Implementation of a computer algebra based assessment system
This article describes the design and implementation of the CABLE computer aided assessment system. Introducing a computer algebra system (CAS) to assist in marking allows instructors to design effective assessment schemes that are valid and reliable. A modular design approach allows system components, including a virtual learning environment (VLE), CAS and database, to be used for their respective strengths. Requirements for both interoperability and customisation for particular learning contex
Using e-mail to support reflective narration
This article presents an exploratory study of e-mail use for reflective narration. Narration is viewed from three perspectives: the narrating act, the narrative statement, and the story. These perspectives are used to characterize the 69 e-mails that were exchanged between 13 groups of children from three primary schools. The findings show that e-mail narration has monologic and dialogic qualities, and leads to cognitive and personal reflections on the learning task. We conclude that e-mail can
Gridcole: a tailorable grid service based system that supports scripted collaborative learning
This paper introduces Gridcole, a new system that can be easily tailored by educators in order to support the realization of scripted collaborative learning situations. To do so, educators can provide a script specifying the sequence of activities to be performed by learners as well as the tools and documents required to support them. Gridcole can then search for these tools in a service-oriented grid in order to integrate them so that they are available for users during the realization of the s
Collaborative distributed environments for learning design tasks by means of modelling and simulatio
The Simulation discipline has to face new challenges such as the incorporation of Collaborative Technologies for professional use as well as for teaching purposes. This integration permits the creation of new kinds of support for collaborative learning processes. In this paper, we explore the potential of this synergy with DomoSim-TPC, a synchronous distributed collaborative environment for the teaching and learning of Domotics. The system supports an active, simulation-based and problem-based a
Development of an electronic course based on the i*teach methodology with the use of the ims learnin
The paper is a demonstration of the use of active methods of learning and IMS Learning design (IMS LD) specification for the development of portable and reusable electronic course. It demonstrates how Information and Communication Technologies (ICT) can enhance the process of teacher training, and how this can be used for Lifelong Competence Development of teachers. The paper shows how units of learning developed according to the IMS LD specification can integrate the contemporary active methods
Verbal Coaching During a Real-time Task
TRANSoM is a collaborative effort among university and industry researchers aimed at producing an intelligent tutoring system for training pilots of remotely operated vehicles (ROVs). ROVs are unmanned, tethered, underwater vehicles used in a range of applications such as inspection, search and salvage, and mine countermeasures. Pilots have to learn to maneuver the ROV, keeping track of its tether and its surroundings, using little more than a video camera and sonar. To minimize workload while a
Narrative Evolution: Learning from Students' Talk about Species Variation
Learners do not always enjoy productive interactions with Multimedia Interactive Learning Environments. Their attention can be distracted away from the educational focus intended by designers and teachers through poor design and operational inadequacy. In this paper we describe a study of groups of learners using a multimedia CD-ROM research tool called Galapagos. This tool was developed to enable us to observe groups of learners interacting with different versions of the same multimedia content
Rôle des ontologies en ingénierie des EIAH : cas dun système dassistance au design pédagogiq
The thesis illustrates the role that Ontological Engineering (OE) can play in the design of Technology Enhanced Learning (TEL) for supporting learning/instructional designers and environments.,Ph. D. Thesis in cognitive informatics, Department of computer sciences, Unversité du Québec à Montréal (UQÀM), Canada
The effects of graphical overviews on exploratory behaviour and knowledge acquisition in hypertext e
One of the main and recognized problems of learning with hypertexts is that learners are easily distracted and end up lost in hyperspace. As a result, they do not acquire complete and adequate knowledge. In this study, we enhanced a hypertext environment with a graphical overview that represented the basic structure of the domain and we designed the layout in such a way that learners were unobtrusively encouraged to follow a sequence of exploration that followed the domain structure. This so
Standard-compliant Scenario Building with Theoretical Justification in a Theory-aware Authoring Tool
Nowadays standard technologies play important roles in enhancing sharability, reusability and interoperability of learning contents. However, there is a lack of pedagogical justification of the contents implemented with the standards. This paper discusses the standard-compliance of our ontology-based modeling framework and how the framework gives theoretical justification to standard-compliant learning/instructional scenarios in a theory-aware authoring tool.,Poster in 13th International Confere
Emergence de Diagnostic par Formation de Coalitions - Application au diagnostic des conceptions d'un
Cet article présente une approche d'une tâche de diagnostic basée sur la formation de coalitions. Nous considérons le diagnostic comme étant le résultat émergent de l'activité interactive d'agents d'un niveau micro, résultat qui est interprété par des agents spécialisés d'un niveau supérieur (niveau macro). Au niveau micro, les agents interagissent et, suite à un processus de vote, forment des coalitions; au niveau macro, les agents spécialisés sont capables d'interpréter les c
CEPIAH, a method for Evaluation and Design of Pedagogical Hypermedia
We are working on a method, called CEPIAH. We propose a web based system used to help teachers to design multimedia documents and to evaluate their prototypes. Our tool integrates two modules such as EMPI (Evaluation of Multimedia Pedagogical and Interactive software), and SP/UL/FC, a method for designing pedagogical hypermedia. The EMPI module is used to evaluate multimedia software used in educational context. We structured a knowledge base composed of a list of evaluation criteria, grouped th
Une introduction à la théorie des situations didactiques (Master "Mathématiques, Informatique" de
À l'origine du mouvement théorique sous l'étiquette (malheureuse) "didactique des mathématiques" en France est l'idée qu'il est possible de décrire, d'expliquer de façon rationnelle les phénomènes d'enseignement, phénomènes qui suscitent en général davantage l'empirisme ou l'opinion que le discours raisonné Un des soucis largement partagés au sein de la communauté française de didactique des mathématiques est celui de l'établissement d'un cadre théorique original développan
The Climate Visualizer: Sense-Making Through Scientific Visualization
This paper describes the design of a learning environment, called the Climate Visualizer, intended to facilitate scientific sense-making in high school classrooms by providing students the ability to craft, inspect, and annotate scientific visualizations. The theoretical background for our design presents a view of learning as acquiring and critiquing cultural practices and stresses the need for students to appropriate the social and material aspects of practice when learning an area. This is fo
Comprehensive Object-Oriented Learning: The Learner's Perspective
The object-oriented paradigm is increasingly being integrated in computer science education as well as in industry. There is a high demand for understanding the learner’s actions, strategies and thoughts while solving object-oriented problems. Little is known about these processes. Aimed at both teachers and researchers involved in teaching object-oriented technologies, this book reports findings from four case studies, two design experiments and three controlled experiments, with a total of 1
Selected Papers from the Kaleidoscope Convergence Workshop
To foster synergy between research on collaborative, mobile and inquiry learning and between different scientific and methodological perspectives (namely, educational design, psychology and computer science) and to strengthen the cohesion of the community, the Kaleidoscope network has decided to organise a âConvergence Workshopâ in conjunction with the 2006 Contractors' General Assembly in Amsterdam, Dec. 4-6.
The two fields of collaborative and inquiry learning have bee
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
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
Design approaches in technology enhanced learning
Design is a critical to the successful development of any interactive learning environment (ILE). Moreover, in technology enhanced learning (TEL), the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of Design Science (Simon,
Understanding the structure of the set of rational numbers: a conceptual change approach.
In the present article, we argue that the conceptual change approach to learning can apply in the case of mathematics, taking into consideration the particular nature of mathematical knowledge and the neurobiological bases of mathematical cognition. In the empirical study that is reported in this article, we investigated ninth graders' understanding of algebraic and structural properties of rational numbers, from a conceptual change perspective. We make
the point that understanding rational numb
