This paper presents some experiences of learning with computers in a preschool setting. The MEDEA framework (a Spanish acronym of Methodology and Tools for the Development of Intelligent Environments of Teaching and Learning) is used to define the activities and construct the user models. The result is an environment that has been installed in the classroom as a new resource and which has been used in conjunction with traditional learning tasks. The system has been successfully evaluated with children from different countries and cultures.
{"title":"Primary Preschool Experiences with Computers in the Classroom","authors":"M. Trella, B. Barros, R. Conejo","doi":"10.1109/ICALT.2008.270","DOIUrl":"https://doi.org/10.1109/ICALT.2008.270","url":null,"abstract":"This paper presents some experiences of learning with computers in a preschool setting. The MEDEA framework (a Spanish acronym of Methodology and Tools for the Development of Intelligent Environments of Teaching and Learning) is used to define the activities and construct the user models. The result is an environment that has been installed in the classroom as a new resource and which has been used in conjunction with traditional learning tasks. The system has been successfully evaluated with children from different countries and cultures.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116676534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Limited cognitive load has come up frequently in literature especially with respect to learning. It provides an explanation to a number of phenomena that are observed in learning. However, it does not explain how experts learn better from diverse sources while novices learn better from a clear limited source of information. Nor does it explain how sequential presentation of a cognitively demanding task is accomplished with ease compared to a split-attention presentation on the same screen of the same task. This paper, introduces a small addition to existing theory by suggesting a limited cognitive reception bandwidth. This implies that students are limited by how much information transfer can take place in parallel. This informs technology based systems in particular these that are capable of parallel information presentation through multiple windows.
{"title":"Towards Demonstrating Limited Cognitive Reception Bandwidth","authors":"Eshaa M. Alkhalifa","doi":"10.1109/ICALT.2008.173","DOIUrl":"https://doi.org/10.1109/ICALT.2008.173","url":null,"abstract":"Limited cognitive load has come up frequently in literature especially with respect to learning. It provides an explanation to a number of phenomena that are observed in learning. However, it does not explain how experts learn better from diverse sources while novices learn better from a clear limited source of information. Nor does it explain how sequential presentation of a cognitively demanding task is accomplished with ease compared to a split-attention presentation on the same screen of the same task. This paper, introduces a small addition to existing theory by suggesting a limited cognitive reception bandwidth. This implies that students are limited by how much information transfer can take place in parallel. This informs technology based systems in particular these that are capable of parallel information presentation through multiple windows.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125167247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents the results of a small-scale research project carried out in an English Higher Education institution which aimed to identify teachers' understanding of 'accessible designs' in relation to pedagogical situations where electronic resources play a significant role. Initial research suggests that, whilst programmes of learning tend to be 'constructively aligned', 'accessibility' will be designed into educational resources, with a focus on learners with specific needs, rather than creating truly 'inclusive' learning opportunities. This is not a surprise since supporting learners with disabilities has become a socio-political issue, after having been essentially a medical one. Thus, guidance to teachers was found to be mainly targeted towards technical accessibility, with little support provided on 'inclusive 'pedagogy. The research advocates a paradigm shift in relation to the way accessibility is conceptualised. A simple model is proposed, which emphasises effective learning as the primary objective of any design algorithm. The needs of learners and the resources selected to support learning are important, but so are the teachers' approaches when attempting to implement non-discriminatory practices; as well as their support needs, which are discussed in this paper, leading to a suggested educational framework for reframing teachers' conceptions of accessible e- learning design.
{"title":"Reframing Teachers' Conceptions of Accessible E-Learning Designs","authors":"Éric Bel, E. Bradburn","doi":"10.1109/ICALT.2008.179","DOIUrl":"https://doi.org/10.1109/ICALT.2008.179","url":null,"abstract":"This paper presents the results of a small-scale research project carried out in an English Higher Education institution which aimed to identify teachers' understanding of 'accessible designs' in relation to pedagogical situations where electronic resources play a significant role. Initial research suggests that, whilst programmes of learning tend to be 'constructively aligned', 'accessibility' will be designed into educational resources, with a focus on learners with specific needs, rather than creating truly 'inclusive' learning opportunities. This is not a surprise since supporting learners with disabilities has become a socio-political issue, after having been essentially a medical one. Thus, guidance to teachers was found to be mainly targeted towards technical accessibility, with little support provided on 'inclusive 'pedagogy. The research advocates a paradigm shift in relation to the way accessibility is conceptualised. A simple model is proposed, which emphasises effective learning as the primary objective of any design algorithm. The needs of learners and the resources selected to support learning are important, but so are the teachers' approaches when attempting to implement non-discriminatory practices; as well as their support needs, which are discussed in this paper, leading to a suggested educational framework for reframing teachers' conceptions of accessible e- learning design.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122641792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
After the emergence of modern technologies in recent years, learning methods have attained a new form. Using game consoles as educational tools is a new idea which is gained attracted by some researchers. This paper proposes a new method for improving English lab classes using Sony PSP (PlayStation portable) handheld game consoles especially for iranian schools.
{"title":"Improving English Lab Classes Using Sony PSP (PlayStation Portable)","authors":"M. Shirali-Shahreza","doi":"10.1109/ICALT.2008.10","DOIUrl":"https://doi.org/10.1109/ICALT.2008.10","url":null,"abstract":"After the emergence of modern technologies in recent years, learning methods have attained a new form. Using game consoles as educational tools is a new idea which is gained attracted by some researchers. This paper proposes a new method for improving English lab classes using Sony PSP (PlayStation portable) handheld game consoles especially for iranian schools.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131613442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents a fuzzy constraint-directed approach to the development of agent-based business simulator for supporting collaborative learning. The advantages of this approach can be summarized in two folds: it provides (1) a general purpose framework for the knowledge representation and problem solving in business simulation, and (2) a fully distributed computational model along with a negotiation algorithm that can be easily built to mimic more closely to the real-world scenario of collaborative strategic planning and decision making. To demonstrate the usefulness of the proposed framework, we have prototyped a business simulator, MANAGE, and applied successfully to build a beer game for collaborative learning.
{"title":"Modeling Beer Game as Role-Play Collaborative Learning via Fuzzy Constraint-Directed Agent Negotiation","authors":"Chung Cheng Tseng, C. Lan, K. R. Lai","doi":"10.1109/ICALT.2008.107","DOIUrl":"https://doi.org/10.1109/ICALT.2008.107","url":null,"abstract":"This paper presents a fuzzy constraint-directed approach to the development of agent-based business simulator for supporting collaborative learning. The advantages of this approach can be summarized in two folds: it provides (1) a general purpose framework for the knowledge representation and problem solving in business simulation, and (2) a fully distributed computational model along with a negotiation algorithm that can be easily built to mimic more closely to the real-world scenario of collaborative strategic planning and decision making. To demonstrate the usefulness of the proposed framework, we have prototyped a business simulator, MANAGE, and applied successfully to build a beer game for collaborative learning.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131637918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The work reported here deals with the observation of pedagogical activities in educational platforms. Userspsila behavior is observed through the traces of their activity. In this paper we present a flexible observation solution based on a set of dedicated software agents that enables the teacher to dynamically adapt his/her observation scenario during the learning session. A multi-agent system with a dedicated agent configuration language is described.
{"title":"A Flexible Agent-Based Observation Solution for Educational Platforms","authors":"Gligor-Calin Loghin, J. Marty, T. Carron","doi":"10.1109/ICALT.2008.126","DOIUrl":"https://doi.org/10.1109/ICALT.2008.126","url":null,"abstract":"The work reported here deals with the observation of pedagogical activities in educational platforms. Userspsila behavior is observed through the traces of their activity. In this paper we present a flexible observation solution based on a set of dedicated software agents that enables the teacher to dynamically adapt his/her observation scenario during the learning session. A multi-agent system with a dedicated agent configuration language is described.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133582717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Martin Memmel, Rafael Schirru, M. Wolpers, Eleftheria Tomadaki
Today, users do not only access learning resources stored in traditional repositories. They use any kind of digital resource, often generated in the context of social media platforms. When trying to improve the learning experience, it is crucial that all resources that are potentially useful are accessible; and that the resources are described in a way that allows to identify what is relevant. We suggest enriching learning resource descriptions by combining metadata generated by experts, user interactions, observation components and machine-generated metadata. We give a brief example of the compilation of rich metadata sets by integrating the social media platform ALOE with resources and metadata from the Ariadne knowledge pool and public FlashMeeting replays.
{"title":"Towards the Combined Use of Metadata to Improve the Learning Experience","authors":"Martin Memmel, Rafael Schirru, M. Wolpers, Eleftheria Tomadaki","doi":"10.1109/ICALT.2008.131","DOIUrl":"https://doi.org/10.1109/ICALT.2008.131","url":null,"abstract":"Today, users do not only access learning resources stored in traditional repositories. They use any kind of digital resource, often generated in the context of social media platforms. When trying to improve the learning experience, it is crucial that all resources that are potentially useful are accessible; and that the resources are described in a way that allows to identify what is relevant. We suggest enriching learning resource descriptions by combining metadata generated by experts, user interactions, observation components and machine-generated metadata. We give a brief example of the compilation of rich metadata sets by integrating the social media platform ALOE with resources and metadata from the Ariadne knowledge pool and public FlashMeeting replays.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116499567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Torrente, P. Moreno-Ger, Baltasar Fernandez-Manjon, J. Sierra
Digital games are becoming a rising trend in e-Learning due to their potential educational benefits. However, their application is hindered by issues such as their high production costs and the difficulty of getting instructors involved in the development process, a required aspect in order to achieve educational value. In this paper we propose to tackle those issues by developing new, instructor-oriented, authoring tools for educational videogames. These principles are carried out in the platform: a complete instructor-oriented authoring toolkit for educational point-and-click adventure videogames.
{"title":"Instructor-Oriented Authoring Tools for Educational Videogames","authors":"J. Torrente, P. Moreno-Ger, Baltasar Fernandez-Manjon, J. Sierra","doi":"10.1109/ICALT.2008.177","DOIUrl":"https://doi.org/10.1109/ICALT.2008.177","url":null,"abstract":"Digital games are becoming a rising trend in e-Learning due to their potential educational benefits. However, their application is hindered by issues such as their high production costs and the difficulty of getting instructors involved in the development process, a required aspect in order to achieve educational value. In this paper we propose to tackle those issues by developing new, instructor-oriented, authoring tools for educational videogames. These principles are carried out in the platform: a complete instructor-oriented authoring toolkit for educational point-and-click adventure videogames.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128044877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents an approach for closely observing the different levels of human and computer interactions during studentpsilas communication activities on computer mediated communication (CMC) tools. It focuses on how to efficiently track learnerspsila activities, along with their outputs, and to exploit the collected tracking data in order to assist participants, both learners and teachers, in the learning process. Three experiments using the system and the result analysis are also presented.
{"title":"Students' Tracking Data: An Approach for Efficiently Tracking Computer Mediated Communications in Distance Learning","authors":"M. May, S. George, P. Prévôt","doi":"10.1109/ICALT.2008.53","DOIUrl":"https://doi.org/10.1109/ICALT.2008.53","url":null,"abstract":"This paper presents an approach for closely observing the different levels of human and computer interactions during studentpsilas communication activities on computer mediated communication (CMC) tools. It focuses on how to efficiently track learnerspsila activities, along with their outputs, and to exploit the collected tracking data in order to assist participants, both learners and teachers, in the learning process. Three experiments using the system and the result analysis are also presented.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132630451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this contribution the history of technology enhanced learning is examined, starting with early learning machines and ending with new concepts for workplace learning solutions. One difference between traditional e-Learning solutions and workplace integrated learning is that in the first case knowledge workers are sent to the ldquolearningrdquo while in the second case the ldquolearningrdquo is brought to the knowledge workers working environment. This allows workplace integrated learning to better cope with the gap between individual demands of a learner and the demands of an organization. Two of our own projects are selected to illustrate the key ideas we have to support workplace-integrated learning. After this illustration it becomes clear that workplace-integrated learning is still at an early stage. Therefore, we identify the main challenges for future research in this area.
{"title":"The Long Way towards Workplace-Integrated Learning","authors":"K. Tochtermann, Gisela Granitzer","doi":"10.1109/ICALT.2008.170","DOIUrl":"https://doi.org/10.1109/ICALT.2008.170","url":null,"abstract":"In this contribution the history of technology enhanced learning is examined, starting with early learning machines and ending with new concepts for workplace learning solutions. One difference between traditional e-Learning solutions and workplace integrated learning is that in the first case knowledge workers are sent to the ldquolearningrdquo while in the second case the ldquolearningrdquo is brought to the knowledge workers working environment. This allows workplace integrated learning to better cope with the gap between individual demands of a learner and the demands of an organization. Two of our own projects are selected to illustrate the key ideas we have to support workplace-integrated learning. After this illustration it becomes clear that workplace-integrated learning is still at an early stage. Therefore, we identify the main challenges for future research in this area.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"64 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132637965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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