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Directions to Acknowledge Learners’ Self-organization in CSCL Macro-scripts
In this article we present a conceptual analysis of the notion of learners’ self-organization in CSCL macro-scripts. We highlight that taking into account self-organization as an emergent feature of activity requires considering issues such as conceptual and technological tools to support learners’ self-organization, maintenance of coherence between the script pedagogical objective and the emergent organization and between the technological setting and the emergent activity.
Author(s): Tchounikine Pierre

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Dialogue in context, towards a referential approach in collective learning
In this article, we present research in the making of a collective work environment within the framework of a distance education course. We base our theoretical and methodological standpoints on examples of dialogical discourses recorded within the framework of this CSCL system called Symba. In fact, the results of previous research lead us to rethink our vision of the study of collaborative moments between participants in a computer-supported human learning environment that proposes several com
Author(s): Betbeder Marie-Laure,Cottier Philippe,Schmidt Coli

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Supporting Learners’ Appropriation of a Web-Based Learning Curriculum
This article presents an approach and tools that can help learners appropriate a Web-based learning curriculum and become active participants in their learning. The approach is based on a detailed modeling of the curriculum and intends to equip the learners with different computer-based tools facilitating a multiple point of view perception of the curriculum, while promoting self evaluation and self regulation of the learners’ curriculum performance. The proposed architecture is generic and can
Author(s): Rasseneur-Coffinet Dorothee,Smyrniou Georgia,Tchou

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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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Implementation of a computer algebra based assessment system
This article describes the design and implementation of the CABLE computer aided assessment system. Introducing a computer algebra system (CAS) to assist in marking allows instructors to design effective assessment schemes that are valid and reliable. A modular design approach allows system components, including a virtual learning environment (VLE), CAS and database, to be used for their respective strengths. Requirements for both interoperability and customisation for particular learning contex
Author(s): Naismith Laura,Sangwin Christopher J

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Using mobile technologies for multimedia tours in a traditional museum setting
Mobile technology was used to deliver learner-centred experiences to visitors at a geology museum without compromising the museum’s aesthetic appeal. Two Flash-based multimedia tours were developed for the Hypertag Magus Guide system and trialled with 25 visitors in November 2005. Trial participants found the system fun and easy to use, though they requested headphones in order to hear the audio clearly. Several suggestions were provided to improve the tours including creating stronger links b
Author(s): Naismith Laura,Smith M. Paul

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Making the abstract concrete: Visualizing mathematical solution procedures
This paper reports on an experiment investigating the effects of different kinds of computer-based visualizations on the acquisition of problem-solving skills in the domain of probability theory. Learners received either purely text-based worked examples, text plus an instruction to mentally imagine the examples’ contents, or the possibility of retrieving either static pictures or concrete animations that depicted the problem statement and the problem states achieved by applying a specific solu
Author(s): Scheiter Katharina,Gerjets Peter,Catrambone Richar

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Using e-mail to support reflective narration
This article presents an exploratory study of e-mail use for reflective narration. Narration is viewed from three perspectives: the narrating act, the narrative statement, and the story. These perspectives are used to characterize the 69 e-mails that were exchanged between 13 groups of children from three primary schools. The findings show that e-mail narration has monologic and dialogic qualities, and leads to cognitive and personal reflections on the learning task. We conclude that e-mail can
Author(s): de Vries Bregje,Van der Meij Hans

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Gridcole: a tailorable grid service based system that supports scripted collaborative learning
This paper introduces Gridcole, a new system that can be easily tailored by educators in order to support the realization of scripted collaborative learning situations. To do so, educators can provide a script specifying the sequence of activities to be performed by learners as well as the tools and documents required to support them. Gridcole can then search for these tools in a service-oriented grid in order to integrate them so that they are available for users during the realization of the s
Author(s): Bote-Lorenzo Miguel Luis,Gomez-Sanchez Eduardo,Veg

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Cognitive tools for discovery learning
Cognitive tools, defined here as instruments that support or perform cognitive processes for learners in order to support learning, can bridge the difference between open learning environments, like discovery learning environments and traditional supportive instructional environments. This article discusses a definition of the concept of cognitive tool and its use in learning. Two examples of cognitive tools for discovery environments are presented, and it is made clear how these tools can serve
Author(s): Van Joolingen Wouter

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Exploratory Test of an Automated Knowledge Elicitation and Organization Tool
his paper combines the contents of two papers that were presented at the ITS 98 conference one focusing on knowledge representation (Shute, 1998) and the other describing a knowledge elicitation tool (Shute, Torreano, & Willis, 1998). There are three main purposes of this paper. First, as a means to stress instructional and assessment implications of different knowledge types, we will briefly overview knowledge representations. Second, we describe a novel cognitive tool designed to aid in knowle
Author(s): Shute Valerie J.,Torreano Lisa A.,Willis Ross E.

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Understanding weblog communities through digital traces: a framework, a tool and an example
Often research on online communities could be compared to archaeology [16]: researchers look at patterns in digital traces that members leave to characterise the community they belong to. Relatively easy access to these traces and a growing number of methods and tools to collect and analyse them make such analysis increasingly attractive. However, a researcher is faced with the difficult task of choosing which digital artefacts and which relations between them should be taken into account, and h
Author(s): Anjewierden Anjo,Efimova Lilia

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A Neural Approach for Modeling the Inference of Awareness in Computer-Supported Collaboration
Individuals interacting in a computer supported collaborative learning (CSCL) environment produce a variety of information elements during their participation; these information elements usually have a complex structure and semantics, which make it rather difficult to find out the behavioral attitudes and profiles of the users involved. This work provides a model that can be used to discover awareness information lying underneath multi-user interaction. This information is initially captured in
Author(s): Daradoumis Thanasis,Casillas Luis A.

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Designing integrative scripts
Scripts structure the collaborative learning process by constraining interactions, defining a sequence of activities and specifying individual roles. Scripts aim at increasing the probability that collaboration triggers knowledge generative interactions such as conflict resolution, explanation or mutual regulation. Integrative scripts are not bound to collaboration in small groups but include individual activities and class-wide activities. These pre- and poststructuring activities form the dida
Author(s): Dillenbourg Pierre,Jermann Patrick

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Virtual Learning Environments
Is the concept of 'virtual learning environment' just a popular label to describe any educational software? No, the concept includes several interesting features that justify the use of a specific label. We review these features in the first part of our contribution. Do these features guarantee pedagogical effects? No, we review in the second some potential contributions of virtual learning environments.Turning potential effects into actual outcomes is the challenge of designers.
Author(s): Dillenbourg Pierre,Schneider Daniel,Synteta Parask

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Towards an Open Grid Marketplace Framework for Resources Trade
A challenge of Grid computing is to provide automated support for the creation and exploitation of virtual organisations (VOs), involving individuals and different autonomous organizations, to which resources are pooled from potentially diverse origins. In the context of the presented work, virtual organizations trade grid resources and services according to economic models in electronic marketplaces. Thus in this paper we propose GRIMP (Grid Marketplace), a generic framework that provides servi
Author(s): Amara-Hachmi Nejla,Vilajosana Xavier,Krishnaswamy

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Supporting Effective and Useful Web-based Distance Learning
Learners interacting in a Web-based distance learning environment produce a variety of information elements during their participation; these information elements usually have a complex structure and semantics, which makes it rather difficult to find out the behavioral attitudes and profiles of the users involved. User modelling in on-line distance learning is an important research field focusing on two important aspects: describing and predicting students’ actions and intentions as well as ada
Author(s): Caballé Santi,Daradoumis Thanasis,Xhafa Fatos,Est

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Collaboration Activity Function: An interaction analysis’ tool for Computer Supported Collaborative
During the last years, an increased interest has been observed on tools analyzing collaborative interactions that could be useful for researchers, teachers, or even students. The paper presents such a tool, based on the formally defined collaborative activity function (CAF). The empirical evaluation of CAF is also presented. The evaluation is focused on teachers using CAF during and after sessions of synchronous collaborative problem solving among students.
Author(s): Fessakis George,Petrou Argyroula,Dimitracopoulou A

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Usability of virtual learning environment for learning java
It is widely stated that learning to program is very difficult in the traditional manner. To help novices learn object-oriented programming in Java more easily, we have developed the electronic Java virtual learning environment. In this paper, we discuss the usability of the learning environment and principles how to implement a usable learning environment. Considering the usability testing of the environment from the beginning stage of the development process, should improve the qualitative cha
Author(s): Fetaji Majlinda,Loskoska Suzana,Fetaji Bekim,Ebibi

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Scripting argumentation in technology enhanced learning: a proposed system architecture
Argumentative knowledge construction is an important component of critical thinking. Learners who collaboratively argue about a subject can potentially develop domain knowledge and have the opportunity to use evidence critically in order to make sense of the subject under consideration. Moreover learners have to take into account claims and evidence of each other during argumentation and in this way they develop mental models for argument construction and sequence. However, research indicates th
Author(s): Bouyias Yannis,Demetriadis Stavros,Tsoukalas Ioann

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