Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 15657 result(s) returned

Towards an xml-based representation of collaborative action
Interaction analysis is a core function for the support of coaching and evaluation in CSCL. It relies on information captured from the actions performed by the participants during the collaborative process. This information includes data of distinct nature and format, which demands a flexible and standardised data representation, adaptable to different analytical perspectives and collaborative situations. Besides this, it is known that the correct interpretation of human action needs to take con
Author(s): Martinez Alejandra,Dimitriadis Yannis,de la Fuente

License information
Related content

Rights not set

Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort
Congress posed questions about the effectiveness of educational technology and how effectiveness is related to conditions and practices. The study identified reading and mathematics software products based on prior evidence of effectiveness and other criteria and recruited districts, schools, and teachers to implement the products. On average, after one year, products did not increase or decrease test scores by amounts that were statistically different from zero. For first and fourth grade read
Author(s): Dynarski Mark,Agodini Roberto,Heaviside Sheila,Nov

License information
Related content

Rights not set

Is there a way to e-Bologna? Cross-National Collaborative Activities in University Courses
This article describes a study of distance collaborative activities that have been conducted in a cross-national setting between a Greek and a German university. We discuss issues related to organization, technology, and curricula considerations. In addition, we analyze the modes of cooperation that have been chosen in the students' work on creative problem solving tasks and conclude that for complex learning scenarios succesful collaboration and peer tutoring in advanced learning support enviro
Author(s): Harrer Andreas,Kahrimanis Georgios,Zeini Sam,Bolle

License information
Related content

Rights not set

Integrating research teams: the TELMA approach
In the context of the Kaleidoscope Network of Excellence, six European research teams developed a methodology for integrating their research approaches. In this paper we present the methodology, based on a cross experiment, showing how it gave insight to the understanding of each team's research, and on the relationship between theoretical frameworks and experimental research.
Author(s): Cerulli Michele,Georget Jean-Philippe,Maracci Mirk

License information
Related content

Rights not set

Internet safety in emerging educational contexts
Concern has arisen for the safety of children using the Internet to support their education outside the school context. Inappropriate material such as pornography, inflammatory and racist writings can be accessed both by accident and with deliberate intent to view. Children are also perceived to be at risk from approaches by strangers, particularly in web-based chat rooms. A survey of the international literature in this area highlighted worldwide concern for the safety of young Internet users
Author(s): Wishart Jocelyn

License information
Related content

Rights not set

The times they are a-changing: the subculture of music and ICT in the classroom
This paper reports findings from the Economic and Social Research Council (ESRC) funded research project InterActive Education, which focused on the ways in which new technologies can improve teaching and learning in educational settings. We draw upon data which emanates from the work of seven music teachers working in English primary and secondary schools, who collaborated with university researchers to research their classrooms. Through our analyses of video data, teacher interviews and teach
Author(s): Gall Marina,Breeze Nick

License information
Related content

Rights not set

Adaptive and Dynamic Hypertext Tutoring Systems Based on Knowledge Space Theory
Knowledge space theory provides a formal model for representing students' knowledge and describing the structure of a domain of knowledge. A similar formal structure can be used to described the structure of hypertexts. The combination of knowledge space theory and the formal hypertext model leads to a framework for intelligent tutoring systems which provides individualized learning paths to a student. Using powerful procedures from relational database systems and from knowledge space theory, we
Author(s): Albert Dietrich,Hockemeyer Cord

License information
Related content

Rights not set

Formalismes pour une mémoire de formation à base d’annotations : articuler sémantique implicite
Cet article a pour objet de présenter les formalismes définis pour des mémoires de formation à base d’annotations au sein du projet MICA. Il explicite les objectifs de la recherche et les exigences que cela apporte sur les outils visés. Une étude des travaux de la littérature sur les annotations et leurs formalismes montre qu’ils ne couvrent que de façon très limitée nos objectifs. Nous présentons alors les formalismes que nous avons développés, en structurant l’objet d’anno
Author(s): Desmoulins Cyrille,Azouaou Faiçal,Mille Dominique

License information
Related content

Rights not set

Les logiciels d'apprentissage : panoplie ou éventail ?
The main goal of this article is to elaborate a typology in the domain of computer-supported learning. The first problem that has to be addressed concerns the diversity of computer-supported learning programs and the multiple ways in which one could classify them. The proposed typology is based on the pedagogical function aimed at by the teachers or designers. Moreover, we propose a characterisation on three aspects : the tasks proposed to the learners, the theoretical viewpoint underlying the d
Author(s): de Vries Erica

License information
Related content

Rights not set

Architecture d’un environnement d’aide à l’apprentissage de la chirurgie orthopédique
Dans cet article, nous présentons le composant didactique et pédagogique d’un EIAH (Environnement Informatique pour l’Apprentissage Humain) pour la chirurgie orthopédique. Nous étudions l’architecture logicielle de ce composant, qui sera ajouté comme couche d’apprentissage sur un outil de simulation de planification d’une trajectoire de vis. Enrichir cet outil permettra à l’apprenant de l’utiliser pour acquérir l’expérience de la prise de décision chirurgicale pour la pl
Author(s): Mufti-Alchawafa Dima,Luengo Vanda,Vadcard Lucile

License information
Related content

Rights not set

Virtual mental space: interacting with the characters of works of literature
We build the software implementation of virtual mental space: its inhabitants are interacting with the literature characters in natural language. The players are encouraged to ask questions about intentions and desires, knowledge and believes, pretending and deceiving of the literature characters. Works of literature are identified based on the patterns of mental interaction between the characters. Reasoning about mental states and natural language processing with the semantic focus are the tech
Author(s): Galitsky Boris

License information
Related content

Rights not set

Виртуална лаборатория за интегрирано изучаване на мат
"not available"
Author(s): Sendova Eugenia,Nikolova Iliana

License information
Related content

Rights not set

Computing Ontology Creation
In this paper an approach for the development of an Ontology for the domain of Computing Education is presented. This approach was applied in the FP5 IST Project DIOGENE - A Training Web Broker for ICT Professionals. I am outlining our work on the Computing Ontology creation, and am giving some guidelines and hints for further usage of the Ontology.
Author(s): Stefanov Krassen,Yordanova Korneliya

License information
Related content

Rights not set

Affordances – a Merleau-Pontian Account
In this paper, the concept of ‘affordance’ is given an ontological and epistemological explication building on a Merleau-Pontian view of human being as always already being-in-the world in a non-thematized, pre-reflective correspondence of body and world in the concrete activity. A dynamic, agent-centred, cultural-, experience- and skill-relative, but perception-independent, ontology is proposed for affordances. It is argued that this is more in line with the original Gibsonian understanding
Author(s): Dohn Nina Bonderup

License information
Related content

Rights not set

User Interfaces for a Virtual Learning Environment: Two Study Cases
A recent powerful idea in the design of Web-based learning environments is the usage of virtual places. The employment of interface metaphors is one of the approaches enabling inexperienced users to feel comfortable in such virtual environments. We have designed a Virtual Environment for Distance Education and Training (VEDET), which provides basic virtual spaces, resources, and services. In this paper we discuss the user interface of two Web-based distance learning courses Business on the Inter
Author(s): Stefanov Krassen,Dicheva Darina,Nikolov Roumen,Dja

License information
Related content

Rights not set

Towards a narrative-oriented framework for designing mathematical learning
This paper proposes a narrative-oriented approach to the design of educational activities, as well as a CSCL system to support them, in the context of learning mathematics. Both Mathematics and interface design seem unrelated to narrative. Mathematical language, as we know it, is devoid of time and person. Computer interfaces are static and non-linear. Yet, as Bruner (1986; 1990) and others show, narrative is a powerful cognitive and epistemological tool. The questions we wish to explore are –
Author(s): Mor Yishay,Noss Richard

License information
Related content

Rights not set

Learning about Users from Observation
Many approaches and systems for recommending information, goods, or other kinds of objects have been developed in recent years. In these systems, machine learning methods are often used that need training input to acquire a user interest profile. Such methods typically need positive and negative evidence of the user’s interests. To obtain both kinds of evidence, many systems make users rate relevant objects explicitly. Others merely observe the user’s behavior, which yields positive evidence
Author(s): Schwab Ingo,Koychev Ivan,Kobsa Alfred

License information
Related content

Rights not set

A First Step Mapping IMS Learning Design and Moodle
Mapping the specification IMS Learning Design and the Course Management System Moodle is a logical step forward on interoperability between eLearning systems and specifications in order to increase the best acceptance of the specifications into the widespread world of the eLearning systems and to ensure the standardization of the outputs from the systems to be used in others. IMS Learning Design and Moodle look for a common understanding focused on the integration of information packages modelle
Author(s): Burgos Daniel,Tattersall Colin,Dougiamas Martin,Vo

License information
Related content

Rights not set

Managing complexity of e-learning administration in ARCADE
ARCADE (Architecture for Reusable Courseware Authoring and DElivery) is a Webbased e-learning platform specially targeted to the needs of distant education in universities and schools. This paper presents ARCADE in two aspects: as a system for distance learning and as a virtual university. The authors put accent on the way of organization of the education process as a whole while showing the power of the ARCADE platform. Moreover, there is discussed in details the administration of courses and s
Author(s): Aleksieva Adelina,Petrov Milen,Bontchev Boyan

License information
Related content

Rights not set

ATI Portal for Technology Enchanced Learning
The presented paper describes development of Advanced Training Institute (ATI) portal for Technology Enhanced Learning (TEL). The ATI portal is an interactive tool presenting FP6 NoE Kaleidoscope project competences to potential users - people who want to receive training for achieving the competences shown. The main purpose of ATI is to establish an efficient broadcast/response mechanism to propagate specific TEL request to the Kaleidoscope community and to identify existing matching competenci
Author(s): Nikolov Roumen,Stefanov Krassen,Stefanova Eliza,Ge

License information
Related content

Rights not set

Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783