Digital case methodology: A study of student teachers' co-construction of professional knowledge
Case pedagogy has a growing position in inquiry oriented teacher education programmes as means of bridging gaps between every-day and professional conceptions of teaching and learning and enhancing contextual and collaborative learning. The paper look at how a CSCL environment may enforce and improve collective thinking and professional reflection by the use of a cased based learning model in pre-service teacher education. The study is based on computer-supported learning resources developed at
Author(s): Hauge Trond Eiliv

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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'
Author(s): Koohang Alex,Harman Keith

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Literature Review of E-assessment
The authors of this review provide a compelling argument for the central role of assessment in shaping educational practice. They outline the challenges and opportunities posed by the changing global world around us, and the potential role of technologies in our assessment practices. Both optimistic and practical, the review summarises existing research and emergent practice, and provides a blueprint for thinking about the risks and potential that awaits us in this area.,A NESTA Futurelab Resear
Author(s): Ridgway Jim,McCusker Sean,Pead Daniel

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Cognitive factors related to user involvement with computers and their effects upon learning from an
Cognitive theories proposed to explain the high motivation to use, and deep involvement with computers, often found in schoolchildren suggest three main factors. They are: desire in the user to control the computer; the user responds to a perceived challenge from the computer; and the user wishes to explore the complexity of the computer software. The paper describes an experiment using a specifically developed piece of software to investigate these factors and to assess their effects on involve
Author(s): Wishart Jocelyn

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Taking teaching context into account for semantic annotation patterns
In this article, starting from MemoNote pattern functionalities enabling teacher to memorize semantic and personal annotations, our objective is to extend them with context-aware capabilities. MemoNote uses annotation patterns to deduce annotation semantics from the form chosen by the teacher. We specify the annotation context, its capture from elements of the teaching situation and we model it with ontologies. Annotation context model is then directly integrated into the previous pattern formal
Author(s): Azouaou Faiçal,Desmoulins Cyrille

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An integrated perspective to approach technology in mathematics education
This paper concerns a research work developed in an European project. The aim of this work was to produce a document integrating the different theoretical frameworks employed by the project teams. The theoretical constructs of didactical functionalities, and experimental educational cycle, associated to an ICT tool, allowed us to analyse the roles played by technology in the considered set of theoretical frameworks. With this respect, we present examples concerning the theory of didactic situati
Author(s): Cerulli Michele,Pedemonte Bettina,Robotti Elisabet

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Software didattico e difficoltà in matematica
Considerazioni sull’uso di software didattico come ausilio per osservare e comprendere le difficoltà di apprendimento nell’area logico-matematica Reflections on the use of educational software as support to observe and understand learning difficulties in the logical-mathematical area.
Author(s): Dettori Giuliana,Ott Michela,Tavella Mauro

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Ambienti narrativi per l’apprendimento
Le storie sono una forma di comunicazione e rappresentazione molto diffusa e familiare, usata in ogni cultura a scopo sia ludico che formativo, e possono favorire l’apprendimento in modo naturale. A partire dai primi lavori sul valore educativo e formativo della narrativa sviluppati nell'ambito della psicologia cognitiva (in particolare gli studi di J. Bruner degli anni ‘90), anche la ricerca sulle tecnologie didattiche ha iniziato a concentrare la sua attenzione sull’uso di forme narrativ
Author(s): Dettori Giuliana,Giannetti Tania

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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
Author(s): Granger Sylvianne,Antoniadis Georges,Fairon Cédri

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Interoperability framework for Assessment Authoring
Current paper presents a research in the area of e-learning interoperability, and more concrete in assessment area. As first there is reviewed state-of-the-art in specifications, managed by IMS consortium. Next there are discussed relations between these specifications and rationale behind assessment specifications evolution. Next is presented Assessment Interoperability Bus (AIB), as a skeleton for further facilitation of presentation in assessments interoperability. As result there are present
Author(s): Petrov Milen

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Towards adaptable interaction analysis tools in CSCL
Interaction analysis has become a basic function in the field of collaborative learning as a means for supporting evaluation processes. These processes can benefit from the use of automatic or semi -automatic interaction analysis tools . If these tools considered the different roles implied in the analysis processes, this could permit to exploit the results of the analysis in function of who is the user and what is his/her purpose. The experience of awareness systems in CSCW that use roles to de
Author(s): Marcos José Antonio,Martinez Alejandra,Dimitriadi

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Knowledge management and learning in the organizational context
In the last decades, learning and knowledge have become key success factors for international competitiveness with the result that intangible and immaterial resources have overtaken physical and tangible assets in order of importance. The introduction of knowledge management (KM) practices and initiatives has provided companies with new opportunities to maximize the value of the knowledge they possess. It has helped as well to increase their capacity to learn and adapt quicker to the environment
Author(s): Antonova Albena,Gurova Elisaveta,Nikolov Roumen

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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
Author(s): Czerniewicz Laura,Ravjee Neetha,Mlitwa Nhlanhla

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Vers une approche déclarative pour les logiciels de dessins géométriques
Cet article est consacré à la conception d'un environnement d'apprentissage de la géométrie orienté vers la manipulation directe de figures géométriques. À travers deux exemples d'activités, proposées en classe, on distingue les notions de construction géométriques, de spécification, et de manipulation directe. Dans le cadre ainsi défini, nous présentons notre approche. Elle consiste à intégrer des mécanismes et la méthodologie de l'intelligence artificielle dans un logic
Author(s): Bouhineau Denis

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Developing Interactive Learning Environments that can be used by all the classes having access to co
Our research team has developed and experimented software for the learning of algebra, named Aplusix, with the idea of being usable and useful for all the classes having access to computers, and of helping teachers to teach the curriculum. In this paper, we list 19 principles that we consider relevant to this goal and we briefly describe the Aplusix system. This system is distributed in France since early 2005 and will be distributed in many countries from 2006. It has proven to be efficient (st
Author(s): Nicaud Jean-François,Bouhineau Denis,Chaachoua Ha

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Interdisciplinary approach for the design of a learning environment
This paper presents our interdisciplinary approach for the design of a technology-based learning environment for orthopaedic surgery. We present how the didactical analysis of teaching and learning in workplace gives a framework to build the computational representation of knowledge. This analysis is shown within the context of the apprenticeship of concepts of anatomy and orthopaedic surgery.
Author(s): Vadcard Lucile,Luengo Vanda

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Investigating multimodal interactions for the design of learning environments: a case study in scien
This thesis focuses on multimodal interactions for the design of a learning environment. The process of designing such systems involves studying the benefits of multimodal interactions in learning. Therefore, it analyses the structure of the interactive space between the learner and the content to be learnt, and introduces and tests a framework to structure it. It proposes that multimodal interactions can encourage rhythmic cycles of engagement and reflection that enhance learners’ meaning con
Author(s): Anastopoulou Stamatina

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Approche auteur pour les Situations Actives d'Apprentissage : Scénarios, Suivi et Ingénierie
Not available,Mémoire d'Habilitation à Diriger des Recherches, spécialité informatique, Université Joseph Fourier – Grenoble 1, Laboratoire CLIPS- IMAG, Grenoble, 22 Octobre 2005
Author(s): Guéraud Viviane

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Using computers to learn logic: undergraduates' experiences
Learning formal logic can be difficult for many students. This paper describes some ongoing research into a computer program designed to help computer science undergraduates learn the natural deduction style of formal reasoning. Data collection methods included observation and videotaping of workshops, interviews, written tests, surveys, and logging of program usage. The paper focuses on students' experiences using the program to assist proof construction. It was found that videotaping students
Author(s): Aczel James,Fung P.,Bornat Richard,Oliver Martin,O

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De Waarde van GrassRoots. Eindrapport GrassRoots Evaluatieonderzoek
Not available,Sligte, H.W., Simons, P.R.J., Kral, M., van den Berg, E. (2005). De Waarde van GrassRoots. Eindrapport GrassRoots Evaluatieonderzoek. [The value of Grassroots. Final report GrassRoots evaluation]. Amsterdam: SCO-Kohnstamm Instituut.
Author(s): Sligte Henk,Simons Robert-Jan,Kral Marijke,Van der

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