Prise en compte du contexte algébrique dans la modélisation des connaissances d’un élève. Le c
Nous nous intéressons à la modélisation des connaissances des élèves dans le domaine de l’algèbre. Notre travail utilise les traces des actions des élèves recueillies dans l’environnement informatique Aplusix. Pour capturer une connaissance, il est essentiel de tenir compte de la persistance et de la stabilité d’une action que ce soit dans la durée ou dans la situation. Cependant, deux actions peuvent paraître, de prime abord, contradictoires. Associées au contexte dans lequel
Virtual Reality for Learning: Sharing Experiences rather than Resources
Virtual Reality is becoming a major candidate for embodying immersive learning environments. Whereas in the two preceding decades learning has been conceptualized as situations where students are guided rather than elicited to undertake actions, it is now the right time to explore the other side or the continuum.
Design Considerations for an ELeGI Portal
ELeGI, the European Learning Grid Infrastructure, has the ambitious goal of fostering effective learning and knowledge construction through the dynamic provision of service-based contextualised and personalised learning environments. The success of this venture will depend to a considerable extent on the usability of such environments, and their usability in turn will depend on a successful strategy for the dynamic integration and maintenance of sets of services. The concept of the portal is t
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.
Literature Review in Games and Learning
This review is intended as a timely introduction to current thinking about the role of computer games in supporting children's learning inside and out of school. It highlights the key areas of research in the field, in particular the increasing interest in pleasurable learning, learning through doing and learning through collaboration, that games seem to offer. At the same time, the review takes a measured tone in acknowledging some of the obstacles and challenges to using games within our curre
Towards Collaborative Learning via Shared Artefacts over the Grid
The Web is the most pervasive collaborative technology in widespread use today; and its use to support eLearning has been highly successful. There are many web-based Virtual Learning Environments such as WebCT, FirstClass, and BlackBoard as well as associated web-based Managed Learning Environments. In the future, the Grid promises to provide an extremely powerful infrastructure allowing both learners and teachers to collaborate in various learning contexts and to share learning materials, lea
Analyse de fichiers de traces d'étudiants : aspects didactiques
Users of a learning platforms are usually required to log in, that provides a great deal of data. The general question studied here is: how to exploit this data to help the different actors involved? At first let us introduce the platform and the experiments we conducted. Then we use a didactic model to produce a qualitative analysis from the quantitative data collected. A simple exercise classification emerges from the construction of two indicators. It is consistent with the different experim
Evaluation of ITS Design: The Case of Shiva-géographe
This paper analyses the relationships between a conceptual analysis from the point of view of geographers and the conceptual organisation resulting from the ECAL processing of the implemented specifications of the SHIVA-géographe authors.
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 computer program for the learning of algebra: description and first experiment
We present APLUSIX, a computer system that helps students to learn algebra, available at http://aplusix.imag.fr. APLUSIX contains an advanced 2D editor of algebraic expressions that allows students to make the calculations (s)he wants, like in a paper-pencil context. The system verifies the student's calculations, by calculating the equivalence between two consecutives expressions, and shows the result to the student. It provides information concerning the progress of the resolution. Furthermore
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
Mixing Microworld and Cas Features in Building Computer Systems that Help Students Learn Algebra
We present the design principles for a new kind of computer system that helps students learn algebra. The fundamental idea is to have a system based on the microworld paradigm that allows students to make their own calculations, as they do with paper and pencil, without being obliged to use commands, and to verify the correctness of these calculations. This requires an advanced editor for algebraic expressions, an editor for algebraic reasoning and an algorithm that calculates the equivalence of
A pedagogical approach to the design of Learning Objects
In this paper we describe an approach to the design of learning objects (LOs) suitable to support learning in complex domains at university level. Our proposal is centred on a costructivist approach where learning is viewed as resulting from personal activity and comparison with the activity of others. Our pedagogical approach to knowledge acquisition and to the use of technological tools is realized by means of didactical units which can be implemented as Learning Objects (LOs) with a variety o
Selection and use of domain ontologies in Learning Networks for Lifelong Competence Development
A general problem in life-long learning is how to develop flexible and adaptive learning content, and how to choose and deliver the most appropriate learning activities for the learner. In order to solve this problem, we need to have the proper knowledge model, and clear interpretation how to use it. One possible solution is to use IMS Learning Design for modelling the learning process and ontologies for representing the domain knowledge and competencies. In this paper we present one specific ap
Case studies: technology enhanced public spaces for intergenerational learning
This deliverable undertakes the analysis of four case studies in the three key dimensions of La Piazza: intergenerational learning, ICT and physical spaces. The report shows the common characteristics of the cases, good practices as well as issues for further research, in order to facilitate the planning of the co-design seminars, that will follow next in the project. The report includes in the Annexes the individual case reports of the cases.,research report - deliverable number : D38.3.1
Supporting teachers when diagnosing their students in algebra
In this paper we will describe our current work on the Lingot project. We will focus on the description of a software called « Pépite », the objective of which is to help teachers diagnose their students' algebra competencies. Then we will show how different uses of Pepite by teachers lead us to define several types of diagnosis in order to fit better various users' needs.
Computer skills development by children using
'hole in the wall' facilities in rural India
Earlier work often referred to as the "hole in the wall" experiments has shown that groups of children can learn to use public computers on their own. This paper presents the method and results of an experiment conducted to investigate whether such unsupervised group learning in shared public spaces can improve children's performance in school examinations. The experiment was conducted with "hole in the wall" (minimally invasive education, or MIE) kiosks in the rural Sindhudurg District of Mahar
The Aplusix-Editor: A New Kind of Software for the Learning of Algebra
The first part of the paper presents our conception of a new kind of software for helping students to learn algebra. Such software has three main characteristics. First it includes an advanced editor that allows the student to build easily algebraic expressions. Second it reifies the student's reasoning as a tree. Third it verifies the student's calculations. In the second part, we present the Aplusix-Editor, a system of that kind that we have realised, and we describe the first tests of this sy
Виртуална лаборатория за интегрирано изучаване на мат
Educational Knowledge Based Environment
In this paper a knowledge based environment is represented which facilitates easy creation and preparation of wide range of educational software. The heart of the environment is the knowledge representation tool providing a hybrid knowledge representation formalism combining frames, production rules and logic. The environment is built on the basis of the logic programming language Prolog.