Test-based e-Assessment approaches are mostly focused on the assessment of knowledge and not on that of other skills, which could be supported by multimedia interactive services. This paper presents the QTIMaps model, which combines the IMS QTI standard with web maps services enabling the computational assessment
of geographical skills. We introduce a reference implementation of the model, with Google Maps as the web
map service, comprising both an editor and a runtime system, which have been used in two learning situations.
The tooling developed and the real use results demonstrate that the QTIMaps model is usable and provides educational benefits. We describe three other assessment activities, showing that the model can be applied to a variety of educational scenarios. read more... > see the resource
Can illustrations aid learning of text
material? These authors review the results
of 55 experiments comparing learning
from illustrated text with learning from text
alone. They go on to look at research in
closely related fields [involving, for
example, nonrepresentational pictures,
graphic organizers, learner-produced
drawings] and conclude by offering
guidelines for practice. read more... > see the resource
Book's abstract : The book discusses the analysis, comparison and integration of computational approaches to learning and research on human learning. Learning has for some time been an issue of minor importance in the cognitive sciences. It has, however, now become one of the most active research fields in psychology, the neurosciences, and computer science (machine learning). The aim of this book is to provide the reader with an overview of the prolific research on learning throughout the disciplines. The book will not only provide a general overview for those who are new to the field but will also provide specialist knowledge for those who want to learn more about alternative approaches and conceptualizations of learning in other disciplines. The contributing authors are all considered as leading experts in their field and come from the fields of cognitive, computer and educational science. They provide an assessment of the state-of-the-art of research, links between the disciplines, and they highlight the critically important research issues and methodologies, thus providing a basis for future research. read more... > see the resource
This paper reports on a five-year collaborative research programme, the aim of which was to create Computer-Supported Collaborative Learning Environments that favoured and supported the production of epistemic interactions for
the co-construction of scientific notions. Three systems (C-CHENE, CONNECT and DAMOCLES) were developed and experimented with science problem-solving tasks within constraints of the French secondary school curriculum. A
number of issues were explored in relation to our research goals, including: structuring the communication interface,
statistically or automatically constituting dyads to favour conceptual confrontation, summarising points to be debated,
and studying/defining the teacher’s multiple roles in CSCL contexts. We discuss limitations of our research and bring out
lessons that have been learned from this research programme, concerning notably: freedom and constraint in the
communication interface, structuring collaborative problem-solving sequences, richness and negotiability of
environments, interrelations between cognitive, epistemic and social dimensions of interaction, and evolution of new
educational practices. read more... > see the resource
Notre intérêt principal de recherche est la modélisation de la connaissance comme objet d’interaction entre un environnement informatique pour l’apprentissage humain (EIAH) et un utilisateur (enseignant, apprenant), avec l’hypothèse que cette interaction permettra l’émergence de la connaissance et donc de l’apprentissage. Au cœur de nos recherches se trouve la question de la nature des rétroactions épistémiques les plus susceptibles de susciter des apprentissages.
Notre problématique est centrée sur la dimension épistémique et informatique, dans notre travail :
- La dimension épistémique prend en charge à la connaissance en jeu dans l’interaction entre le sujet et la machine dans des situations d’apprentissage.
- La dimension informatique prend en charge les modèles computables et implantés dans le système.
Nos recherches sont réalisées à partir de problèmes concrets liés aux EIAH et ont pour objectif de trouver les méthodes, modèles et algorithmes qui permettent de résoudre ces problèmes. Ces problèmes sont considérés dans toutes leurs dimensions, ce qui rend notre domaine de recherche pluridisciplinaire.
Par ailleurs, nous sommes confrontés à des problèmes d’ingénierie qu’il faut résoudre pour pouvoir valider nos problématiques de recherche. Ainsi, pour pouvoir évaluer nos propositions, nous devons construire préalablement des environnements suffisamment robustes pour qu’ils puissent être manipulés par des utilisateurs finaux.
Si nos travaux peuvent avoir pour cadre des apprentissages classiques tels que les mathématiques et la physique, nous nous intéressons plus particulièrement aux activités professionnelles, comme la chirurgie orthopédique et le pilotage d’avion de ligne, activités incluant une richesse de formes de connaissances mis en jeu lors de l’apprentissage. Ce dernier aspect nous permet d’explorer des formes de connaissances particulières telles que les connaissances perceptivo-gestuelles. read more... > see the resource
From the editorial : "This book is intended for people interested in physics and its philosophy, for those who regard physics as an essential component of modern culture rather than merely a tool for industry or war. Indeed this volume is addressed to those students, teachers and research workers who enjoy learning, teaching or doing physics, and arte in the habit of pausing once in a while to ponder over key physical concepts and hypotheses and to wonder whether received theories are as perfect as textbooks would have us believe and, if not, how they might be improved." read more... > see the resource
This paper describes experiments with techniques for tracking hands and recognizing gestures. Complementary techniques are presented for detecting and tracking hands and tools. These techniques are integrated within a system which uses multiple image processing techniques to estimate the position and orientation of a hand. Images of the tracked hand are normalized in orientation and position and then projected into a principal components space. Hand configurations are represented using a probabilistic classification. Gestures are recognized in this space as sequences of hand configurations using finite state machines. 1 Direct Manipulation of Objects as an Interaction Modality Human gesture serves three functional roles [4]: semiotic, ergotic, and epistemic. The semiotic function of gesture is to communicate meaningful information. The structure of a semiotic gesture is conventional and commonly results from shared cultural experience. The good-bye gesture, the American sign language... read more... > see the resource
This chapter describes the design and implementation of a web-based system for theevaluation of distance learning courses at the Open University of the Netherlands. Theevaluation system is called SEIN, which is the Dutch word for SIGNAL. The SEIN systemcomprises the arrangement and publication of course-related electronic questionnaires and thehighly automated collection and aggregation of the students? responses. From early 2007SEIN has been in operation at most of faculties of the Open University of the Netherlands(Law, Arts, Environmental Sciences, Educational technology, Business administration andPsychology) and it covers up to some 200 courses. SEIN is thereby an important institutionalquality assurance tool for the monitoring and evaluation of Open University courses.Next, we will first outline the educational context of the Open University of the Netherlands.Subsequently, we will identify important internal and external drivers for quality assurance,we will outline the relevant characteristics of the SEIN system, and we will describe theprocess of implementation. Finally, preliminary effects of the SEIN implementation will bepresented. read more... > see the resource
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