Mobile Learning: Small devices, Big Issues
Over the past ten years mobile learning has grown from a minor research interest to a set of significant projects in schools, workplaces, museums, cities and rural areas around the world. Each project has shown how mobile technology can offer new opportunities for learning that extend within and beyond the traditional teacher-led classroom. Yet, the very diversity of the projects makes it difficult to capture the essence of mobile learning or to show how it contributes to the theory and practice
Autoevaluation in 8086 assembly language programming
Autoevaluation (self assessment) is more and more developed for teaching at university. We present our contribution to this pedagogical resource. Our exercises are intended for students in second year at the University of Paris 6 for the module "Computer Architecture". These numerous exercises complete the classical courses and allow students to check their know-how. We have experimented with success our set of exercises for the past 2 years with numerous students in UTES1. Uteval software has b
Putting knowledge to use
not available
Technology and pedagogy for collaborative problem solving as a context for learning
This workshop, sponsored jointly by CSCW'92 and the Centre for Applied Cognitive Science at the Ontario Institute for Studies in Education (OISE), was organized to bring together researchers with interests in the emerging area of Computer Support for Collaborative Learning (CSCL). It was held at OISE on the weekend preceding CSCW'92 and was attended by 27 participants from academia and industry.
Calculators, graphs, gestures and the production of meaning
In this paper we report an analysis of a teaching sequence in which Grade 11 students were asked to produce some graphs corresponding to the relationship between time and distance of a cylinder moving up and down an inclined plane. The students were also asked to carry out the experience using a TI 83+ graphic calculator equipped with a sensor, and to discuss and explain the differences between their own graphs and the ones obtained with the calculator. We analyze the students' processes of mea
La natura della mediazione offerta dai sistemi basati su micromondi all’apprendimento della matema
Questo lavoro analizza il ruolo che ambienti basati sull’uso del calcolatore, ed in particolare i micromondi, possono assumere nelle attività di insegnamento e apprendimento di conoscenze matematiche.
Il lavoro parte dallo studio di alcuni risultati significativi che si sono avuti in questo campo a livello internazionale. Tale studio viene utilizzato come quadro di riferimento per situare e analizzare una ricerca specifica che abbiamo svolto in questo settore.
Tale ricerca riguarda la proge
Lo sviluppo del pensiero strategico nella scuola di base: riflessionisull'uso delle TIC
In recent years the development of skills which are not strictly associated with technical abilities or specific subject contents has become a central focus of education and the debate on how to define and promote what is usually indicated as “core” skills or “key” competencies is involving national educational Institutions and systems, especially in OECD countries.
Among such skills a crucial role is assigned to strategic and reasoning abilities.
While a general agreement on the import
Costruire e gestire ambienti di apprendimento che integrino strumenti tecnologici: analisi di un cas
The paper discusses the results of a research project based on the field testing of a course aimed at developing arithmetic problem solving skills in primary school pupils. The course was designed to incorporate e-learning techniques, including the use of ARI@ITALES authoring tools. These tools allowed the integration in the course of constructivist activities based on interaction with a set of different microworlds. The aims of the project were twofold: to analyse how the adopted approach and t
The Model of Collaborative Learning GRID to activate interactivity for Knowledge Building
The purpose of this study is to support the learning activity in the Internet learning space. In this paper, we examine the GRID technology as the knowledge management for supporting "collaborative learning" / " collaboration in learning" (CL).
RAPSODY-EX (REX) is a distributed learning support environment organized as a learning infrastructure. REX can effectively carry out to support collaborative activities in asynchronous/ synchronous learning mode.
The mixed distributed learning environme
Globally Collaborative Environmental Peace Gaming with Global University System
Globally Collaborative Environmental Peace Gaming (GCEPG) with a globally distributed computer simulation system, focusing on the issue of environment and sustainable development in developing countries, is to train would-be decision makers in crisis management, conflict resolution, and negotiation techniques basing on "facts and figures."
To realize this, I worked on the proliferations of data telecom infrastructure and email to various countries, and demonstration and testing of hybrid techno
Quality of Service Requirements for the e-Learning Grid
In the same way that the Web has evolved from being a technology designed to aid scientific collaboration to one which is employed extensively in e-business and increasingly in e-learning, the Grid is also evolving from its original concept as a highly distributed dynamic source of computing resources "on tap", like the power grid, for e-science, to a means of supporting enterprise computing across heterogeneous, distributed, virtual organisations.
However, even the most recent ideas associated
Shaping e-Learning Applications for a Service Oriented GriD
The paper discusses technical issues related to establishment of e-learning services on a grid. The XML based technology for implementation of e_learning application in the form of web service is analyzed from the perspective of making an application grid-aware.
The special e_learning repository service is proposed as a technique for coordinated use of distributed e_learning resources through the access and invocation of web services.
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
PDAs and Handhelds: ICT at your side and not in your face
This paper stems from a trial at the Graduate School of Education in the University of Bristol supported by the Training and Development Agency for Schools (TDA) and set up to evaluate the potential of personal digital assistants with internet access to support initial teacher training (ITT) students in science.
Fourteen students were given PDAs selected to represent the range of then currently available PDAs with mobile phone connectivity in the UK. As a result the following areas were identifi
A model for negotiation in teaching-learning dialogues
Despite the fact that a number of researchers from a wide variety of theoretical perspectives have claimed that negotiation in dialogue is fundamental in learning, little research has been based on a precise notion of what negotiation is and how it relates to learning. This paper describes a model for negotiation, based on analysis of teacher-student and learner-learner dialogues. After discussion of illustrative examples and review of related research, negotiations are defined in terms of four
Towards a narrative-oriented framework for designing mathematical learning
This paper proposes a narrative-oriented approach to the design of educational activities, as well as a CSCL system to support them, in the context of learning mathematics.
Both Mathematics and interface design seem unrelated to narrative. Mathematical language, as we know it, is devoid of time and person. Computer interfaces are static and non-linear. Yet, as Bruner (1986; 1990) and others show, narrative is a powerful cognitive and epistemological tool. The questions we wish to explore are –
Learning Content and Interoperability
In the era of Internet and new information and communication technologies one
of the most important things is appropriate use of technologies in order to achieve desired results.
In present paper, they are compared two case studies – on one hand there they are presented
research results about interoperability in two open-source learning environments developed
in Sofia University, Bulgaria and, on other hand, there are given results from “South West
Wales Interoperability Project”, sponsore
Managing complexity of e-learning administration in
ARCADE
ARCADE (Architecture for Reusable Courseware Authoring and DElivery) is a Webbased
e-learning platform specially targeted to the needs of distant education in
universities and schools. This paper presents ARCADE in two aspects: as a system for
distance learning and as a virtual university. The authors put accent on the way of
organization of the education process as a whole while showing the power of the
ARCADE platform. Moreover, there is discussed in details the administration of courses
and s
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
Vers une approche déclarative pour les logiciels de dessins géométriques
Cet article est consacré à la conception d'un environnement
d'apprentissage de la géométrie orienté vers la manipulation directe de figures
géométriques. À travers deux exemples d'activités, proposées en classe, on distingue les
notions de construction géométriques, de spécification, et de manipulation directe. Dans
le cadre ainsi défini, nous présentons notre approche. Elle consiste à intégrer des
mécanismes et la méthodologie de l'intelligence artificielle dans un logic
