Web 2.0 for Content for Learning and Teaching in Higher Education
The study will provide a set of recommendations for the JISC, institutions, and teachers on the effective use of Web 2.0 technologies for sharing content for teaching and learning. This will be achieved by desk research building on JISC funded and other work already undertaken, and widespread consultation across the community through an online workshop. The desk research will look at both existing practice and institutional policies which can facilitate or inhibit the use of Web 2.0 technologie
Adaptive Personalisation in Self e-Learning Networks
This paper presents some of the personalisation services designed for self e-learning networks in the SeLeNe project. A self e-learning network consists of web-based learning objects that have been made available to the network by its users, along with metadata descriptions of these learning objects and of the networks users.
The architecture of the network is distributed and service-oriented. The personalisation facilities include: querying learning object descriptions to return results tail
The Internetworked School: A Policy for the Future
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Seeing What We Build Together: Distributed Multimedia Learning Environments for Transformative Commu
We cannot really understand how to create computer support for collaborative learning without first becoming clearer about what we mean by communication, collaboration, and learning. After distinguishing several conceptions of communication, and highlighting transformative communications for learning, I consider how, via broadband telepresence, distributed multimedia learning environments may establish such communications by adequately acknowledging the social and material embeddedness of everyd
Augmenting the Discourse of Learning with Computer-Based Learning Environments
Computer tools for learning are often thought of as providing practice in working with symbolic representations. We exemplify a different perspective in which the technology augments the kinds of learning conversations that can take place. Research from the Optics Dynagrams Project illusmates contributions from this perspective. I will describe pre-intervention learning environment characteristics and student learning, our design strategy for new activities and technologies to address problems w
The Collaborative Visualization Project: Shared-technology learning environments for science learnin
Project-enhanced science learning (PESL) provides students with opportunities for "cognitive apprenticeships" in authentic scientific inquiry using computers for data-collection and analysis. Student teams work on projects with teacher guidance to develop and apply their understanding of science concepts and skills. We are applying advanced computing and communications technologies to augment and transform PESL at-a-distance (beyond the boundaries of the individual school), which is limited toda
Synthesizing instructional technologies and educational culture: exploring cognition and metacogniti
This research was initiated to examine instructional technologies and educational cultures in relation to identified cognitive and metacognitive strategies uses in school tasks. The project involved activities from the social studies curricula that were presented through two new software programs intended to support the development of problem-solving and reasoning strategies - IDEA [Interactive Decision Envisioning Aid, Pea (76)] Notecards (34) - and through instructional approaches bases upon "
Super Users and Local Developers: The Organization of End User Development in an Accounting Company
The paper presents a case study following the activities of super users and local developers during the adoption of a new business application by an accounting firm in Scandinavia (referred to as the Company). The Company launched a program to train super users to help with this process because of the complexity of the new system, a generic, multi-purpose application system replacing several older, non-integrated systems. The system, Visma Business (VB) is a comprehensive financial and accountin
Functional analysis
As taught in 2006-2007 and 2007-2008.
Functional analysis begins with a marriage of linear algebra and metric topology. These work together in a highly effective way to elucidate problems arising from differential equations. Solutions are sought in an infinite dimensional space of functions.
This module paves the way by establishing the principal theorems (all due in part to the great Polish mathematician Stefan Banach) and exploring their diverse consequences. Topics to be covered will inclu
CO2 Concentrations at Mauna Loa Observatory, Hawaii
This resource, adapted from the Carbon Dioxide Information Analysis Center, provides a graph of monthly average carbon dioxide (CO2) concentration from 1958 to 2000 at the Mauna Loa Observatory in Hawaii.
Learning Objects 4: Applications, Implications, & Future Direction
This is the fourth and final book of this series on Learning Objects (LO). Whereas the first three books were essentially concerned with current developments in the field, this book presents a wide-ranging series of discussions of potential and probable developments in the field. Part I encompasses Chapters 1 through Chapter 5. The focus is upon LO within the context of e-learning and online learning. We realize that our authors (like us) often use the terms "e-learning" and "online learning" in
Studying Changes in Learning Environments BroughtAbout by ICT-Based Systems
Aim of our work is to briefly introduce the main aspects of a methodology for the analysis of individuals and environmental changes brought about by the introduction of Information and Communication Technologies (ICT) in learning environments. The theoretical framework underpinning our work is that of Activity Theory. More specifically, we draw on the Cole and Engeström modelling of the complex relationships between elements in an activity. We have worked out our contribution on the basis of th
Selected Papers from the Kaleidoscope Convergence Workshop
To foster synergy between research on collaborative, mobile and inquiry learning and between different scientific and methodological perspectives (namely, educational design, psychology and computer science) and to strengthen the cohesion of the community, the Kaleidoscope network has decided to organise a âConvergence Workshopâ in conjunction with the 2006 Contractors' General Assembly in Amsterdam, Dec. 4-6.
The two fields of collaborative and inquiry learning have bee
Absolute and Comparative Advantage
A presentation of the operation of Absolute and Comparative Advantage in international trade.
Jack Frost and the Sneaky Sun
A warm-up game which can be used with older classes. Useful for developing tactical awareness and game analysis.
An innovative teaching and learning environment for school mathematics
The paper presents the main characteristics, the background reference, and educational aims of an innovative teaching and learning environment designed and implemented for promoting arithmetic problems solving skills in children of compulsory school.
The project is partially funded by the European Community Research and Development Project ITALES "Innovative Teaching and Learning Environments for Schools" (IST 2000-23356).
The research addresses a sector (that of arithmetic problem solving) whi
Lessons Learnt from CSCL to Enrich E-Learning
Computer Supported Collaborative learning (CSCL) is nowadays well mature and it is able to set guide-lines to enrich e-learning. On its side, e-learning does not fully exploit its potentialities yet.
Suggestions from CSCL could be useful to empower the presence on the e-learning on the market and would foster a vision of learning as not a simple further "commercial product".
The European Commission funded many projects involving several countries, numerous students, teachers and researchers, a
Competence-based Knowledge Structures for Personalised Learning
The ELeGI project focuses on integrating technology-enhanced learning methodologies into a pedagogy-driven and service-oriented architecture based on Grid technology. It aims at a system that is capable of realising personalised, adaptive, and experiential learning.
This requires to have available a framework that, on the one hand, allows for representing existing domain knowledge, and, on the other hand, provides a representation of the learner's current state of knowledge. It is shown that a
