Supplementing Textbooks with Computer-Based Resources in the Primary EFL-Classroom
Compute-assisted language learning (CALL) should take place whenever it can support work which otherwise could have not been carried out as effectively. Teachers should choose computer-assisted activities which reflect and promote pupils existing abilities rather than neglect or marginalize them. The suggested activity here is the production of talking books audio-visual multimedia slideshows. It requires pupils to use the listening and speaking skills of a storyteller rather than the readi
Case Study on social software in distributed working environments
This document outlines four different case studies on the use of Social Software in distributed working environments. While two case studies focus on the corporate world, two other case studies look at the use of Social Software in academic workplaces.
The concluding remarks identify some common benefits as well as issues with the use of Social Software and to derive some further research challenges from the different cases. The findings for future research need to be directed towards strategies
Motor-Manipulatory Behaviours and Learning: an Observational Study
In this paper we investigated the role of motor-manipulatory behaviour in the learning modalities of thirty-five primary school children interacting with a Lego MindStorms kit. In particular, by means of an observational taxonomy of childrens behaviour, we analysed the video records of two observational sessions regarding the learning activities during the building of a small robot. Our results demonstrated that motormanipulatory behaviours are strictly linked to cognitive processes, and that
Patterns Instruction in Software Engineering
The paper deals with a training system with a client-server architecture created for students who are learning to design and implement object-oriented software systems with reusable components, and also targeting those users who wish become accustomed with (or improve their skills related to) software design. The paper briefly presents the design patterns which are to be found in the software library, as well as the manner of applying them. The user of such a system has five types of patterns at
Collaborative Writing in a Computer-integrated Classroom for Early Learning
This paper describes a collaborative experiment with a special software application supporting the acquisition of initial reading and writing skills embedded in a computer-integrated environment for young children. The NIMIS project has set up three Computer-integrated Classrooms across Europe with appropriate "roomware" environments, i.e. furniture, hardware and software to support early learning. Here, we present a collaborative writing task facilitated by a shared workspace system, that has b
Towards a Pattern Language for Intelligent Teaching and Training Systems
Intelligent Tutoring Systems (ITSs) are usually based on similar fundamental structures. In contrast to this, software engineering techniques are seldomly used for realizing ITSs. In the last years, some approaches tried to change this: pattern mining took place; methods covering the specifics of ITS project development have been deployed. These approaches usually focus on a specific system type or on a certain application domain. What is missing is a combination of all the different approaches
The Remote Control Approach - How to Apply Scaffolds to Existing Collaborative Learning Environments
In this paper we present an architecture for the integration of tutoring and process scaffolds into existing collaborative applications. The architecture allows to combine existing research results concerning collaborative processes and their formalization, and existing and tested collaborative learning environments. The architecture allows to control the learning environments either by a human or a pedagogic agent. Both types of tutors are using the same set of primitives - either via an intuit
Intelligent CALL: The magnitude of the task
The quality of most CALL programs is not well balanced with respect to the use of computer technology and of language content and processing. This imbalance can be explained by a number of constraints pulling CALL developers in diverging directions. For commercial CALLware the poor learner fit and lack of feedback is a serious impediment. So far ICALL approaches trying to overcome this have not been of a sufficiently high quality due to the vast distance between most learner language and the tex
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
Sharing solutions: persistence and grounding in multi-modal collaborative problem solving
This article reports on an exploratory study of the relationship between grounding and problem solving in multimodal computer-mediated collaboration. This article examines two different media, a shared whiteboard and a MOO environment that includes a text chat facility. A study was done on how the acknowledgment rate (how often partners give feedback of having perceived, understood, and accepted partner's contributions) varies according to the media and the content of interactions. It was expect
Investigating human computer interaction issues in designing efficient virtual learning environments
Today, when an enormous number of computer-based systems exist, the human activities are being computer mediated. Usually, in designing the interface to those systems, the human-computer interaction is left behind without consideration. In this paper, a literature in human-computer interaction is to be reviewed and the technology aspect of human computer interaction is to be analyzed. Also, general design principles are to be reviewed. According to all these issues, recommendations to designing
Enabling Students to Construct Theories of Collaborative Inquiry and Reflective Learning: Computer S
To develop lifelong learning skills, we argue that students need to learn how to learn via inquiry and understand the sociocognitive and metacognitive processes that are involved. We illustrate how software could play a central role in enabling students to develop such expertise. Our hypothesis is that sociocognitive systems, such as those needed for collaborative inquiry and reflective learning, can best be understood as a community of interacting agents, who each have expertise in accomplishin
Simulating Human Tutor Dialog Moves in AutoTutor
This purpose of this paper is to show how prevalent features of successful human tutoring interactions can be integrated into a pedagogical agent, AutoTutor. AutoTutor is a fully automated computer tutor that responds to learner input by simulating the dialog moves of effective, normal human tutors. AutoTutorâs delivery of dialog moves is organized within a 5-step framework that is unique to normal human tutoring interactions. We assessed AutoTutorâs performance as an effective tutor and conve
Student Modelling based on Belief Networks
Belief networks provide an important way to represent and reason about uncertainty significant factors for modelling students. These networks provide a way of structuring such models, and allow a system to use a systematic approach when gathering information about the scope of the students knowledge. This work also provides a theoretically-sound way to update the student model, based on the concept of a dynamic belief network. The relationship to related research is discussed. Finally, the
Computer simulations - Technological advances in inquiry learning
Computer simulations enhance inquiry-based learning - in which students actively discover information - by allowing scientific discovery within a realistic setting.
Supporting self-regulated learners for a while and what computers can contribute
This article's main claim is that to support individuals' development toward becoming self-regulated learners requires certain amounts of other-regulation, i.e. scaffolding. Starting from this assertion, we discuss 6 issues that surfaced in the 5 articles of this special issue. First, we argue that designers need good reasons for taking freedom away from the learners. Beyond practical reasons, we suggest that the reduction of freedom should more often be warranted in theoretical considerations.
Autoevaluation in 8086 assembly language programming
Autoevaluation (self assessment) is more and more developed for teaching at university. We present our contribution to this pedagogical resource. Our exercises are intended for students in second year at the University of Paris 6 for the module "Computer Architecture". These numerous exercises complete the classical courses and allow students to check their know-how. We have experimented with success our set of exercises for the past 2 years with numerous students in UTES1. Uteval software has b
One-to-one technology-enhanced learning: an opportunity for global research collaboration
Over the next 10 years, we anticipate that personal, portable, wirelessly-networked technologies will become ubiquitous in the lives of learners — indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning (TEL), characterized by “seamless learning spaces” and marked by continuity of the learning experience across different scenarios (or environments), and emerging from the av
A Discussion of Judah Schwartz's Chapter
not available
Categorisation in Knowledge building
In this paper we explore how students talk and reason when they were exposed to a set of
categories taken from scientific discourse. The scientific categories are built into a web-based discussion forum (Fle) as part of a pedagogical and technological design. The scientific categories are based on the concepts of the progressive inquiry model for knowledge building. Socio-cultural theory with a focus on
concepts like categories and prompting is our theoretical framework. In the DoCTA NSS proje
