Connecting theoretical frameworks: the telma perspective
In this text, we report on a research project developed within the European research team TELMA (Technology Enhanced Learning in MAthematics) of the Kaleidoscope network of excellence created in 2004. We describe the conceptual and methodological tools we have progressively built for allowing productive research collaboration and overcoming the difficulties resulting from the diversity and heterogeneity of our respective theoretical backgrounds. We also show how these tools have contributed to g
Author(s): Artigue Michèle,Cerulli Michele

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Distributed Internet-based Performance Support Environment for Individualized Learning (DIPSEIL) –
Distributed Internet-based Performance Support Environment for Individualized Learning (DIPSEIL) is a project to define, develop and test a distributed system for individualized learning and the underlying pedagogical procedures to implement, facilitate and promote performance-centered learning experiences in the context of international university education. Using DIPSEIL Model we have developed the first prototype of DIPSEIL with two main characteristics: Distribution and Individualization. Di
Author(s): Mileva Nevena,Tokmakov Dimitar,Milev Mihail

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Emerging Social Engineering in the Wireless Classroom
Code It! fosters mathematics learning environments where pre-algebra students use handheld technologies to confidently and enjoyably explore and learn about functions. The resources we 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 mathematical functions and their facility with the multiple representations of tables, graphs and symbols. We
Author(s): Goldman Shelley,Pea Roy D.,Maldonado Heidy

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CIEL: Integrating Approaches for Inquiry Learning
The world is changing and changing fast. Contemporary students live in a world full of impressions, fast changing viewpoints, ubiquitous information, zapping behaviour, play and joy etc. They use facilities such as MSN, on-line gaming, and SMS. They expect a seamless access to information, mostly in a social context. At the same time we see drastic changes in learning environments, moving them to rich, multi-media, collaborative, experiential, and individualised environments. Though starting fro
Author(s): Van Joolingen Wouter

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Reuse of Digital Learning Resources in Collaborative Learning Environments
With background in the proliferation of Information- and Communication Technologies (ICTs) in educational institutions, there is a growing interest in deploying ICT that complies with specifications and standards for learning technologies in these institutions. A key to obtaining the benefits of cost-efficiency and quality that motivate this interest is reuse of digital learning resources. Despite the significant efforts being made in design and deployment of learning technology standards facili
Author(s): Berge Ola

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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
Author(s): Azouaou Faiçal,Desmoulins Cyrille

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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
Author(s): Azouaou Faiçal,Desmoulins Cyrille

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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
Author(s): Desmoulins Cyrille,Azouaou Faiçal,Mille Dominique

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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
Author(s): Desmoulins Cyrille,Azouaou Faiçal,Mille Dominique

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Semantic Annotation Tools for Learning Material
This paper aims at providing the specification for semantic annota-tion tools for e-learning. From the specific requirements of annotating learning material, we categorize and evaluate the existing annotation tools, mainly gen-eral purpose ones. We illustrate two research prototypes of annotation tools we developed, and evaluate to what extend the specific requirements of annotating learning material are reached by these research prototypes.
Author(s): Desmoulins Cyrille,Chen Weiqin,Azouaou Faiçal

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U.S. Steamer Monticello Shelling the Rebel Troops
In the lower right corner of the lithograph is written "U.S. Steamer Monticello." In the lower left corner "The Rebel Flotilla." The steamer is shelling the Rebel troops as they try to stop the retreat of the 20th Indiana Regiment toward Hatteras Lighthouse on October 5, 1861.
Author(s): From a sketch by an officer of the Monticello.

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Personal War Sketches of the Members of Geo. H. Chapman Post No. 209
Bound volume of personal war sketches from members of the G.A.R. Geo. H. Chapman Post in Indianapolis. The Civil War veterans recount stories, memories, and details of their service and experiences in the war. Included here are sketches from four soldiers: George Rigler, Virgil Keaton, George Summers, and Isaac Tedrow. The index with the full list of soldiers who provided sketches is also included.,The G.A.R. Geo. H. Chapman post was active at least from 1883 to 1913. The post historian initiate
Author(s): Grand Army of the Republic. Geo. H. Chapman Post N

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Index to the Personal War Sketches (page 1)
List of all of the soldiers who contributed their personal war sketches. The index gives the page number of the sketch along with pages numbers if the soldier has a Supplementary Sketch or is mentioned in a Resolution.,Index

Name War Sketch Supplement Resolutions

Presentation of Book 1
Chapman Gen Geo H 3-4-5

Tedrow I P 7 309-310
Roberts Benj F 8
Mitchell Robt W 9
Heckman William 10
Beard John

Author(s): Grand Army of the Republic. Geo. H. Chapman Post N

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Supplementary War Sketch of Isaac P. Tedrow (page 2)
Second page of the account of Sergeant Isaac P. Tedrow's service and experience in the Civil War.,
[Page 310]

Isaac P Tedrow Continued

slow but sure process inaugurated by John Winder of Richmond and his subordinate but willingtool Henry Wirz the inhuman Heartless relentless commandant ably assisted by Capt Barnett who executed the orders of the commandant with relish only to be found in the fabled Dominier of Hell No wonder; over thirteen thousand brave and true but unfortun

Author(s): Grand Army of the Republic. Geo. H. Chapman Post N

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Personal War Sketch of Virgil D. Keaton
Account of Private Virgil D. Keaton's service and experiences in the Civil War. Keaton enlisted in August 1862 and was discharged in 1865 after the close of the war. Keaton participated in the Atlanta Campaign and acted as a forager for the Train Guard from Atlanta to Savannah.,
[Page 17]

Headquarters
Geo. H. Chapman Post, No. 209
Department of Indiana
Grand Army of the Republic
Personal War Sketch
Of
Comrade Virgil D. Keaton
Who was born the ____________________

Author(s): Grand Army of the Republic. Geo. H. Chapman Post N

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Personal War Sketches of the Members of Geo. H. Chapman Post No. 209
Title page to a bound volume of war sketches from members of the G.A.R. Geo. H. Chapman Post in Indianapolis. The illustrations on the page show three American flags and an open book.,The G.A.R. Geo. H. Chapman post was active at least from 1883 to 1913. The post historian initiated a project to get a "personal war sketch" from each member, then combined them into an account. The post was named for Brevet Major General George Henry Chapman of the 3rd Indiana Cavalry.
Author(s): Grand Army of the Republic. Geo. H. Chapman Post N

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Index to the Personal War Sketches (page 2)
Second page of the index to the personal war sketches.,Hale Bonnerd 92
Seibert Royal S 93
Dom Josiah 94
Fort David P 95
Newton John 96
Tyner Elijah H 97
Dresser Nathaniel 98
Eagle George 99
Hartley James L 100
Lockwood Charles W 102
O’Donnell Hugh 103
Teavebaugh Wm F 101
Allison Wm M 104
Brennan Patrick 347
House Elitha H 105
Collins William H 106
Tuthill Benj 107
Landormia Pa

Author(s): Grand Army of the Republic. Geo. H. Chapman Post N

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Personal War Sketch of George W. Summers
Account of the Civil War service and experiences of Private George W. Summers. He lived in the mountains of East Tennessee and was nearly conscripted into the Confederate Army. He spent three years on the run and was captured twice and shot at several times before reaching the Kentucky line where he then enlisted in the 9th Cavalry. His first battle was the siege of Knoxville.,
[Page 118]
Headquarters
Geo. H. Chapman Post, No. 209
Department of Indiana
Grand Army of the Republic

Author(s): Grand Army of the Republic. Geo. H. Chapman Post N

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Beem Letter, July 1863 (page 4)

quiet then prevailed until about five in the evening.
At this time, they massed all their forces for a
last bold dash. It seems that every available
man was put in their columns for this desperate
onslaught. The attack was made a little to the
left of our centre, and they came on with tre-
mendous power. The had to pass only open fields
under our artillery which opened with a roar of
thunder upon them, and thinned their ranks,
three times were they repulsed. A

Author(s): Creator not set

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