Towards a Generic Platform for Developing CSCL Applications Using Grid Infrastructure
The goal of this paper is to explore the possibility of using CSCL component-based software under a Grid infrastructure. The merge of these technologies represents an attractive, but probably quite laborious enterprise if we consider not only the benefits but also the barriers that we have to overcome. This work presents an attempt toward this direction by developing a generic platform of CSCL components and discussing the advantages that we could obtain if we adapted it to the Grid. We then pro
Semantic Description of Grid Based Learning Services
Grid technology has emerged as a powerful tool to increase the
capabilities of e-learning frameworks. Learning services are fundamental
components representing functionalities that can be easily reused without
knowing the details of how services have been implemented. On the one hand, a
problem that still remains unsolved is how to use and integrate low-level
learning services to compose more complex high-level services or tools that
make sense to both tutors and learners. On the other hand, the
A Service-oriented Platform for the Enhancement and Effectiveness of the Collaborative Learning Proc
Modern on-line collaborative learning environments are to enable and scale the involvement of an increasing large number of single/group participants who can geographically be widely distributed, and who need to transparently share a huge variety of both software and hardware distributed learning resources. As a result, collaborative learning applications are to overcome important non-functional requirements arisen in distributed environments, such as scalability, flexibility, availability, inte
Adaptive and context-aware scenarios for technology-enhanced learning system based on a didactical t
Among the main issues of future technology-enhanced learning systems, we can mention the following ones: the ability to reuse learning resources (learning objects, tools and services) from large repositories, to take into account the context and to allow dynamic adaptation to different learners based on substantial advances in pedagogical theories and knowledge models. In our framework, the goal of scenarios is to describe the learning and tutoring activities to acquire some knowledge domain (fo
Collaboration Activity Function: An interaction analysisÂ’ tool for Computer Supported Collaborative
During the last years, an increased interest has been observed on tools analyzing collaborative interactions that could be useful for researchers, teachers, or even students. The paper presents such a tool, based on the formally defined collaborative activity function (CAF). The empirical evaluation of CAF is also presented. The evaluation is focused on teachers using CAF during and after sessions of synchronous collaborative problem solving among students.
The virtual training center: a support tool for teachers community
Communities of practice for teachers are emerging, where the issues of life long learning of in-service teacher is supported by a collective effort and by applying modern methodologies and tools. The paper describes how effective support to teachers communities is achieved by means of a Virtual Training Center, that is the virtual meeting place of the community, which was built during the I*Teach pilot project. Teachers who have similar goals, but few opportunities to physically meet each other
Enabling Students to Construct Theories of Collaborative Inquiry and Reflective Learning: Computer S
To develop lifelong learning skills, we argue that students need to learn how to learn via inquiry and understand the sociocognitive and metacognitive processes that are involved. We illustrate how software could play a central role in enabling students to develop such expertise. Our hypothesis is that sociocognitive systems, such as those needed for collaborative inquiry and reflective learning, can best be understood as a community of interacting agents, who each have expertise in accomplishin
An Approach to Analyzing the Role and Structure of Reflective Dialogue
Several intelligent tutoring systems contain modules that support reflection after practice exercises. However, there is very little research on reflective dialogue and its relation to dialogue during problem solving that can guide this effort. The approach to analyzing educational dialogue described in this paper was developed to address this problem. Using statistical and machine learning methods, we compared the frequency and structure of speech acts by avionics students and experts during pr
The “Blakkat” Software for Tagging Online Language Learner Corpora: Issues in SLA Assessment and R
This paper aims at showing, through a case study, one possible application of Computer Learner Corpus (CLC) to Network Based Language Teaching (NBLT). Research has shown how CLC can be used both for Second Language Acquisiton (SLA) research and Foreign Language Teaching (FLT), especially if they are tagged, that is, if interpretative annotations are added to the corpus (e.g. error annotations). Online learning generally takes place inside virtual environments where learners exchange mainly writt
MetaLinks: Authoring and Affordances for Conceptual and Narrative Flow in Adaptive Hyperbooks
MetaLinks, an authoring tool and web server for adaptive hyperbooks, is described. MetaLinks hyperbooks provide textbook-like content in a flexible manner that supports opportunistic processes of active reading and learning. Through adaptive methods a single on-line artifact can address the diverse needs of a variety of user goals and backgrounds. The system is designed to support inquiry, exploratory, or curiosity-driven learning in richly interconnected material and to ameliorate a number of u
A Comparison of Model-Tracing and Constraint-Based Intelligent Tutoring Paradigms
Two approaches to building intelligent tutoring systems are the well-established model-tracing paradigm and the relatively newer constraint-based paradigm. Proponents of the constraint-based paradigm claim that it affords performance at levels comparable to that of model-tracing tutors, but with significantly less development effort. We have built both a model-tracing and constraint-based tutor for the same problem domain (statistical hypothesis testing) and report on our findings with the goals
A School Leader's Guide To Improving The Achievement, Assimilation, and Involvement of Montagnard Ch
Following an illustrious introduction to the Montagnards and their plight and flight to the United States, this study explores the education, assimilation, and future development of Montagnard students into American schools. A guide for school leaders is presented within this study to assist the Montagnard students in overcoming obstacles and achieving success in school. The successful implementation of this school leader's guide to improving the achievement, assimilation, and involvement of Mon
Phenology: The Effects of Climate Change on Ecosystem Health
The article gives a good introduction to how scientists are using plant data to study the effects of climate change.
The Conquest of the Mediterranean
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Automatic vs. Controlled Processing from the course Social Psychology
Social psychology is the scientific study of the way people think about, feel, and behave in social situations. It involves understanding how people influence, and are influenced by, the others around them. A primary goal of this course is to introduce you to the perspectives, research methods, and empirical findings of social psychology. Topics to be covered include: impression formation, conformity, prosocial behavior, interpersonal attraction, persuasion, stereotyping and prejudice. Equally i
Attribution, Part II from the course Social Psychology
Social psychology is the scientific study of the way people think about, feel, and behave in social situations. It involves understanding how people influence, and are influenced by, the others around them. A primary goal of this course is to introduce you to the perspectives, research methods, and empirical findings of social psychology. Topics to be covered include: impression formation, conformity, prosocial behavior, interpersonal attraction, persuasion, stereotyping and prejudice. Equally i
Attribution, Part I from the course Social Psychology
Social psychology is the scientific study of the way people think about, feel, and behave in social situations. It involves understanding how people influence, and are influenced by, the others around them. A primary goal of this course is to introduce you to the perspectives, research methods, and empirical findings of social psychology. Topics to be covered include: impression formation, conformity, prosocial behavior, interpersonal attraction, persuasion, stereotyping and prejudice. Equally i
Attraction from the course Social Psychology
Social psychology is the scientific study of the way people think about, feel, and behave in social situations. It involves understanding how people influence, and are influenced by, the others around them. A primary goal of this course is to introduce you to the perspectives, research methods, and empirical findings of social psychology. Topics to be covered include: impression formation, conformity, prosocial behavior, interpersonal attraction, persuasion, stereotyping and prejudice. Equally i
Attitudes and Persuasion, Part II from the course Social Psychology
Social psychology is the scientific study of the way people think about, feel, and behave in social situations. It involves understanding how people influence, and are influenced by, the others around them. A primary goal of this course is to introduce you to the perspectives, research methods, and empirical findings of social psychology. Topics to be covered include: impression formation, conformity, prosocial behavior, interpersonal attraction, persuasion, stereotyping and prejudice. Equally i
Attitudes and Persuasion, Part I from the course Social Psychology
Social psychology is the scientific study of the way people think about, feel, and behave in social situations. It involves understanding how people influence, and are influenced by, the others around them. A primary goal of this course is to introduce you to the perspectives, research methods, and empirical findings of social psychology. Topics to be covered include: impression formation, conformity, prosocial behavior, interpersonal attraction, persuasion, stereotyping and prejudice. Equally i
