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Directions to Acknowledge Learners’ Self-organization in CSCL Macro-scripts
In this article we present a conceptual analysis of the notion of learners’ self-organization in CSCL macro-scripts. We highlight that taking into account self-organization as an emergent feature of activity requires considering issues such as conceptual and technological tools to support learners’ self-organization, maintenance of coherence between the script pedagogical objective and the emergent organization and between the technological setting and the emergent activity.
Author(s): Tchounikine Pierre

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New tools in Social Practice: Learning, Medical Education and 3D Environments
Learning with different kinds of ICT-based tools is an important issue in today’s society. In this article we focus on how design of technology rich environments based on state of the art learning principles can give us new insights about how learning occur, and how we can develop new types of learning environments. Medical education constitutes the subject domain. There has been a considerable effort to develop 3D technologies in this field, and the article provides a careful review of how the
Author(s): Ludvigsen Sten,Fjuk Annita

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Mentoring, Metacognition and Music: Interaction Analyses and Implications for Intelligent Learning E
This paper reports on an empirical study of the interactive means by which a human teacher supported higher-order, musical thinking in learners. The aim of the work presented here was to create guidelines on how to make practical use of empirical research in teaching agent development. The research overview given in the introduction is followed by an illustrative example of mentoring interactions in musical learning. An elaboration of a musical education problem is then given and a description o
Author(s): Cook John

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Designing integrative scripts
Scripts structure the collaborative learning process by constraining interactions, defining a sequence of activities and specifying individual roles. Scripts aim at increasing the probability that collaboration triggers knowledge generative interactions such as conflict resolution, explanation or mutual regulation. Integrative scripts are not bound to collaboration in small groups but include individual activities and class-wide activities. These pre- and poststructuring activities form the dida
Author(s): Dillenbourg Pierre,Jermann Patrick

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Computerized scripts for enhancing collaborative learning
Free collaboration does not systematically produce learning. One way to enhance the effectiveness of collaborative learning is to structure interactions by engaging students in well-defined scripts. A collaboration script is a set of instructions prescribing how students should form groups, how they should interact and collaborate and how they should solve the problem. In computer-supported collaborative learning (CSCL), the script is reified in the interface of the learning environment. This co
Author(s): Dillenbourg Pierre

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Mechanisms of common ground in case-based web-discussions in teacher education
Previous studies suggest that before the participants in Web-based conferencing can reach deeper level interaction and learning, they have to gain an adequate level of common ground in terms of shared mutual understanding, knowledge, beliefs, assumptions, and presuppositions (Clark & Schaefer, 1989; Dillenbourg, 1999). In this paper, the main purpose is to explore how participants establish and maintain common ground in order to reach deeper level interaction in case-based Web-discussions. The s
Author(s): Mäkitalo Kati,Häkkinen Päivi,Leinonen Piritta,J

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Toward Computer-Based Support of Meta-Cognitive Skills: a Computational Framework to Coach Self-Expl
We present a computational framework designed to improve learning from examples by supporting self-explanation ö the process of clarifying and making more complete to oneself the solution of an example. The framework is innovative in two ways. First, it represents the first attempt to provide computer support to example studying instead of problem solving. Second, it explicitly coaches a domain-general, meta-cognitive skill that many studies in cognitive science have shown to greatly improve le
Author(s): Conati Cristina,VanLehn Kurt

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TELOS, a Service-Oriented Framework to Support Learning and Knowledge Management
This chapter presents the basic orientations, the main use cases and the conceptual framework of a TeleLearning Operating System. TELOS is a system under development within the LORNET research network (www.lornet.org) aiming to integrate components and services, and research results, produced by the different LORNET teams. TELOS research is at the convergence of three main trends: learning object repositories that facilitate the access to knowledge resources; learning and knowledge management su
Author(s): Paquette Gilbert,Rosca Ioan,Mihaila Stefan,Masmoud

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La construction de protocole de travaux pratiques de chimie à l’aide d’un logiciel: quels apport
L’article présente une étude effectuée avec des élèves de terminale S, à partir de l’utilisation du logiciel Educ@ffix.net qui a pour objet l’acquisition de connaissances procédurales et déclaratives par la réalisation d’un protocole expérimental en chimie. La situation-problème proposée consiste à déterminer la concentration du colo- rant E124 dans un sirop de grenadine. Dans un premier temps, la situation pédagogique modélisée dans l’environnement informatique est décri
Author(s): Marzin Patricia,Ergun Mustafa,Girault Isabelle,d'H

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Constructing knowledge through a role-play in a web-based learning environment
This study aimed to find out how and on what level the students of two separate secondary schools shared and constructed knowledge on imperialism by interacting through historical role characters in a Web-based environment. Furthermore, the study aimed to find out how social and contextual features affected the nature of knowledge sharing and construction. The data about the history project were gathered by various means in order to validate the findings of the case study. The results demonstrat
Author(s): Arvaja Maarit,Rasku-Puttonen Helena,Häkkinen Päi

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Modélisation de scénarios pédagogiques collaboratifs
Cet article part du besoin d'exprimer des scénarios d'apprentissage collaboratif par les enseignants animant des classes virtuelles afin de favoriser la réutilisation et le partage des pratiques pédagogiques. Il propose une démarche conduite par les modèles conformément aux préconisations du Model Driven Architecture de l'OMG. Il présente un méta-modèle basé sur IMS-LD mais enrichi pas les concepts du modèle de participation afin de capturer la richesse des interactions inhérentes a
Author(s): Ferraris Christine,Lejeune Anne,Vignollet Laurence

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Knowledge Convergence in Computer-Supported Collaborative Learning: The Role of External Representat
This study investigates how two types of graphical representation tools influence the way in which learners use knowledge resources in two different collaboration conditions. In addition, the study explores the extent to which learners share knowledge with respect to individual outcomes under these different conditions. The study also analyzes the relationship between the use of knowledge resources and different types of knowledge. The type of external representation (content-specific vs. conten
Author(s): Fischer Frank,Mandl Heinz

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Knowledge convergence in collaborative learning: Concepts and assessment
In collaborative learning the question has been raised as to how learners in small groups influence one another and converge or diverge with respect to knowledge. This article conceptualizes knowledge convergence and further provides measures for its assessment prior to, during, and subsequent to collaborative learning. In an exemplary study in the field of computer-supported collaborative learning with forty-eight (48) locally distant participants in 16 groups of three, we apply these measures
Author(s): Weinberger Armin,Stegmann Karsten,Fischer Frank

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A Framework to Analyze Argumentative Knowledge Construction in Computer-Supported Collaborative Lear
Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts. In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes
Author(s): Weinberger Armin,Fischer Frank

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Natural Editing of Algebraic Expressions
We call “natural editing of algebraic expressions” the editing of algebraic expressions in their natural representation, the one that is used on paper and blackboard. This is an issue we have investigated in the Aplusix project, a project which develops a system aiming at helping students to learn algebra. The paper summarises first the Aplusix project. Second it presents a notion of algebraic expressions, of representations of algebraic expressions. The last section develops ideas about natur
Author(s): Nicaud Jean-François

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Learning Theories and Education: Toward a Decade of Synergy
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Author(s): Bransford John,Vye Nancy,Stevens Reed,Kuhl Pat,Sch

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A Logo-based Task for Arithmetical Activity
Young children attend to answer-getting readings of arithmetical notation. This is evidenced by many children’s exclusive acceptance of a + b = c syntaxes that lend themselves to computational readings (e.g. Behr et al., 1976; Carpenter & Levi, 2000; Knuth, Stephens, McNeil & Alibali 2006). Even those children who do accept a wider variety of syntaxes, such as a + b = b + a and c = a + b , adhere to a computational view involving getting answers to both sides of the equals sign and checking the
Author(s): Jones Ian

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Mobile Usability in Educational Contexts: What have we learnt?
The successful development of mobile learning is dependent on human factors in the use of new mobile and wireless technologies. The majority of mobile learning activity continues to take place on devices that were not designed with educational applications in mind, and usability issues are often reported. The paper reflects on progress in approaches to usability and on recent developments, with particular reference to usability findings reported in studies of mobile learning. The requirements of
Author(s): Kukulska-Hulme Agnes

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Functioning in the Wireless Classroom
Code It! fosters mathematics learning environments where pre-algebra students use handheld technologies to explore and learn about functions. The resources developed - server-based and handheld software and paper-based student and teacher texts - were packaged as a 20-session unit on code making and breaking and designed to boost students' understanding of functions and their facility with the multiple representations of tables, graphs and symbols. We field tested the wireless system with two te
Author(s): Goldman Shelley,Pea Roy D.,Maldonado Heidy,Martin

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The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning
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Author(s): Pea Roy D.

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