A Layered Framework for Evaluating Online Collaborative Learning Interactions
Evaluating on-line collaborative learning interactions is a complex task due to the variety of elements and factors that take place and intervene in the way a group of students comes together to collaborate in order to achieve a learning goal. The aim of this paper is to provide a better understanding of group interaction and determine how to best support the collaborative learning process. To that end, we propose a principled framework for the study and analysis of group interaction and group s
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
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
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
Futurelab - Teachers Learning with Digital Technologies: A review of research and projects
If we are interested in changing education, we need more than ever to be interested in teacher education, teacher knowledge and teacher learning. If we want to encourage different approaches to teaching and learning, and new relationships between pupils and teachers, we need to understand the ways in which teachers come to learn, adapt and make such new approaches a reality. This review aims to provide an overview of the research on teacher education, and a roadmap for how this might best be sup
Futurelab - Teachers Learning with Digital Technologies: A review of research and projects
If we are interested in changing education, we need more than ever to be interested in teacher education, teacher knowledge and teacher learning. If we want to encourage different approaches to teaching and learning, and new relationships between pupils and teachers, we need to understand the ways in which teachers come to learn, adapt and make such new approaches a reality. This review aims to provide an overview of the research on teacher education, and a roadmap for how this might best be sup
Futurelab - Teachers Learning with Digital Technologies: A review of research and projects
If we are interested in changing education, we need more than ever to be interested in teacher education, teacher knowledge and teacher learning. If we want to encourage different approaches to teaching and learning, and new relationships between pupils and teachers, we need to understand the ways in which teachers come to learn, adapt and make such new approaches a reality. This review aims to provide an overview of the research on teacher education, and a roadmap for how this might best be sup
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
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: Personalisation and Digital Technologies
The 'Personalisation and Digital Technologies' report moves the personalisation debate forward by focusing specifically on the potential of digital technologies in four key areas: enabling learners to make informed educational choices; diversifying and acknowledging different forms of skills and knowledge; creating diverse learning environments; and developing learner-focused forms of assessment and feedback. The report also contains a Learner's Charter, which sets out a series of entitlements t
Futurelab: The potential of open source approaches for education
Free, Libre, Open Source Software (FLOSS) refers to any software distributed under a licence that allows users to change or share the software source code. Futurelab's interest in this area stems from the belief that FLOSS provides an example of peer-production which is driven by collaborative, social modes of interaction and knowledge exchange. This paper discusses some of the potential ways in which the approaches that characterise FLOSS might be applied in educational contexts.,Research repor
Futurelab: The potential of open source approaches for education
Free, Libre, Open Source Software (FLOSS) refers to any software distributed under a licence that allows users to change or share the software source code. Futurelab's interest in this area stems from the belief that FLOSS provides an example of peer-production which is driven by collaborative, social modes of interaction and knowledge exchange. This paper discusses some of the potential ways in which the approaches that characterise FLOSS might be applied in educational contexts.,Research repor
Futurelab: Social software and learning
This report explores the relationship between the emergence of social software and the personalisation of education. It suggests that there is a changing view of what education is for, with an emphasis on the need for young people to develop the skills necessary for today's evolving global knowledge economy. Alongside this development is the rapid growth of social software, characterised as software that supports group interaction, and by combining these two trends there is significant potential
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: 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: Learner voice handbook
Despite the vast number of changes in the education system in recent years, learners are seldom consulted and remain largely unheard in the change process. If education is to become more personalised, then the views of learners must be heard. This handbook draws on examples, case studies and research to provide learners and educators with information and ideas for promoting the voices of learners.,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
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
