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Une aide à la réingénierie d'un scénario pédagogique via la préconisation et la formalisation
La démarche que nous proposons dans cet article s'inscrit dans une réflexion menée autour de la réingénierie des EIAH. Elle concerne plus précisément la réingénierie d'un scénario pédagogique en assistant les concepteurs dans la phase de définition des observables qui leur permettront de comprendre a posteriori le déroulement d'une session d'apprentissage. De ce point de vue, notre démarche présente plusieurs points forts. Tout d'abord, elle permet de préconiser des observables
Author(s): Barré Vincent,Choquet Christophe

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Approche par transformation de modèles pour la conception d'EIAH
Ce papier concerne la conception de situations d'apprentissage dans le cadre de la formation à distance. Des travaux préalables ont été menés afin de proposer un langage, CPM (Cooperative Problem-based learning Metamodel), exploitant la richesse graphique proposé par UML (Unified Modeling Language). CPM est alors construit sous la forme d'un profil UML.Il se positionne au niveau des phases de conception en amont des EML (Educational Modeling Language). Nous présentons alors une technique
Author(s): Laforcade Pierre

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Navigation interactive pour l'apprentissage en linguistique textuelle
Cet article présente un langage de modélisation des connaissances de visualisation et de navigation et leur implémentation dans une plate-forme logicielle NaviTexte. Nous montrons que cette implémentation nécessite de disposer d' un modèle de texte que nous décrivons. Une application à la linguistique textuelle qui permette à un étudiant de voir et de naviguer dans un texte entre des unités textuelles qui en assurent la cohérence est ensuite présentée.,Preprint
Author(s): Couto Javier,Lundquist Lita,Minel Jean-Luc

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Analyse des changements induits par la technologie dans des travaux pratiques de sciences expérimen
Un laboratoire distant est présenté : Educ@ffix.net, dans lequel les apprenants doivent construire un protocole d’expérience grâce à un environnement informatique dédié, puis réaliser cette expérience par l’intermédiaire d’un robot distant. Le protocole doit d’abord être validé par un tuteur artificiel, puis la manipulation est exécutée par le robot et visualisée grâce à une caméra via le web. Dans ces conditions, l’expérience de chimie est modifiée par rapport à une si
Author(s): Girault Isabelle,d'Ham Cedric

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Didactique et intelligence artificielle
Le présent article reprend l'essentiel du contenu de mon exposé introductif à la journée "Didactique et environnements d'apprentissage informatisés" de la VI° école d'été de didactique des mathématiques (Gras 1991) et les principales idées présentées lors du premier exposé que j'ai fait sur ce thème à l'occasion des XIII° journées francophones sur l'informatique (Balacheff 1991). Il s'agit de suggérer des lignes de recherches potentiellement fécondes pour les didacticiens, da
Author(s): Balacheff Nicolas

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Internal and external collaboration scripts in web-based science learning at schools
Collaboration scripts can help learners to engage in argumentation and knowledge acquisition. However, they might have differential effects for learners holding differently structured knowledge (internal scripts) on argumentation. We investigated how external scripts interact with learners’ internal scripts concerning collaborative argumentation. 98 students from two secondary schools participated. Two versions of an external collaboration script (high vs. low structured) supporting argumentati
Author(s): Kollar Ingo,Fischer Frank,Slotta James

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Video workflow in the learning sciences: Prospect of Emerging technologies for argmenting work pract
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Author(s): Pea Roy D.,Hoffert Eric

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WILD for learning: Interacting through new computing devices anytime, anywhere
We use the acronym WILD to refer to Wireless Interactive Learning Devices1. WILD are powerful and small handheld2 networked computing devices. The smallest handheld computers fit in one hand easily. The user interacts with the device either by touching the screen with a pen-shaped stylus, or by typing with both thumbs on a small keyboard known as a thumb-pad keyboard. The largest are the size of a paperback book and have a keyboard that is large enough to type on with all ten fingers. Their low
Author(s): Pea Roy D.,Maldonado Heidy

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Foundations and opportunities for an interdisciplinary science of learning
In this chapter, we argue that the learning sciences are poised for a "decade of synergy." We focus on several key traditions of theory and research with the potential for mutually influencing one another in ways that can transform how we think about the science of learning, as well as how future educators and scientists are trained.
Author(s): Bransford John,Barron Brigid,Pea Roy D.,Meltzoff A

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Making sens: science education networks of sensors
A small group of leaders from research, industry, and education convened in a one-day workshop at Stanford's Center for Innovations in Learning (SCIL) to brainstorm on the use of data probes, sensors, and communication technologies in the development of innovative science education curricula. This report documents the results of a morning brainstorm and afternoon group exercises developing educational scenarios for which sensor networks would be powerful in enhancing learning content and promoti
Author(s): Pea Roy D.,Mills Michael,Takeuchi Lori

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CML - The ClassSync Modeling Language.
The ClassSync Modeling Language (CML) addresses the problem of creating a controlling overlay to classroom learning activities, or e-leaming workflows. Our aim is to allow authors and teachers to generate a mapping from activity design to its implementation in a wirelessly networked classroom with ubiquitous use of handheld computers for information exchange. CML models e-learning workflows with three major components: actors, data objects, and interaction networks. Actors are the diverse perfon
Author(s): Brecht John,Chung Mark,Pea Roy D.

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Technology, equity, and K-12 learning
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Author(s): Pea Roy D.

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Learning and teaching with educational technologies.
This chapter considers what we have learned about learning and teaching with educational technologies over the past several decades. While there are compelling data and arguments on the positive effects of these tools, there are also well-documented difficulties with implementing such innovations. The social contexts of the uses of technology are crucial to understanding how technology may influence teaching and learning. The classroom influences, in particular the teacher, are seminal. Much mor
Author(s): Pea Roy D.

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A Discussion of Judah Schwartz's Chapter
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Author(s): Linn Marcia,Pea Roy D.

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Practices of distributed intelligence and designs for education
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Author(s): Pea Roy D.

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The aims of software criticism: Reply to Professor Papert
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Author(s): Pea Roy D.

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Beyond Amplification: Using the Computer to Reorganize Mental Functioning
Computers are classically viewed as amplifiers of cognition. An alternative conceptualization is offered of computer as reorganizer of mental functioning. Software analyses illuminate the advantages of the latter approach for new visions of the potential cognitive benefits of computers. A new result emerges: Because the cognitive technologies we invent serve as instruments of cultural redefinition (shaping who we are by changing, not just amplifying, what we do), defining educational values beco
Author(s): Pea Roy D.

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Supporting Conceptual Awareness with Pedagogical Agents
This paper describes a series of efforts in building and conceptualizing software agents for distributed collaborative learning. The agents are referred to as pedagogical agents. We have integrated pedagogical agents within two collaborative environments, TeamWave Workplace and Future Learning Environment. The role of agents in these environments differs from past work on software agents in their function as extended awareness mechanisms, focusing on task and concept awareness (conceptual a
Author(s): Mørch Anders,Jondahl Silje,Dolonen Jan A.

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Categorisation in Knowledge building
In this paper we explore how students talk and reason when they were exposed to a set of categories taken from scientific discourse. The scientific categories are built into a web-based discussion forum (Fle) as part of a pedagogical and technological design. The scientific categories are based on the concepts of the progressive inquiry model for knowledge building. Socio-cultural theory with a focus on concepts like categories and prompting is our theoretical framework. In the DoCTA NSS proje
Author(s): Ludvigsen Sten,Mørch Anders

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Collaboration and Problem Solving in Distributed Collaborative Learning
Ethnomethodology and Conversation Analysis are utilised as resources for analysing distributed collaborative learning. Thematically we are interested in how a group of students manage their task, how they keep a joint focus, and how technology features in their activity. We present and analyse extracts of data from a group collaborating in a groupware system called TeamWave Workplace. We conclude that in collaborative problem solving the interpretation of the task and the problem solving process
Author(s): Arnseth Hans Christian,Ludvigsen Sten,Wasson Barba

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