Collaboration and Problem Solving in Distributed Collaborative Learning
Ethnomethodology and Conversation Analysis are utilised as resources for analysing distributed collaborative learning. Thematically we are interested in how a group of students manage their task, how they keep a joint focus, and how technology features in their activity. We present and analyse extracts of data from a group collaborating in a groupware system called TeamWave Workplace. We conclude that in collaborative problem solving the interpretation of the task and the problem solving process
Advanced Principles of Effective e-Learning
With the global academic community currently focused on student learning outcomes achievement, assessment, and continuous improvement, e-learning strategies provide effective measures than can assist educators and educational administrators in the satisfaction of key objectives. Whether it is creating and incorporating simulations, building courses and curriculum, engaging in virtual team building, managing online programs, concept mapping, developing an electronic portfolio program, creating ac
Uso di manipolatori simbolici nell'introduzione all'algebra: realizzazione e sperimentazione di un p
The thesis presents the theoretical background and the main ideas underlying the design, development and experimentation of L'Algebrista, a prototype of symbolic manipulator to introduce pupils to algebra as a theory. The main theoretical framework refers to the theories of Anna Sfard concerning objectification in mathematics.,Unpublished graduation thesis
A Learning Grid for the multichallenge school ECP
The aim of this presentation is to try to define the requirements of a European Learning Grid that would fit best with the challenges and today and future practices of Ecole Centrale Paris. In a first part, after a brief presentation of Ecole Centrale Paris, we describe the actual challenges today practices and the interest of an e-learning GRID. In a second part we describe some potential cases of such system and the associated requirements.
We Have Met Technology and It Is Us
The chapter explores the relationship between technology and intelligence with an emphasis on technologies as forms of tool-mediated social practices. This involves the argument that although tools are constituents of a technology, it is the way in which tools are deployed as part of a social practice that is crucial. Artifacts are considered as the foundation blocks of technology.
Pedagogical approaches for technology-integrated science teaching
The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are adapted to both the cognitive and structuring resources available in the classroom setting. Four teachers participated in the first study, undertaken as part of the InterActive Education project in Bristol; all of them used multimedia simulations in thei
Using online role play to teach internet safety awareness
This paper reports on an evaluation of Net-Detectives, a creative online role play activity aimed at 9–12 year olds. Net-Detectives forms part of Kidsmart, an Internet awareness programme aimed at school children. It was evaluated through a multiple method data collection using questionnaire surveys, follow up telephone interviews with teachers and observation in use in three UK schools during the summer term of 2003. All sources of data collected agreed that a number of benefits arise from p
The roles of models in Artificial Intelligence and Education research: a prospective view
In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used,
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
Компютърните игри – новата медия в образованието
Компютърните игри са сред най-популярните забавления не само за младите, а и за хората в по-напреднала възраст. Въпросът, който ние често си задаваме е - дали те са само забавление или могат да ни научат на нещо полезно. За децата такива игри са първия им контакт с компютрите.
Distance Education Standards and Legal Issues - Computing Education Perspective
This paper aims to examine the legal issues related to the recognition of professional ICT qualifications amongst countries in EU, as well as international and European standards for education and training, certification and validation of distance training courses, etc. At the end we are proposing a course structure, certificate format, as well as the educational standards to be followed in the design process.
Web-based youth communities in the light of cyberspace psychology
The internet new media creates new types of communities - online or web-based communities in virtual reality. Everyone, to a certain degree, is involved in building and creating online communities. The main aim of this study is to make an overview of cyberspace technology and to extrapolate the influence of computers, technology and virtual environments on the psychology of Bulgarian students (individuals and groups). This study is focused on the chief features of web-based life in web-based com
An Advisory QoS Service for GRID Based Learning Environments
This paper argues that the assumption of end-to-end QoS provision for use in Grid based applications is unsafe. We present an architecture which provides an adaptive QoS service for GRID applications which are prepared to adapt rather than assume the best and then suffer the worst. This is particularly relevant to Internet based GRIDs. An example application from the field of collaborative learning environments is given, featuring adaptive QoS for Real Time Protocol (RTP) based audio and visual
Choosing for learning objects: The possible deployment of learning objects with eight educational am
The Dutch six-part series Leerobjecten in de praktijk (Learning objects in practice) is about six divergent and difficult problems that occur frequently in working with learning objects. Based on research into existing practice, guidelines are offered to policy makers, educational technology consultants, teachers, educational designers and developers of digital learning materials who are struggling with these problems in higher education. Choosing for learning objects discusses eight education
Interactive learning of nanophysics phenomena
This paper describes a new method of teaching and experimenting nanophysics effects using a nanomnipulator. This nano-manipulator is formed by a multi-sensory platform connected to an AFM and/or to virtual nano-scenes produced by a real-time simulator. The first objective of this work is the evaluation of a custom-made nanomanipulator compared to the use of a classical Atomic Force Microscope (AFM) interface. These instruments are used to teach one-dimensional nano-physical phenomenon, the appro
How internal and external scripts guide argumentative knowledge construction in a web-based collabor
Collaboration scripts are a powerful means to improve collaborative inquiry learning. More specifically, they can be designed to support argumentative knowledge construction, a core activity in inquiry learning. However, not only externally induced collaboration scripts but also the learners’ internal scripts on collaborative argumentative knowledge construction influence the way they argue with scientific concepts and evidence, thereby affecting what kind of knowledge is acquired during colla
Advanced Educational Technologies : Knowledge Revisited
Advanced Educational Technology (AET) R&D cannot avoid the question of the nature of knowledge which is at the core of both learning and teaching or training. The way this problem can be handled for the purpose of design and implementation of systems supporting human learning, the question of knowledge representations for the purpose of computational models as well as the question of the place of knowledge in person/machine interactions suggest that knowledge should be revisited in the light o
Framework for Computer Programming in Preschool and Kindergarten
This thesis aims to be a contribution to the integration of activities with computer programming into preschool education contexts. It is based on experiences and observations of children aged 3, 4, and 5 years olds programming computers, using an animated programming language, ToonTalk, held between 2000 and 2004 in seven different settings, typically in weekly session held over the course of several months in each year, involving approximately 150 children and 10 educators, including early chi
Tutorial planning : Adapting course generation to todays needs.
Most of today's course generation does not allow an in-depth, generic representation of pedagogical knowledge. However, supporting individual learners with different goals requires an elaborate representation of pedagogical expertise. In this paper, I describe a framework that adapts existing approaches for representing and using pedagogical knowledge to meet today's needs. Furthermore, I will show how in this framework several of today's problems are solved, such as the integration of distribut
Clustering Students to help Evaluate Learning
In this paper we show how clustering techniques can be applied to student answers generated from a web-based tutoring tool. In particular we are interested in extracting clusters of students based on the mistakes they made using the tool, with the aim of obtaining pedagogically relevant information and providing this feedback to the teacher. The data we used comes from the Logic-ITA, a web-based tutoring tool to practice formal proofs currently in use in the School of Information Technologies at