Showing papers in "International journal of continuing engineering education and life-long learning in 2008"

A reference model for mobile social software for learning

Abstract: This paper provides a reference model for mobile social software and uses it to analyse the current state-of-the-art in its applications for learning. A general overview of the literature in the field and the available projects will be given. The reference model for mobile social software helps us to (1) find out to what extent mobile social software for learning has already been used until date, (2) identify gaps and limitations in current research and provide new ideas and innovative approaches for learning based on these gaps, and (3) position our current research work in preparation of a study of applications of mobile social software for learning. After describing the current state-of-the-art, its limitations and suggestions for future research, an implemented solution of mobile social software for learning is briefly described. The paper concludes with an outlook on possible chances and challenges for future research.

Towards a learning path specification

Abstract: Janssen, J., Berlanga, A., Vogten, H. and Koper, R. (2007). Towards a learning path specification. Proceedings of the ePortfolio 2007 Conference. October, 17-19, 2007, Maastricht, The Netherlands. [See also http://hdl.handle.net/1820/1680 ]

LOCO-Analyst: Semantic web technologies in learning content usage analysis

Abstract: This paper demonstrates how we use semantic web technologies to improve the state-of-the-art in e-learning environments and bridge the gap between students and learning-content authors/teachers. In particular, we use our Learning Object Context Ontology (LOCO) framework to formalise the notion of learning object context as a complex interplay of learning activities, learning objects and learners. In addition, we rely on semantic annotation for establishing semantic relations among diverse learning artefacts (e.g. lessons and chat messages). These technologies enabled us to implement a number of feedback types (identified by interviewing several web-oriented professional educators) for content authors and teachers to help them improve their online courses. The implemented feedback is integrated in a tool named LOCO-Analyst, which actually extends the well-known learning content packing tool Reload Editor. LOCO-Analyst is tested on the real data obtained from the iHelp Courses Learning Content Management System and is evaluated by several educational practitioners.

Programming as mathematical narrative

Abstract: This paper describes a narrative-oriented approach to the design and the 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 then elaborate the theoretical grounds of the individual epistemic facets of narrative. We propose a link between narrative theories of learning and constructionist traditions, specifically the notion of situated abstraction. This link suggests the possibility of further dialogue between the two academic communities.

Smart indicators to support the learning interaction cycle

Abstract: This paper focuses on the relevant information for collecting and presenting contextual information, its effects and impact on the learning interaction cycle and mechanisms of controlling it. The core principle of the learning interaction cycle is the interaction of learners with their learning environment. Previous research highlights that such interaction is important for the experience and progress of learners. However, we identified a conceptual gap between the learner actions within a learning environment and the responses that are provided to the learners. To bridge this gap we adopted a layered model of context-aware systems that meets the requirements for supportive responses. The model has four layers and describes the information processing of interaction footprints of learners in a learning environment: the sensor layer, the semantic layer, the control layer and the indicator layer. We applied this model to analyse the results as they were reported in the literature.

Affect detection and metaphor in e-drama

Abstract: We report work on adding affect-detection to an existing e-drama programme, a text-based software system for (human) dramatic improvisation in simple virtual scenarios, for use primarily in learning contexts. The system allows a human director to monitor improvisations and make interventions, for instance in reaction to excessive, insufficient or inappropriate emotions in the characters' speeches. Within an endeavour to partially automate directors' functions, and to allow for automated affective bit part characters, we have developed an affect-detection module. It is aimed at detecting affective aspect (concerning emotions, moods, rudeness, value judgments, etc.) of human-controlled characters' textual 'speeches'. The work also accompanies basic research into how affect is conveyed linguistically. A distinctive feature of the project is a focus on the metaphorical ways in which affect is conveyed. The project addresses the special issue themes such as making interactive narrative learning environments more usable, building them, and supporting reflection on narrative construction.

Towards understanding self-organisation: How self-regulation contributes to self-organisation?

Abstract: Up to date, self-regulation learning has emerged in several areas of knowledge not only as a multidisciplinary, but also as an interdisciplinary research such as philosophy, psychology, cognitive science and motivational learning This article involves two parts The first one is an analytical study which aims towards understanding self-organisation through analysis of the effect and contribution of self-regulation on self-organisation by considering the answer of two questions The first question is: Why naming one definition and model of self-regulation is complex? And, the second is: How self-regulation contributes to self-organisation? The base of raising these questions is what has been reported out by Boekaerts and Corno (2005) concerning self-regulation in the classrooms is that "There is no simple and straightforward definition of the construct of self-regulated learning" The analysis came up with the conclusion that self-organisation is the sum of all self-regulations The second part of this article is an observational results of some common experimental instructions (do's and don'ts) that the author used with 103 children less than seven years young (range = 2-6 years) This analysis is one of the results of a pilot study that the author ran as a part of his PhD research The primary purpose of the observational results is to answer the question: To what extent does this instruction valuable to keep children acting during task performance? The importance of answering this question is that the amount of self-regulation is strongly influenced by the amount of external control, ie the more external control leads to less self-regulation and vice versa and the results showed that (1) the proposed do's and don'ts instructions are not as they expected to be and minimising the external control requires the researchers in different areas of knowledge to develop a cohesive set of experimental instructions that help the external regulators to minimise their control upon children and (2) the complexity of the self-organisation acquisition is emphatically influenced by the difficulty of the self-regulation acquisition

Performance support system in higher engineering education – introduction and empirical validation

Abstract: The paper defines and empirically validates the concept of performance support system in higher engineering education. The validation of the concept is based upon two studies: a pilot and an experiment, on the effect of performance support system on achievements and attitudes of students. The experimental study confirmed the expectation that the performance support system produced significantly better results than the traditional method of teaching when achievements of students were compared. The analysis of the students' attitudes towards the method revealed that the operationalisation of support was better implemented in the performance support software application than performance.

Concept mapping instrumental support for problem solving.

Abstract: The main theoretical position of this paper is that it is the explicit problem-solving support in concept mapping software that produces a stronger effect in problem-solving performance than the implicit support afforded by the graphical functionality of concept mapping software. Explicit problem-solving support activates cognitive functions such as knowledge representation, knowledge elicitation, knowledge reflection and knowledge creation. Concept mapping graphical instruction supports knowledge representation only. This paper reports on an experimental study that tests this assumption as measuring the effect of two types of concept mapping software on problem-solving performance, mapping production and perceived problem-solving effectiveness of 47 students randomly assigned to an experimental and a control group. The results validated empirically the theoretical position as the group that used concept mapping software with explicit problem-solving support scored significantly higher on problem-solving performance and on the most of the indicators of mapping production and perceived effectiveness of concept mapping software.

Effects of synchronous coaching in teacher training

Abstract: Historically, the nature of coaching the teachers is asynchronously: a reflective discussion with the supervisory coach is the follow-up after a lesson has been taught. We expect that synchronous (immediate) coaching may complement and to a certain extent supplant the asynchronous feedback. Nonetheless, in order to investigate the additional effects of combining synchronous and asynchronous coaching, it is essential to obtain an insight into the effects of synchronous interventions separately from the asynchronous condition. Test subjects were assigned random to two conditions: synchronous vs. asynchronous. The participants were required to show teacher's behaviour on the basis of video fragments. An observer scored the quality of this pedagogical action. It appeared from this study that synchronous coaching had significantly greater effects than the asynchronous condition on the quality of the pedagogical action of the trainee teacher.

Problem-Based Learning in web environments: how do students learn? Evidences from the 'Virtual eBMS' system

Abstract: This paper presents a case study of applying the Problem-Based Learning (PBL) approach in a web-based environment. It first describes the rationale and the main features behind the PBL for creating business leaders in the emerging competitive environment. Then, it introduces a web-based system, supporting the PBL strategy, called 'Virtual eBMS', which is designed and implemented at the e-Business Management Section (eBMS) of Scuola Superiore ISUFI, University of Salento, Italy. The system is illustrated starting from the description of an operational framework for designing PBL curricula from the author perspective and, then, a typical scenario of a learner accessing to the curricula. The learner access is referred to the following main ways: structured and unstructured one, allowing him to capture the most suitable learning resource for solving the complex problem. Finally, the main benefits of the 'Virtual eBMS' functionalities will be summarised from the learner perspective.

Meta-Tutor: an online environment for knowledge construction and self-regulated learning in clinical psychology teaching

Abstract: Many online courses of psychology reported in literature are web-based versions of traditional courses, based on a flawed model of how people learn, equating education to transmission of information. This model underlies the lecture-based classroom approach used in many university courses, as well as the online translations of these courses. In this study, an alternative is proposed and evaluated empirically: a learning environment based on a sound instructional design, including knowledge constructing and self-regulated learning features. Results show that learners using this environment perform better than controls in several tests. Implications for online learning environments construction are discussed.

A case study about supporting the development of thinking by means of ICT and concretisation tools

Abstract: Improving learning and thinking in school has been an objective of the educational community for a long time. Computer applications and especially mind tools can be helpful in reaching this objective. Control software that operates a connected physical micro world and is used as a kind of mind tool, delivers possibilities to develop and support learning and thinking of pupils in school. We studied pupils' thinking behaviour (thinking skills and habits of mind) by analysing the progressive discourse of pupils who solved problems using Techno-Logica control software in a hybrid micro world. We developed a first version of an observation instrument and tested its usefulness in exploring thinking behaviour. In this paper, we present the first results and prospective.

The effect of adaptive performance support system on learning achievements of students.

Abstract: The study compares the effectiveness of two performance support systems, adaptive and non-adaptive, on learning achievements of engineering students. In addition, the research design controls for a possible effect of learning style. The analysis reveals that students working with an adaptive performance support system score significantly higher than students using a non-adaptive performance system on a performance test across different learning styles. The only variation in the two experimental conditions, manipulated in the study, is embedded adaptive arrangement based on learning style. Embedded adaptation mode accommodates learning preferences of students through the structure of learning content as an association between types of learning content and different learning styles is assumed. Learning style does not produce a significant difference in the performance achievements of students and there is no indication for an interaction effect between performance support system as a method of instruction and learning style. These results are explained by two theoretical positions introduced in the background of the study, namely coping behaviour and the distinction between level and style type of cognitive constructs.

Helping teachers generate exercises with random coefficients

Abstract: First, we propose two taxonomies concerning software designed for teaching mathematics, which we call Technology Enhanced Learning (TEL) environments, the first one concerns the teacher's place and role in TEL environments, the second one concerns the activities which are foreseen and provided by TEL environments. Second, we consider TEL environments which provide teachers with tools for building patterns of exercises used in the TEL environment to generate randomly and dynamically exercises or lists of exercises. Our approach is compared to classical approaches (based on standards like IMS-QTI or on Computer Algebra Systems).

Teachers' practice and students' learning in the Mexican programme for Teaching Mathematics with Technology

Abstract: Since 1997, an ongoing national programme called Teaching Mathematics with Technology (EMAT) has been introduced in Mexican lower-secondary mathematics classrooms (children 12-15 year-old). The programme introduces a pedagogical model aimed to foster exploratory and collaborative learning through the use of computational tools. In this article, we present some results from an evaluation study that looked at teachers' practice with these tools, their assimilation of the pedagogical model and the impact of the use of the programme on students' learning. The results show that teacher-training remains insufficient and that teachers have great difficulties in changing their practice as conceived by the programme. The use of the technological tools in schools is also very inconsistent. For students, the benefit of the technology-based activities remains difficult to assess, and there is no visible impact on learning as measured by items used in national evaluations (although there seems to be a correlation between the tools used and the learning of different mathematical topics).

Narratives on platform : stories for women in computer science

Abstract: The development of information technologies is changing work and employment. Society now demands that the people must be able to use technology. While technological skills and familiarity with the computer are ever more crucial, from the gender perspective we observe a considerable divide between those who have frequent and 'friendly' access to electronic devices - above all men - and those who do not, generally women. This gender divide is caused by social, structural factors, and individual differences. It is important to understand how this gap can be closed and how feminine participation in Information Technology (IT) be improved. Telementoring or distance learning may be ad hoc solutions to these problems. The article explores how computer technology can be used to develop and sustain relationships between expert and novice women in the IT field by having them to share experimental narratives about their work.

A narrative centred Informant Design approach for interactive learning environments

Abstract: This paper describes a narrative centred design approach, which has been developed to produce multimedia-based Interactive Learning Environments (ILEs) that incorporate a 'designed-in' narrative intended to provide users with a rich and engaging learning experience. The Narrative Centred Informant Design (NCID) approach is introduced and described. NCID has been developed from an analysis of narrative theory and computer games development, and incorporates dramatic and narrative devices that are meaningful to the target learner group. One of the major issues addressed is how to ensure that the ILE will appeal to students who find the domain knowledge difficult. The development of a prototype ILE that utilises the NCID approach is described and the design process is outlined. The paper concludes by identifying how the design framework can be further developed and refined.

Dynamic Web Tools for Trigonometry

Abstract: In the last 20 years, computer technology having mathematical capability has been developed, improved, and become widely available, but textbook presentations are still largely free of any discussion that might require technology. Technology could be used in mathematical instruction for student drill and practice, for instructor demonstrations that promote conceptual understanding, or for the exploration of mathematical ideas, but software is often designed to be pedagogically generic, leaving its use to the creativity of the instructor. Technological solutions for local machines can be quite extensive, but cost and time constraints then limit availability for student use. The internet has the capability to provide mathematical instruction at all hours and in all places, with little financial investment by the student. This article describes the issues encountered and addressed by the author as he attempted to include self-authored web-based instructional units into a traditional trigonometry class.

The Project Method e-course: the use of tools towards the evolution of the Greek teachers' online community

Abstract: The second web generation (Web 2.0) opens up new perspectives for community building through communication and collaboration. Open Source Software (OSS) have contributed to the viability of educational courses and extended the potential of online learning. Yet, if the aim is to provide users with a dynamic context allowing collective intelligence to emerge, not only is the development of appropriate learning environments required but also the integration of a flexible pedagogical scenario. For the purposes of this paper, the authors focus on a pilot e-course implemented on the Greek teachers' national intranet e-learning platform aiming to provide evidence that the transition from an information retrieval situation to a social learning situation requires the mediation of improved OS systems. In these, design should aim for the encouragement of the users' cognitive and social presence so that knowledge can be constructed through collaboration and critical reflection within an active online community.

The Casyopee project: a Computer Algebra Systems environment for students' better access to algebra

Abstract: Casyopee is an evolving project focusing on the development of both software and classroom situations to teach algebra. This article first describes the general motivation for the project, then its objectives. It is entering a new phase of development as part of the European ReMath project 1 , with the integration of a Dynamic Geometry module. This article illustrates by example the kind of problem that Casyopee can help to solve and how, and the working environment it creates for students.

How to interpret viewing scenarios in log files from streaming media servers

Abstract: When video is offered to students in a Web-based Learning Environment through a streaming video server, digital traces of their viewing behaviour can be collected in log files. These traces can be linked to view behaviours like zapping. According to the literature, a zapping scenario could indicate the broken link between the educational task and the video. The analysis of log files from e-learning systems could tell us something about studying the behaviour. The subject of this explorative research is the possibly interesting patterns in log files from streaming media servers. The setting of the experiment was a polytechnic institute in Groningen (The Netherlands) and it involved three groups of students, 50 in total, who were taking a course on JavaScript. We focused on the relationship between the event clusters in the log files and their related viewing scenarios. The presence of zapping can indicate the need for improvements to either the instruction video or its accompanying task. Based on our analysis of the literature, previous experiments and interviews, we have defined four viewing scenarios: one-pass, two-pass, repetitive and zapping scenario. We found traces of these scenarios in the log files. Further research is necessary to link viewing scenarios to study the behaviour.

Technological challenges of teaching mathematics in a blended learning environment

Abstract: This paper describes the following technological aspects of blended learning of mathematics: effective preparation of electronic teaching materials suited for different students' needs (PDF, HTML and XML + MathML parallel generation), videotaping of mathematics lectures, automated (self)testing of subjects taught using the computer algebra system Maple and preparation of interactive teaching materials with the MapleNet technology. Authors describe results achieved and the experience gained during preparation and implementation of these challenges in a Calculus course taught at the Faculty of Science, Masaryk University in Brno, in autumn 2006.

Drawing in movement and insights for the proof process

Abstract: The understanding of the cognitive abilities that produces the student's transition from empirical arguments to deductive arguments is one of main research areas in the learning of geometry. By using dynamical geometry environments, students show progress in the production of their own proofs, although great part of their final proofs is based on static drawings. The central concern of this article is about dynamical visual proofs, which are based on 'drawing in movement' that can be properly performed in a dynamical environment. The interactions of students with this dynamical feature, in a long-term use, can produce the development of cognitive abilities towards dynamical visual proofs. This article concentrates in two dynamical visual proofs, produced by students in pre-service programme for mathematics teachers.

Experiences authoring interactive pedagogical dramas

Abstract: The focus of this article is the design of Interactive Pedagogical Dramas (IPD). An IPD is a computer-generated environment that immerses the learner as an active participant in an engaging, evocative story, populated with animated characters. The story unfolds based on the learner's decisions. The various design issues that are faced in crafting IPDs will be covered. In particular, how pedagogy can be incorporated into the learner's interaction with the narrative will be discussed. The discussion will be illustrated using several existing IPDs. Finally, we will conclude with several observations on the design process for IPDs and possible new directions for this design process.

ALgebra on NUmerical SETs: a system for teaching and learning algebra

Abstract: A major problem in algebra education concerns the relationship of students with algebraic language, namely with the construction, interpretation and transformation of algebraic expressions and propositions containing numbers and letters. In this article, we describe the algebraic line component and the algebraic manipulator component of ALgebra on NUmerical SETs, a system designed and implemented to improve the relationship between students and algebraic language.

Supporting mobile connectivity: from learning scenarios to multi-channel devices

Abstract: The introduction of distance learning does not only bring a wider audience, but also much more diversity among the learners: first, because it can be integrated more easily into a Life-long Learning strategy; secondly, because the learners are not restricted to a single area and thus learners from different countries and with different cultures follow the curriculum. We have observed this in various DL diplomas in which we participate. In this article, we will shed some light on the difficulties and challenges arising from these multicultural settings. Based on our research work, we would like to insist on two particular points which are the necessity to adapt the pedagogical settings (e.g. pedagogical scenarios) according to the learners' behaviour to overcome unforeseen problems due to cultural differences and the importance of considering mobile technologies to overcome limited access to the technology in developing countries and to ensure continuous interaction among learners and with tutors.

Interactive geometry labs - combining the US and Russian approaches to teaching geometry

Abstract: With the introduction of dynamic geometry software such as Geometer' Sketchpad ® and Cabri ® , teaching geometry has changed dramatically. Mathematics educators are constantly faced with the challenge to re-think and reevaluate what they teach and how they teach. That particular goal was in the core of the collaborative US-Russian curriculum project supported by The Clay Mathematics Institute and Best Practices in Education, Inc. This project united two different styles of teaching geometry in one set of pedagogical materials: 22 interactive geometry labs that have been now successfully implemented in many US and Russian schools. These materials provide an integrated, dynamic environment for students to stretch themselves and discover mathematics in a unique way. These labs utilise technology and hands-on manipulative tools to discover geometric concepts and theorems. Dynamical geometry software significantly enhances the student's experience.

Technology integration in public schools: generalising from Northeast Ohio to a global setting

Abstract: Schools are conservative by nature, embodying as they do the essence of passing along the wisdom and skills of an earlier generation to those who must function in the future. Information technologies are the embodiment of rapid change, running through entire cycles of innovation in what seems the blink of an eye. When schools attempt to integrate technology into education, a major cultural clash ensues. The results are similar around the world, though the details vary. This paper attempts to provide a snapshot of that cultural clash as it currently exists within one region of the USA, discussing four different aspects of technology integration as it is taking place in the schools of Northeast Ohio: curriculum, pedagogy, administrative issues and professional development. In each case, the problems experienced by public schools are described, along with solutions which have been tried (whether successful or not). This paper concludes with a description of those dilemmas which remain unresolved, accompanied by a list of 'best practices' recommendations for educators working to integrate technology into the public schools of any country.

International Online Courses: Issues of Global Quality Assurance, Multi-Country Collaboration and Open Educational Resources

Abstract: If international online courses are to play a significant role in the expansion of education, they must be placed within a global framework of quality assurance and qualifications recognition that inspires confidence. This paper describes this evolving framework before exploring the special challenges facing small countries and giving the example of the Virtual University for Small States of the Commonwealth, a collaborative venture in the production and use of online courses involving 30 countries. The paper ends by emphasizing the potential importance of open educational resources and drawing attention, through the Cape Town Open Education Declaration, to the various degrees of openness being practised.