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Competence-based Knowledge Structures for Personalised Learning
The ELeGI project focuses on integrating technology-enhanced learning methodologies into a pedagogy-driven and service-oriented architecture based on Grid technology. It aims at a system that is capable of realising personalised, adaptive, and experiential learning. This requires to have available a framework that, on the one hand, allows for representing existing domain knowledge, and, on the other hand, provides a representation of the learner's current state of knowledge. It is shown that a
Author(s): Heller Jürgen,Mayer Birgit,Albert Dietrich

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First version of LimSee3 offering a template mechanism and a customized user interface
This document presents the first version of the LimSee3 multimedia authoring tool. We briefly recall the context in which it was designed, then we describe the main features of this version and its limitations and we illustrate its use trough an extensive example.,PALETTE deliverable - report number D.INF.03
Author(s): Quint Vincent,Mikáč Jan,Roisin Cécile

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Categorization of tools and pedagogical approaches related to collaborative learning and CoPs
This deliverable presents a categorization of tools and a clarification of the notion of "scenario". It presents some existing taxonomies. The tools inventory and the proposed categorization focus on a user perspective. It takes into account data collected from CoPs, from PALETTE's partners and from the existing literature.,PALETTE deliverable - report number D.PAR.02 - 155 pages
Author(s): Denis Brigitte,Erpicum Martin,Boukottaya Aida,Dael

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Categorization of tools and pedagogical approaches related to collaborative learning and CoPs
This deliverable presents a categorization of tools and a clarification of the notion of "scenario". It presents some existing taxonomies. The tools inventory and the proposed categorization focus on a user perspective. It takes into account data collected from CoPs, from PALETTE's partners and from the existing literature.,PALETTE deliverable - report number D.PAR.02 - 155 pages
Author(s): Denis Brigitte,Erpicum Martin,Boukottaya Aida,Dael

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Students' activity in computer supported collaborative problem solving in mathematics
The purpose of this study was to analyse secondary school students' (N=16) computer-supported collaborative mathematical problem solving. The problem addressed in the study was: What kinds of metacognitive processes appear during computer-supported collaborative learning in mathematics? Another aim of the study was to consider the applicability of networked learning in mathematics. The network-based learning environment Knowledge Forum (KF) was used to support students' collaborative problem sol
Author(s): Hurme Tarja-riitta,Järvelä Sanna

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Analyse de fichiers de traces d'étudiants : aspects didactiques
Users of a learning platforms are usually required to log in, that provides a great deal of data. The general question studied here is: how to exploit this data to help the different actors involved? At first let us introduce the platform and the experiments we conducted. Then we use a didactic model to produce a qualitative analysis from the quantitative data collected. A simple exercise classification emerges from the construction of two indicators. It is consistent with the different experim
Author(s): Vandebrouck Fabrice,Cazes Claire

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Students conceptions: an introduction to a formal characterization
We investigate in this paper the complexity of modeling students knowing of mathematics under the constraints of acknowledging both their possible lack of coherency and their local efficiency. For this purpose we propose a formalization of the notion of "conception" as a possible tool to answer the epistemological problem we identify. We apply then this approach to the study of the possible conceptions of "function", from an historical and then an epistemic point of view. We report the result of
Author(s): Balacheff Nicolas,Gaudin Nathalie

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Personalisation Services for Self e-Learning Networks
This paper describes the personalisation services designed for self e-learning networks in the SeLeNe project. A self e-learning network consists of web-based learning objects that have been made available to the network by its users, along with metadata descriptions of these learning objects and of the network's users. The proposed personalisation facilities include: querying learning object descriptions to return results tailored towards users' individual goals and preferences; the ability to
Author(s): Keenoy Kevin,Poulovassilis Alexandra,Christophides

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Is there a way to e-Bologna? Cross-National Collaborative Activities in University Courses
This article describes a study of distance collaborative activities that have been conducted in a cross-national setting between a Greek and a German university. We discuss issues related to organization, technology, and curricula considerations. In addition, we analyze the modes of cooperation that have been chosen in the students' work on creative problem solving tasks and conclude that for complex learning scenarios succesful collaboration and peer tutoring in advanced learning support enviro
Author(s): Harrer Andreas,Kahrimanis Georgios,Zeini Sam,Bolle

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Beyond logging of fingertip actions: analysis of collaborative learning using multiple sources of da
In this article we discuss key requirements for collecting behavioural data concerning technology-supported collaborative learning activities. It is argued that the common practice of analysis of computer generated logfiles of user interactions with software tools is not enough for building a thorough view of the activity. Instead more contextual information is needed to be captured in multiple media like video, audio files, snapshots, etc, in order to re-construct the learning process. A softwa
Author(s): Avouris Nikolaos,Fiotakis Georgios,Kahrimanis Geor

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Beyond logging of fingertip actions: analysis of collaborative learning using multiple sources of da
In this article we discuss key requirements for collecting behavioural data concerning technology-supported collaborative learning activities. It is argued that the common practice of analysis of computer generated logfiles of user interactions with software tools is not enough for building a thorough view of the activity. Instead more contextual information is needed to be captured in multiple media like video, audio files, snapshots, etc, in order to re-construct the learning process. A softwa
Author(s): Avouris Nikolaos,Fiotakis Georgios,Kahrimanis Geor

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Beyond logging of fingertip actions: analysis of collaborative learning using multiple sources of da
In this article we discuss key requirements for collecting behavioural data concerning technology-supported collaborative learning activities. It is argued that the common practice of analysis of computer generated logfiles of user interactions with software tools is not enough for building a thorough view of the activity. Instead more contextual information is needed to be captured in multiple media like video, audio files, snapshots, etc, in order to re-construct the learning process. A softwa
Author(s): Avouris Nikolaos,Fiotakis Georgios,Kahrimanis Geor

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We Have Met Technology and It Is Us
The chapter explores the relationship between technology and intelligence with an emphasis on technologies as forms of tool-mediated social practices. This involves the argument that although tools are constituents of a technology, it is the way in which tools are deployed as part of a social practice that is crucial. Artifacts are considered as the foundation blocks of technology.
Author(s): Cole Michael,Derry Jan

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Making Distance Education Collaborative through Internet
The research presented in this thesis is located within the concept of Computer Supported distributed Collaborative Learning (CSdCL). CSdCL, developed by Annita Fjuk and Lone Dirckinck-Holmfeld, is a focused study within the field Computer Supported Collaborative Learning (CSCL). One approach to CSdCL, in particular practiced under the conditions of distance education, focuses on communication processes between distance learners and distance learners and teachers. The pedagogical model in this a
Author(s): Berge Ola

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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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Music Composition Lessons: the multimodal affordances of technology
This article seeks to investigate the multimodal affordances presented by music software and how it can provide new opportunities for students to engage with composition work in the classroom. It aims to broaden the scope of current research into classroom composition using technology, through a study of students' environments and compositional processes as seen from these new perspectives. The authors believe there is a now a need for a reconsideration of the scope of multimodal enquiry in the
Author(s): Gall Marina,Breeze Nick

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Using and modeling context with ontology in e-learning: the case of teacher’s personal annotation
This article aims at defining a context ontology of teacher’s personal annotation, in order to use it in a context-aware annotation tool “MemoNote”. Starting from a general definition of the context and its application to teacher’s annotation, we define the uses of active and passive contexts in MemoNote (annotation ontologies selection, annotation memorization, pattern definition and selection). We then develop completely teacher’s annotation context annotation ontology using the clas
Author(s): Desmoulins Cyrille,Azouaou Faiçal

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Using and modeling context with ontology in e-learning: the case of teacher’s personal annotation
This article aims at defining a context ontology of teacher’s personal annotation, in order to use it in a context-aware annotation tool “MemoNote”. Starting from a general definition of the context and its application to teacher’s annotation, we define the uses of active and passive contexts in MemoNote (annotation ontologies selection, annotation memorization, pattern definition and selection). We then develop completely teacher’s annotation context annotation ontology using the clas
Author(s): Desmoulins Cyrille,Azouaou Faiçal

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Mixing Microworld and Cas Features in Building Computer Systems that Help Students Learn Algebra
We present the design principles for a new kind of computer system that helps students learn algebra. The fundamental idea is to have a system based on the microworld paradigm that allows students to make their own calculations, as they do with paper and pencil, without being obliged to use commands, and to verify the correctness of these calculations. This requires an advanced editor for algebraic expressions, an editor for algebraic reasoning and an algorithm that calculates the equivalence of
Author(s): Nicaud Jean-François,Bouhineau Denis,Chaachoua Ha

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APLUSIX, A learning environment for algebra, actual use and benefits
After a presentation of the APLUSIX system, a learning environment for formal algebra, we describe the use of this system in a French class of grade 10, in particular a sequence devoted to factorisations and equations, and an analysis of the students' work during this sequence. This study exhibits the influence of the tools provided by the software on the construction of competences in algebra. We also report the opinion of a teacher who used the APLUSIX system during one year with this class.
Author(s): Chaachoua Hamid,Nicaud Jean-François,Bronner Alai

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