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Supporting Conceptual Awareness with Pedagogical Agents
This paper describes a series of efforts in building and conceptualizing software agents
for distributed collaborative learning. The agents are referred to as pedagogical agents.
We have integrated pedagogical agents within two collaborative environments,
TeamWave Workplace and Future Learning Environment. The role of agents in these
environments differs from past work on software agents in their function as extended
awareness mechanisms, focusing on task and concept awareness (conceptual a
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
Learning Objects 3 and Instructional Design
Learning Objects and Instructional Design is focused upon the art and the science of producing learning objects that meet educational standards and needs as well as technological and functional criteria. Written by educators from across the globe, the book emphasizes two critical, strategic factors: 1) form follows function, and 2) learning objects must address the needs and desires of learners within their learning or educational context. The book integrates issues such as multimedia for instru
A Method for Creating Collaborative Mobile Learning Trails
In this paper I report results from recent trials in which students used mobile devices to collaboratively create, edit and share trails. These included 9- to 10-year-olds as well as adult diploma students, in the subject of horticulture in botanic gardens. Findings indicate that a narrow subject focus and a manageable amount of data capture are appropriate in most cases; trails are most effective when framed with structured tasks and a narrow focus. Structure can be introduced through the use o
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
Geometry: dynamic intuition and theory
Geometry is a school subject, but also and primarily geometry is a mathematical domain. As mathematical educators we are interested in geometry from both perspectives, as well as we are interested in the relationship between them. First of all, geometry is a formalized theory, within the broader frame of mathematical theories. Actually, geometry pervades (permeates) a large part of mathematics, even some of its very recent developments, influencing and affecting both their origin and their evolu
Towards Short Term Content Adaptation
Recent works in the E-Learning field tend to focus on the learner, leaving the representation and treatment of contents in the background. One of the principal actors that contribute on this focus shift is the adoption of adaptive techniques that profile learners and adjust the contents according to the inferred profiles.
In contrast with most adaptive approaches, this work introduces a short-term adaptive strategy whose aim is to capture the instantaneous interests of users. The proposed model
Designing Assessment Tools in a Service Oriented Architecture
Assessment is an important component of formal learning, and Computer Assisted Assessment (CAA) is a well established component of most online learning. However, technical issues such as interoperability and security, and pedagogic reservations as to its effectiveness still remain barriers to the uptake of CAA.
In this paper we examine a number of current assessment projects, predominantly emanating from the UK, to consider how a service oriented architecture can facilitate the implementation o
The Model of Collaborative Learning GRID to activate interactivity for Knowledge Building
The purpose of this study is to support the learning activity in the Internet learning space. In this paper, we examine the GRID technology as the knowledge management for supporting "collaborative learning" / " collaboration in learning" (CL).
RAPSODY-EX (REX) is a distributed learning support environment organized as a learning infrastructure. REX can effectively carry out to support collaborative activities in asynchronous/ synchronous learning mode.
The mixed distributed learning environme
Distance learning meets Open Source
Most of the current German concepts for distance learning are still based on written study material with complementary face-to-face sessions. Modern e-learning tools are not as frequently in use as one might think or as it is often demanded.
This article focuses on the obstacles that occur in the daily work with e-learning tools and which hinder the further spreading of e-learning on college level. One of the main problems is that study material as well as concepts have to be transformed in a w
Reusability of eLearning Objects in the context of Learning Grids
This paper examines the requirements of eLearning Object Metadata, in order to appropriately support pedagogic and economic goals as well as service oriented architectures like the Grid.
The standard IEEE LOM is being tested against these requirements. In conclusion, it can be said that while current eLearning practices are well supported by the standard, the main insufficiencies concern a) the adequate description of ELOs that are services and not downloadable self-contained programs and b) th
The Challenge of Change: Reducing Conflict in Implementing e-Learning
This paper calls for the design of the European Grid for Learning to take note of important issues which have arisen in previous e-learning cycles in the UK. In particular, low take-up of products and services by lecturers has been explained in terms of techno-fear, or ignorance of e-learning potential.
These claims are unsubstantiated. Other explanations are possible for the observed resistance of the educational specialist to the use of educational technology. Rather than ignore possible area
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.
How GRID could improve E-Learning in the environmental science domain
This paper will outline the requirements for an interactive e-learning system defined as part of the German research project GIMOLUS [1].
After a short overview over the Open Grid Service Architecture (OGSA) it will be shown that the capabilities of existing e-learning solutions are too limited in order to fulfil these requirements.
The last part will show how a GIMOLUS system could be built using a GRID service architecture and what the benefits are in doing so.
Adaptive eLearning and the Learning GRID
One important aim of LeGE-WG is the integration of new eLearning methodologies into Learning Grid technology. A central issue in these new eLearning methodologies is the concept of individualised and personalised learning to be realised by adaptive tutoring systems.
The adaptivity of such systems goes far beyond adapting to the users' preferences with respect to the user interface; in co-operation between computer science, psychology, and pedagogy, systems adapting, e.g., to the individual lear
The Two Primary Tasks on the Way to National E_Learn Grid Node
E_learning as a class of applications
In this short paper we focus on technological
technologies for e-learning from the
Kaunas University of Technology.
Prototype of the web-based tool supporting argumentative collaboration towards learning
This deliverable describes the prototype version of CoPe_it!, a web-based tool that supports argumentative collaboration towards learning. The prototype is in a demonstrable form, and can be used and tested through the web (http://copeit.cti.gr/). We present here the rationality behind its development, its generic features and functionalities, its technical specifications, and its deliberate limitations. We also provide a brief discussion on related approaches that validates our motivation and r
A device helping learners to self-assess themselves
In this paper, we introduce the architecture of an environment, which aims at helping learners in their self-assessment process. We show how we integrated three systems to build an experimental device based on this architecture. We then present the experiment we conducted to
show the utility of this device and also to validate our hypothesis that it is easier for learners to self-assess themselves from an exercises-point of view than from a knowledge-point of view.
Metacognition in joint discussion: an analysis of the patterns of interaction and the metacognitive
The aim of this study was to examine metacognition in computer-supported collaborative problem solving. The subjects of the study were 13-year-old Finnish secondary school students (N=16). The Knowledge Forum learning environment was used to support student pairs’ problem-solving task involving polygons in a geometry course. The data consist of the student pairs’ posted computer notes (n=95). To examine metacognition in a social context in the networked discussions, the features and patterns
