Towards an xml-based representation of collaborative action
Interaction analysis is a core function for the support of coaching and evaluation in CSCL. It
relies on information captured from the actions performed by the participants during the collaborative process. This information includes data of distinct nature and format, which demands a flexible and standardised data representation, adaptable to different analytical perspectives and collaborative situations. Besides this, it is known that the correct interpretation of human action needs to take con
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
Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort
Congress posed questions about the effectiveness of educational technology and how effectiveness is related to conditions and practices. The study identified reading and mathematics software products based on prior evidence of effectiveness and other criteria and recruited districts, schools, and teachers to implement the products. On average, after one year, products did not increase or decrease test scores by amounts that were statistically different from zero.
For first and fourth grade read
Component Exchange Community: A model of utilizing research components to foster international colla
One-to-one technology enhanced learning research refers to the design and investigation of learning environments and learning activities where every learner is equipped with at least one portable computing device enabled by wireless capability. G1:1 is an international research community coordinated by a network of laboratories conducting one-to-one technology enhanced learning. The concept of component exchange community emerged as a means of realizing one of the missions of G1:1 - peeding up
Didactique computationnelle, évocation d'un projet de recherche.
L'objet de la didactique computationnelle est l'étude des problèmes liés à la construction, à la mise en oeuvre et au contrôle de processus didactiques représentés par des modèles symboliques calculables au sens du calcul par un dispositif informatique. Cette branche de la didactique est inséparable de la didactique expérimentale. Privée du questionnement épistémologique et de la validation de ses implémentations dans une démarche expérimentale rigoureuse, elle ne serait que la
Scripting argumentative knowledge construction in computer-supported learning environments
Computer-supported collaborative learning (CSCL) environments may encourage
learners to engage in argumentative knowledge construction. Argumentative
knowledge construction means that learners work together to elaborate on
concepts by constructing arguments and counterarguments. This is achieved
through discourse with the goal of acquiring knowledge within a specific domain.
However, learners may encounter problems relating to one of three dimensions
of argumentative knowledge construction. Firs
Perspectives on Collaboration Scripts
Research on Computer-Supported Collaborative Learning (CSCL) is a multidisciplinary field that can be located at the intersection of cognitive psychology, computer science, and education. Yet, the different epistemological and theoretical backgrounds of these disciplines often make fruitful exchange between them difficult. To put it in other words, CSCL urgently needs to develop and use boundary concepts that can bring psychology, computer science, and education closer together to improve cumula
Elearning: Bringing Reflective Practice and Self-Development Learning Activities Online
Reflective practice is in vogue as a tool in many parts of the educational economy, though the efforts to support its development often lag behind the promotion of the practice itself. Some of the issues relating to the development of this competency, and barriers to the same, are covered in my Teaching and Learning Optional Paper "Teaching and Supporting the Development of Reflective Practice". As momentum builds for the introduction of reflective practice, the educational and management worlds
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 dÂ’exercices et d
Evaluation of ITS Design: The Case of Shiva-géographe
This paper analyses the relationships between a conceptual analysis from the point of view of geographers and the conceptual organisation resulting from the ECAL processing of the implemented specifications of the SHIVA-géographe authors.
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
First version of Amaya offering a template mechanism
This deliverable is the first release of the Amaya authoring tool that supports template-driven editing based on the XTiger-language. Its purpose is to demonstrate the main features of this nex editing mode.,PALETTE deliverable - report number D.INF.02
The proving process within a dynamic geometry environment
Proof and proving have been objects of investigation from the point of view of mathematics and mathematics education for the past few years. Historical and epistemological studies show that proof is a crucial activity within mathematical practice. Didactical studies show that students encounter many difficulties when approaching proving in the classroom. Research at a cognitive level has developed frameworks interpreting students' difficulties. Studies concerned with the use of new technologies
An investigation of using the computer for reading and writing in the English classroom in secondary
This paper presents an investigation of using the computer in English teaching at the secondary school in the UK, particularly in respect of reading and writing skills. Many studies suggest that the computer brings significant possibilities for promoting the teaching of reading and writing in the English classroom. The computer can enhance the development of reading and writing. This study adopted interviews as research technique and some student teachers in a university and some English teacher
A Model for Interoperability in Computer Supported Collaborative Learning
Computer Supported Collaborative Learning
activities involve combination of complex software
tools that often need to interoperate in a wider context
of learning. This paper proposes a data model that
accommodates requirements of typical collaborative
learning situations and facilitates interoperability of
tools and interchange of products of collaboration and
evaluation data. The model has been tested against
various typical tools used for both synchronous and
asynchronous collaboration of grou
Is there a way to e-Bologna? Cross-National
Collaborative Activities in University Courses
This article describes a study of distance collaborative activities that
have been conducted in a cross-national setting between a Greek and a German
university. We discuss issues related to organization, technology, and curricula
considerations. In addition, we analyze the modes of cooperation that have been
chosen in the students' work on creative problem solving tasks and conclude
that for complex learning scenarios succesful collaboration and peer tutoring in
advanced learning support enviro
Technology Enhanced Learning in Mathematics: the cross-experimentation approach adopted by the TELMA
This contribution deals with the work of TELMA, a European Research Team of the Kaleidoscope Network of Excellence. In particular the "cross-experimentation" project is presented. Such project was developed by TELMA to understand the role played by theoretical frameworks in setting up experiments using Interactive Learning Environments (ILE) for mathematics. The paper focuses on the methodological dimension of this project.
Integrating research teams: the TELMA approach
In the context of the Kaleidoscope Network of Excellence, six European research teams developed a methodology for integrating their research approaches. In this paper we present the methodology, based on a cross experiment, showing how it gave insight to the understanding of each team's research, and on the relationship between theoretical frameworks and experimental research.
Internet safety in emerging educational contexts
Concern has arisen for the safety of children using the Internet to support their education outside the school context. Inappropriate material such as pornography, inflammatory and racist writings can be accessed both by accident and with deliberate intent to view. Children are also perceived to be at risk from approaches by strangers, particularly in web-based chat rooms.
A survey of the international literature in this area highlighted worldwide concern for the safety of young Internet users
Pedagogical approaches for technology-integrated science teaching
The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are adapted to both the cognitive and structuring resources available in the classroom setting. Four teachers participated in the first study, undertaken as part of the InterActive Education project in Bristol; all of them used multimedia simulations in thei
