacità nel problem solving aritmetico e cercheremo di descrivere alcune caratteristiche che questo software rende disponibile con il fine di valutarne le potenzialità sul terreno didattico. Nel fare ciò assumeremo due riferimenti: da una parte l'analisi della natura del sapere coinvolto nel problem solving aritmetico, descritta nella prima parte di questo lavoro, dall'
The Grid Shared Desktop for CSCL
The Grid Shared Desktop (GSD) is a collaborative environment that provides a multidimensional humans-to-machine-to-humans interface by the means of multiples cleverly intricated desktops. The GSD is a platform independent solution that benefits of the intrinsic advantages of the Grid technology such as scalability and security. In order to verify that our GSD solution meets CSCL requirements, we have conducted experiments in the context of the ELeGI project. As part of the project use cases, the
