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
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
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 studentsÂ’ 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
Directions to Acknowledge LearnersÂ’ Self-organization in CSCL Macro-scripts
In this article we present a conceptual analysis of the notion of learnersÂ’ 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 learnersÂ’ self-organization, maintenance of coherence between the script pedagogical objective and the emergent organization and between the technological setting and the emergent activity.
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
Building a Research University Ecosystem: the Case of Software Engineering Education at Sofia Univer
This paper analyses the specifics and the tendencies in building of the knowledge society and the role of the universities in this process. Some European policies and programs dedicated to the new role of the universities in realizing the Lisbon Strategy are analysed as well. It is emphasized on the importance of integration of the ‘knowledge triangle’ (education, research and innovation) into a research university and on the urgent need to re-design the university activities according the new
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
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
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.
What Research Has to Say About Gender-Linked Differences in CMC and Does Elementary School ChildrenÂ
This paper first reviews the literature on computer mediated communication (CMC) to examine whether claims about gender-linked differences in specific attitudes, styles and content in CMC have been validated. Empirical studies were limited, with considerable variation in audiences, tasks, and contexts that was related to varied outcomes. The paper next describes an empirical study on the e-mail communication of elementary school children from ten Dutch classrooms. No gender-linked preference for
Providing Efficient Event Information Management to CSCL Applications
This work aims to explore the importance of carrying out an efficient management of the event information generated from CSCL applications during the collaborative learning process. The achievement of this task first involves the design of a conceptual model of collaborative learning interaction that captures and distinguishes several high-level collaborative learning processes, which in turns leads to a computational model. To achieve that, we first define the main types of event information ge
Problems and Opportunities of Learning together in a Virtual Learning Environment
This chapter explores new ways of collaborative learning in a virtual learning environment based on our acquisition of knowledge from previous experience. We identify both the problems faced in real collaborative learning practices and the ways these problems can be overcome and become opportunities for more efficient learning. These issues concern pedagogical, organisational and technical elements and constraints that influence the successful application of collaborative learning in distance ed
Stagecast Creator™ and Webct™: An integrated use of computer programming and a virtual learning en
This paper reports on an effort to use Stagecast Creator™ as a means for developing modelling skills among undergraduate students taking an introductory course in science that took place in a virtual learning environment (WebCT™). An inquiry-based curriculum was implemented, which guided students working in small groups to collect and study moon observations and construct a series of successive models of the moon phases using Stagecast Creator™. Students’ reflective journals and reports of s
Flexibility in macro-scripts for computer-supported collaborative learning
In the field of computer-supported collaborative learning (CSCL), scripts are designed to support collaboration among distant learners or co-present learners whose interactions are (at least partially) mediated by a computer. The rationale of scripts is to structure collaborative learning processes in order to trigger group interactions that may be rare in free collaboration. Fixing the degree of coercion is a delicate design choice: too rigid scripts would spoil the richness of collaborative in
Designing integrative scripts
Scripts structure the collaborative learning process by constraining interactions, defining a sequence of activities and specifying individual roles. Scripts aim at increasing the probability that collaboration triggers knowledge generative interactions such as conflict resolution, explanation or mutual regulation. Integrative scripts are not bound to collaboration in small groups but include individual activities and class-wide activities. These pre- and poststructuring activities form the dida
Virtual Learning Environments
Is the concept of 'virtual learning environment' just a popular label to describe any educational software? No, the concept includes several interesting features that justify the use of a specific label. We review these features in the first part of our contribution. Do these features guarantee pedagogical effects? No, we review in the second some potential contributions of virtual learning environments.Turning potential effects into actual outcomes is the challenge of designers.
Decentralized Service Deployment for Collaborative Environments
In this paper we present the design of a system which allows service deployment in a small-sized group of computers distributed through the Internet. These groups are formed by users who share a common interest, and voluntarily yield their own resources for the achievement of the collaborative activities of the group. Having enough resources contributed by the members of the group, our system guarantees service availability and the fact that the deployment and execution of the services is carrie
Mechanisms of common ground in case-based web-discussions in teacher education
Previous studies suggest that before the participants in Web-based conferencing can reach deeper level interaction and learning, they have to gain an adequate level of common ground in terms of shared mutual understanding, knowledge, beliefs, assumptions, and presuppositions (Clark & Schaefer, 1989; Dillenbourg, 1999). In this paper, the main purpose is to explore how participants establish and maintain common ground in order to reach deeper level interaction in case-based Web-discussions. The s
Obstacles to the development of conceptual understanding in observational astronomy: the case of spa
Simple everyday phenomena like the day - night cycle and the sequence of four seasons are taught at the higher level of elementary education and the lower level of secondary education in Cyprus. Even though there is no specific subject dedicated to Astronomy or spatial reasoning, the day – night cycle, the sequence of the four seasons and the sequence of the lunar phases are part of the national curriculum of Geography. For this reason, the construction of conceptual understanding in basic Astr
Using Case-Based Reasoning in Instructional Planning.Towards a Hybrid Self-improving Instructional P
This paper presents a new approach, based on the Case-Based Reasoning technique, which is useful to enhance Intelligent Tutoring Systems with learning abilities. Case-Based Reasoning is a recent paradigm for problem solving that has an inherent learning capability. So we integrate a Case-Based Instructional Planner within existing Intelligent Tutoring Systems (ITS) to enhance the pedagogical component with learning capabilities. In this way, the enhanced tutors combine the Case-Based Instruction
