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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
Author(s): Mørch Anders,Jondahl Silje,Dolonen Jan A.

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Portfolios and ICT as means of professional learning in teacher education
Teaching portfolios supported by new learning technologies have increased in importance in Norwegian schools and teacher education. However, the learning potentials of integrated e-portfolios have still to be researched and further developed. This article focuses on professional learning in a teacher education programme reorganised by use of Information and Communication Technology (ICT), teaching portfolios and assessment. Findings reveal that the portfolios have prompted professional learning
Author(s): Hauge Trond Eiliv

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Museology and the Problem of Interiority
Museum and culture studies traditionally approach social issues related to national museum narratives by critically analyzing the historical development and orderings of collections and their functions. Studies may investigate museums' representational practices in interpretations of the 'other,' for example, or the role of official and state narratives in history museums' constructions of national identity, or scientific paradigms in natural history museums' orderings and material culture. Ofte
Author(s): Pierroux Palmyre

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Calculators, graphs, gestures and the production of meaning
In this paper we report an analysis of a teaching sequence in which Grade 11 students were asked to produce some graphs corresponding to the relationship between time and distance of a cylinder moving up and down an inclined plane. The students were also asked to carry out the experience using a TI 83+ graphic calculator equipped with a sensor, and to discuss and explain the differences between their own graphs and the ones obtained with the calculator. We analyze the students' processes of mea
Author(s): Radford Luis,Demers Serge,Guzmán José,Cerulli Mi

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Elup Editor Conceptual Guide and User Manual
The eLup editor: elearning Quality Process Editor is based on the conceptual model adopted by the E-Quality project (www.e-quality-eu.org). The purpose of the eLup software is to enable the e-learning professional to structure and document the quality approach used in his/her organisation by making use of the approach and findings of the equality project. The eLup software was developed within Montpellier 2 University. The software is a model editor coupled with a database using Java, MySQL and
Author(s): Joab Michelle

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On-line learning networks: Framework and scenarios
The idea of using the internet as a platform to mediate social interactions and learning at different levels has progressively affirming itself, and this has given rise to a huge number of spontaneous and planned collectives, which are often described as on-line learning networks. On-line learning networks create value through the combination of content and people's knowledge. They can vary widely in the strength and permanence of their connections and the resources necessary to maintain them. A
Author(s): Bottino Rosa Maria

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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
Author(s): Acquaviva Michela,Benini Marco

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An innovative teaching and learning environment for school mathematics
The paper presents the main characteristics, the background reference, and educational aims of an innovative teaching and learning environment designed and implemented for promoting arithmetic problems solving skills in children of compulsory school. The project is partially funded by the European Community Research and Development Project ITALES "Innovative Teaching and Learning Environments for Schools" (IST 2000-23356). The research addresses a sector (that of arithmetic problem solving) whi
Author(s): Bottino Rosa Maria,Chiappini Giampaolo

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Structuring and merging Distributed Content
A flexible approach for structuring and merging distributed learning object is presented. At the basis of this approach there is a formal representation of a learning object, called attribute structure. Attribute structures are labeled directed graphs representing structured information on the learning objects. When two or more learning objects are merged, the corresponding attribute structures are unified, and the unified structure is attached to the resulting learning object.
Author(s): Stefanutti Luca,Albert Dietrich,Hockemeyer Cord

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EnCOrE (Encyclopédie de Chimie Organique Electronique): an Original Way to Represent and Transfer K
EnCOrE is an original proposal which is expected to allow to share and transfer knowledge in organic chemistry. The system will use MIDES a software, with a peer-to-peer architecture, which will allow to set up a technological and methodological frame to allow collaborative building of knowledge in between chemists. Learning GRID's services will help for Experimental electronic laboratory "LabCOrE" as well as for predictive computational tools.
Author(s): Colaux-Castillo Catherine,Krief Alain

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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.
Author(s): Michaud Pierre,Saguez Chistian

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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.
Author(s): Eyssautier Carole,Jean-Daubias Stéphanie

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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
Author(s): Hurme Tarja-riitta,Palonen Tuire,Järvelä Sanna

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Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final R
Over the last few years have witnessed a growing recognition of the educational potential of computer games. However, it is generally agreed that the process of designing and deploying TEL resources generally and games for mathematical learning specifically is a difficult task. The Kaleidoscope project, "Learning patterns for the design and deployment of mathematical games", aims to investigate this problem. We work from the premise that designing and deploying games for mathematical learning re
Author(s): Pratt Dave,Winters Niall,Alexopoulou Efi,Bligh Jam

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Domain Modelling To Support Educational Web-based authoring
This paper describes an approach to web-based authoring of educational material. We define a model for the class of subjects of our interest (those including both theoretical and practical issues). From this model, specific content outlines can be derived as subclasses and then instanced into actual domains. The last step consists in generating interactive documents, which use the instanced domain. Students can explore these documents through a web browser. Thus, an interactive learning scenario
Author(s): Mayorga José Ignacio,Verdejo Maria Felisa,Rodríg

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Combining qualitative evaluation and social network analysis for the study of classroom social inter
Studying and evaluating real experiences that promote active and collaborative learning is a crucial field in CSCL. Major issues that remain unsolved deal with the merging of qualitative and quantitative methods and data, especially in educational settings that involve both physical and computer-supported collaboration. In this paper we present a mixed evaluation method that combines traditional sources of data with computer logs, and integrates quantitative statistics, qualitative data analysis
Author(s): Martinez Alejandra,Dimitriadis Yannis,Rubia-Avi Ba

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Personalisation Services for Self e-Learning Networks
This paper describes the personalisation services designed for self e-learning networks in the SeLeNe project. A self e-learning network consists of web-based learning objects that have been made available to the network by its users, along with metadata descriptions of these learning objects and of the network's users. The proposed personalisation facilities include: querying learning object descriptions to return results tailored towards users' individual goals and preferences; the ability to
Author(s): Keenoy Kevin,Poulovassilis Alexandra,Christophides

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Informaticiens et didacticiens peuvent-ils travailler ensemble ?
Au cours du développement de l’EIAH APLUSIX, il y a eu de nombreuses occasions d’un 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 d’exercices et d’une carte de tests, une coopération plus approfondie a été possible, tout en respectant les disciplines de chacun. Cette mise en place de patrons d’exercices et d
Author(s): Bouhineau Denis,Bronner Alain,Chaachoua Hamid,Nica

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Reusing IMS-LD Formalized Best Practices in Collaborative Learning Structuring
Designs of CSCL (Computer Supported Collaborative Learning) activities should be flexible, effective and customizable to particular learning situations. On the other hand, structured designs aim to create favourable conditions for learning. Thus, this paper proposes the collection of representative and broadly accepted (best practices) structuring techniques in collaborative learning. The paper also proposes the formulation of these techniques as patterns: the so- called CLFPs (Collaborative Le
Author(s): Hernández-Leo Davinia,Asensio-Perez Juan I.,Dimit

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Discovery of Ideas and Ideas about Discovery : The influence of prior knowledge on scientific discov
Context of this research project. The empirical studies that were carried out for this thesis were performed in the context of the project 'Inductive Learning’,which was funded by the Dutch Organization for Scientific Research (NWO). The inductive learning project aimed at ‘clarifying the major constraints of inductive knowledge development’ (as stated in the research proposal). The constraints of inductive knowledge that were specifically studied in the project were prior knowledge, disc
Author(s): Hulshof Casper

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