Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186179
H. Haugen, B. Ask, Thorleif Hjeltnes
The idea of developing a model for a European Networked University (MENU) originates from an initiative taken by the European Commission in 2001 aiming at mobilising existing resources for designing tomorrow's education. As part of this programme, a group of eleven European universities are testing the MENU model, based on experiences and results from previous projects and R&D work. The partners are defining models for collaboration (partnership agreement), for joint study plans, organization and economic strategy, to be tested and evaluated through user trials. Based on these models, the goal is to establish a sustainable ENU-a European Networked University.
{"title":"Model for a European, Networked University","authors":"H. Haugen, B. Ask, Thorleif Hjeltnes","doi":"10.1109/CIE.2002.1186179","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186179","url":null,"abstract":"The idea of developing a model for a European Networked University (MENU) originates from an initiative taken by the European Commission in 2001 aiming at mobilising existing resources for designing tomorrow's education. As part of this programme, a group of eleven European universities are testing the MENU model, based on experiences and results from previous projects and R&D work. The partners are defining models for collaboration (partnership agreement), for joint study plans, organization and economic strategy, to be tested and evaluated through user trials. Based on these models, the goal is to establish a sustainable ENU-a European Networked University.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114073241","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}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1185909
S. Ozawa, Osami Inoshita
In this paper, the authors reveal how learners evaluate different learning environments including CSCL and classroom, and how learners describe relationship between different groups in some learning environments. In order to demonstrate these relationships, they try to use combinations of qualitative semi-structured interviews and a collage method, which facilitate learners externalization of relation among learning environments and groups. They especially focused how learners describe CSCL on collages. As a result, three types of collages were found showing different relations. It is suggested that a collage method is useful for learners to transform internal thought into outer representations. hi addition to these effects, this method has possibilities to reconstruct their thinking more clearly. As a whole, it is suggested relations making like collages is important for learners to reflect about learning environments.
{"title":"Trial of collage method to evaluate learning environments including CSCL","authors":"S. Ozawa, Osami Inoshita","doi":"10.1109/CIE.2002.1185909","DOIUrl":"https://doi.org/10.1109/CIE.2002.1185909","url":null,"abstract":"In this paper, the authors reveal how learners evaluate different learning environments including CSCL and classroom, and how learners describe relationship between different groups in some learning environments. In order to demonstrate these relationships, they try to use combinations of qualitative semi-structured interviews and a collage method, which facilitate learners externalization of relation among learning environments and groups. They especially focused how learners describe CSCL on collages. As a result, three types of collages were found showing different relations. It is suggested that a collage method is useful for learners to transform internal thought into outer representations. hi addition to these effects, this method has possibilities to reconstruct their thinking more clearly. As a whole, it is suggested relations making like collages is important for learners to reflect about learning environments.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"56 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124084329","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 study aims to develop and analyze the effects of computerized advance organizers with multimedia. The system design adopts computer multimedia to link three frameworks: mathematic learning, computer mindtools and problem solving. The system also uses examples of students' daily life to compose two types (with Flash and Powerpoint) of computerized advance organizers. Taking probability as examples, the influences of computerized advance organizers on students' achievements and retention of learning Mathematics were evaluated. In the experiment involving more than 200 pupils, it was founded that the learning achievements on probability learning of the students who used two types of computerized advance organizers are better than those of students who used none of advance organizers under the computer aided learning system mode.
{"title":"Effects of computerized advance organizers on elementary school mathematics learning","authors":"Chien-Hsun Tseng, Weichung Wang, Yijin Lin, Pi-Hsia Hung","doi":"10.1109/CIE.2002.1186087","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186087","url":null,"abstract":"This study aims to develop and analyze the effects of computerized advance organizers with multimedia. The system design adopts computer multimedia to link three frameworks: mathematic learning, computer mindtools and problem solving. The system also uses examples of students' daily life to compose two types (with Flash and Powerpoint) of computerized advance organizers. Taking probability as examples, the influences of computerized advance organizers on students' achievements and retention of learning Mathematics were evaluated. In the experiment involving more than 200 pupils, it was founded that the learning achievements on probability learning of the students who used two types of computerized advance organizers are better than those of students who used none of advance organizers under the computer aided learning system mode.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124167674","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}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1185926
T. Roselli, E. Faggiano, Paola Plantamura, Veronica Rossano
Today, there is growing interest in the use of Internet and WWW to achieve cooperative type activities and in particular, cooperative learning, based on the principles of constructivism. Cooperation can undoubtedly enhance network-mediated instructional systems but efficacious cooperative learning can be ensured providing these systems with components that reproduce well-established pedagogical models of cooperative learning, together with components that can assess both individual and group progress. This is made possible by introducing AI techniques in computer-aided learning systems that allow pedagogical strategies to be embedded. In this work, the authors present a system on the WWW for cooperative learning about geometric figures, where each student communicates with the rest of the group online, and a study to evaluate the cooperative learning effectiveness of our project called Geometriamo. The system is based on Slavin's Student Team Learning model for cooperative learning.
{"title":"A WWW-based cooperative learning system and its effects on students' achievement","authors":"T. Roselli, E. Faggiano, Paola Plantamura, Veronica Rossano","doi":"10.1109/CIE.2002.1185926","DOIUrl":"https://doi.org/10.1109/CIE.2002.1185926","url":null,"abstract":"Today, there is growing interest in the use of Internet and WWW to achieve cooperative type activities and in particular, cooperative learning, based on the principles of constructivism. Cooperation can undoubtedly enhance network-mediated instructional systems but efficacious cooperative learning can be ensured providing these systems with components that reproduce well-established pedagogical models of cooperative learning, together with components that can assess both individual and group progress. This is made possible by introducing AI techniques in computer-aided learning systems that allow pedagogical strategies to be embedded. In this work, the authors present a system on the WWW for cooperative learning about geometric figures, where each student communicates with the rest of the group online, and a study to evaluate the cooperative learning effectiveness of our project called Geometriamo. The system is based on Slavin's Student Team Learning model for cooperative learning.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126403648","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}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186218
I. Fung
Inspired by the practice of studying escort in ancient time, this paper describes an approach to the development of learning support agency. The agency is in fact a team of small agents which embody with clearly defined and domain specific knowledge or skill. The agents are not designed as full blown instructors or tutors but only escorting the students during their study journeys and serve them as their assistants. The students still bears the major responsibility of their own learning but the agency is always at their disposal and can offer help if necessary. Among others, agility is the strongest selling point of this architecture. Whenever a new agent is developed, it simply either joins the team as a new member or replaces an old agent that is due to 'retire' without bothering the students and instructors.
{"title":"Digital ShuTong: reviving the ancient form of learning support agents","authors":"I. Fung","doi":"10.1109/CIE.2002.1186218","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186218","url":null,"abstract":"Inspired by the practice of studying escort in ancient time, this paper describes an approach to the development of learning support agency. The agency is in fact a team of small agents which embody with clearly defined and domain specific knowledge or skill. The agents are not designed as full blown instructors or tutors but only escorting the students during their study journeys and serve them as their assistants. The students still bears the major responsibility of their own learning but the agency is always at their disposal and can offer help if necessary. Among others, agility is the strongest selling point of this architecture. Whenever a new agent is developed, it simply either joins the team as a new member or replaces an old agent that is due to 'retire' without bothering the students and instructors.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128033287","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}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186012
C. Blurton, Anita C. K. Lee
In 1998, the University of Hong Kong was the first tertiary institution in Asia to implement a campuswide notebook computer programme, where each incoming student is enabled to own a personal notebook computer. At the beginning of each year, incoming students are surveyed to collect baseline data about their self-reported computer skills and their attitudes about computer use in education. In mid-May 2001, at the end of their undergraduate education, the 1998 cohort was surveyed again to gauge the changes, if any, in the skills and attitudes of the students after three years of study at the university and to collect the opinions of the students for future directives concerning IT in education at the University. Generally, students who participated in the notebook programme were satisfied and found the ThinkPads to be useful in their coursework and studies, using them for about 14 hours a week for school work.
{"title":"Views of the first cohort of HKU notebook programme participants","authors":"C. Blurton, Anita C. K. Lee","doi":"10.1109/CIE.2002.1186012","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186012","url":null,"abstract":"In 1998, the University of Hong Kong was the first tertiary institution in Asia to implement a campuswide notebook computer programme, where each incoming student is enabled to own a personal notebook computer. At the beginning of each year, incoming students are surveyed to collect baseline data about their self-reported computer skills and their attitudes about computer use in education. In mid-May 2001, at the end of their undergraduate education, the 1998 cohort was surveyed again to gauge the changes, if any, in the skills and attitudes of the students after three years of study at the university and to collect the opinions of the students for future directives concerning IT in education at the University. Generally, students who participated in the notebook programme were satisfied and found the ThinkPads to be useful in their coursework and studies, using them for about 14 hours a week for school work.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"31 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125655682","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}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1185980
L. Smith
Education Queensland's Virtual Schooling Service has been created to address the need for flexible curriculum delivery options and contact with students in more isolated areas. With increased access to computer technology, 60.2% of homes in Queensland compared to 56% nationally having a computer and 44% of homes in Queensland compared to 37% nationally having Internet access, online learning is the way of the future. VSS teachers have been using the best mix of face to face and e-interactions in computer mediated communication employing a variety of specific teaching and learning strategies while learning what it is really like to have a teacher/tutor role in a virtual community. Although many organisational, pedagogical and learning issues still need to be addressed, students enjoy using computer technology in an interactive setting to work collaboratively solving problems, sharing ideas and information in cyberspace.
{"title":"Learning communities on the Internet: teaching in the Queensland virtual schooling service","authors":"L. Smith","doi":"10.1109/CIE.2002.1185980","DOIUrl":"https://doi.org/10.1109/CIE.2002.1185980","url":null,"abstract":"Education Queensland's Virtual Schooling Service has been created to address the need for flexible curriculum delivery options and contact with students in more isolated areas. With increased access to computer technology, 60.2% of homes in Queensland compared to 56% nationally having a computer and 44% of homes in Queensland compared to 37% nationally having Internet access, online learning is the way of the future. VSS teachers have been using the best mix of face to face and e-interactions in computer mediated communication employing a variety of specific teaching and learning strategies while learning what it is really like to have a teacher/tutor role in a virtual community. Although many organisational, pedagogical and learning issues still need to be addressed, students enjoy using computer technology in an interactive setting to work collaboratively solving problems, sharing ideas and information in cyberspace.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130081127","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}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1185893
C. Higgins, P. Symeonidis, Athanasios Tsintsifas
Supporting the assessment of an ever-increasing number of students is an error-prone and resource intensive process. Computer based assessment (CBA) software aids educators by automating aspects of the assessment of student work. Using CBA benefits pedagogically and practically both students and educators. The Learning Technology Group at the University of Nottingham has been actively researching, developing and using software to automatically assess programming coursework for 14 years. Two of the systems developed, Ceilidh and its successor CourseMaster, are being used by an increasing number of academic institutions. Research has resulted in a system for supporting the full lifecycle of free-response CBA that has diagram-based solutions. The system, DATsys, is an authoring environment for developing diagram-based CBA. It has been designed to support the authoring of coursework for most types of diagram notations. Exercises have been developed and tested for circuit diagrams, flowcharts and class diagrams. Future research plans are for authoring exercises in many more diagram notations.
{"title":"Diagram-based CBA using DATsys and CourseMaster","authors":"C. Higgins, P. Symeonidis, Athanasios Tsintsifas","doi":"10.1109/CIE.2002.1185893","DOIUrl":"https://doi.org/10.1109/CIE.2002.1185893","url":null,"abstract":"Supporting the assessment of an ever-increasing number of students is an error-prone and resource intensive process. Computer based assessment (CBA) software aids educators by automating aspects of the assessment of student work. Using CBA benefits pedagogically and practically both students and educators. The Learning Technology Group at the University of Nottingham has been actively researching, developing and using software to automatically assess programming coursework for 14 years. Two of the systems developed, Ceilidh and its successor CourseMaster, are being used by an increasing number of academic institutions. Research has resulted in a system for supporting the full lifecycle of free-response CBA that has diagram-based solutions. The system, DATsys, is an authoring environment for developing diagram-based CBA. It has been designed to support the authoring of coursework for most types of diagram notations. Exercises have been developed and tested for circuit diagrams, flowcharts and class diagrams. Future research plans are for authoring exercises in many more diagram notations.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133983567","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}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186213
Y. Okazaki, X. Feng, Masayoshi Okamoto, Hiroki Kondo
This paper describes our on-line handwriting mathematical expression input interface for our Intelligent Algebraic Calculation Tutoring System (ACTS). It consists of a Java-based client, which receives user's handwriting input and displays output, and a C-based server, which recognizes hand-written symbols. Our interface provides simple and easy mathematical expression input environment. Its distinctive features are automatic stroke segmentation based on spatial relationship and time intervals of consecutive strokes, symbol recognition based on DDCPM (Directional and Direction-Change Pattern Matching) method and function buttons that help user's input and correction. Our experiment results show that the recognition rate is 79 % for 91 kinds of symbols and 90 % for 34 kinds of restricted ones for our target domain.
{"title":"A Java based on-line handwriting interface for an Intelligent Algebraic Calculation Tutoring System","authors":"Y. Okazaki, X. Feng, Masayoshi Okamoto, Hiroki Kondo","doi":"10.1109/CIE.2002.1186213","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186213","url":null,"abstract":"This paper describes our on-line handwriting mathematical expression input interface for our Intelligent Algebraic Calculation Tutoring System (ACTS). It consists of a Java-based client, which receives user's handwriting input and displays output, and a C-based server, which recognizes hand-written symbols. Our interface provides simple and easy mathematical expression input environment. Its distinctive features are automatic stroke segmentation based on spatial relationship and time intervals of consecutive strokes, symbol recognition based on DDCPM (Directional and Direction-Change Pattern Matching) method and function buttons that help user's input and correction. Our experiment results show that the recognition rate is 79 % for 91 kinds of symbols and 90 % for 34 kinds of restricted ones for our target domain.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134095960","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}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186093
Rong-Jui Fong, H. Yang, Cheng-fu Chiang
The basis of the research is Ikujiro Nonaka and Hirotaka Takeuchi's knowledge management theory so as to develop junior high vocational teachers' knowledge management platform and to provide the practical training community the mechanism for the dialogue space and knowledge sharing. Therefore, it could assist the vocational teachers to make good use of the critical knowledge of teaching, administration, preceptors' practice and on-the-job learning activities, which is expected to promote the acquirement, application, dissemination and creation of knowledge for the sake of practice teachers' professional growth. The method of the research adopts systematical research. The researcher deals with the need analysis by the knowledge chain of the practical training community, including the practical guidance professors, practical guidance teachers and practice teachers. The researcher also collects the documents and individual experiences of the practical training community's critical knowledge, which is built and managed by the platform.
{"title":"A study of the vocational teachers' knowledge management platform","authors":"Rong-Jui Fong, H. Yang, Cheng-fu Chiang","doi":"10.1109/CIE.2002.1186093","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186093","url":null,"abstract":"The basis of the research is Ikujiro Nonaka and Hirotaka Takeuchi's knowledge management theory so as to develop junior high vocational teachers' knowledge management platform and to provide the practical training community the mechanism for the dialogue space and knowledge sharing. Therefore, it could assist the vocational teachers to make good use of the critical knowledge of teaching, administration, preceptors' practice and on-the-job learning activities, which is expected to promote the acquirement, application, dissemination and creation of knowledge for the sake of practice teachers' professional growth. The method of the research adopts systematical research. The researcher deals with the need analysis by the knowledge chain of the practical training community, including the practical guidance professors, practical guidance teachers and practice teachers. The researcher also collects the documents and individual experiences of the practical training community's critical knowledge, which is built and managed by the platform.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131722002","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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