Learning Objects 1: Theory, Praxis, Issues, and Trends
Learning Objects, Theory, Praxis, Issues, and Trends provides an in-depth look at how learning objects are changing teaching and learning today and how learning objects will play an important role in the development of 21st century education. Written by a set of educators and Information Scientists from across the globe, the book ties current theory to current practices and uses that perspective as a foundation to chart new directions in the theory and praxis of learning objects. While the book'
Studying Changes in Learning Environments BroughtAbout by ICT-Based Systems
Aim of our work is to briefly introduce the main aspects of a methodology for the analysis of individuals and environmental changes brought about by the introduction of Information and Communication Technologies (ICT) in learning environments. The theoretical framework underpinning our work is that of Activity Theory. More specifically, we draw on the Cole and Engeström modelling of the complex relationships between elements in an activity. We have worked out our contribution on the basis of th
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
Literature Review in Citizenship, Technology and Learning
Taking on both how ICT can be used to support citizenship education and how citizenship education needs to reflect changes in technology use in the workplace and day to day life, this publication summarises both theoretical and empirical research evidence in the field. It examines possible roles for ICT in engendering discussion, as a source of information, as a means of producing materials, and for enabling whole school activities on citizenship.,A NESTA Futurelab Research report - report 3
Ontology based user modeling for personalization of grid learning services
The paper shows how semantic grid learning services will support a user-centered, personalized, contextualized and experiential based approach for ubiquitous learning. In order to allow personalized learning processes, we need to study and define methodologies for representing, through adequate knowledge structures, such as ontologies, both the area (the learning context) and the learner.
In this paper we will focus on the role of personalized ontologies for a new generation of intelligent serv
The use case specification of actions in the goal oriented knowledge based learning environment
The proposed goal oriented knowledge acquisition and assessment are based on the flexible educational model and allows to implement an adaptive control of the enhanced learning process according to the requirements of student's knowledge level, his state of cognition and subject learning history.
The enhanced learner knowledge model specifies how the cognition state of the user will be achieved step by step. The use case actions definition is a starting point of the specification that depends o
Movement and interaction in semantic GRIDs: dynamic service generation for Agents in the MIC* deploy
We present in this position paper the foundations of the MIC* model and deployment environment as they have emerged in the last years, relate them to current evolutions on semantic GRID dynamic service generation, as reflected by OGSA/I and, more recently, by WSRF, and propose an integrated view with the previously proposed STROBE model for communicating agents leading to a quite simple yet very promising architecture that may
include Human agents in the loop, uninspectable as most artificial ag
Human and Artificial Agent's Conversations on the GRID
This position paper supports a conversational and social view of future e-Learning activities on the GRID.
This evolution of the Web seems to be nicely synergic with current developments in Agents and Agent Communication Languages.
Exactly what e-Learning needs in order to go over from a multimedia-based, passive or at best retroactive view of e-Learning resources to a proactive, peer-to-peer approach of social conversations among human and (progressively) artificial autonomous Agents.
Informaticiens et didacticiens peuvent-ils
travailler ensemble ?
Au cours du développement de lEIAH APLUSIX, il y a eu de nombreuses occasions dun travail partagé entre informaticiens et didacticiens. Quelques-unes sont décrites succinctement, illustrant différentes formes de collaborations selon des schémas producteur consommateur.
Lors de la mise en place de patrons dexercices et dune carte de tests, une coopération plus approfondie a été possible, tout en respectant les disciplines de chacun.
Cette mise en place de patrons dexercices et d
Reuse of Digital Learning Resources in Collaborative Learning Environments
With background in the proliferation of Information- and Communication Technologies
(ICTs) in educational institutions, there is a growing interest in deploying ICT that complies
with specifications and standards for learning technologies in these institutions. A key
to obtaining the benefits of cost-efficiency and quality that motivate this interest is reuse of
digital learning resources. Despite the significant efforts being made in design and deployment
of learning technology standards facili
Report on NLP-based CALL Workshop
This deliverable is a report on the one-day workshop on NLP-based CALL that was
organized on 13 April 2006 by the JEIRP partners as a contribution to an increased
visibility of the project and the Kaleidoscope network. The workshop’s bilingual title
was:
“Integrating Natural Language Processing and Computer-Assisted Language
Learning: current status and future prospects”
“Traitement automatique des langues et Apprentissage des langues assisté par
ordinateur : quelles perspectives d'int
Educational Knowledge Based Environment
In this paper a knowledge based environment is represented which facilitates easy creation and preparation of wide range of educational software. The heart of the environment is the knowledge representation tool providing a hybrid knowledge representation formalism combining frames, production rules and logic. The environment is built on the basis of the logic programming language Prolog.
WebLabs: Virtual collaborative learning experience for researchers, teachers and students
The paper presents experiences from a 3 year international project, WebLabs: New representational infrastructure for e-learning, in which researchers, teachers and young students from UK, Bulgaria, Cyprus, Sweden, Portugal and Italy participated. The project explored innovative pedagogy based on the integration of constructionist learning approach and virtual co-learning. For the purposes of the project a visual programming environment, Toon Talk, and a virtual collaborative system, Wplone, were
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
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
Remote or close control of students’ knowledge in ARCADE
Assessment of students’ knowledge and instructors’ feedback are among the
most important elements of education. This paper describes the Arcade Test System that is
used to check and assess students’ knowledge. The Arcade Test System is a dual-purpose online
testing environment that gives the instructor an opportunity to control the level of knowledge
the students have acquired during taking a particular course delivered by the system. On the
one hand, it gives students a way to check their
Insight into Practical Utilization of Knowledge Management Technologies
The focus of knowledge management (KM) has shifted in the last few years towards the ways in which knowledge is created and shared. Nevertheless, KM technologies continue to be an important issue in KM practices. The present paper focuses on the technological solutions applied in the organizations at different stages of the knowledge management life cycle. On the bases of an overview of the knowledge management tools and technologies, the paper emphasizes on the most popular KM applications foun
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
A Robot in Kindergarten
These thought are the result of work in progress, started in 1999, within the scope of the
Trás-os-Montes Digital/SCETAD, project (sub-project: ICEI – Computers in Early
Childhood Education Contexts). The work took place in Portuguese kindergarten
rooms, with children aged 3, 4, 5 and 6.
The ICEI sub-project aims to promote the use of ICT in a playful but pedagogical way,
be it free or directed. This use is intended to occur within the scope of activities
developed for the micro-spaces of the
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
