Role-based integration of evaluation and regulation in collaborative learning environments
Interaction analysis has become a basic function in the field of
collaborative learning, as a means for supporting both self-regulation for the
students and formative evaluation for the teachers. In spite of the fact that these
processes rely on the same basic functionalities, there is a lack of proposals or
systems that integrate them. This paper presents a research proposal that argues for a
role-based approach for the integration of these functions. The experience of
awareness systems in CSCW
Exploring the mathematics of motion through construction and collaboration.
In this paper we give a detailed account of the design principles and construction of activities designed for learning about the relationships between position, velocity and acceleration, and corresponding kinematics graphs. Our approach is model-based, that is, it focuses attention on the idea that students constructed their own models – in the form of programs – to formalise and thus extend their existing knowledge. In these activities, students controlled the movement of objects in a prog
The role of roles in the analysis of interactions in collaborative environments
Analysis of interactions has become a basic function in the field of collaborative learning, as a means for supporting both students' self-regulation as well as formative evaluation processes. However, we observe a lack of methods and tools for the analysis of interactions in CSCL that considerer the different roles implied in collaboration management processes, both from the point of view of the actors that take part in a typical CSCL scenario:
teachers, students or the system
Understanding and analysing activity and learning in virtual communities
The purpose of this study is to provide a preliminary framework
to observe, analyse and evaluate both activity and learning in virtual
communities. So various types of virtual communities will be studied by
examining their relationship to socialisation and learning. After a
presentation of the main ideas of Wenger’s social learning theory, the
principal components of the social context of the emergence and evolution
of virtual communities will be described. It will show how taking this
context
For a renewed academy industry research partnership
The joint venture between the academic research on learning technology and industry along the past decade shares similarity with the gold rush: great effort for a too small outcome. From all the energy spent, “acadustry” has emerged; a chimerical community of practice, merging academic and industry objectives and traditions. The relevance and fruitfulness of this new community is questionable. This presentation will suggest revisiting the orientation of the eLearning research policy, taking
COW, une plate-forme de support d'exécution de scénarios pédagogiques.
Cet article présente un service de support d'exécution de scénarios pédagogiques conçu
pour être intégré dans des plates-formes de formation existantes. Dans un premier temps nous prenons un
point de vue ingénierie des plates-formes afin d'identifier les processus de conception et d'utilisation ainsi
que les acteurs qui y sont associés. Dans un deuxième temps nous présentons les caractéristiques
nécessaires que doit offrir notre service afin que les différents acteurs puissent gé
e-COMODE Services for the Implementation of Collaborative Modelling Environments in Schools.
e-COMODE is an open digital learning environment, which assists young
students (10-17 year old) in creating models. e-COMODE services aim to offer a
collaborative modelling environment, including pedagogical, technical and
implementation support services. The market validation of the different services has
been performed in different environments, private and state schools, from different
geographical areas; Greece, Spain and North Ireland in the UK, in order to confirm
the business model develo
Implementing Learning Design to support web-based learning.
In this paper we consider an initial implementation of a system for managing and using
IMS Learning Design (LD) to represent online learning activities. LD has been suggested
(Koper & Olivier, 2004) as a flexible way to represent and encode learning materials,
especially suited to online and web-based learning while neutral to the pedagogy that is
being applied. As such it offers a chance to address a gap in the preparation of learning
materials and their eventual use by students by providing a
An analysis of learner arguments in a collective
This contribution analyses the arguments of students in a learning activity entitled "Argue Graph".
This activity is intended to make students understand the relationship between learning theories and design
choices in courseware development. The analysis of arguments is centered on the effects of discussion and
opinion conflict on the elaboration of arguments. We then use an adaptation of a collective intelligence model
to describe the knowledge flow among people and artifacts during the learni
A Metadata Based Web Distance Learning Platform
Distance Learning is acquiring a role that becomes more and more important with the huge diffusion of the Internet and related technologies. Consequently, the investigation for adequate architectures and platforms supporting flexible Distance Le arning engines and solution is nowadays of great interests in the Scientific Community. The present paper introduces a platform based on the adoption of Metadata concepts and on the use of a “processorlike” behavior of the Web Course Delivery engine
Networked Identities: Understanding Different Types of Social Organisation and Movements Between Str
In this article we take up a critique of the concept of Communities of Practice voiced by several authors, who
suggest that network may provide a better metaphor to understand social forms of organisation and learning.
This critique we situate within a broader theoretical movement in socio-cultural learning theories. From this we
identify some theoretical and analytical challenges to the network metaphor, which we explore and elaborate
through an analysis of a Danish social networking site.
Turtles, fairy tales and pen-friends - Enhancing socialisation, self-reliance and creativity in an I
The following is the story of a journey undertaken in the first months of 1997 in a small
primary school in the village of Panico, 20 kilometres south of Bologna, in Italy. It is a very
modern story, with a beginning, and with an open end. The story stops when the traveller
has to abandon her journey, so that she can tell others the story of her journey. Actually,
the story is not even a story, but an impressionistic journal seeking to capture the everchanging
movements of a complex universe. It
The role of interactive visualizations in the development of concepts of logic.
The main objective of the experiments described in this paper is to examine whether
instructional variables often used in learning empirical sciences can also be used to facilitate the
development of knowledge and skills in the formal sciences, particularly in learning logic. In
learning empirical sciences, many positive effects have been reported which can be accounted for
by the use of visualisation techniques, multiple representations and possibilities for the learners to
interact with repres
Applying Competence Structures for Peer Tutor Recommendations in CSCL Environments.
Competence structures of the content and competence modelling of the learners provide well-suitable means for finding appropriate peer tutors in CSCL based on asynchronous messaging and annotations. Various criteria for the appropriateness of potential peer tutors can be discussed. An internet-based system used as a large scale Web experiment can then also deliver data for evaluating such criteria.
Levels of Web-Based Discussion: Theory of Perspective-Taking as a Tool for Analyzing Interaction.
The aim of this paper is to present a model how the level of web-based
discussion can be analyzed. The model has been developed in an empirical study where
we examined the quality of asynchronous interaction in web-based conferencing. Because
all successful communication presumes perspective-taking skills and reciprocal
understanding among the participants, we studied whether the students are able to reach in
reciprocal interaction and thus create educationally relevant high-level web-based
disc
Livre blanc sur les standards du e-learning
L’article suivant propose un tour d’horizon sur les différents standards émergents du secteur
de l’eLearning.
Comme toute nouvelle technologie, l’eLearning et ses différentes fonctionnalités doivent
pouvoir disposer d’un schéma de référence standard. L’existence d’un tel standard est
indispensable au développement d’une nouvelle technologie, en le sens qu’il permet
l’interopérabilité de ressources vouées autrement à être incompatibles. L’interopérabilité est
DIANE, a diagnosis system for arithmetical problem solving
We hereby describe DIANE an environment that aims at performing an
automatic diagnosis on arithmetic problems depending on the productions of the
learners. This work relies on results from cognitive psychology studies that insist on
the fact that problem solving depends to a great extent on the construction of an
adequate representation of the problem, which is highly constrained. DIANE allows
large-scale experimentations and has the specificity of providing diagnosis at a very
detailed level of
Using Perspective in Narrative Learning Environments
Several empathic applications have been developed over the last years but
can we redirect that empathy to specific characters? This paper focuses on the intention
to induce empathy in children and stimulate role taking by presenting a narrative
through the perspective of a specific character. The use of perspective is achieved by
showing the events that happen in the story but without impartiality.
We will describe a narrative-based application designed to help children cope
with bullying situat
What do you mean by collaborative learning?
Not available
Data Recording and Usage Interaction Analysis in Asynchronous Discussions: The D.I.A.S. System.
This paper describes the development and the implementation of a new
Asynchronous Discussion Forum Software, called DIAS. While evaluating several
corresponding software, we came to the conclusion that they seem to be inadequate
to support the use of this activity (asynchronous discussion) as a substantial part of
the learning process. Most actual forums, that incorporate interaction analysis
functions, support mainly administrators, or teachers, while offer only basic
awareness functions to the
