Design patterns for recording and analysing usage of learning systems: State of art of tracking and
This document presents a state of art according to three aspects: use analysis in a wide point of view, tracking and analysing usages and what's on Design Pattern. The objective of this state of art is to synthetise actual works about tracking and analysing usages in order to isolate possibilities of patterns, that's the aim of DPULSE Jeirp. The work on the state of art has been organised as a collaborative task of the DPLUS members. A lot of papers and projects on this topic have been studied.
Designing for Collaboration and Mutual Negotiation of Meaning Boundary Objects in Networked Learn
This paper addresses the issue of collaborative learning and networked learning within continuing professional development. Collaborative learning is defined as the meeting of specific differences and dependencies among participants and practices within and across communities, afforded and constrained by the pedagogical design. The study explores how boundary objects serve as resources to support collaborative learning as a means of representing, learning about, and transforming knowledge. Based
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
Didactical complexity of computational environments for the learning of mathematics
How a microworld is used by students is crucially influenced by the teacher, who has the responsibility of organising the classroom setting in which learning takes place. For this reason this paper focuses on the teacher as a manager of the learning situation, in relation to the students’ construction of meaning. A model of teaching which takes into account interactions between teacher, students and computer is outlined. Although the focus of this paper will be on the teacher, the teacher w
Design approaches in technology enhanced learning
Design is a critical to the successful development of any interactive learning environment (ILE). Moreover, in technology enhanced learning (TEL), the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of Design Science (Simon,
Academic Use of Digital Resources: Disciplinary Differences and the Issue of Progression
This paper examines the use of digital resources by academics in UK Higher education. The explosive growth of the Internet and in particular the Web has led to a growth in speculation about networked and e-learning (Steeples and Jones 2003, Brown and Duguid 2000). Increasingly researchers have become aware of the ways the university resists such changes and provides a 'resourceful constraint' to the changes surrounding the introduction of networked learning (Brown and Duguid 2000, Cornford 2002)
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
A Metadata Based Web Distance Learning Platform
Distance Learning is acquiring a role that becomes more and more important with the huge diffusion of the Internet and related technologies. Consequently, the investigation for adequate architectures and platforms supporting flexible Distance Le arning engines and solution is nowadays of great interests in the Scientific Community. The present paper introduces a platform based on the adoption of Metadata concepts and on the use of a “processorlike” behavior of the Web Course Delivery engine
Applying Competence Structures for Peer Tutor Recommendations in CSCL Environments.
Competence structures of the content and competence modelling of the learners provide well-suitable means for finding appropriate peer tutors in CSCL based on asynchronous messaging and annotations. Various criteria for the appropriateness of potential peer tutors can be discussed. An internet-based system used as a large scale Web experiment can then also deliver data for evaluating such criteria.
Overview of e-learning standards
The following article presents an overview of the different standards developing in the eLearning sector. As any new technology, eLearning and its various functionalities need to be underpinned by a standard reference schema. The existence of such a standard is mandatory for the development of a new technology, as it allows the interoperability of resources that would otherwise be incompatible. Interoperability is the keyword here, and its lack is the main barrier to resource exchange and sharin
DIANE, a diagnosis system for arithmetical problem solving
We hereby describe DIANE an environment that aims at performing an automatic diagnosis on arithmetic problems depending on the productions of the learners. This work relies on results from cognitive psychology studies that insist on the fact that problem solving depends to a great extent on the construction of an adequate representation of the problem, which is highly constrained. DIANE allows large-scale experimentations and has the specificity of providing diagnosis at a very detailed level of
Using Perspective in Narrative Learning Environments
Several empathic applications have been developed over the last years but can we redirect that empathy to specific characters? This paper focuses on the intention to induce empathy in children and stimulate role taking by presenting a narrative through the perspective of a specific character. The use of perspective is achieved by showing the events that happen in the story but without impartiality. We will describe a narrative-based application designed to help children cope with bullying situat
What do you mean by collaborative learning?
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
EMLs : case study in distance learning education
After a short characterization of what an educational modeling language should be, we will deal with the respective interest of two EML proposals : one proposed by OUNL (OUNL/EML and IMS/LD which is derived from it) and one proposed by UNED (PALO). We will then identify reasons that lead us to choose OUNL/EML for experimentation in distance learning education in order to model our scenario. Finally we will present some limitations or extensions we have identified.
Over-scripting CSCL: The risks of blending collaborative learning with instructional design.
Free collaboration does not systematically produce learning. One way to enhance the effectiveness of collaborative learning is to structure interactions by engaging students in well-defined scripts. A collaboration script is a set of instructions prescribing how students should form groups, how they should interact and collaborate and how they should solve the problem. In computer-supported collaborative learning (CSCL), the script is reified in the interface of the learning environment. This co
La evaluación social e individual en la era de la educación a distancia en la globalización
En la globalización tan ampliamente fomentada, especialmente por la educación a distancia, debemos cuestionarnos sobre los valores que vivimos en nuestras culturas locales. La evaluación que instauramos dentro de nuestros cursos puede también convertirse en otro mecanismo de homogenización. Para contrarrestar estas desventajas y poder construir juntos sociedades distintas pero solidarias, propongo un análisis de la evaluación como vehículo ideológico de perpetuación de la distribución
Teaching proof in a dynamic geometry environment: what mediation?
This paper aims to discuss two issues. First we intend to analyse if and how dynamic geometry software prove to be a communication space for students and how they support students towards proving. Second, we reflect about the use of video-tapes as source of information both for Mathematics Education research and for the teaching practice. In particular we approach the question: how do video-tapes help in the construction of a shared experience in the classroom?
Problem-solving and Web resources at tertiary level
We organised two experimental teaching designs involving web resources in two different French universities. In this paper, we describe these experiments and analyse the students' behaviours. Our aim is to observe whether the use of specific online resources favours the development of problem-solving activities.
Learning Object-Oriented Programming
Loud discussions concerning various ways of teaching object-orientation have taken place without much empirical evidence for any position. This paper reports qualitative observations of learning of object-ori-ented programming in an introductory course. The students were found to cope reasonably well with the object-oriented concepts, and they had learnt procedural programming first. However, they modeled the real world domain to be represented in the program by imagination and through coding. T