The Missing Teacher: Contradictions and Conflicts in the Experience of Online Learners
A nationwide Swedish distance education programme, SÄL, was offered to adults with previous higher
education studies working as teachers in K-12. A smaller study conducted among this group of students at
Göteborg University, Göteborg, revealed concerns regarding teacher performance online. A follow-up and
larger study using a questionnaire survey was used to reveal possible conflicts and contradictions in the
programme. An analysis suggests that there is a contradiction between how the progra
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
TELEOS : de l’analyse de l’activité professionnelle à la formalisation des connaissances pour
L’article expose les fondements théoriques, la méthodologie
et quelques illustrations du travail didactique
d’analyse des connaissances et du système
d’enseignement / apprentissage en milieu
hospitalier (chirurgie orthopédique), ainsi qu’une
partie de la formalisation informatique de cette
connaissance. Cette modélisation permet la prise
en compte dans l’environnement informatique de
connaissances empiriques pour le diagnostic des
connaissances de l’utilisateur en fonction des a
The use of Collaborative Virtual Environments to provide student’s contextualisation in programmin
Experience has shown that one of the biggest difficulties that students find while learning programming languages is the understanding of its abstract concepts, and this difficulty translates into a lack of motivation for learning. We propose the use of a collaborative virtual environment to allow students to program within the context of a business-like professional programming environment, akin to that found in a software house, in order to make abstract concepts and requirements more concrete
Developing Interactive Learning Environments that can be used by all the classes having access to co
Our research team has developed and experimented software for the learning of algebra, named Aplusix, with the idea of being usable and useful for all the classes having access to computers, and of helping teachers to teach the curriculum. In this paper, we list 19 principles that we consider relevant to this goal and we briefly describe the Aplusix system. This system is distributed in France since early 2005 and will be distributed in many countries from 2006. It has proven to be efficient (st
Two Years Of Use Of The Aplusix System
APLUSIX is a learning environment for helping students to learn algebra. This system is designed and developed in the IMAG-Leibniz laboratory. Its basic training mode consists of letting the students perform their owns calculations, thanks to a two-dimensions editor of algebraic expressions, providing feedback on the correctness of the calculations and on the end of the resolution.
APLUSIX has now been used for two years at school, in different contexts. One use was made by four teachers during
Designing for cross-cultural web-based knowledge building
This paper describes the iterative design of a web-based collaborative workspace used in educational practice, called WebReports. The system’s unique feature is that it allows participants to discuss mathematical and scientific concepts using programmed animated and interactive models of their ideas. Rather than focusing on the specific features of the collaboration tool, we analyze it as part of a constructionist activity system. We describe the context in which the system was developed an
Role-based integration of evaluation and regulation in collaborative learning environments
Interaction analysis has become a basic function in the field of
collaborative learning, as a means for supporting both self-regulation for the
students and formative evaluation for the teachers. In spite of the fact that these
processes rely on the same basic functionalities, there is a lack of proposals or
systems that integrate them. This paper presents a research proposal that argues for a
role-based approach for the integration of these functions. The experience of
awareness systems in CSCW
Exploring the mathematics of motion through construction and collaboration.
In this paper we give a detailed account of the design principles and construction of activities designed for learning about the relationships between position, velocity and acceleration, and corresponding kinematics graphs. Our approach is model-based, that is, it focuses attention on the idea that students constructed their own models – in the form of programs – to formalise and thus extend their existing knowledge. In these activities, students controlled the movement of objects in a prog
e-COMODE Services for the Implementation of Collaborative Modelling Environments in Schools.
e-COMODE is an open digital learning environment, which assists young
students (10-17 year old) in creating models. e-COMODE services aim to offer a
collaborative modelling environment, including pedagogical, technical and
implementation support services. The market validation of the different services has
been performed in different environments, private and state schools, from different
geographical areas; Greece, Spain and North Ireland in the UK, in order to confirm
the business model develo
An analysis of learner arguments in a collective
This contribution analyses the arguments of students in a learning activity entitled "Argue Graph".
This activity is intended to make students understand the relationship between learning theories and design
choices in courseware development. The analysis of arguments is centered on the effects of discussion and
opinion conflict on the elaboration of arguments. We then use an adaptation of a collective intelligence model
to describe the knowledge flow among people and artifacts during the learni
Networked Learning, a relational approach – weak and strong ties.
In this paper, we explore the idea of weak ties in networked learning. We go back to the original conception of
the strength of weak ties (Granovetter 1973) and relate this to a dialogic understanding of networked learning
(Koschmann 1999, Dysthe 2002). These theoretical ideas are applied to the examination of two networked
settings in which educational leaders exchange ideas and have the potential to create knowledge. We examine
these networks from the point of view of the overall pattern of in
What do you mean by collaborative learning?
Not available
Data Recording and Usage Interaction Analysis in Asynchronous Discussions: The D.I.A.S. System.
This paper describes the development and the implementation of a new
Asynchronous Discussion Forum Software, called DIAS. While evaluating several
corresponding software, we came to the conclusion that they seem to be inadequate
to support the use of this activity (asynchronous discussion) as a substantial part of
the learning process. Most actual forums, that incorporate interaction analysis
functions, support mainly administrators, or teachers, while offer only basic
awareness functions to the
An Advanced E-learning Community Proposal Using MS Sharepoint Portal Server
In order to implement e-learning, quite often simple Internet technologies are used, usually without any clear pedagogical approach. Unfortunately this is not quite effective, it restricts learners' exchanges, while influence the quality of resulted knowledge construction. More sophisticated environments are needed when we vision e-learning as taken place in a rich and flexible Learning Community context, for young students or even for adults and professionals. Our proposal consists of an Electr
Investigating multimodal interactions for the design of learning environments: a case study in scien
This thesis focuses on multimodal interactions for the design of a learning environment.
The process of designing such systems involves studying the benefits of multimodal
interactions in learning. Therefore, it analyses the structure of the interactive space
between the learner and the content to be learnt, and introduces and tests a framework
to structure it. It proposes that multimodal interactions can encourage rhythmic cycles of
engagement and reflection that enhance learners’ meaning con
On-line Learning Networks: Frameworks and Scenarios
Progressively the idea of using the internet as a platform to mediate social interactions and learning at different levels has
affirmed itself, and this has given rise to a huge number of spontaneous and planned collectives, which are often described
as on-line learning networks. On-line learning networks create value from a combination of content and people
knowledge. They can vary widely in the strength and permanence of their connections and resources necessary to maintain
them. Aspects both
Report on theoretical framework on selected core issues on conditions for productive learning in net
This report contains three parts. Part one presents the conclusions from the work in the JEIRP and contains the following chapters: - Identification of core issues, theoretical approaches and empirical findings - State of the Art - CSCL The next ten years - a European perspective - A theoretical framework for analysing conditions for productive learning in networked learning environments Part two presents all the case studies brought into the JEIRP by the participants, and part three presents ar
From ER to VR: Analysing interaction in a Collaborative Virtual Environment
Not available,PhD thesis of the University of Bergen, Norway
The effect of collaborative knowledge modeling at a distance on performance and on learning
This study examines the effect of co-elaborating a knowledge model in dyads at a distance on performance and on learning. Forty-eight adults participated in the study. Participants were trained to re-represent knowledge taken from a text, using an object-typed knowledge modeling editor software tool. Knowledge modeling is similar to concept mapping, except that the former is based on a typology of knowledge objects and a typology of links, and that the structure of the knowledge representation i
