Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 12006 result(s) returned

Informaticiens et didacticiens peuvent-ils travailler ensemble ?
Au cours du développement de l’EIAH APLUSIX, il y a eu de nombreuses occasions d’un travail partagé entre informaticiens et didacticiens. Quelques-unes sont décrites succinctement, illustrant différentes formes de collaborations selon des schémas producteur consommateur. Lors de la mise en place de patrons d’exercices et d’une carte de tests, une coopération plus approfondie a été possible, tout en respectant les disciplines de chacun. Cette mise en place de patrons d’exercices et d
Author(s): Bouhineau Denis,Bronner Alain,Chaachoua Hamid,Nica

License information
Related content

Rights not set

Report on NLP-based CALL Workshop
This deliverable is a report on the one-day workshop on NLP-based CALL that was organized on 13 April 2006 by the JEIRP partners as a contribution to an increased visibility of the project and the Kaleidoscope network. The workshop’s bilingual title was: “Integrating Natural Language Processing and Computer-Assisted Language Learning: current status and future prospects” “Traitement automatique des langues et Apprentissage des langues assisté par ordinateur : quelles perspectives d'int
Author(s): Granger Sylvianne,Antoniadis Georges,Fairon Cédri

License information
Related content

Rights not set

Programming as mathematical narrative
This paper describes a narrative-oriented approach to the design and analysis of a computational system and a set of activities for mathematical learning. Our central contention is that programming can offer a key to resolving the tension between the different representational structures of narrative and mathematical formalism. In the course of describing our approach, we make a distinction between the epistemic-cognitive elements of narrative and the social, cultural and affective elements. We
Author(s): Mor Yishay,Noss Richard

License information
Related content

Rights not set

Educational Knowledge Based Environment
In this paper a knowledge based environment is represented which facilitates easy creation and preparation of wide range of educational software. The heart of the environment is the knowledge representation tool providing a hybrid knowledge representation formalism combining frames, production rules and logic. The environment is built on the basis of the logic programming language Prolog.
Author(s): Dimitrova Galina,Stefanov Krassen

License information
Related content

Rights not set

Educational Knowledge Based Environment
In this paper a knowledge based environment is represented which facilitates easy creation and preparation of wide range of educational software. The heart of the environment is the knowledge representation tool providing a hybrid knowledge representation formalism combining frames, production rules and logic. The environment is built on the basis of the logic programming language Prolog.
Author(s): Dimitrova Galina,Stefanov Krassen

License information
Related content

Rights not set

Learning about Users from Observation
Many approaches and systems for recommending information, goods, or other kinds of objects have been developed in recent years. In these systems, machine learning methods are often used that need training input to acquire a user interest profile. Such methods typically need positive and negative evidence of the user’s interests. To obtain both kinds of evidence, many systems make users rate relevant objects explicitly. Others merely observe the user’s behavior, which yields positive evidence
Author(s): Schwab Ingo,Koychev Ivan,Kobsa Alfred

License information
Related content

Rights not set

Learning about Users from Observation
Many approaches and systems for recommending information, goods, or other kinds of objects have been developed in recent years. In these systems, machine learning methods are often used that need training input to acquire a user interest profile. Such methods typically need positive and negative evidence of the user’s interests. To obtain both kinds of evidence, many systems make users rate relevant objects explicitly. Others merely observe the user’s behavior, which yields positive evidence
Author(s): Schwab Ingo,Koychev Ivan,Kobsa Alfred

License information
Related content

Rights not set

Event-Driven Interoperability Framework For Interoperation In E-Learning Information Systems - Monit
Enormous efforts are put in both directions of the area of e-learning technologies- information and learning aspects. On one hand, there are new challenges in learning technologies, which tends to be in focus of research of the community of practise. On the other hand, there are learning specifications developments, which are technology oriented. And last, but not least new exciting technologies appear on the web. In order to achieve the primary goal in technology-enhanced learning - better lear
Author(s): Petrov Milen

License information
Related content

Rights not set

A Robot in Kindergarten
These thought are the result of work in progress, started in 1999, within the scope of the Trás-os-Montes Digital/SCETAD, project (sub-project: ICEI – Computers in Early Childhood Education Contexts). The work took place in Portuguese kindergarten rooms, with children aged 3, 4, 5 and 6. The ICEI sub-project aims to promote the use of ICT in a playful but pedagogical way, be it free or directed. This use is intended to occur within the scope of activities developed for the micro-spaces of the
Author(s): João-Monteiro Maria,Cristóvão-Morgado Rosa,Bula

License information
Related content

Rights not set

Choosing for learning objects: The possible deployment of learning objects with eight educational am
The Dutch six-part series Leerobjecten in de praktijk (Learning objects in practice) is about six divergent and difficult problems that occur frequently in working with learning objects. Based on research into existing practice, guidelines are offered to policy makers, educational technology consultants, teachers, educational designers and developers of digital learning materials who are struggling with these problems in higher education. Choosing for learning objects discusses eight education
Author(s): Schoonenboom Judith,Emans Bruno,Joost Meijer

License information
Related content

Rights not set

Choosing for learning objects: The possible deployment of learning objects with eight educational am
The Dutch six-part series Leerobjecten in de praktijk (Learning objects in practice) is about six divergent and difficult problems that occur frequently in working with learning objects. Based on research into existing practice, guidelines are offered to policy makers, educational technology consultants, teachers, educational designers and developers of digital learning materials who are struggling with these problems in higher education. Choosing for learning objects discusses eight education
Author(s): Schoonenboom Judith,Emans Bruno,Joost Meijer

License information
Related content

Rights not set

Interactive learning of nanophysics phenomena
This paper describes a new method of teaching and experimenting nanophysics effects using a nanomnipulator. This nano-manipulator is formed by a multi-sensory platform connected to an AFM and/or to virtual nano-scenes produced by a real-time simulator. The first objective of this work is the evaluation of a custom-made nanomanipulator compared to the use of a classical Atomic Force Microscope (AFM) interface. These instruments are used to teach one-dimensional nano-physical phenomenon, the appro
Author(s): Marchi Florence,Marliere Sylvain,Urma Daniela,Flor

License information
Related content

Rights not set

Interactive learning of nanophysics phenomena
This paper describes a new method of teaching and experimenting nanophysics effects using a nanomnipulator. This nano-manipulator is formed by a multi-sensory platform connected to an AFM and/or to virtual nano-scenes produced by a real-time simulator. The first objective of this work is the evaluation of a custom-made nanomanipulator compared to the use of a classical Atomic Force Microscope (AFM) interface. These instruments are used to teach one-dimensional nano-physical phenomenon, the appro
Author(s): Marchi Florence,Marliere Sylvain,Urma Daniela,Flor

License information
Related content

Rights not set

Designing for Collaboration and Mutual Negotiation of Meaning – Boundary Objects in Networked Learn
This paper addresses the issue of collaborative learning and networked learning within continuing professional development. Collaborative learning is defined as the meeting of specific differences and dependencies among participants and practices within and across communities, afforded and constrained by the pedagogical design. The study explores how boundary objects serve as resources to support collaborative learning as a means of representing, learning about, and transforming knowledge. Based
Author(s): Dirckinck-Holmfeld Lone

License information
Related content

Rights not set

Didactical complexity of computational environments for the learning of mathematics
How a microworld is used by students is crucially influenced by the teacher, who has the responsibility of organising the classroom setting in which learning takes place. For this reason this paper focuses on the teacher as a manager of the learning situation, in relation to the students’ construction of meaning. A model of teaching which takes into account interactions between teacher, students and computer is outlined. Although the focus of this paper will be on the teacher, the teacher w
Author(s): Sutherland Rosamund,Balacheff Nicolas

License information
Related content

Rights not set

Framework for Computer Programming in Preschool and Kindergarten
This thesis aims to be a contribution to the integration of activities with computer programming into preschool education contexts. It is based on experiences and observations of children aged 3, 4, and 5 years olds programming computers, using an animated programming language, ToonTalk, held between 2000 and 2004 in seven different settings, typically in weekly session held over the course of several months in each year, involving approximately 150 children and 10 educators, including early chi
Author(s): Morgado Leonel

License information
Related content

Rights not set

The role of roles in the analysis of interactions in collaborative environments
Analysis of interactions has become a basic function in the field of collaborative learning, as a means for supporting both students' self-regulation as well as formative evaluation processes. However, we observe a lack of methods and tools for the analysis of interactions in CSCL that considerer the different roles implied in collaboration management processes, both from the point of view of the actors that take part in a typical CSCL scenario: teachers, students or the system
Author(s): Marcos José Antonio,Martinez Alejandra,Dimitriadi

License information
Related content

Rights not set

Towards 'phenomenaria' in the teaching of distributed systems concepts
Not available
Author(s): O'Donnell Fionnuala,Tangney Brendan

License information
Related content

Rights not set

Applying Competence Structures for Peer Tutor Recommendations in CSCL Environments.
Competence structures of the content and competence modelling of the learners provide well-suitable means for finding appropriate peer tutors in CSCL based on asynchronous messaging and annotations. Various criteria for the appropriateness of potential peer tutors can be discussed. An internet-based system used as a large scale Web experiment can then also deliver data for evaluating such criteria.
Author(s): Heller Jürgen,Hockemeyer Cord,Albert Dietrich

License information
Related content

Rights not set

Data Recording and Usage Interaction Analysis in Asynchronous Discussions: The D.I.A.S. System.
This paper describes the development and the implementation of a new Asynchronous Discussion Forum Software, called DIAS. While evaluating several corresponding software, we came to the conclusion that they seem to be inadequate to support the use of this activity (asynchronous discussion) as a substantial part of the learning process. Most actual forums, that incorporate interaction analysis functions, support mainly administrators, or teachers, while offer only basic awareness functions to the
Author(s): Bratitsis Tharrenos,Dimitrakopoulou Angelique

License information
Related content

Rights not set

Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601