Assessing Students' Performance in
Distance Education Courses
ARCADE is a project aimed to develop an integrated software platform for authoring and
delivery of Internet-based distance courses covering the university needs. Unified Modeling Language (UML)
and Unified Software Development Process were applied as a basis for the project development. The
Assessments and Assignments package provides computer supported instructional feedback (tests, projects,
essays, problems). The IMS Question and Test Interoperability specification (QTI) defines the basic
str
Harnessing Technology: Transforming Learning and Children's Services
This document is the Department for Education and Skill's first cross-sector e-learning strategy. The strategy focuses on what the technology can do for informing and advising citizens, for supporting children and learners of all ages in their encounters with the system, and for transforming the experience of learning. To make this happen, it identifieds six priorities, to provide:
• An integrated online information service for all citizens
• Integrated online personal support for children
Exigences épistémologiques des recherches en EIAO
De par l'objectif poursuivi, l'évaluation d'un environnement d'apprentissage EIAO ne peut être réalisée sur le seul plan informatique, elle doit poser et répondre à la question de la nature des connaissances construites par l'apprenant au cours de l'interaction avec le dispositif informatique. Cette évaluation est complexe et ne saurait se limiter à rendre compte de comportements. C'est la signification de ces comportements qui est en question, c'est-à -dire ce qu'ils témoignent des re
Usability and Pedagogical Design: are Language Learning Websites Special?
This paper explores the usability of e-learning websites, with particular reference to foreign language learning. Notions and concepts of usability are analyzed, and a definition of ‘pedagogical usability’ is proposed. The key issue is whether there are aspects of pedagogical usability that are discipline-specific. The paper examines the way in which language learning and teaching, in particular Technology Enhanced Language Learning (TELL), has approached usability as an area worthy of consi
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
Futurelab: What if...? Re-imagining learning spaces
We are currently witnessing a massive investment in the design and build of new schools to equip the UK education system for the 21st century. The economically and architecturally ambitious Building Schools for the Future (BSF) programme is setting out to rebuild or renew every secondary school in England over the next 10 to 15 years. But how much of this effort has been inspired by an equally wide-reaching educational vision?,Research report
Futurelab: Games and learning
There's an increasing interest in the potential role of computer and video games to support young people's learning. Although most research has focused on out-of-school contexts, recent studies have begun to ask how games might be used or adapted for use in schools. This new handbook reports on some of the latest developments in the design of bespoke educational games, and asks whether and how schooling should be adapted to accommodate the use of games.,Research report
Futurelab: Learning with handheld technologies
This handbook offers a guide and resource for those considering exploring handheld technologies for teaching and learning purposes. Four case reports show how different schools, LAs and individuals have attempted to tap the potential of handheld technology for learning, while a wider survey of handheld learning projects gives a sense of the range of work going on, along with contact information.,Research report
Implementation of ICT in Higher Education as Interacting Activity Systems
Implementation of ICT in higher education is not a trivial process. It is however a process leading to a number
of challenges and problems. The paper develops a theoretical model of the implementation of ICT in higher
education based on activity theory and on a case study in a Danish university. The model suggest that
implementation in itself is an activity system. The implementation activity is composed of three processes:
Selection of ICT; adaptation of ICT and change of practice with ICT. Fur
Didactic Decision-Making Process
In a Surgery Learning Environment
In this paper we present our model of the didactic decision-making process and our
method to define the apprenticeship utility function. This model is embedded in a computer-based
learning environment dedicated to orthopedic surgery. The decision model allows the production
of feedback relevant to the user’s knowledge during her/his activities with the learning
environment.
The surgical knowledge in the learning environment is represented with Bayesian Networks and
the decision-making process
Baghera Assessment Project, designing an
hybrid and emergent educational society
The Baghera Assessment Project (BAP) has the objective to ex plore a new avenue for the design of e-Learning environments. The key features of BAP's approach are: (i) the concept of emergence in multi-agents systems as modelling framework, (ii) the shaping of a new theoretic al framework for modelling student knowledge, namely the cK¢ model. This new model has been constructed, based on the current research in cognitive science and education, to bridge research on education and research on the
ICTs and the South African Higher Education Landscape
This report is a mapping exercise, which describes and explores the landscape
of ICTs and higher education in South Africa since 2000. Broadly delineating the terrain, the focus is on teaching and learning within higher education. This study sets out to answer five questions:
1. How are ICTs understood and described by practitioners and researchers?
2. What policies and structures for ICTs exist nationally and institutionally?
3. What does the emerging domain of enquiry look like?
4. How do prac
Mobile
technologies: prospects for their use in learning in informal science
settings
Recent developments in mobile technologies have offered the potential to support learners
studying a variety of subjects. In this paper we explore the possibilities related to science
learners and in particular focus on science learners in informal settings and reflect on a
number of recent projects in order to consider the prospects for such work. The debate on
informal learning acknowledges the complexity of the area and the difficulty of defining
informal learning. One view is to consider the
A Model for Determining the Size of Learning Objects
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.
The size of learning objects is a conference paper, whi
A Quick Scan on possibilities for automatic metadata generation
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.,research report
Educational models: A case study into transferability of pedagogical structure in a complex learning
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.
Educational models describes a case study on a complex
The Missing Teacher: Contradictions and Conflicts in the Experience of Online Learners
A nationwide Swedish distance education programme, SÄL, was offered to adults with previous higher
education studies working as teachers in K-12. A smaller study conducted among this group of students at
Göteborg University, Göteborg, revealed concerns regarding teacher performance online. A follow-up and
larger study using a questionnaire survey was used to reveal possible conflicts and contradictions in the
programme. An analysis suggests that there is a contradiction between how the progra
La programmation logique par contraintes pour l'aide à l'enseignant
Prise en compte de l'enseignant pour invalider des production d'apprenant par construction automatique de contre-exemples.
Embedding knowledge in the design of an orthopaedic surgery learning
environment
This paper deals with an ongoing work involving surgeons, didacticians and computer
scientists. The objective is to design a computer based environment for learning screw
placement in orthopaedic surgery on the basis of a computer assisted surgical (CAS) tool. We
describe our methodology to create a didactical plug-in component for the CAS system. The
created system will consider the user's knowledge employed for the task to provide linked and
relevant feedback.
Advanced Educational Technologies : Knowledge Revisited
Advanced Educational Technology (AET) R&D cannot avoid the question of the nature of knowledge which is at the core of both learning and teaching or training. The way this problem can be handled for the purpose of design and implementation of systems supporting human learning, the question of knowledge representations for the purpose of computational models as well as the question of the place of knowledge in person/machine interactions suggest that knowledge should be revisited in the light o
