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Real remote physics experiments across Internet - inherent part of Integrated E-Learning
Implementation of the real remote experiments across the Internet into teaching process, up till now not available, enables introduction of Integrated e-Learning, composed of three components: the real remote experiments across the Internet, the simulation applets and the electronic interactive textbooks. We present here the prospective remote laboratory system with data transfer using Intelligent School Experimental System (ISES) as hardware and ISES WEB Control kit as software. This approach e
Author(s): Schauer František,Ožvoldová Miroslava,Lustig Fr

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Sign Language Interpreters’ Training
Nowadays, the evolution of technology and the increasing use of computers gave the opportunity for developing new methods of education of deaf individuals and sign language interpreters. The e-learning environments that have been developed for the education of sign language provide web-based courses, designed to effectively teach to anyone the Sign Language. Recognizing the difficulties and barriers of sign language training as well as the importance of sign language interpreters for the communi
Author(s): Andriakopoulou Eirini,Bouras Christos,Giannaka Eri

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Sign Language Interpreters’ Training
Nowadays, the evolution of technology and the increasing use of computers gave the opportunity for developing new methods of education of deaf individuals and sign language interpreters. The e-learning environments that have been developed for the education of sign language provide web-based courses, designed to effectively teach to anyone the Sign Language. Recognizing the difficulties and barriers of sign language training as well as the importance of sign language interpreters for the communi
Author(s): Andriakopoulou Eirini,Bouras Christos,Giannaka Eri

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A User-Friendly Sign Language Chat
The introduced concept of a gesture based sign language chat enables the communication of hearing impaired people over networks, including concerns regarding low throughput and bandwidth characteristics. Existing applications handle that task not appropriate, since either high bandwidth networks are necessary or the extensibility of the vocabulary is complicated for untrained users. Thereby our approach facilitates existing image recognition techniques for the determination of gestures which are
Author(s): Fudickar Sebastian J. F.,Nurzynska Karolina

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An adaptive learning environment in DICE system with TDD model
We introduce an adaptive learning environment named DALM (DICE adaptive learning model) based on DICE test-driven development (TDD) model that was implemented in a parse-tree based automatic on-line grader. In our opinion, there are three variables in DALM. The individual differences (I) classify the learners into several groups. The training method (T) that equivalent to TDD model in DICE can be controlled by DICE system. The learning outcome (O) presents the learning performance of learners wi
Author(s): Chien Li-Ren,Buehrer Daniel J.,Yang Chin Yi

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Using the Internet to Improve University Education: Problem-oriented Web-based Learning with MUNICS
A principled approach to the design of problem-oriented, web-based learning at the university level is presented. The principles include providing authentic contexts with multimedia, supporting collaborative knowledge construction, making thinking visible with dynamic visualisation, quick access to content resources via ICT, and flexible support by tele-tutoring. These principles are used in the MUNICS learning environment, which is designed to help students of computer science to apply their co
Author(s): Fischer Frank,Troendle Pamela,Mandl Heinz

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Task and Interaction Regulation in Controlling a Traffic Simulation
In collaborative problem solving, metacognition not only covers strategic reasoning related to the task but also reasoning related to the interaction itself. The hypothesis underlying this work states that regulation of the interaction and regulation of the task are closely related mechanisms and that their co-occurrence facilitates collaborative problem solving. These assumptions are tested experimentally with a traffic simulator. The results show that co-occurrence of task and interaction regu
Author(s): Jermann Patrick

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An approach to distance learning curriculum appropriation
The work presented aims at supporting distance learning students in their appropriation of a curriculum. We propose an approach that consists in helping students to construct individual projects. We dissociate different aspects (planning, evaluation and regulation) that can be useful for this purpose, propose a technological approach (epiphyte system, ontology-based model) and example of tools currently provided by the Saafir framework.
Author(s): Rasseneur Rasseneur,Jacoboni Pierre,Tchounikine Pi

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Cowos: A Model of Collective Work Situations to Support Modelling and Simulation Based Approaches of
This paper describes an operational model of collective work situations. This model is rooted in the CHAT theory. It allows creating multi-agent simulations where the agents’ behaviour is defined in terms that make salient organization issues, and allows building learning situations that focus on making students consider explicitly these issues.
Author(s): Taurisson Neil,Tchounikine Pierre

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Achieving Affective Impact: Visual Emotive Communication in Lifelike Pedagogical Agents
Lifelike animated agents for knowledge-based learning environments can provide timely, customized advice to support learnersâ problem-solving activities. By drawing on a rich repertoire of emotive behaviors to exhibit contextually appropriate facial expressions and emotive gestures, these agents could exploit the visual channel to more effectively communicate with learners. To address these issues, this article proposes the emotive-kinesthetic behavior sequencing framework for dynamically seque
Author(s): Lester James C.,Towns Stuart G.,FitzGerald Patrick

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Designing biases that augment socio-cognitive interactions
This chapter questions the assumption that the best environment for computer-supported collaborative learning is the one that most closely reproduces the features of face-to-face collaboration. Empirical studies have failed to establish the superiority of group interaction with richer media. Instead, the chapter explores media features that do not exist in face-to-face interactions and explains how these features might augment group cognition. The first feature, the persistency of the informatio
Author(s): Dillenbourg Pierre

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Designing biases that augment socio-cognitive interactions
This chapter questions the assumption that the best environment for computer-supported collaborative learning is the one that most closely reproduces the features of face-to-face collaboration. Empirical studies have failed to establish the superiority of group interaction with richer media. Instead, the chapter explores media features that do not exist in face-to-face interactions and explains how these features might augment group cognition. The first feature, the persistency of the informatio
Author(s): Dillenbourg Pierre

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Computerized scripts for enhancing collaborative learning
Free collaboration does not systematically produce learning. One way to enhance the effectiveness of collaborative learning is to structure interactions by engaging students in well-defined scripts. A collaboration script is a set of instructions prescribing how students should form groups, how they should interact and collaborate and how they should solve the problem. In computer-supported collaborative learning (CSCL), the script is reified in the interface of the learning environment. This co
Author(s): Dillenbourg Pierre

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Training programme for geography teachers
This paper contains a description of a Geography teacher-training program for in-service education. The program is a variant for incorporating the methodology of the Minerva- project “Innovative Didactics via Web-based Learning” (further abbreviated as IDWBL) so that the Geography teachers at work can be adequately prepared for integrating ICT in geography education at secondary schools via web-based education. The theme may seem at first glance as a variation of a known subject… But for the
Author(s): Angelova-Gancheva Daniela

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Toward Computer-Based Support of Meta-Cognitive Skills: a Computational Framework to Coach Self-Expl
We present a computational framework designed to improve learning from examples by supporting self-explanation ö the process of clarifying and making more complete to oneself the solution of an example. The framework is innovative in two ways. First, it represents the first attempt to provide computer support to example studying instead of problem solving. Second, it explicitly coaches a domain-general, meta-cognitive skill that many studies in cognitive science have shown to greatly improve le
Author(s): Conati Cristina,VanLehn Kurt

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Vers un modèle générique d’assistance aux acteurs du téléapprentissage
Nous présentons un modèle générique d'assistance aux acteurs du téléapprentissage. Le modèle permet de décrire des systèmes d’assistance pour tout système informatisé distribué ou non, quel que soit le domaine de connaissances et quel que soit l’acteur du téléapprentissage (apprenant, concepteur, formateur-tuteur, etc.) qui utilise l’assistance. Le système d'assistance peut aider ces usagers en leur offrant des conseils et en adaptant l'interface en fonction de leurs caractéri
Author(s): Dufresne Aude,Basque Josianne,Paquette Gilbert,Leo

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Vers un modèle générique d’assistance aux acteurs du téléapprentissage
Nous présentons un modèle générique d'assistance aux acteurs du téléapprentissage. Le modèle permet de décrire des systèmes d’assistance pour tout système informatisé distribué ou non, quel que soit le domaine de connaissances et quel que soit l’acteur du téléapprentissage (apprenant, concepteur, formateur-tuteur, etc.) qui utilise l’assistance. Le système d'assistance peut aider ces usagers en leur offrant des conseils et en adaptant l'interface en fonction de leurs caractéri
Author(s): Dufresne Aude,Basque Josianne,Paquette Gilbert,Leo

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TELOS, a Service-Oriented Framework to Support Learning and Knowledge Management
This chapter presents the basic orientations, the main use cases and the conceptual framework of a TeleLearning Operating System. TELOS is a system under development within the LORNET research network (www.lornet.org) aiming to integrate components and services, and research results, produced by the different LORNET teams. TELOS research is at the convergence of three main trends: learning object repositories that facilitate the access to knowledge resources; learning and knowledge management su
Author(s): Paquette Gilbert,Rosca Ioan,Mihaila Stefan,Masmoud

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Ontological Support for a Theory-Eclectic Approach to Instructional and Learning Design
Enhancement of learning with technology has been accelerating thanks to the advancement of information technology (IT) and the development of IT standards for learning. The purpose of this study is to build a still more advanced engineering infrastructure of utilization of instructional and learning theories for practitioners in line with such development. This paper discusses a modeling framework for instructional and learning theories based on ontological engineering and the compliance of IMS
Author(s): Hayashi Yusuke,Bourdeau Jacqueline,Mizoguchi Riich

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Herzberg : une simulation multimédia à interactivité variable
Herzberg est un environnement de simulation multimédia permettant de visualiser et d’explorer la vibration et la rotation des molécules. Il permet de créer des documents formés d’un ensemble de pages affichant une ou deux molécules dans des configurations prédéfinies; un texte et une voix d’explication peuvent être associés à chaque page. Il est possible de fixer pour chaque document le niveau d’interactivité. On peut également, sans effectuer de programmation, ajouter de nouvell
Author(s): Couture Marc

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