Une architecture flexible et extensible
pour l’annotation dans le E-Learning.
Cet article a pour objectif de proposer une architecture flexible et extensible pour l’outil d’annotation MemoNote. Cet outil permet de créer des annotations subjectives et sémantiques sur des documents pédagogiques, tout en étant capable de s’adapter au contexte courant de l’annotateur. Nous définissons les différentes configurations dans lesquelles MemoNote doit pouvoir d’adapter aux changements de contexte. Nous proposons ensuite une architecture pour MemoNote permettant l’a
Formalismes pour une mémoire de formation à base d’annotations : articuler sémantique implicite
Cet article a pour objet de présenter les formalismes définis pour des mémoires de formation à base d’annotations au sein du projet MICA. Il explicite les objectifs de la recherche et les exigences que cela apporte sur les outils visés. Une étude des travaux de la littérature sur les annotations et leurs formalismes montre qu’ils ne couvrent que de façon très limitée nos objectifs. Nous présentons alors les formalismes que nous avons développés, en structurant l’objet d’anno
Uncertainty-reducing cooperation scripts in online learning environments
Online learning courses can create new interaction situations for participants who have not previously worked with each other. Initially, there is some degree of uncertainty between participants in these interaction situations. According to the uncertainty reduction theory, low uncertainty increases theamount of discourse and decreases information seeking. Thus, uncertainty may influence online discourseand learning. However, the relation of uncertainty reduction to learning outcomes has not yet
What makes the subject matter matter? Contrasting probeware with Graphs & Tracks
Previous research has established probeware as an effective tool in science instruction. Less is known, however, about the reasons for its success. In this study, we investigate this issue further by contrasting the use of probeware with the use of a simulation called Graphs & Tracks. By carrying out an in-depth analysis of pre-service teachers interaction, we want to demonstrate that the two environments despite many structural similarities afforded different contexts for learning. When
Case studies: technology enhanced public spaces for intergenerational learning
This deliverable undertakes the analysis of four case studies in the three key dimensions of La Piazza: intergenerational learning,
ICT and physical spaces. The report shows the common characteristics of the cases, good practices as well as issues for further
research, in order to facilitate the planning of the co-design seminars, that will follow next in the project. The report includes in the
Annexes the individual case reports of the cases.,research report - deliverable number : D38.3.1
Learning design based on graphical knowledge-modeling
This chapter states and explains that a Learning Design is the result of a knowledge engineering process
where knowledge and competencies, learning design and delivery models are constructed in an integrated
framework. We present a general graphic al language and a knowledge editor that has been adapted to
support the construction of learning designs compliant with the IMS-LD specification. We situate LD
within a taxonomy of knowledge models , namely the multi-actor collaborative system. We move
Pedagogical text indexation and exploitation for language learning
In this article we present the MIRTO platform -under development at the University Stendhal of Grenoble- and how it addresses common flaws of CALL software. This platform led to another project: the creation of a pedagogically indexed text base. We introduce here the notion of pedagogical indexation, and confront the particular case of pedagogical indexation for language learning with the existing pedagogical
resource description standards, before proposing leads towards the implementation of th
Виртуална лаборатория за интегрирано изучаване на мат
"not available"
WebLabs: Virtual collaborative learning experience for researchers, teachers and students
The paper presents experiences from a 3 year international project, WebLabs: New representational infrastructure for e-learning, in which researchers, teachers and young students from UK, Bulgaria, Cyprus, Sweden, Portugal and Italy participated. The project explored innovative pedagogy based on the integration of constructionist learning approach and virtual co-learning. For the purposes of the project a visual programming environment, Toon Talk, and a virtual collaborative system, Wplone, were
Data Driven User Requirements Specification in the UNITE Project
This paper describes the process of user requirements specification in UNITE
project. The main goal of the project is to develop an integrated system for
authoring and delivery of high quality eLearning activities for the secondary
school students. The UNITE system consists of three main components: 1)
Software Platform – integrating state of the art learning management systems
(LMS), content management systems (CMS), and mobile learning (mLearning)
capabilities; 2) Pedagogical Framework – s
Læring i praksis - fremstruktureringen af et
handlingsorienteret perspektiv
Introduktionen præsenterer afhandlingens emnemæssige baggrund, problemformulering og
metode. Den traditionelle angelsaksiske erkendelsesteoretiske opfattelse af viden hævdes at
have komplementære modpoler i læringsteorierne behaviorisme og kognitivisme. Disse
positioner problematiseres med eksempler fra hverdagsmæssige sammenhænge såvel som
med en række forskningsmæssige resultater. På baggrund heraf fremsættes problemformuleringen,
som lyder:
Er det muligt at udvikle et begreb om vi
A First Step Mapping IMS Learning Design and Moodle
Mapping the specification IMS Learning Design and the Course Management
System Moodle is a logical step forward on interoperability between eLearning systems and
specifications in order to increase the best acceptance of the specifications into the widespread
world of the eLearning systems and to ensure the standardization of the outputs from the
systems to be used in others. IMS Learning Design and Moodle look for a common
understanding focused on the integration of information packages modelle
A note on organizational learning and knowledge sharing in the context of communities of practice
The knowledge management (KM) literature emphasizes the impact of human factors forsuccessful implementation of KM within the organization. Isolated initiatives for promoting learning organization and team collaboration, without taking consideration of the knowledge sharing limitations and constraints can defeat further development of KM culture. As an effective instrument for knowledge sharing, communities of practice (CoP) are appearing to overcome these constraints and to foster human collabo
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
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
The Kaleidoscope Scientific Vision for Research in Technology Enhanced Learning
The objective for this document is to develop a reference text for the Network's scientific development, and for communication to others of the shared perspective of its participants. For its internal focus, it will lead to a stronger integration of the disciplines and cultures represented by the scientific communities within the Network. For its external focus it will contribute to promoting and clarifying the understanding of technology enhanced learning (TEL) in the European Research Area.
<
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
Literature Review in Learning with Tangible Technologies
When we think of digital technologies in
schools, we tend to think of computers,
keyboards, sometimes laptops, and more
recently whiteboards and data projectors.
These tools are becoming part of the
familiar educational landscape. Outside
the walls of the classroom, however,
there are significant changes in how we
think about digital technologies - or, to be
more precise, how we don’t think about
them, as they disappear into our clothes,
our fridges, our cars and our city streets.
This disappe
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
