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STELLAR European Research Network of Excellence in Technology Enhanced Learning
Starting February 1st, 2009, the European Union is supporting a new Network of Excellence in Technology Enhanced Learning called STELLAR (Sustaining Technology Enhanced Learning Large-scale multidisciplinary Research). STELLAR represents the effort of the leading European institutions and projects in Technology-Enhanced Learning (TEL) to unify their diverse community. This Network of Excellence is motivated by the need for European research on TEL to build upon, synergize and extend the valuable
Author(s): Gillet Denis,Scott Peter,Sutherland Rosamund

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Learning Objects Need Badly Instructional Digital Libraries Support
In this paper, we present a standard definition for learning objects, a controversy around it, and the resulted working definition, along with features to be held by learning objects, benefits of the object-oriented approach for learning, some pros and cons for using learning objects, and finally some quality standard guidelines for these objects. In addition, we introduce shortly a taxonomy of learning object types and the metadata standards that can be used for learning objects and the way the
Author(s): Vladoiu Mihaela-Monica

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Half-Baked Logo Microworlds as Boundary Objects in Integrated Design
The paper addresses the problem of fragmentation of the communities involved in the design of digital media for education. It draws on the experience gained at the Educational Technology Lab in the design of Logo-based microworlds with three different platforms respectively based on component computing, 3D game engines and 3D navigation with a GIS. In this paper I use the term half-baked to describe a microworld which is explicitly designed to engage its users with changing it as the main aspect
Author(s): Kynigos Chronis

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Do students ideas about the antigen-antibody reaction change when they are gathered to design an exp
This study is a preliminary work before the development of the CoPEX software that helps students and teachers to design experimental procedure. To this date, there are no other intelligent learning environments for this task. An experiment was done in two high schools during an immunology course (a lecture and a practical work). It is done in ecological conditions during a laboratory session with students majoring in science (ISCED level 3A-16/18 years old). Students designed (imagined, wrote a
Author(s): Chapel Gwendaël,Marzin Patricia,Ney Muriel

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Remote engineering implies a new strategy of assessment?
When we spoken about remote engineering as a new methodology used in the cyberspace with the final goal of the teaching/learning improvement and cost sharing, we are obliged to approach all of the process sides. Assessment is one of these sides and there is considered the most powerful tool for illustration, in the qualitative and quantitative ways, the learners responds at educational objectives offered by the remote engineering learning environment. In the present paper the authors have the in
Author(s): Samoila Cornel,Ursutiu Doru,Cotfas Petru

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A New Analytical Approach on Continuous Improvement Evaluation: A National Presentation Case
This paper demonstrates a new approach on how to analyze evaluation data to find a team’s (sometimes called circle) improvement ability and the characteristics of evaluators by using the data from the national Quality Control Circle (QCC) presentations in Taiwan. Most evaluations on the QCC presentation use the itemized rating method or the duplex-pole evaluation method. The former has the negative effects of canceling out the higher and lower while the latter cannot distinguish the ability typ
Author(s): Chen Chyong Ling Judy

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The Influence of Game Features on Collaborative Gaming: A Process-oriented approach
Game technology and design are creating powerful collaborative gaming experiences that can be exploited pedagogically. Building on a research trends from various fields, a process-oriented model is adopted to evaluate the instructional potential of games, considering both their surface and deep structure. Two experimental approaches are adopted. Through reflective evaluation the Neurocognitive skills employed, ‘Perceived Competence Facilitation’ and ‘Perceived usefulness’ of games are determ
Author(s): Bonanno Philip

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A Dynamic Web Site for the Distant Self-Assessment of Students
This work deals with the development of a freely accessible website system, useful for selfassessment of distance students of different levels. The system also offers the teachers the possibility to construct tests and to evaluate their students’ progress. The system includes a database that is created in accordance to the theoretical framework that concerns evaluation techniques using new technologies. The database covers the cognitive material of different levels of primary and secondary educ
Author(s): Tsolakidis Costas,Kostalias Costas

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Participatory Design for Developing Web Services Supporting Learning in Communities of Practice: the
The paper aims at showing how Participatory Design contributes to the understanding of learning processes related to Communities of Practice (CoPs) and, at the same time, to the design and implementation of Web Services to support organisational and individual learning in CoPs. This research builds on the European PALETTE project.
Author(s): Charlier Bernadette,Esnault Liliane,Henri France,V

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The Global Life Long Learning Communities (GL3C) Project
In our opinion learning is moving from pushing content to an individual into the integration of formal & informal learning, just in time help and coaching, and is highly adaptive. There is a way to improve how people, organizations, and institutions are learning and working together. Therefore the Global Learning Institute and RSM Erasmus University launched the Global Life Long Learning Communities (GL3C) project and invites you to join. We started this project by first determining the cause as
Author(s): Castelein Folkert,Ratna Vivek

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CSCL Scripts: Modelling Features and Potential Use
The design of collaboration scripts is a new focus of research within the CSCL community. In order to support the design, communication, analysis, simulation and even execution of collaboration scripts, a general specification language to describe collaboration scripts is needed. In this paper, we analyse the suitability and limitations of IMS LD for modelling collaborative learning processes. Based on the analysis, we propose a CSCL scripting language. This paper presents the conceptual framewo
Author(s): Miao Yongwu,Hoeksema Kay,Hoppe Ulrich,Harrer Andre

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Facilitating Knowledge Convergence in Videoconferencing Environments: The Role of External Represent
The study analyzed how two types of graphical representation tools influence the way in which dyads use shared and unshared knowledge resources in different collaboration scenarios, and how learners represent and transfer shared knowledge under these different conditions. We varied the type of graphical representation (content-specific vs. contentunspecific) and the collaboration scenario (videoconferencing vs. face-to-face). 64 university students participated. Results show that learning partne
Author(s): Fischer Frank,Mandl Heinz

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Supporting information comparisons in example-based hypertext environments
Global comparisons of learning from hypertext and traditional text have yet failed to show major advantages concerning the effectiveness of hypertext learning. In the current paper it is proposed that an effective hypertext design needs to be based on thorough cognitive task analyses with regard to structures, processes, and resources that are required to benefit from a specific learning approach. This claim is illustrated by two experiments, in which we investigated two methods for supporting e
Author(s): Gerjets Peter,Scheiter Katharina,Schuh Julia

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Exploring the Design of Computer Supports for Reciprocal Tutoring
his paper explores the design of a set of system prototypes for supporting a protocol of cooperative learning activity called reciprocal tutoring. During reciprocal tutoring, two or more agents in centralized or distributed environments interact as they take turns at playing the roles of a tutor and a tutee in solving Lisp recursive problems. These agents are either real students or virtual learning companions simulated by the computer. Furthermore, in the design of a virtual tutee, which is one
Author(s): Chan Tak-Wai,Chou Chih-Yueh

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Designing and evaluating collaboration in a virtual game environment for vocational learning
Especially in vocational education, attention should be paid not only to the use of new technological solutions but also to collaborative learning and cooperative working methods in order to develop students’ skills for their future jobs. This study involves a design experiment including the design process of a new game environment, description of the script developed for this game, as well as the empirical study with multiple data collection methods, data analysis, results and conclusions for
Author(s): Hämäläinen Raija

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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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Balancing situativity and formality: the importance of relating a formal language to interactive gra
A situated cognition theory is presented in which situated learning is viewed from a Vygotskian perspective: the developmental situativity theory. It is assumed that learning is basically a non-symbolic inductive process that is greatly enhanced by formal systems which act as tools. Instruction should provide students with an environment containing elements to allow for situated activity as well as with appropriate formal tools. Tarski's World, which is an instructional Interactive Graphical Rep
Author(s): van der Pal Jelke,Eysink Tessa

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Situational knowledge in physics: The case of electrodynamics
Major difficulties for a novice physics problem solver are how to interpret new problems and how to combine information given in the problem with information already known. A domain expert, by contrast, has the knowledge to take full advantage of problem features at a glance. It takes a long period of practice to acquire such situational knowledge, and it would be desirable for this to be taught more effectively. As a first step, this requires information on how situational knowledge differs acr
Author(s): Savelsbergh Elwin,de Jong Ton,Ferguson-Hessler Mon

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Physics learning with a computer Algebra systems: Towards a learning environment that promotes enhan
To become proficient problem-solvers, physics students need to form a coherent and flexible understanding of problem situations they are confronted with. This is important both for solving problems and for interpreting solutions. Still, many students have only a limited representation of the problems they are working on. Therefore, we devised an instructional approach to promote students' understanding of these problems, and to support them in forming associations between problem features and so
Author(s): Savelsbergh Elwin,Ferguson-Hessler Monica G. M.,de

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Co-Lab, design considerations for a collaborative inquiry learning environment
Co-Lab is a learning environment for collaborative inquiry learning in which learners can experiment, make models, consult background information and discuss their findings. The complex learning processes in such an environment need to be supported by appropriate features in the software. In this paper we report on how, based on existing literature and specific user and usability studies, we developed a set of design guidelines that were implemented in the software.
Author(s): Savelsbergh Elwin,de Jong Ton,Van Joolingen Wouter

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