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Changes in education: implications for teacher education.
This communication present the implication of the introducing of ICT in teacher training education, at the IUFM of Grenoble.
Author(s): Cornu Bernard,Marzin Patricia,Rasse Anne

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E-Learning Glossary
The E-Learning Glossary contains over a thousand specialized terms in French and English. These terms designate three sets of conceptual clusters. The first set covers educational practices, such as structure and delivery of knowledge, curriculum design, use of pedagogical tools, learning and teaching strategies. The second set deals with the players, namely learners, teachers, teachers’ aids, service providers, content designers and developers. The third set covers the ways and means by wh
Author(s): Pavel Silvia

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Implementing the Challenge Based Learning in Classroom Scenarios
Our Challenge Based Learning (CBL) method can be described as a special form of problem-based learning, in which the problems are of realistic, open-ended nature. Additionally, CBL contains features of experiential and project-based learning approaches. CBL is supported by the provision of Digital Experimentation Toolkits (DExTs) which comprise materials, initial instructions, references to web resources and specific software tools. Within the COLDEX project, a number of remote sites which gener
Author(s): Baloian Nelson,Breuer Henning,Hoeksema Kay,Hoppe U

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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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Building and Maintaining the Common Ground in Web-Based Interaction
In this paper, the main purpose is to explore how participants establish and maintain the common ground in the computer-based conferences. Previous studies assume that before the participants can reach the deeper level interaction and learning, they have to gain an adequate level of common ground (Dillenbourg, 1999; Baker et al., 1999; Veerman, 2000). Subjects were 68 pre-service teachers and 7 mentors from three universities who participated in the web-based conferencing course for eight weeks.
Author(s): Mäkitalo Kati,Häkkinen Päivi,Salo Piritta,Järv

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Gemeinsame Wissenskonstruktion in computervermittelter Kommunikation: Welche Kooperationsskripts fö
Goal of this study is the facilitation of participation and knowledge acquisition in cooperative, computer-mediated learning environments. Two cooperative scripts with respect to discourse contents and interaction were developed to pre-structure communication. Both scripts were analyzed with respect to their influence on participation and application-oriented knowledge in computer-mediated learning environments. The factors "content-related cooperative script" and "interaction-related cooperativ
Author(s): Weinberger Armin,Fischer Frank,Mandl Heinz

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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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Facilitating Knowledge Convergence in Videoconferencing Environments: The Role of External Represent
The study analyzed how two types of graphical representation tools influence the way in which dyads use shared and unshared knowledge resources in different collaboration scenarios, and how learners represent and transfer shared knowledge under these different conditions. We varied the type of graphical representation (content-specific vs. contentunspecific) and the collaboration scenario (videoconferencing vs. face-to-face). 64 university students participated. Results show that learning partne
Author(s): Fischer Frank,Mandl Heinz

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"What I think works well...": Learners’ evaluation and actual usage of online tools
This paper will describe and analyse data gathered during a pilot language course run fully online and based on a Moodle VLE. The new online tools, whether as part of an integrated VLE or separately, lend themselves to reflective learning (e.g. blogs) or collaborative group activities (e.g. wikis). This case study of two learners is based on the project “CyberDeutsch” at the Department of Languages of the Open University, a five week, intensive German course offered to self-selected intermedia
Author(s): Stickler Ursula,Hampel Regine

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Effective Teaching and Learning: Using ICT
Findings and recommendations on effective teaching practice - with the aim of providing material for improving the quality of teaching and learning and for informing developments in initial teacher education and continuing development.,Research report for NRDC
Author(s): Mellar Harvey,Kambouri Maria,Logan Kit,Betts Sally

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A Didactic-based Model of Scenarios for Designing an Adaptive and Context-Aware Learning System
Nowadays, technology-enhanced learning systems must have the ability to take into account the context and to allow dynamic adaptation to different learners based on substantial advances in pedagogical theories and knowledge models. The main issue is to design a generic scenario which can deal with the broadest range of learning situations. From a generic scenario, the learning system will compute on the fly a particular scenario dedicated to the current learner and its learning situation. The ma
Author(s): Tetchueng Jean Louis,Garlatti Serge,Laubé Sylvain

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Towards a classification of Narrative Learning Environments
In this paper, we highlight why narrative can support learning, drawing from the literature. Then we describe what are NLEs, mentioning a few examples. We also discuss NLEs’ characterizing aspects - user role, technological means and educational approach - stressing their importance in determining the learning afforded by an environment. We conclude by pointing out what issues need to be tackled to advance the field.,Research report
Author(s): Dettori Giuliana

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Task and Interaction Regulation in Controlling a Traffic Simulation
In collaborative problem solving, metacognition not only covers strategic reasoning related to the task but also reasoning related to the interaction itself. The hypothesis underlying this work states that regulation of the interaction and regulation of the task are closely related mechanisms and that their co-occurrence facilitates collaborative problem solving. These assumptions are tested experimentally with a traffic simulator. The results show that co-occurrence of task and interaction regu
Author(s): Jermann Patrick

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Shared conceptualisations in weblogs
In this paper we investigate how conceptualisations can be identified in weblogs using language technology (automated text analysis). We focus on getting a handle on both the concepts bloggers use and the way they think these concepts are related. The analysis of these conceptualisations can then be applied to a single weblog, resulting in a visualisation of potential conceptualisations the blogger wants to share with the outside world. Another type of analysis is to determine the overlap, or sh
Author(s): Anjewierden Anjo,Brussee Rogier,Efimova Lilia

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ActiveMath: A Generic and Adaptive Web-Based Learning Environment
ActiveMath is a generic web-based learning system that dynamically generates interactive (mathematical) courses adapted to the student's goals, preferences, capabilities, and knowledge. The content is presented in a semantic XML-based format. For each user, the appropriate content is retrieved from a knowledge base and the course is generated individually according to pedagogical rules. Then the course is presented to the user via a standard web-browser. One of the exceptional features of Active
Author(s): Melis Erica,Andres Eric,Budenbender Jochen,Frischa

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Internet Scout Project
This extensive website features the University of Maryland's Geochemistry Laboratories' efforts to "produce the highest quality elemental and isotopic data, to teach students and visitors the techniques involved with gathering such data," and to develop new methods and instrumentation in the field of elemental and isotope measurements." Users can discover the Thermal Ionization, Plasma, and Gas Source laboratories; as well as the Chemical Processing Lab and the Mineral Separation and Rock Prepar
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Additional Connexions Information Sources
Additional information to help you create, edit, and publish documents in the Connexions system.
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Anatomy of the heart
A lesson plan for Grade 7 English Language Development and Science. Students develop their knowledge of the circulatory system by studying the structure and function of the heart and its vessels.
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An Introduction to Stanislavski's Method
This lesson plan provides basic guidelines of the Stanislavski system. Exercises are offered to help the student to think creatively and apply this plan to develop their own acting techniques. This plan can be introduced in one class period and practiced throughout the term. Follow these exercises with improvisation. It will help students focus and begin to think on their feet. This plan deals with concentration.
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Finding the ties that bind: Tools in support of a knowledge-building community.
The development OF knowledge-building or leaning communities is a complex, multifacered task By examining users Like David, we came to understand that our goals for a learning community would not be addressed by any "magic bullet" technology solution. Instead, we undertook a lengthy design process that started with self-examination and self-definition and still continues today with community support, assessment, and evaluation. The challenges we faced are similar to those in other community-buil
Author(s): Hoadley Christopher M.,Pea Roy D.

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