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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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Uncertainty-reducing cooperation scripts in online learning environments
Online learning courses can create new interaction situations for participants who have not previously worked with each other. Initially, there is some degree of uncertainty between participants in these interaction situations. According to the uncertainty reduction theory, low uncertainty increases theamount of discourse and decreases information seeking. Thus, uncertainty may influence online discourseand learning. However, the relation of uncertainty reduction to learning outcomes has not yet
Author(s): Mäkitalo Kati,Weinberger Armin,Häkkinen Päivi,F

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Uncertainty-reducing cooperation scripts in online learning environments
Online learning courses can create new interaction situations for participants who have not previously worked with each other. Initially, there is some degree of uncertainty between participants in these interaction situations. According to the uncertainty reduction theory, low uncertainty increases theamount of discourse and decreases information seeking. Thus, uncertainty may influence online discourseand learning. However, the relation of uncertainty reduction to learning outcomes has not yet
Author(s): Mäkitalo Kati,Weinberger Armin,Häkkinen Päivi,F

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Uncertainty-reducing cooperation scripts in online learning environments
Online learning courses can create new interaction situations for participants who have not previously worked with each other. Initially, there is some degree of uncertainty between participants in these interaction situations. According to the uncertainty reduction theory, low uncertainty increases theamount of discourse and decreases information seeking. Thus, uncertainty may influence online discourseand learning. However, the relation of uncertainty reduction to learning outcomes has not yet
Author(s): Mäkitalo Kati,Weinberger Armin,Häkkinen Päivi,F

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Les logiciels d'apprentissage : panoplie ou éventail ?
The main goal of this article is to elaborate a typology in the domain of computer-supported learning. The first problem that has to be addressed concerns the diversity of computer-supported learning programs and the multiple ways in which one could classify them. The proposed typology is based on the pedagogical function aimed at by the teachers or designers. Moreover, we propose a characterisation on three aspects : the tasks proposed to the learners, the theoretical viewpoint underlying the d
Author(s): de Vries Erica

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Selection and use of domain ontologies in Learning Networks for Lifelong Competence Development
A general problem in life-long learning is how to develop flexible and adaptive learning content, and how to choose and deliver the most appropriate learning activities for the learner. In order to solve this problem, we need to have the proper knowledge model, and clear interpretation how to use it. One possible solution is to use IMS Learning Design for modelling the learning process and ontologies for representing the domain knowledge and competencies. In this paper we present one specific ap
Author(s): Yordanova Korneliya,Stefanov Krassen

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Data Driven User Requirements Specification in the UNITE Project
This paper describes the process of user requirements specification in UNITE project. The main goal of the project is to develop an integrated system for authoring and delivery of high quality eLearning activities for the secondary school students. The UNITE system consists of three main components: 1) Software Platform – integrating state of the art learning management systems (LMS), content management systems (CMS), and mobile learning (mLearning) capabilities; 2) Pedagogical Framework – s
Author(s): Iliev Trayan,Gatchev Georgi,Nikolova Iliana

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Towards adaptable interaction analysis tools in CSCL
Interaction analysis has become a basic function in the field of collaborative learning as a means for supporting evaluation processes. These processes can benefit from the use of automatic or semi -automatic interaction analysis tools . If these tools considered the different roles implied in the analysis processes, this could permit to exploit the results of the analysis in function of who is the user and what is his/her purpose. The experience of awareness systems in CSCW that use roles to de
Author(s): Marcos José Antonio,Martinez Alejandra,Dimitriadi

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Initial queries into the notion of Power Users of Technology
In this paper I shall address and investigate some ideas and hypotheses, which I find very important in order to understand the notion of “Power Users of Technology”. The Power Users research initiative has noted and emphasises the heavy increase in children’s, adolescents’ or young people’s use of technology. What distinguishes the Power User research initiative and makes it qualitatively different from similar studies is that it is not merely looking into changed patterns in adolesce
Author(s): Ryberg Thomas

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Designer integration in training cycles : IEEE LTSA model adaptation
This paper describes an architecture centered on a component model for the course cycle. This model guides a re-engineering process based on the observed use scenarii. It is applied in an institutional framework and uses learning devices provided by the open source community. The architecture integrates the latest works on learning technology standards.
Author(s): Corbière Alain,Choquet Christophe

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