http://tel-thesaurus.net/wiki/api.php?action=feedcontributions&user=Manon&feedformat=atomTelearn Thesaurus - User contributions [en]2024-03-28T22:17:49ZUser contributionsMediaWiki 1.24.0http://tel-thesaurus.net/wiki/index.php?title=Epistemic_affordance&diff=829Epistemic affordance2012-04-04T15:20:34Z<p>Manon: /* References */</p>
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<div><u>Draft 1</u> <br />
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'''Editor''': Manolis Mavrikis, Institute of Education, London Knowledge Lab<br />
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'''Contributor''': <br />
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==== Definition ====<br />
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The expression "epistemic affordances" refers to those affordances that are related to the expected or potential ways that a particular computational environment can be used to support learning by facilitating, or constraining on purpose, the acquisition of new information or knowledge. <br />
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==== Comments on the history ====<br />
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.../...<br />
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==== Related terms ====<br />
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Affordance, cognitive affordance, [[educational affordance]]<br />
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==== Translation issues ====<br />
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.../...<br />
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==== Disciplinary issues ====<br />
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The term "epistemic affordances" is used in philosophy of perception extending Gibson's notion of affordance "to include epistemic actions of co-classification and the like" thus enabling the thesis that "perceptual states offer information about affordances, including—crucially—epistemic affordances" (Matthen 2005 p.23). In particular according to Matthen similar to the way that "awareness of objects amounts to sensing the availability of these objects for attempts at physical interaction" (op. cit. p.9), "sensory awareness of object-features amounts to awareness of ‘epistemic affordances’, or awareness that certain epistemic operations are appropriate" (ibid.). This is close to the interpretation that can be given to the term when used to refer to ‘epistemic affordances’ of a computational environment. <br />
<br />
The term is also used by Sloman (2008) in the area of AI to refer to "the possibilities and constraints on information acquisition" of ‘intelligent agents’ which need to work out what kind of information is relevant to process ("e.g. what can be perceived, felt, heard, etc. allowing the individual to obtain new information").<br />
<br />
The introduction of the expression "epistemic affordance", in TEL research, allows making the distinction and differentiating from the perceived ‘pragmatic’ or ‘interaction’ affordances of educational software (and particularly Norman’s sense of the term) which can be somewhat autonomous of any epistemic basic (Mavrikis et al., to appear).<br />
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==== References ====<br />
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Matthen, M. [http://www.telearn.org/open-archive/browse?resource=6827_v1] (2005). Seeing, Doing, and Knowing: A Philosophical Theory of Sense Perception, Oxford: Oxford University Press. 384 pages.<br />
<br />
Mavrikis, M., Noss, R., Hoyles, C. Geraniou E. [http://www.telearn.org/open-archive/browse?resource=7349_v1] (2012). Sowing the seeds of algebraic generalisation: designing epistemic affordances for an intelligent microworld. In Noss, R. and DiSessa, A. (eds) Special Issue on Knowledge Transformation, Design and Technology, Journal of Computer Assisted Learning<br />
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Sloman, A. [http://www.telearn.org/open-archive/browse?resource=6829_v1] (2007) Predicting Affordance Changes : steps towards knowledge-based visual servoing. Unpublished discussion paper.<br />
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==== Related documents ====<br />
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<br> ► [[TEL Dictionary entries]]</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Epistemic_affordance&diff=828Epistemic affordance2012-04-04T15:20:21Z<p>Manon: /* References */</p>
<hr />
<div><u>Draft 1</u> <br />
<br />
'''Editor''': Manolis Mavrikis, Institute of Education, London Knowledge Lab<br />
<br />
'''Contributor''': <br />
<br />
==== Definition ====<br />
<br />
The expression "epistemic affordances" refers to those affordances that are related to the expected or potential ways that a particular computational environment can be used to support learning by facilitating, or constraining on purpose, the acquisition of new information or knowledge. <br />
<br />
==== Comments on the history ====<br />
<br />
.../...<br />
<br />
==== Related terms ====<br />
<br />
Affordance, cognitive affordance, [[educational affordance]]<br />
<br />
==== Translation issues ====<br />
<br />
.../...<br />
<br />
==== Disciplinary issues ====<br />
<br />
The term "epistemic affordances" is used in philosophy of perception extending Gibson's notion of affordance "to include epistemic actions of co-classification and the like" thus enabling the thesis that "perceptual states offer information about affordances, including—crucially—epistemic affordances" (Matthen 2005 p.23). In particular according to Matthen similar to the way that "awareness of objects amounts to sensing the availability of these objects for attempts at physical interaction" (op. cit. p.9), "sensory awareness of object-features amounts to awareness of ‘epistemic affordances’, or awareness that certain epistemic operations are appropriate" (ibid.). This is close to the interpretation that can be given to the term when used to refer to ‘epistemic affordances’ of a computational environment. <br />
<br />
The term is also used by Sloman (2008) in the area of AI to refer to "the possibilities and constraints on information acquisition" of ‘intelligent agents’ which need to work out what kind of information is relevant to process ("e.g. what can be perceived, felt, heard, etc. allowing the individual to obtain new information").<br />
<br />
The introduction of the expression "epistemic affordance", in TEL research, allows making the distinction and differentiating from the perceived ‘pragmatic’ or ‘interaction’ affordances of educational software (and particularly Norman’s sense of the term) which can be somewhat autonomous of any epistemic basic (Mavrikis et al., to appear).<br />
<br />
==== References ====<br />
<br />
Matthen, M. [http://www.telearn.org/open-archive/browse?resource=6827_v1] (2005). Seeing, Doing, and Knowing: A Philosophical Theory of Sense Perception, Oxford: Oxford University Press. 384 pages.<br />
<br />
Mavrikis, M., Noss, R., Hoyles, C. Geraniou E. [http://www.telearn.org/open-archive/browse?resource=7349_v1] (2011). Sowing the seeds of algebraic generalisation: designing epistemic affordances for an intelligent microworld. In Noss, R. and DiSessa, A. (eds) Special Issue on Knowledge Transformation, Design and Technology, Journal of Computer Assisted Learning<br />
<br />
Sloman, A. [http://www.telearn.org/open-archive/browse?resource=6829_v1] (2007) Predicting Affordance Changes : steps towards knowledge-based visual servoing. Unpublished discussion paper.<br />
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==== Related documents ====<br />
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.../...<br />
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<br> ► [[TEL Dictionary entries]]</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Techno-mathematical_literacies&diff=816Techno-mathematical literacies2012-03-08T15:42:52Z<p>Manon: /* Key references */</p>
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<u>Draft 1</u><br />
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'''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London <br />
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'''Contributors''' .../... <br />
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==== Definition ====<br />
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The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. <br />
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Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. <br />
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Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. <br />
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The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: <br />
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:Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24).<br />
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In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). <br />
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==== Translation issues ====<br />
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==== Disciplinary issues ====<br />
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Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation]<br />
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==== Key references ====<br />
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diSessa, A. [http://www.telearn.org/open-archive/browse?resource=7249_v1] (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. <br />
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Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. [http://www.telearn.org/open-archive/browse?resource=7282_v1] (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 <br />
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Hoyles, C, Noss, R., Kent, P. and Bakker, A. [http://www.telearn.org/open-archive/browse?resource=7250_v1] (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge <br />
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Noss, R. [http://www.telearn.org/open-archive/browse?resource=7278_v1] (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. <br />
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OECD [http://www.telearn.org/open-archive/browse?resource=7251_v1] (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. <br />
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Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board.<br />
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==== Related terms ====<br />
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Literacy, literacies <br />
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==== Related documents ====<br />
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http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br />
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<br> ► [[TEL Dictionary entries]]</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=TEL_Dictionary_entries/fr&diff=809TEL Dictionary entries/fr2012-03-06T13:05:38Z<p>Manon: </p>
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<div>{{languages}}<br> <br />
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TEL Dictionary: French entries <br />
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''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br />
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<br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br />
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<br> <br />
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'''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> <br />
Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> <br />
Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> <br />
Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> <br />
Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> <br />
'''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> <br />
Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> <br />
Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> <br />
Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> <br />
Apprentissage distribué {{MainEntry|Distributed learning}}<br><br />
'''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> <br />
Apprentissage hybride {{MainEntry|Blended learning}}<br> <br />
'''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> <br />
'''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> <br />
'''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br><br />
'''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> <br />
'''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> <br />
Apprentissage situé {{MainEntry|Situated learning}}<br> <br />
Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br />
<br />
<br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br />
<br />
<br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br />
<br />
<br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> <br />
Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> <br />
Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> <br />
Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> <br />
Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> <br />
Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> <br />
Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> <br />
Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> <br />
Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> <br />
Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> <br />
'''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> <br />
Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> <br />
Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> <br />
Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> <br />
Environnement d’apprentissage {{MainEntry|Learning environment}}<br> <br />
Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> <br />
e-portfolio {{MainEntry|e-portfolio}}<br> <br />
'''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> <br />
Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> <br />
Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br />
<br />
<br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> Fouille de données pour l’éducation {{MainEntry|Educational data mining}} <br />
<br />
<br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br />
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<br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br />
<br />
<br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br />
<br />
<br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br />
<br />
<br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br />
<br />
<br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br />
<br />
<br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br />
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<br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br />
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<br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br />
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<br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br>'''Tuteur cognitif''' {{MainEntry|[[Cognitive tutor]]}} <br />
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<br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br></div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=TEL_Dictionary_entries/fr&diff=808TEL Dictionary entries/fr2012-03-06T12:58:12Z<p>Manon: </p>
<hr />
<div>{{languages}}<br> <br />
<br />
TEL Dictionary: French entries <br />
<br />
''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br />
<br />
<br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br />
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<br> <br />
<br />
'''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> <br />
Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> <br />
Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> <br />
Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> <br />
Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> <br />
'''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> <br />
Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> <br />
Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> <br />
Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> <br />
Apprentissage distribué {{MainEntry|Distributed learning}}<br><br />
'''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> <br />
Apprentissage hybride {{MainEntry|Blended learning}}<br> <br />
'''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> <br />
'''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> <br />
'''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br><br />
'''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> <br />
'''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> <br />
Apprentissage situé {{MainEntry|Situated learning}}<br> <br />
Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br />
<br />
<br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br />
<br />
<br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br />
<br />
<br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> <br />
Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> <br />
Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> <br />
Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> <br />
Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> <br />
Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> <br />
Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> <br />
Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> <br />
Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> <br />
Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> <br />
'''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> <br />
Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> <br />
Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> <br />
Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> <br />
Environnement d’apprentissage {{MainEntry|Learning environment}}<br> <br />
Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> <br />
e-portfolio {{MainEntry|e-portfolio}}<br> <br />
'''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> <br />
Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> <br />
Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br />
<br />
<br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br />
<br />
<br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br />
<br />
<br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br />
<br />
<br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br />
<br />
<br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br />
<br />
<br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br />
<br />
<br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br />
<br />
<br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br />
<br />
<br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br />
<br />
<br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br />
<br />
<br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br>'''Tuteur cognitif''' {{MainEntry|[[Cognitive tutor]]}} <br />
<br />
<br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br></div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Techno-mathematical_literacies&diff=807Techno-mathematical literacies2012-03-02T14:03:00Z<p>Manon: /* Key references */</p>
<hr />
<div>{{languages}} <br />
<br />
<u>Draft 1</u><br />
<br />
'''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London <br />
<br />
'''Contributors''' .../... <br />
<br />
==== Definition ====<br />
<br />
The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. <br />
<br />
Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. <br />
<br />
Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. <br />
<br />
The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: <br />
<br />
:Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24).<br />
<br />
In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). <br />
<br />
==== Translation issues ====<br />
<br />
.../... <br />
<br />
==== Disciplinary issues ====<br />
<br />
Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation]<br />
<br />
==== Key references ====<br />
<br />
diSessa, A. [http://www.telearn.org/open-archive/browse?resource=7249_v1] (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. <br />
<br />
Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 <br />
<br />
Hoyles, C, Noss, R., Kent, P. and Bakker, A. [http://www.telearn.org/open-archive/browse?resource=7250_v1] (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge <br />
<br />
Noss, R. [http://www.telearn.org/open-archive/browse?resource=7278_v1] (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. <br />
<br />
OECD [http://www.telearn.org/open-archive/browse?resource=7251_v1] (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. <br />
<br />
Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board.<br />
<br />
==== Related terms ====<br />
<br />
Literacy, literacies <br />
<br />
==== Related documents ====<br />
<br />
http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br />
<br />
<br> ► [[TEL Dictionary entries]]</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Learning_scenario&diff=806Learning scenario2012-02-28T09:06:19Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG)<br />
<br />
'''Contributors''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble<br />
<br />
==== Definition ====<br />
<br />
A learning scenario is an a priori description of a learning situation, independently of the underlying pedagogical approach. It describes its organization with the goal of ensuring the appropriation of a precise set of knowledge, competences or skills. It may specify roles, activities and required resources, tools and services. <br />
<br />
==== Comments on the history ====<br />
<br />
The expression "learning scenario" appeared progressively in the TEL context when learning design approaches began to focus more on the learning activities rather than on the learning resources. <br />
<br />
From a learning design perspective, a learning scenario refers to the formal description of a "unit of learning" as defined by Koper (2003). Within the LD specification which is proposed as a standard Educational Modeling Language (EML), a learning scenario corresponds to the method ([http://www.imsglobal.org/learningdesign/]). Whereas the “method” concept is an abstract term without learning connotation, many researchers in learning design commonly use the learning scenario notion instead of it.<br />
<br />
==== Related terms ====<br />
<br />
Synonymous<br />
:Pedagogical scenario, Educational scenario, Instructional scenario<br />
<br />
Other related terms<br />
:Abstract learning scenario, Adaptive learning scenario, Assistance scenario, Collaboration script, Computable learning scenario, Contextualized learning scenario, Formal learning scenario, Generic learning scenario, Informal learning scenario, <br />
<br />
==== Translation issues ====<br />
<br />
''French'' : scénario d’apprentissage, scénario pédagogique<br />
<br />
==== Disciplinary issues ====<br />
<br />
According to the designer's point of view, “learning scenario” can address either the description of the learning tasks or the assistance tasks or both of them. For example, [Paquette, 2003] distinguishes learning scenario from assistance scenario, while for [Koper, 2005] the learning activities and the staff activities can be described in the same learning scenario. Learning scenarios may be based on different pedagogical strategies (e.g. collaborative learning, inquiry learning, problem based learning, etc.) [Wichmann et al., 2010]. Considering collaborative learning, a learning scenario is usually called a collaboration script (Dillenbourg 2002).<br />
<br />
Learning scenarios (LS) can be classified according to different criteria (Lejeune & Pernin, 2004): granularity of the targeted learning situation, constraint level associated to the learning situations, personalization level, formalization level, abstraction level.<br />
<br />
==== Key references ====<br />
<br />
Koper, R. [http://www.telearn.org/open-archive/browse?resource=7133_v1] (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page.<br />
<br />
Dillenbourg, P. [http://www.telearn.org/open-archive/search?resource=170] (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. <br />
<br />
Koper. R., Tattersall C. [http://www.telearn.org/open-archive/browse?resource=6841_v1](2005). Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag.<br />
<br />
Lejeune A., Pernin J-P., [http://www.telearn.org/open-archive/browse?resource=7274_v1] (2004). A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256<br />
<br />
Paquette G. [http://www.telearn.org/open-archive/browse?resource=6846_v1] (2003). Instructional engineering in networked environments, John Wiley and Sons, 262 p.<br />
<br />
Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. [http://www.telearn.org/open-archive/browse?resource=7272_v1] (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.).<br />
<br />
Wichmann, A., Engler, J., & Hoppe, U. [http://www.telearn.org/open-archive/browse?resource=6874_v1] (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Self-regulated_learning&diff=805Self-regulated learning2012-02-23T15:20:25Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor''': Karl Steffens, University of Cologne, Germany<br />
<br />
'''Contributors''':…/…<br />
<br />
====Definition====<br />
<br />
:"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4).<br />
<br />
====Comments on the history====<br />
<br />
The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011).<br />
<br />
====Related terms====<br />
<br />
Metacognition, self-directed learning, personalized learning, self-regulated personalized learning <br />
<br />
====Translation issues====<br />
German: selbstgesteuertes Lernen<br />
<br />
Français : apprentissage auto-régulé<br />
<br />
Spanish: la autoregulación de aprendizaje<br />
<br />
====Disciplinary issues====<br />
<br />
The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection.<br />
<br />
====Key references====<br />
<br />
Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7239_v1] (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers.<br />
<br />
European Council [http://www.telearn.org/open-archive/browse?resource=7241_v1](2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning <br />
<br />
Weinert, F.E. [http://www.telearn.org/open-archive/browse?resource=7243_v1] (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110.<br />
<br />
Zimmerman, B.J. [http://www.telearn.org/open-archive/browse?resource=7273_v1] (1989a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer.<br />
<br />
Zimmerman, B.J. [http://www.telearn.org/open-archive/browse?resource=7244_v1] (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Self-regulated_learning&diff=804Self-regulated learning2012-02-23T15:08:34Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor''': Karl Steffens, University of Cologne, Germany<br />
<br />
'''Contributors''':…/…<br />
<br />
====Definition====<br />
<br />
:"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4).<br />
<br />
====Comments on the history====<br />
<br />
The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011).<br />
<br />
====Related terms====<br />
<br />
Metacognition, self-directed learning, personalized learning, self-regulated personalized learning <br />
<br />
====Translation issues====<br />
German: selbstgesteuertes Lernen<br />
<br />
Français : apprentissage auto-régulé<br />
<br />
Spanish: la autoregulación de aprendizaje<br />
<br />
====Disciplinary issues====<br />
<br />
The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection.<br />
<br />
====Key references====<br />
<br />
Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7239_v1] (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers.<br />
<br />
European Council [http://www.telearn.org/open-archive/browse?resource=7241_v1](2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning <br />
<br />
Weinert, F.E. [http://www.telearn.org/open-archive/browse?resource=7243_v1] (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110.<br />
<br />
Zimmerman, B.J. (1989a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer.<br />
<br />
Zimmerman, B.J. [http://www.telearn.org/open-archive/browse?resource=7244_v1] (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Overlay&diff=803Overlay2012-02-23T14:44:05Z<p>Manon: /* References */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor:''' Nicolas Balacheff, LIG, Grenoble, France <br />
<br />
'''Contributors:''' .../... <br />
<br />
==== Definition ====<br />
<br />
The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: <br />
<br />
:"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4)<br />
<br />
<br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: <br />
<br />
:"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992)<br />
<br />
==== Translation issues ====<br />
<br />
French: expertise partielle. The term is often directly imported (overlay) <br />
<br />
==== Disciplinary issues ====<br />
<br />
This term has been coined as a response to the needs of a TEL research project. <br />
<br />
==== References ====<br />
<br />
Carr B., Goldstein I. P. [http://www.telearn.org/open-archive/browse?resource=7240_v1] (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology <br />
<br />
Dillenbourg P., Self J. [http://www.telearn.org/open-archive/browse?resource=7237_v1] (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 <br />
<br />
Wenger E. [http://www.telearn.org/open-archive/browse?resource=7270_v1] (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub.<br />
<br />
==== Related terms ====<br />
<br />
Learner modeling, Intelligent Tutoring Systems. <br />
<br />
==== Related documents ====<br />
<br />
Carr B., Goldstein I.P. (1977) [http://www.telearn.org/open-archive/file?CARR-1977_(007240v1).pdf Overlays, a theory of modelling for computer aided instruction] <br />
<br />
Pierre Dillenbourg P. Self J. (1992) [http://www.telearn.org/warehouse/DiILLENBOURG-1992_%28007237v1%29.pdf A framework for learner modelling]<br />
<br />
<br> ► [[TEL Dictionary entries]]</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Learning_space&diff=802Learning space2012-02-23T14:40:10Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham<br />
<br />
'''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham <br />
<br />
==== Definition ====<br />
<br />
The term ”learning space” highlights the mutually supporting ways in which learning as an activity and space as an environment construct and modify each other. Space mediates our thinking and is a vehicle for our objectified thoughts; it both shapes and is shaped by practice. Learning space is the product of design processes that rely on assumptions of relationships between forms of space and practices of learning. The ‘space’ component is intended to refer to physical space, although its meaning has been extended to include virtual and conceptual space. <br />
<br />
====Comments on the history====<br />
<br />
The concept of learning space has developed from many fragmented antecedents. The expression entered the lexicon in its currently understood sense around 2000. A common approach was to discuss the affordances inherent in design and to see space and learning as related ''representationally''. For example, Monahan (2002) argues, firstly, that space should be ‘flexible’ in order to meet learners’ sensory and mobility needs and, secondly, that designers should adopt ''built pedagogy'' as their design philosophy, based on the need to influence individuals’ behavior and action through design. Other approaches have emerged that place increasing emphasis on contextual factors and the multi-voiced nature of learning activity. Boys (2011, p.81) argues that learning space should be understood as a series of intersecting aspects:<br />
:&bull; ''Engagement and adaptation'': how people understand and are affected by their environment, and how they use space and transform it through their use;<br />
:&bull; ''Spatial routine'': those everyday social and spatial practices which affect, and are understood by, others within a community;<br />
:&bull; ''Design'': established repertoires of spatial designs and the process and outcome of attempted innovation.<br />
<br />
Some use space almost entirely as a metaphor for how individuals manage their life-worlds (e.g. Savin-Baden 2008).<br />
<br />
A parallel strand of work emphasizes that use and perception of learning space is intertwined with institutional visions and politics. Recently, some work has sought to shift the granularity of discussion about learning space, for example to focus on Universities as campuses. Neary et al. (2010) introduced the expression “learning landscapes”, suggesting that such spaces can embody the ’idea’ of the University as an institution and that campuses can be understood according to a profile, mapping measures of expression, efficiency and effectiveness against institutional visions.<br />
<br />
====Related terms====<br />
<br />
Classroom Design, Context, Learning Environments, Communities of Practice, Learning Design, Learning Landscapes.<br />
<br />
====Translation issues====<br />
<br />
/<br />
<br />
====Disciplinary issues====<br />
<br />
Learning space is an interdisciplinary field of enquiry by its very nature and remains fragmented across a range of perspectives. Van Note Chism (2002, pp. 7-9) catalogues several such perspectives that remain in evidence nearly a decade later, including:<br />
:- ''Basic research'' about space, perception and related factors, usually occurring within disciplines such as psychology and engineering. Factors studied include the effects of temperature, noise, etc. on performance, and individuals’ attachment to place (Gallagher 1993).<br />
:- ''Theoretical perspectives'' on space and learning, emerging from disciplines such as sociology, philosophy and education (e.g. Boys 2011; Vavoula & Sharples 2009).<br />
:- ''Design specification'' literature, often a product of service practitioners. Such work may often make only slight reference to other literature or else seek to derive its guidelines from basic research positioned as an authority. <br />
:- ''Investigating the impact of physical arrangements on learning'', encompassing a range of work that investigates the processes and outcomes of fine-grained variations in classroom design.<br />
<br />
A disciplinary perspective on learning space work that is not covered by Van Note Chism’s categories is ''phenomenological investigation'', which is popular within architecture. A prominent example is Juhani Pallasmaa (1995/2005), who emphasises the importance of considering the holistic sensory experiences that occur when encountering space. <br />
Work adhering to each of these perspectives often seems to progress in isolation rather than either mutually informing or competing with other vantage points, resulting in ongoing fragmentation in how learning space is conceptualized. Boys (2011), for example, discusses at length the tensions between architects’, estates planners’ and educationalists’ conceptions of learning space. Such points could be made with equal validity about technology designers, learners, teachers, support staff, and policymakers.<br />
<br />
====Key references====<br />
<br />
Boys, J. [http://www.telearn.org/open-archive/browse?resource=7007_v1] (2010) Towards Creative Learning Spaces: Re-thinking the architecture of post-compulsory education. London: Routledge.<br />
<br />
Gallagher, W. [http://www.telearn.org/open-archive/browse?resource=7016_v1] (1993) The Power of Place: How our surroundings shape our thoughts, emotions and actions. New York, NY: Harper Perennial Library.<br />
<br />
Monahan, T. [http://www.telearn.org/open-archive/browse?resource=6933_v1] (2002) Flexible Space & Built Pedagogy: Emerging IT Embodiments. Inventio, 4(1), 1-19.<br />
<br />
Neary, M., Harrison, A., Crellin, G., Parekh, N., Saunders, G., Duggan, F., Williams, S., & Austin, A. [http://www.telearn.org/open-archive/browse?resource=7138_v1] (2010) Learning Landscapes in Higher Education: Clearing pathways, making spaces, involving academics in the leadership, governance and management of academic spaces in higher education. Lincoln: Centre for Educational Research and Development.<br />
<br />
Pallasmaa, J. [http://www.telearn.org/open-archive/browse?resource=7044_v1] (2005) The Eyes of the Skin: Architecture and the Senses. London: John Wiley & Sons Ltd.<br />
<br />
Savin-Baden, M. [http://www.telearn.org/open-archive/browse?resource=7134_v1] (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life. Maidenhead: Open University Press.<br />
<br />
Van Note Chism, N. [http://www.telearn.org/open-archive/browse?resource=7137_v1] (2002) A Tale of Two Classrooms. New Directions for Teaching and Learning, 92, 5-12.<br />
<br />
Vavoula, G. & Sharples, M. [http://www.telearn.org/open-archive/search?resource=2730] (2009) Meeting the Challenges in Evaluating Mobile Learning: A 3-level Evaluation Framework. International Journal of Mobile and Blended Learning, 1(2), 54-75.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Learning_scenario&diff=801Learning scenario2012-02-23T14:17:20Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG)<br />
<br />
'''Contributors''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble<br />
<br />
==== Definition ====<br />
<br />
A learning scenario is an a priori description of a learning situation, independently of the underlying pedagogical approach. It describes its organization with the goal of ensuring the appropriation of a precise set of knowledge, competences or skills. It may specify roles, activities and required resources, tools and services. <br />
<br />
==== Comments on the history ====<br />
<br />
The expression "learning scenario" appeared progressively in the TEL context when learning design approaches began to focus more on the learning activities rather than on the learning resources. <br />
<br />
From a learning design perspective, a learning scenario refers to the formal description of a "unit of learning" as defined by Koper (2003). Within the LD specification which is proposed as a standard Educational Modeling Language (EML), a learning scenario corresponds to the method ([http://www.imsglobal.org/learningdesign/]). Whereas the “method” concept is an abstract term without learning connotation, many researchers in learning design commonly use the learning scenario notion instead of it.<br />
<br />
==== Related terms ====<br />
<br />
Synonymous<br />
:Pedagogical scenario, Educational scenario, Instructional scenario<br />
<br />
Other related terms<br />
:Abstract learning scenario, Adaptive learning scenario, Assistance scenario, Collaboration script, Computable learning scenario, Contextualized learning scenario, Formal learning scenario, Generic learning scenario, Informal learning scenario, <br />
<br />
==== Translation issues ====<br />
<br />
''French'' : scénario d’apprentissage, scénario pédagogique<br />
<br />
==== Disciplinary issues ====<br />
<br />
According to the designer's point of view, “learning scenario” can address either the description of the learning tasks or the assistance tasks or both of them. For example, [Paquette, 2003] distinguishes learning scenario from assistance scenario, while for [Koper, 2005] the learning activities and the staff activities can be described in the same learning scenario. Learning scenarios may be based on different pedagogical strategies (e.g. collaborative learning, inquiry learning, problem based learning, etc.) [Wichmann et al., 2010]. Considering collaborative learning, a learning scenario is usually called a collaboration script (Dillenbourg 2002).<br />
<br />
Learning scenarios (LS) can be classified according to different criteria (Lejeune & Pernin, 2004): granularity of the targeted learning situation, constraint level associated to the learning situations, personalization level, formalization level, abstraction level.<br />
<br />
==== Key references ====<br />
<br />
Koper, R. [http://www.telearn.org/open-archive/browse?resource=7133_v1] (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page.<br />
<br />
Dillenbourg, P. [http://www.telearn.org/open-archive/search?resource=170] (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. <br />
<br />
Koper. R., Tattersall C. [http://www.telearn.org/open-archive/browse?resource=6841_v1](2005). Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag.<br />
<br />
Lejeune A., Pernin J-P., A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256<br />
<br />
Paquette G. [http://www.telearn.org/open-archive/browse?resource=6846_v1] (2003). Instructional engineering in networked environments, John Wiley and Sons, 262 p.<br />
<br />
Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. [http://www.telearn.org/open-archive/browse?resource=7272_v1] (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.).<br />
<br />
Wichmann, A., Engler, J., & Hoppe, U. [http://www.telearn.org/open-archive/browse?resource=6874_v1] (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Learning_design&diff=800Learning design2012-02-23T14:05:06Z<p>Manon: /* Key references */</p>
<hr />
<div><u>draft 1</u><br />
<br />
'''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble<br />
<br />
'''Contributors''': Anne Lejeune, Laboratoire d’informatique de Grenoble<br />
<br />
====Definition====<br />
<br />
:(1) ''Learning design'' is the application of learning design knowledge when developing a concrete unit of learning (a course, a lesson, a curriculum).<br />
:(2) ''Learning Design'' (LD) is a formal specification of learning design, providing a conceptual model for the description of teaching and learning processes. This specification consists of three different items: an information model, a best practice and implementation guide, and an XML binding with a binding document (Kopper and Tattersall 2005).<br />
<br />
====Comments on the history====<br />
<br />
The Learning Design (LD) formal specification has been conceived, based on the former Educational Modelling Language (EML), as a response to the need for effective and attractive courses and programs for learners, while at the same time providing a pleasant and effective work environment to those who have the task of developing course materials, planning the learning processes, providing tutoring and assessing performance (Kopper and Tattersall 2005, p.v). The idea of LD originated within the Valkenburg Group in 2002, and was adopted by the IMS consortium in 2003.<br />
<br />
====Related terms====<br />
<br />
''Synonymous''<br><br />
instructional design, instructional system design <br />
<br />
''Other related terms''<br><br />
educational modelling language (EML), learning design knowledge<br />
<br />
====Translation issues====<br />
<br />
…/… <br />
<br />
====Disciplinary issues====<br />
<br />
The challenge of the IMS LD formal specification is to ensure a reasonable balance between flexibility and complexity when adapting to the constantly evolving advances of technology enhanced learning research; this especially applies to the increased interest in CSCL and adaptive learning. Beyond its pedagogical objective, IMS LD has the objective of making effective the sharing and reuse of learning design and ensuring interoperability.<br />
<br />
====Key references====<br />
<br />
Koper R., Tattersall C. [http://www.telearn.org/open-archive/browse?resource=7271_v1] (eds) (2005) Learning design : a handbook on modelling and delivering networked education and training. Berlin: Springer.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Intelligent_tutoring_system&diff=799Intelligent tutoring system2012-02-23T13:57:01Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor''': Jacqueline Bourdeau, Télé-université, Montréal; Monique Grandbastien, Université Henri-Poincaré, Nancy<br />
<br />
'''Contributors''': …/…<br />
<br />
====Definition====<br />
<br />
An Intelligent tutoring system (ITS) is an AI-based system that can reason upon models of knowledge useful for fostering and evaluating learning. The main function of an ITS is to adapt to the learner through an understanding or an awareness of her cognitive, meta-cognitive or affective states. <br />
<br />
====Comments on the history====<br />
<br />
The term “intelligent tutoring systems” was coined by David Sleeman and John Seely Brown (Sleeman and Brown 1982 p.1), acknowledging the evolution of Computer Assisted Instruction (CAI) into Intelligent Computer Assisted Instruction (ICAI), and emphasizing the focus on individual learning. In 1987, Wenger provided a detailed description of ITS in his seminal book entitled “Artificial Intelligence and Tutoring Systems”. In 1988 started the series of biannual ''ITS conferences''. Most results from ITS research are to be found in the ''International Journal of Artificial Intelligence and Education''.<br />
<br />
====Related terms====<br />
<br />
Student modeling; Student model; Learner modeling; Learner model; learner module; Knowledge representation; Knowledge model; Knowledge module; Pedagogical module; Educational data mining; Artificial Intelligence in Education.<br />
<br />
====Translation issues====<br />
<br />
French: système tutoriel intelligent; tuteur intelligent.<br />
<br />
====Disciplinary issues====<br />
<br />
The field of ITS is by nature interdisciplinary, at the crossroads of computer science (artificial intelligence, software engineering, data mining, HCI) and educational psychology, cognitive science and instructional science. ITS research challenges these fields both at the fundamental and the methodological levels, and stimulates interdisciplinary thinking. From its origin, it represents an important milestone in the structuration of research on AI and Learning. Characteristics of ITS research is the emphasis on individualization and the requirement for the system to have its own problem solving expertise, as well as specific tutoring to conduct its interaction with the student: “Computer-assisted instruction evolves toward intelligent tutoring systems (ITSs) by passing three tests on intelligence. First, the subject matter, or domain, must be “known” to the computer system well enough for this embedded expert to draw inferences or solve problems in the domain. Second, the system must be able to deduce learners’ approximation of that knowledge. Third the tutorial strategy or pedagogy must be intelligent in that the “instructor in the box” can implement strategies to reduce the difference between expert and student performance.” (Burns and Capps, p.1). This is translated into the classical three modules architecture of ITSs: the domain module, the tutor module and the learner module. Following John Self (1999, p.350), basic architecture of ITSs was already established in the mid-seventies. However, “beside this classic component view of ITSs, these systems offer a number of services. The implementation of some of these services usually transcends the individual components”, all of these aiming at fine-tuned adaptation to the learner (Nkambou et al. 2010, p.5).<br />
<br />
====Key references====<br />
<br />
Burns H.& Capps C. [http://www.telearn.org/open-archive/browse?resource=7141_v1] (1988) Foundation of intelligent tutoring systems: an introduction. In: Polson M. C., Richardson J. J. (eds.), Foundations of Intelligent tutoring systems (pp.1-19).Hillsdale, NJ: Laurence Erlbaum.<br />
<br />
Nkambou R., Bourdeau J., Mizoguchi R. (eds.) [http://www.telearn.org/open-archive/browse?resource=7142_v1] (2010). Advances in Intelligent tutoring systems. Springer Verlag.<br />
<br />
Self J. [http://telearn.archives-ouvertes.fr/hal-00197346_v1/] (1999) The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education, 10, 350-364<br />
<br />
Sleeman D., Brown J. S. [http://www.telearn.org/open-archive/browse?resource=7269_v1] (eds) (1982) Intelligent tutoring systems. London: Academic Press.<br />
<br />
Wenger E. [http://www.telearn.org/open-archive/browse?resource=7270_v1] (1987) Artificial Intelligence and Tutoring Systems. Los Altos, CA: Kaufman Publishers.<br />
<br />
Woolf B. [http://www.telearn.org/open-archive/browse?resource=7143_v1] (2009) Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning. Burlington, MA, Morgan Kaufmann.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Intelligent_tutoring_system&diff=798Intelligent tutoring system2012-02-23T13:37:56Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor''': Jacqueline Bourdeau, Télé-université, Montréal; Monique Grandbastien, Université Henri-Poincaré, Nancy<br />
<br />
'''Contributors''': …/…<br />
<br />
====Definition====<br />
<br />
An Intelligent tutoring system (ITS) is an AI-based system that can reason upon models of knowledge useful for fostering and evaluating learning. The main function of an ITS is to adapt to the learner through an understanding or an awareness of her cognitive, meta-cognitive or affective states. <br />
<br />
====Comments on the history====<br />
<br />
The term “intelligent tutoring systems” was coined by David Sleeman and John Seely Brown (Sleeman and Brown 1982 p.1), acknowledging the evolution of Computer Assisted Instruction (CAI) into Intelligent Computer Assisted Instruction (ICAI), and emphasizing the focus on individual learning. In 1987, Wenger provided a detailed description of ITS in his seminal book entitled “Artificial Intelligence and Tutoring Systems”. In 1988 started the series of biannual ''ITS conferences''. Most results from ITS research are to be found in the ''International Journal of Artificial Intelligence and Education''.<br />
<br />
====Related terms====<br />
<br />
Student modeling; Student model; Learner modeling; Learner model; learner module; Knowledge representation; Knowledge model; Knowledge module; Pedagogical module; Educational data mining; Artificial Intelligence in Education.<br />
<br />
====Translation issues====<br />
<br />
French: système tutoriel intelligent; tuteur intelligent.<br />
<br />
====Disciplinary issues====<br />
<br />
The field of ITS is by nature interdisciplinary, at the crossroads of computer science (artificial intelligence, software engineering, data mining, HCI) and educational psychology, cognitive science and instructional science. ITS research challenges these fields both at the fundamental and the methodological levels, and stimulates interdisciplinary thinking. From its origin, it represents an important milestone in the structuration of research on AI and Learning. Characteristics of ITS research is the emphasis on individualization and the requirement for the system to have its own problem solving expertise, as well as specific tutoring to conduct its interaction with the student: “Computer-assisted instruction evolves toward intelligent tutoring systems (ITSs) by passing three tests on intelligence. First, the subject matter, or domain, must be “known” to the computer system well enough for this embedded expert to draw inferences or solve problems in the domain. Second, the system must be able to deduce learners’ approximation of that knowledge. Third the tutorial strategy or pedagogy must be intelligent in that the “instructor in the box” can implement strategies to reduce the difference between expert and student performance.” (Burns and Capps, p.1). This is translated into the classical three modules architecture of ITSs: the domain module, the tutor module and the learner module. Following John Self (1999, p.350), basic architecture of ITSs was already established in the mid-seventies. However, “beside this classic component view of ITSs, these systems offer a number of services. The implementation of some of these services usually transcends the individual components”, all of these aiming at fine-tuned adaptation to the learner (Nkambou et al. 2010, p.5).<br />
<br />
====Key references====<br />
<br />
Burns H.& Capps C. [http://www.telearn.org/open-archive/browse?resource=7141_v1] (1988) Foundation of intelligent tutoring systems: an introduction. In: Polson M. C., Richardson J. J. (eds.), Foundations of Intelligent tutoring systems (pp.1-19).Hillsdale, NJ: Laurence Erlbaum.<br />
<br />
Nkambou R., Bourdeau J., Mizoguchi R. (eds.) [http://www.telearn.org/open-archive/browse?resource=7142_v1] (2010). Advances in Intelligent tutoring systems. Springer Verlag.<br />
<br />
Self J. [http://telearn.archives-ouvertes.fr/hal-00197346_v1/] (1999) The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education, 10, 350-364<br />
<br />
Sleeman D., Brown J. S. [http://www.telearn.org/open-archive/browse?resource=7269_v1] (eds) (1982) Intelligent tutoring systems. London: Academic Press.<br />
<br />
Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos, CA: Kaufman Publishers.<br />
<br />
Woolf B. [http://www.telearn.org/open-archive/browse?resource=7143_v1] (2009) Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning. Burlington, MA, Morgan Kaufmann.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Learning_grid&diff=797Learning grid2012-02-22T15:55:50Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 2</u><br />
<br />
'''Editors''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics University of Salerno<br />
<br />
'''Contributor''': Matteo Gaeta CRMPA – University of Salerno<br />
<br />
====Definition====<br />
<br />
A Learning Grid is an enabling software architecture based on three pillars: (i) grid technologies, (ii) semantics and (iii) educational Modelling allowing the definition and execution of new kinds of social-collaborative learning experiences obtained as a composition of distributed heterogeneous actors, resources and services, discovered and orchestrated through the Grid. <br />
<br />
====Comments on the history====<br />
<br />
The Grid technology was first defined in the late 90s by Ian Foster and Carl Kesselman, in the famous book “The Grid: Blueprint for a New Computing Infrastructure” (Foster and Kesselman 1999) as “a hardware and software infrastructure that provides dependable, consistent, pervasive, and inexpensive access to high-end computational capabilities”. The idea was to allow computing to have the same access facilities as those available for the power grid: just plug the cable in the wall and got the services. Further research (Foster et al. 2001, 2002) brought to a new vision of Grid that became synonym of infrastructure to “coordinate resource sharing and problem solving in dynamic, multi-institutional virtual organizations” where the focus is on the concept of Virtual Organization (VO). Starting from this wider vision, where the strict connection with high-end computing has been loosened, the term Learning Grid has got its new definition. The first discussion on the use of Grid technologies for enabling new forms of Learning was held by the Working Group on “eLearning Futures and the Learning GRID” established in the frame of EU-US cooperation in Science and Technology, in the 2001 e-Learning agreement. These research activities first led to the FP5 thematic network LeGE-WG (Learning Grid of Excellence – Working Group) in 2002 and later to a Working Group in the FP6 Network of Excellence Kaleidoscope (Salerno et al. 2008) and an FP6 Integrated Project named ELeGI – European Learning Grid Infrastructure (Ritrovato et al. 2005) where an innovative learning platform (IWT – Intelligent Web Teacher) was integrated with a Grid Middleware (GrASP – Grid Based Application Service Provision) in order to create the services of the Learning Grid Infrastructure (Ritrovato et al. 2009).<br />
<br />
Currently, the Grid technologies are still under development, mainly in the context of Research Infrastructure, with an evolution towards Service Oriented Architecture before and Cloud Computing now. Indeed, in the 2009 Gartner Hype Cycle for Education there are direct references to the Grid (climbing the scope area) supporting high-intensive computational tasks, Virtual laboratories and the creation of Private Cloud or concepts like CaaS – Computing as a Service. In the 2010 and 2011 hype cycle reports, Grid Computing is moved in the plateau (2010) and off the hype (2011), while Cloud HPC/CaaS are still in at the Peak area.<br />
<br />
====Related terms====<br />
<br />
Cloud e-Learning; Learning in the Cloud.<br />
<br />
====Translation issues====<br />
<br />
.../...<br />
<br />
====Disciplinary issues====<br />
<br />
Even if the Learning Grid has quite unique meaning, sometime, scientist in the computer science and artificial intelligence fields could misunderstand the “learning” meaning due to the direct mind association with the “machine learning”, namely the way the machine automatically learns something. <br />
<br />
====Key references====<br />
<br />
Foster I. and Kesselman C. [http://www.telearn.org/open-archive/browse?resource=6877_v1] (1999) The Grid: Blueprint for a New Computing Infrastructure. Morgan Kaufmann.<br />
<br />
Foster I., Kesselman C., Nick J., Tuecke S. [http://www.telearn.org/open-archive/browse?resource=6879_v1] (2002) The Physiology of the Grid: An Open Grid Service Architecture for Distributed System Integration.<br />
<br />
Foster I., Kesselman C., Tuecke S. [http://www.telearn.org/open-archive/browse?resource=7128_v1] (2001) The Anatomy of the Grid: Enabling Scalable Virtual Organizations. International Journal of Supercomputer Applications 15 (3) 200-222<br />
<br />
Ritrovato P., Cerri S. A., Alison C., Gaeta M., Salerno S., Dimitrakos T. (eds.) [http://www.telearn.org/open-archive/browse?resource=6896_v1] (2005) Towards the Learning Grid: advances in Human Learning Services. Coll. Frontiers in Artificial Intelligence and Applications, Volume 127. IOS Press 2005.<br />
<br />
Ritrovato P., Gaeta M., Gaeta A. [http://www.telearn.org/open-archive/browse?resource=7268_v1] (2009) A grid based software architecture for delivery of adaptive and personalised learning experiences. ACM Personal and Ubiquitous Computing Journal 13 (3) 207-217.<br />
<br />
Salerno S., Gaeta M., Ritrovato P., Capuano N., Orciuoli F., Miranda S., Pierri A. (eds.) [http://www.telearn.org/open-archive/browse?resource=6878_v1] (2008) The Learning Grid Handbook – Concepts, Technologies and Applications. Coll. The Future of Learning Volume 2. IOS Press.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Informal_learning&diff=783Informal learning2012-02-21T13:37:19Z<p>Manon: /* Key references */</p>
<hr />
<div><u>draft 1</u><br />
<br />
'''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands<br />
<br />
====Definition====<br />
<br />
Informal learning is any conscious or unconscious, intentional or non-intentional learning which takes place without an externally imposed curriculum or intended outcome. Unlike formal and non-formal learning, it is unstructured and not directly assessed or accredited (Misko, 2008). <br />
<br />
==== Comments on the history ====<br />
<br />
The term "informal learning" first appeared in Knowels’ (1950) book ''Informal adult education'', but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They depicted informal learning as: <br />
<br />
:“… a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning.” (p. 12)<br />
<br />
To date, users of the term informal learning have not yet agreed upon a unified definition of the concept. This underscores the challenges accompanying the efforts for a clear-cut discrimination especially between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, socialization, etc.). The debate goes as far as even raising voices against the validity of the concept as all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which may allow for diverse modalities varying per learning situation.<br />
<br />
====Related terms====<br />
<br />
Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization<br />
<br />
====Translation issues====<br />
<br />
-/-<br />
<br />
====Disciplinary issues====<br />
<br />
The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes<br />
:“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1)<br />
It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). <br />
<br />
====Key references====<br />
<br />
Eraut, M. [http://www.telearn.org/open-archive/browse?resource=7260_v1] (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136.<br />
<br />
Garrick, J. [http://www.telearn.org/open-archive/browse?resource=7043_v1] (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge.<br />
<br />
Kwakman, K. [http://www.telearn.org/open-archive/browse?resource=7145_v1] (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. <br />
<br />
Lohman, M. C. [http://www.telearn.org/open-archive/browse?resource=7129_v1] (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156.<br />
<br />
Marsick, V. J. & Watkins, K. E. [http://www.telearn.org/open-archive/browse?resource=7042_v1] (1990). Informal and incidental learning in the workplace. City: NY: Routledge.<br />
<br />
Misko, J. [http://www.telearn.org/open-archive/browse?resource=7125_v1] (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER.<br />
<br />
Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., & Caniëls, M. C. J. [http://www.telearn.org/open-archive/browse?resource=7040_v1] (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Epistemic_feedback&diff=782Epistemic feedback2012-02-20T14:45:33Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble<br />
<br />
'''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble<br />
<br />
====Definition====<br />
<br />
Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain.<br />
<br />
====Comments on the history====<br />
<br />
The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq).<br />
<br />
====Related terms====<br />
<br />
epistemic interaction, epistemic activities, [[epistemic affordance]]<br />
<br />
====Translation issues====<br />
<br />
…/… <br />
<br />
====Disciplinary issues====<br />
<br />
Stellan Ohlson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001).<br />
<br />
The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective.<br />
<br />
====Key references====<br />
<br />
Margenau H. [http://www.telearn.org/open-archive/browse?resource=7116_v1] (1978) Physics and philosophy: selected essays. D. Reidel Co.<br />
<br />
Baker, M.J., de Vries, E., Lund, K., Quignard, M. [http://www.telearn.org/open-archive/browse?resource=7119_v1] (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute.<br />
<br />
Crowley J. L., Martin J. [http://www.telearn.org/open-archive/browse?resource=7117_v1] (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 <br />
<br />
Luengo V. [http://www.telearn.org/open-archive/browse?resource=7118_v1] (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier.<br />
<br />
Ohlsson, S. [http://www.telearn.org/open-archive/browse?resource=7120_v1] (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62.<br />
<br />
Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. [http://www.telearn.org/open-archive/browse?resource=7259_v1] (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Techno-mathematical_literacies&diff=781Techno-mathematical literacies2012-02-16T10:43:34Z<p>Manon: /* Key references */</p>
<hr />
<div>{{languages}} <br />
<br />
<u>Draft 1</u><br />
<br />
'''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London <br />
<br />
'''Contributors''' .../... <br />
<br />
==== Definition ====<br />
<br />
The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. <br />
<br />
Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. <br />
<br />
Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. <br />
<br />
The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: <br />
<br />
:Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24).<br />
<br />
In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). <br />
<br />
==== Translation issues ====<br />
<br />
.../... <br />
<br />
==== Disciplinary issues ====<br />
<br />
Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation]<br />
<br />
==== Key references ====<br />
<br />
diSessa, A. [http://www.telearn.org/open-archive/browse?resource=7249_v1] (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. <br />
<br />
Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 <br />
<br />
Hoyles, C, Noss, R., Kent, P. and Bakker, A. [http://www.telearn.org/open-archive/browse?resource=7250_v1] (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge <br />
<br />
Noss, R. (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. <br />
<br />
OECD [http://www.telearn.org/open-archive/browse?resource=7251_v1] (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. <br />
<br />
Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board.<br />
<br />
==== Related terms ====<br />
<br />
Literacy, literacies <br />
<br />
==== Related documents ====<br />
<br />
http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br />
<br />
<br> ► [[TEL Dictionary entries]]</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Techno-mathematical_literacies&diff=780Techno-mathematical literacies2012-02-16T10:03:40Z<p>Manon: /* Key references */</p>
<hr />
<div>{{languages}} <br />
<br />
<u>Draft 1</u><br />
<br />
'''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London <br />
<br />
'''Contributors''' .../... <br />
<br />
==== Definition ====<br />
<br />
The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. <br />
<br />
Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. <br />
<br />
Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. <br />
<br />
The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: <br />
<br />
:Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24).<br />
<br />
In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). <br />
<br />
==== Translation issues ====<br />
<br />
.../... <br />
<br />
==== Disciplinary issues ====<br />
<br />
Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation]<br />
<br />
==== Key references ====<br />
<br />
diSessa, A. [http://www.telearn.org/open-archive/browse?resource=7249_v1] (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. <br />
<br />
Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 <br />
<br />
Hoyles, C, Noss, R., Kent, P. and Bakker, A. [http://www.telearn.org/open-archive/browse?resource=7250_v1] (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge <br />
<br />
Noss, R. (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. <br />
<br />
OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. <br />
<br />
Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board.<br />
<br />
==== Related terms ====<br />
<br />
Literacy, literacies <br />
<br />
==== Related documents ====<br />
<br />
http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br />
<br />
<br> ► [[TEL Dictionary entries]]</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Techno-mathematical_literacies&diff=779Techno-mathematical literacies2012-02-16T09:48:46Z<p>Manon: /* Key references */</p>
<hr />
<div>{{languages}} <br />
<br />
<u>Draft 1</u><br />
<br />
'''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London <br />
<br />
'''Contributors''' .../... <br />
<br />
==== Definition ====<br />
<br />
The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. <br />
<br />
Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. <br />
<br />
Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. <br />
<br />
The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: <br />
<br />
:Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24).<br />
<br />
In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). <br />
<br />
==== Translation issues ====<br />
<br />
.../... <br />
<br />
==== Disciplinary issues ====<br />
<br />
Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation]<br />
<br />
==== Key references ====<br />
<br />
diSessa, A. [http://www.telearn.org/open-archive/browse?resource=7249_v1] (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. <br />
<br />
Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 <br />
<br />
Hoyles, C, Noss, R., Kent, P. and Bakker, A. [http://www.telearn.org/open-archive/browse?resource=7250_v1] (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge <br />
<br />
Noss, R. (1998), New mumeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. <br />
<br />
OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. <br />
<br />
Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board.<br />
<br />
==== Related terms ====<br />
<br />
Literacy, literacies <br />
<br />
==== Related documents ====<br />
<br />
http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br />
<br />
<br> ► [[TEL Dictionary entries]]</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Techno-mathematical_literacies&diff=778Techno-mathematical literacies2012-02-16T09:06:05Z<p>Manon: /* Key references */</p>
<hr />
<div>{{languages}} <br />
<br />
<u>Draft 1</u><br />
<br />
'''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London <br />
<br />
'''Contributors''' .../... <br />
<br />
==== Definition ====<br />
<br />
The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. <br />
<br />
Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. <br />
<br />
Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. <br />
<br />
The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: <br />
<br />
:Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24).<br />
<br />
In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). <br />
<br />
==== Translation issues ====<br />
<br />
.../... <br />
<br />
==== Disciplinary issues ====<br />
<br />
Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation]<br />
<br />
==== Key references ====<br />
<br />
diSessa, A. [http://www.telearn.org/open-archive/browse?resource=7249_v1] (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. <br />
<br />
Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 <br />
<br />
Hoyles, C, Noss, R., Kent, P. and Bakker, A., 2010. Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge <br />
<br />
Noss, R. (1998), New mumeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. <br />
<br />
OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. <br />
<br />
Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board.<br />
<br />
==== Related terms ====<br />
<br />
Literacy, literacies <br />
<br />
==== Related documents ====<br />
<br />
http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br />
<br />
<br> ► [[TEL Dictionary entries]]</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Simulation-based_learning_environment&diff=777Simulation-based learning environment2012-02-16T08:56:53Z<p>Manon: /* Key references */</p>
<hr />
<div><u>draft 1</u><br />
<br />
'''Editor''': Wim Westera, Centre for Learning Sciences and Technologies, Open University of the Netherlands, NL<br />
<br />
'''Contributor''': Johann Riedel, Nottingham University Business School, University of Nottingham, UK<br />
<br />
====Definition====<br />
<br />
A simulation-based learning environment is a setting for learning that includes a controlled, shielded and often simplified copy of a real world process or system to be studied.<br />
<br />
====Comments on the history====<br />
<br />
Early usage of simulation-based learning dates back to the early 1900s, when mechanical flight simulators were used to reproduce on the ground the behaviour of an aircraft in flight so that students could practice in a safe environment (Rolfe & Staples, 1986). <br />
<br />
In the 1950s modern business simulations (also called business simulation games, or management games) were introduced to let students deal with practical challenges of business. First versions were hand-scored simulations but since the emergence of mainframe computers and later PCs, computer-based business simulations became the standard (Wolfe, 1993). <br />
<br />
From 2000, inspired by both the successes of the video games industry and the emergence of the internet, a renewed interest arose in the use of simulations for learning, often referred to with the term “serious games” originally coined by Abt (Abt, 1970). <br />
<br />
Simulation-based learning now covers a wide range of application areas, including science and math, language, history and culture, economics, health and fitness, construction, production and supply chain management, soft skills, ethics and many more.<br />
<br />
====Related terms====<br />
<br />
Game, serious game, microworld, virtual reality, virtual world, exercise, wet practical, dry practical role-play, game-based learning, augmented reality, learning game<br />
<br />
====Translation issues====<br />
<br />
…/…<br />
<br />
====Disciplinary issues====<br />
<br />
Simulation is a methodology for understanding the interrelationships among components of a process or a system; it uses a model that depicts or mirrors some aspects of reality in form, not necessarily in content (Aldrich, 2004). Strictly a simulation only covers the process or system it replicates. A simulation-based learning environment extends it to an interactive simulation, which includes the learner in the loop and possibly provides structured opportunities for learning, either by adding instructions, assignments, learning scenarios, feedback, assessments or other learning support functions. Simulation-based learning environments enable learners to engage in realistic scenarios with requisite complexity that allow experimentation and safe practices. They allow learners to change parameters of the simulation or to experiment with its functional layout, without any other consequence than a state change in the simulation. They thus provides a risk-free environment for learning.<br />
<br />
====Key references====<br />
<br />
Abt, C. [http://www.telearn.org/open-archive/browse?resource=7245_v1] (1970). Serious games. Viking Press, New York. <br />
<br />
Aldrich, C. [http://www.telearn.org/open-archive/browse?resource=7246_v1] (2004) Simulations and the future of learning. Pfeiffer, San Francisco, CA.<br />
<br />
Rolfe, J.M. & Staples , K.J. [http://www.telearn.org/open-archive/browse?resource=7247_v1] (1988), Flight Simulation, Cambridge University Press, London.<br />
<br />
Wolfe, J. [http://www.telearn.org/open-archive/browse?resource=7248_v1] (1993). A history of business teaching games in English-speaking and post-socialist countries: the origination and diffusion of a management education and development technology. Simulation & Gaming, 24(4), 446-463.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Simulation-based_learning_environment&diff=776Simulation-based learning environment2012-02-16T08:40:39Z<p>Manon: /* Key references */</p>
<hr />
<div><u>draft 1</u><br />
<br />
'''Editor''': Wim Westera, Centre for Learning Sciences and Technologies, Open University of the Netherlands, NL<br />
<br />
'''Contributor''': Johann Riedel, Nottingham University Business School, University of Nottingham, UK<br />
<br />
====Definition====<br />
<br />
A simulation-based learning environment is a setting for learning that includes a controlled, shielded and often simplified copy of a real world process or system to be studied.<br />
<br />
====Comments on the history====<br />
<br />
Early usage of simulation-based learning dates back to the early 1900s, when mechanical flight simulators were used to reproduce on the ground the behaviour of an aircraft in flight so that students could practice in a safe environment (Rolfe & Staples, 1986). <br />
<br />
In the 1950s modern business simulations (also called business simulation games, or management games) were introduced to let students deal with practical challenges of business. First versions were hand-scored simulations but since the emergence of mainframe computers and later PCs, computer-based business simulations became the standard (Wolfe, 1993). <br />
<br />
From 2000, inspired by both the successes of the video games industry and the emergence of the internet, a renewed interest arose in the use of simulations for learning, often referred to with the term “serious games” originally coined by Abt (Abt, 1970). <br />
<br />
Simulation-based learning now covers a wide range of application areas, including science and math, language, history and culture, economics, health and fitness, construction, production and supply chain management, soft skills, ethics and many more.<br />
<br />
====Related terms====<br />
<br />
Game, serious game, microworld, virtual reality, virtual world, exercise, wet practical, dry practical role-play, game-based learning, augmented reality, learning game<br />
<br />
====Translation issues====<br />
<br />
…/…<br />
<br />
====Disciplinary issues====<br />
<br />
Simulation is a methodology for understanding the interrelationships among components of a process or a system; it uses a model that depicts or mirrors some aspects of reality in form, not necessarily in content (Aldrich, 2004). Strictly a simulation only covers the process or system it replicates. A simulation-based learning environment extends it to an interactive simulation, which includes the learner in the loop and possibly provides structured opportunities for learning, either by adding instructions, assignments, learning scenarios, feedback, assessments or other learning support functions. Simulation-based learning environments enable learners to engage in realistic scenarios with requisite complexity that allow experimentation and safe practices. They allow learners to change parameters of the simulation or to experiment with its functional layout, without any other consequence than a state change in the simulation. They thus provides a risk-free environment for learning.<br />
<br />
====Key references====<br />
<br />
Abt, C. [http://www.telearn.org/open-archive/browse?resource=7245_v1] (1970). Serious games. Viking Press, New York. <br />
<br />
Aldrich, C. [http://www.telearn.org/open-archive/browse?resource=7246_v1] (2004) Simulations and the future of learning. Pfeiffer, San Francisco, CA.<br />
<br />
Rolfe, J.M. & Staples , K.J. [http://www.telearn.org/open-archive/browse?resource=7247_v1] (1988), Flight Simulation, Cambridge University Press, London.<br />
<br />
Wolfe, J. [http://www.telearn.org/open-archive/browse?resource=7248_v1] (1993). A history of business teaching games in English-speaking and post-socialist countries: the origination and diffusion of a management education and development technology. Simulation & Gaming, 24, 446-463.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Simulation-based_learning_environment&diff=775Simulation-based learning environment2012-02-15T15:52:51Z<p>Manon: /* Key references */</p>
<hr />
<div><u>draft 1</u><br />
<br />
'''Editor''': Wim Westera, Centre for Learning Sciences and Technologies, Open University of the Netherlands, NL<br />
<br />
'''Contributor''': Johann Riedel, Nottingham University Business School, University of Nottingham, UK<br />
<br />
====Definition====<br />
<br />
A simulation-based learning environment is a setting for learning that includes a controlled, shielded and often simplified copy of a real world process or system to be studied.<br />
<br />
====Comments on the history====<br />
<br />
Early usage of simulation-based learning dates back to the early 1900s, when mechanical flight simulators were used to reproduce on the ground the behaviour of an aircraft in flight so that students could practice in a safe environment (Rolfe & Staples, 1986). <br />
<br />
In the 1950s modern business simulations (also called business simulation games, or management games) were introduced to let students deal with practical challenges of business. First versions were hand-scored simulations but since the emergence of mainframe computers and later PCs, computer-based business simulations became the standard (Wolfe, 1993). <br />
<br />
From 2000, inspired by both the successes of the video games industry and the emergence of the internet, a renewed interest arose in the use of simulations for learning, often referred to with the term “serious games” originally coined by Abt (Abt, 1970). <br />
<br />
Simulation-based learning now covers a wide range of application areas, including science and math, language, history and culture, economics, health and fitness, construction, production and supply chain management, soft skills, ethics and many more.<br />
<br />
====Related terms====<br />
<br />
Game, serious game, microworld, virtual reality, virtual world, exercise, wet practical, dry practical role-play, game-based learning, augmented reality, learning game<br />
<br />
====Translation issues====<br />
<br />
…/…<br />
<br />
====Disciplinary issues====<br />
<br />
Simulation is a methodology for understanding the interrelationships among components of a process or a system; it uses a model that depicts or mirrors some aspects of reality in form, not necessarily in content (Aldrich, 2004). Strictly a simulation only covers the process or system it replicates. A simulation-based learning environment extends it to an interactive simulation, which includes the learner in the loop and possibly provides structured opportunities for learning, either by adding instructions, assignments, learning scenarios, feedback, assessments or other learning support functions. Simulation-based learning environments enable learners to engage in realistic scenarios with requisite complexity that allow experimentation and safe practices. They allow learners to change parameters of the simulation or to experiment with its functional layout, without any other consequence than a state change in the simulation. They thus provides a risk-free environment for learning.<br />
<br />
====Key references====<br />
<br />
Abt, C. [http://www.telearn.org/open-archive/browse?resource=7245_v1] (1970). Serious games. Viking Press, New York. <br />
<br />
Aldrich, C. [http://www.telearn.org/open-archive/browse?resource=7246_v1] (2004) Simulations and the future of learning. Pfeiffer, San Francisco, CA.<br />
<br />
Rolfe, J.M. & Staples , K.J. [http://www.telearn.org/open-archive/browse?resource=7247_v1] (1988), Flight Simulation, Cambridge University Press, London.<br />
<br />
Wolfe, J. (1993). A history of business teaching games in English-speaking and post-socialist countries: the origination and diffusion of a management education and development technology. Simulation & Gaming, 24, 446-463.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Simulation-based_learning_environment&diff=774Simulation-based learning environment2012-02-15T15:52:35Z<p>Manon: /* Key references */</p>
<hr />
<div><u>draft 1</u><br />
<br />
'''Editor''': Wim Westera, Centre for Learning Sciences and Technologies, Open University of the Netherlands, NL<br />
<br />
'''Contributor''': Johann Riedel, Nottingham University Business School, University of Nottingham, UK<br />
<br />
====Definition====<br />
<br />
A simulation-based learning environment is a setting for learning that includes a controlled, shielded and often simplified copy of a real world process or system to be studied.<br />
<br />
====Comments on the history====<br />
<br />
Early usage of simulation-based learning dates back to the early 1900s, when mechanical flight simulators were used to reproduce on the ground the behaviour of an aircraft in flight so that students could practice in a safe environment (Rolfe & Staples, 1986). <br />
<br />
In the 1950s modern business simulations (also called business simulation games, or management games) were introduced to let students deal with practical challenges of business. First versions were hand-scored simulations but since the emergence of mainframe computers and later PCs, computer-based business simulations became the standard (Wolfe, 1993). <br />
<br />
From 2000, inspired by both the successes of the video games industry and the emergence of the internet, a renewed interest arose in the use of simulations for learning, often referred to with the term “serious games” originally coined by Abt (Abt, 1970). <br />
<br />
Simulation-based learning now covers a wide range of application areas, including science and math, language, history and culture, economics, health and fitness, construction, production and supply chain management, soft skills, ethics and many more.<br />
<br />
====Related terms====<br />
<br />
Game, serious game, microworld, virtual reality, virtual world, exercise, wet practical, dry practical role-play, game-based learning, augmented reality, learning game<br />
<br />
====Translation issues====<br />
<br />
…/…<br />
<br />
====Disciplinary issues====<br />
<br />
Simulation is a methodology for understanding the interrelationships among components of a process or a system; it uses a model that depicts or mirrors some aspects of reality in form, not necessarily in content (Aldrich, 2004). Strictly a simulation only covers the process or system it replicates. A simulation-based learning environment extends it to an interactive simulation, which includes the learner in the loop and possibly provides structured opportunities for learning, either by adding instructions, assignments, learning scenarios, feedback, assessments or other learning support functions. Simulation-based learning environments enable learners to engage in realistic scenarios with requisite complexity that allow experimentation and safe practices. They allow learners to change parameters of the simulation or to experiment with its functional layout, without any other consequence than a state change in the simulation. They thus provides a risk-free environment for learning.<br />
<br />
====Key references====<br />
<br />
Abt, C. [http://www.telearn.org/open-archive/browse?resource=7245_v1] (1970). Serious games. Viking Press, New York. <br />
<br />
Aldrich, C. [http://www.telearn.org/open-archive/browse?resource=7246_v1] (2004) Simulations and the future of learning. Pfeiffer, San Francisco, CA.<br />
<br />
Rolfe, J.M. & Staples , K.J. [http://www.telearn.org/open-archive/browse?resource=7247_v1] (1986), Flight Simulation, Cambridge University Press, London.<br />
<br />
Wolfe, J. (1993). A history of business teaching games in English-speaking and post-socialist countries: the origination and diffusion of a management education and development technology. Simulation & Gaming, 24, 446-463.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Simulation-based_learning_environment&diff=773Simulation-based learning environment2012-02-15T14:47:54Z<p>Manon: /* Key references */</p>
<hr />
<div><u>draft 1</u><br />
<br />
'''Editor''': Wim Westera, Centre for Learning Sciences and Technologies, Open University of the Netherlands, NL<br />
<br />
'''Contributor''': Johann Riedel, Nottingham University Business School, University of Nottingham, UK<br />
<br />
====Definition====<br />
<br />
A simulation-based learning environment is a setting for learning that includes a controlled, shielded and often simplified copy of a real world process or system to be studied.<br />
<br />
====Comments on the history====<br />
<br />
Early usage of simulation-based learning dates back to the early 1900s, when mechanical flight simulators were used to reproduce on the ground the behaviour of an aircraft in flight so that students could practice in a safe environment (Rolfe & Staples, 1986). <br />
<br />
In the 1950s modern business simulations (also called business simulation games, or management games) were introduced to let students deal with practical challenges of business. First versions were hand-scored simulations but since the emergence of mainframe computers and later PCs, computer-based business simulations became the standard (Wolfe, 1993). <br />
<br />
From 2000, inspired by both the successes of the video games industry and the emergence of the internet, a renewed interest arose in the use of simulations for learning, often referred to with the term “serious games” originally coined by Abt (Abt, 1970). <br />
<br />
Simulation-based learning now covers a wide range of application areas, including science and math, language, history and culture, economics, health and fitness, construction, production and supply chain management, soft skills, ethics and many more.<br />
<br />
====Related terms====<br />
<br />
Game, serious game, microworld, virtual reality, virtual world, exercise, wet practical, dry practical role-play, game-based learning, augmented reality, learning game<br />
<br />
====Translation issues====<br />
<br />
…/…<br />
<br />
====Disciplinary issues====<br />
<br />
Simulation is a methodology for understanding the interrelationships among components of a process or a system; it uses a model that depicts or mirrors some aspects of reality in form, not necessarily in content (Aldrich, 2004). Strictly a simulation only covers the process or system it replicates. A simulation-based learning environment extends it to an interactive simulation, which includes the learner in the loop and possibly provides structured opportunities for learning, either by adding instructions, assignments, learning scenarios, feedback, assessments or other learning support functions. Simulation-based learning environments enable learners to engage in realistic scenarios with requisite complexity that allow experimentation and safe practices. They allow learners to change parameters of the simulation or to experiment with its functional layout, without any other consequence than a state change in the simulation. They thus provides a risk-free environment for learning.<br />
<br />
====Key references====<br />
<br />
Abt, C. [http://www.telearn.org/open-archive/browse?resource=7245_v1] (1970). Serious games. Viking Press, New York. <br />
<br />
Aldrich, C. [http://www.telearn.org/open-archive/browse?resource=7246_v1] (2004) Simulations and the future of learning. Pfeiffer, San Francisco, CA.<br />
<br />
Rolfe, J.M. & Staples , K.J. (1986), Flight Simulation, Cambridge University Press, London.<br />
<br />
Wolfe, J. (1993). A history of business teaching games in English-speaking and post-socialist countries: the origination and diffusion of a management education and development technology. Simulation & Gaming, 24, 446-463.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Simulation-based_learning_environment&diff=772Simulation-based learning environment2012-02-15T14:27:28Z<p>Manon: /* Key references */</p>
<hr />
<div><u>draft 1</u><br />
<br />
'''Editor''': Wim Westera, Centre for Learning Sciences and Technologies, Open University of the Netherlands, NL<br />
<br />
'''Contributor''': Johann Riedel, Nottingham University Business School, University of Nottingham, UK<br />
<br />
====Definition====<br />
<br />
A simulation-based learning environment is a setting for learning that includes a controlled, shielded and often simplified copy of a real world process or system to be studied.<br />
<br />
====Comments on the history====<br />
<br />
Early usage of simulation-based learning dates back to the early 1900s, when mechanical flight simulators were used to reproduce on the ground the behaviour of an aircraft in flight so that students could practice in a safe environment (Rolfe & Staples, 1986). <br />
<br />
In the 1950s modern business simulations (also called business simulation games, or management games) were introduced to let students deal with practical challenges of business. First versions were hand-scored simulations but since the emergence of mainframe computers and later PCs, computer-based business simulations became the standard (Wolfe, 1993). <br />
<br />
From 2000, inspired by both the successes of the video games industry and the emergence of the internet, a renewed interest arose in the use of simulations for learning, often referred to with the term “serious games” originally coined by Abt (Abt, 1970). <br />
<br />
Simulation-based learning now covers a wide range of application areas, including science and math, language, history and culture, economics, health and fitness, construction, production and supply chain management, soft skills, ethics and many more.<br />
<br />
====Related terms====<br />
<br />
Game, serious game, microworld, virtual reality, virtual world, exercise, wet practical, dry practical role-play, game-based learning, augmented reality, learning game<br />
<br />
====Translation issues====<br />
<br />
…/…<br />
<br />
====Disciplinary issues====<br />
<br />
Simulation is a methodology for understanding the interrelationships among components of a process or a system; it uses a model that depicts or mirrors some aspects of reality in form, not necessarily in content (Aldrich, 2004). Strictly a simulation only covers the process or system it replicates. A simulation-based learning environment extends it to an interactive simulation, which includes the learner in the loop and possibly provides structured opportunities for learning, either by adding instructions, assignments, learning scenarios, feedback, assessments or other learning support functions. Simulation-based learning environments enable learners to engage in realistic scenarios with requisite complexity that allow experimentation and safe practices. They allow learners to change parameters of the simulation or to experiment with its functional layout, without any other consequence than a state change in the simulation. They thus provides a risk-free environment for learning.<br />
<br />
====Key references====<br />
<br />
Abt, C. [http://www.telearn.org/open-archive/browse?resource=7245_v1] (1970). Serious games. Viking Press, New York. <br />
<br />
Aldrich, C. (2004) Simulations and the future of learning. Pfeiffer, San Francisco, CA.<br />
<br />
Rolfe, J.M. & Staples , K.J. (1986), Flight Simulation, Cambridge University Press, London.<br />
<br />
Wolfe, J. (1993). A history of business teaching games in English-speaking and post-socialist countries: the origination and diffusion of a management education and development technology. Simulation & Gaming, 24, 446-463.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Self-regulated_learning&diff=771Self-regulated learning2012-02-15T13:59:49Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor''': Karl Steffens, University of Cologne, Germany<br />
<br />
'''Contributors''':…/…<br />
<br />
====Definition====<br />
<br />
:"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4).<br />
<br />
====Comments on the history====<br />
<br />
The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011).<br />
<br />
====Related terms====<br />
<br />
Metacognition, self-directed learning, personalized learning, self-regulated personalized learning <br />
<br />
====Translation issues====<br />
German: selbstgesteuertes Lernen<br />
<br />
Français : apprentissage auto-régulé<br />
<br />
Spanish: la autoregulación de aprendizaje<br />
<br />
====Disciplinary issues====<br />
<br />
The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection.<br />
<br />
====Key references====<br />
<br />
Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7239_v1] (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers.<br />
<br />
European Council [http://www.telearn.org/open-archive/browse?resource=7241_v1](2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning <br />
<br />
Weinert, F.E. [http://www.telearn.org/open-archive/browse?resource=7243_v1] (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110.<br />
<br />
Zimmerman, B.J. (1998a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer.<br />
<br />
Zimmerman, B.J. [http://www.telearn.org/open-archive/browse?resource=7244_v1] (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Self-regulated_learning&diff=770Self-regulated learning2012-02-15T11:07:26Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor''': Karl Steffens, University of Cologne, Germany<br />
<br />
'''Contributors''':…/…<br />
<br />
====Definition====<br />
<br />
:"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4).<br />
<br />
====Comments on the history====<br />
<br />
The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011).<br />
<br />
====Related terms====<br />
<br />
Metacognition, self-directed learning, personalized learning, self-regulated personalized learning <br />
<br />
====Translation issues====<br />
German: selbstgesteuertes Lernen<br />
<br />
Français : apprentissage auto-régulé<br />
<br />
Spanish: la autoregulación de aprendizaje<br />
<br />
====Disciplinary issues====<br />
<br />
The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection.<br />
<br />
====Key references====<br />
<br />
Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7239_v1] (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers.<br />
<br />
European Council [http://www.telearn.org/open-archive/browse?resource=7241_v1](2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning <br />
<br />
Weinert, F.E. [http://www.telearn.org/open-archive/browse?resource=7243_v1] (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110.<br />
<br />
Zimmerman, B.J. (1998a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer.<br />
<br />
Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Self-regulated_learning&diff=769Self-regulated learning2012-02-15T09:38:28Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor''': Karl Steffens, University of Cologne, Germany<br />
<br />
'''Contributors''':…/…<br />
<br />
====Definition====<br />
<br />
:"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4).<br />
<br />
====Comments on the history====<br />
<br />
The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011).<br />
<br />
====Related terms====<br />
<br />
Metacognition, self-directed learning, personalized learning, self-regulated personalized learning <br />
<br />
====Translation issues====<br />
German: selbstgesteuertes Lernen<br />
<br />
Français : apprentissage auto-régulé<br />
<br />
Spanish: la autoregulación de aprendizaje<br />
<br />
====Disciplinary issues====<br />
<br />
The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection.<br />
<br />
====Key references====<br />
<br />
Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7239_v1] (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers.<br />
<br />
European Council [http://www.telearn.org/open-archive/browse?resource=7241_v1](2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning <br />
<br />
Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110.<br />
<br />
Zimmerman, B.J. (1998a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer.<br />
<br />
Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Overlay&diff=768Overlay2012-02-15T08:10:33Z<p>Manon: /* Related documents */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor:''' Nicolas Balacheff, LIG, Grenoble, France <br />
<br />
'''Contributors:''' .../... <br />
<br />
==== Definition ====<br />
<br />
The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: <br />
<br />
:"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4)<br />
<br />
<br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: <br />
<br />
:"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992)<br />
<br />
==== Translation issues ====<br />
<br />
French: expertise partielle. The term is often directly imported (overlay) <br />
<br />
==== Disciplinary issues ====<br />
<br />
This term has been coined as a response to the needs of a TEL research project. <br />
<br />
==== References ====<br />
<br />
Carr B., Goldstein I. P. [http://www.telearn.org/open-archive/browse?resource=7240_v1] (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology <br />
<br />
Dillenbourg P., Self J. [http://www.telearn.org/open-archive/browse?resource=7237_v1] (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 <br />
<br />
Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub.<br />
<br />
==== Related terms ====<br />
<br />
Learner modeling, Intelligent Tutoring Systems. <br />
<br />
==== Related documents ====<br />
<br />
Carr B., Goldstein I.P. (1977) [http://www.telearn.org/open-archive/file?CARR-1977_(007240v1).pdf Overlays, a theory of modelling for computer aided instruction] <br />
<br />
Pierre Dillenbourg P. Self J. (1992) [http://www.telearn.org/warehouse/DiILLENBOURG-1992_%28007237v1%29.pdf A framework for learner modelling]<br />
<br />
<br> ► [[TEL Dictionary entries]]</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Overlay&diff=767Overlay2012-02-15T08:10:11Z<p>Manon: /* References */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor:''' Nicolas Balacheff, LIG, Grenoble, France <br />
<br />
'''Contributors:''' .../... <br />
<br />
==== Definition ====<br />
<br />
The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: <br />
<br />
:"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4)<br />
<br />
<br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: <br />
<br />
:"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992)<br />
<br />
==== Translation issues ====<br />
<br />
French: expertise partielle. The term is often directly imported (overlay) <br />
<br />
==== Disciplinary issues ====<br />
<br />
This term has been coined as a response to the needs of a TEL research project. <br />
<br />
==== References ====<br />
<br />
Carr B., Goldstein I. P. [http://www.telearn.org/open-archive/browse?resource=7240_v1] (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology <br />
<br />
Dillenbourg P., Self J. [http://www.telearn.org/open-archive/browse?resource=7237_v1] (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 <br />
<br />
Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub.<br />
<br />
==== Related terms ====<br />
<br />
Learner modeling, Intelligent Tutoring Systems. <br />
<br />
==== Related documents ====<br />
<br />
Carr B., Goldstein I.P. (1977) [http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2 Overlays, a theory of modelling for computer aided instruction] <br />
<br />
Pierre Dillenbourg P. Self J. (1992) [http://www.telearn.org/warehouse/DiILLENBOURG-1992_%28007237v1%29.pdf A framework for learner modelling]<br />
<br />
<br> ► [[TEL Dictionary entries]]</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Self-regulated_learning&diff=766Self-regulated learning2012-02-14T16:11:01Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor''': Karl Steffens, University of Cologne, Germany<br />
<br />
'''Contributors''':…/…<br />
<br />
====Definition====<br />
<br />
:"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4).<br />
<br />
====Comments on the history====<br />
<br />
The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011).<br />
<br />
====Related terms====<br />
<br />
Metacognition, self-directed learning, personalized learning, self-regulated personalized learning <br />
<br />
====Translation issues====<br />
German: selbstgesteuertes Lernen<br />
<br />
Français : apprentissage auto-régulé<br />
<br />
Spanish: la autoregulación de aprendizaje<br />
<br />
====Disciplinary issues====<br />
<br />
The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection.<br />
<br />
====Key references====<br />
<br />
Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7239_v1] (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers.<br />
<br />
European Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF]<br />
<br />
Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110.<br />
<br />
Zimmerman, B.J. (1998a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer.<br />
<br />
Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Seamless_learning_environments&diff=765Seamless learning environments2012-02-14T15:30:35Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 1</u> <br />
<br />
'''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore <br />
<br />
'''Contributor''': .../... <br />
<br />
==== Definition ====<br />
<br />
In the context of TEL research the term "seamless learning", borrowed from higher education (Kuh 1996), has been promoted by the G1:1 international group: <br />
<br />
:"We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this ‘seamless learning'." (Chan et al. 2006 p.6)<br />
<br />
Hence: <br />
<br />
:"Seamless learning environment bridges private and public learning spaces where learning happens as both individual and collective efforts and across different contexts (such as in-school versus after-school, formal versus informal)." (Looi et al. 2010 p.156)<br />
<br />
The adoption of this term in the expression "seamless learning environments", or in the synonymous expression "seamless learning spaces", acknowledges an evolution of the technology and of the educational culture at the end of the XX° century: <br />
<br />
:"... (The evolution) is characterized by ‘seamless learning spaces' and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. By enabling learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other, these developments, supported by theories of social learning, situated learning, and knowledge building, will influence the nature, the process and the outcomes of learning." (Chan et al. 2006 p.23)<br />
<br />
Based on a comprehensive review of the literature, Wong (2010) identifies 10 dimensions of seamless learning: <br />
<br />
:(1) Encompassing formal and informal learning; (2) Encompassing personalized and social learning; (3) Across time; (4) Across locations; (5) Ubiquitous knowledge access (integrating context-aware learning, augmented reality learning, and ubiquitous Internet access); (6) Encompassing physical and digital worlds; (7) Combined use of multiple device types (including "stable" technologies such as desktop computers, interactive whiteboards with mobile devices); (8) Seamless switching between multiple learning tasks (such as data collection, analysis, presentation and communication). (9) Knowledge synthesis (integrating prior and new knowledge, abstract and concrete knowledge, and multi-disciplinary learning); (10) Encompassing multiple pedagogical or learning activity models.<br />
<br />
==== Translation issues ====<br />
<br />
.../... <br />
<br />
==== Disciplinary issues ====<br />
<br />
The term "seamless learning" was initially used in the research community of higher education studies without necessarily including technology as an essential component. Kuh (1996) elaborates the notion of linking students' in-class and out-of-class experiences to create seamless learning and academic success by extending it to involve off-campus experiences: <br />
<br />
:"The word seamless suggests that what was once believed to be separate, distinct parts (e.g., in-class and out-of-class, academic and non-academic; curricular and co-curricular, or on-campus and off-campus experiences) are now of one piece, bound together so as to appear whole or continuous. In seamless learning environments, students are encouraged to take advantage of learning resources that exist both inside and outside of the classroom... students are asked to use their life experiences to make meaning of material introduced in classes..." (Kuh 1996 p.136)<br />
<br />
Focusing on integrating formal and informal learning, Kuh's (1996) exposition stimulated further relevant studies on this learning model, such as adding the dimension of learning community and the intertwining of individual and collaborative learning into the notion. <br />
<br />
==== Key references ====<br />
<br />
Kuh, G. D. [http://www.telearn.org/open-archive/browse?resource=6895_v1] (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. <br />
<br />
Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. [http://www.telearn.org/open-archive/search?resource=827] (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29.<br />
<br />
Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. [http://www.telearn.org/open-archive/browse?resource=7238_v1] (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. <br />
<br />
Wong, L.-H., &amp; Looi, C.-K. [http://www.telearn.org/open-archive/browse?resource=6876_v1] (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br><br />
<br />
==== Related terms ====<br />
<br />
Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning <br />
<br />
<br> <br> ► [[TEL Dictionary entries]]</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Overlay&diff=764Overlay2012-02-14T15:02:26Z<p>Manon: /* Related documents */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor:''' Nicolas Balacheff, LIG, Grenoble, France <br />
<br />
'''Contributors:''' .../... <br />
<br />
==== Definition ====<br />
<br />
The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: <br />
<br />
:"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4)<br />
<br />
<br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: <br />
<br />
:"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992)<br />
<br />
==== Translation issues ====<br />
<br />
French: expertise partielle. The term is often directly imported (overlay) <br />
<br />
==== Disciplinary issues ====<br />
<br />
This term has been coined as a response to the needs of a TEL research project. <br />
<br />
==== References ====<br />
<br />
Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology <br />
<br />
Dillenbourg P., Self J. [http://www.telearn.org/open-archive/browse?resource=7237_v1] (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 <br />
<br />
Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub.<br />
<br />
==== Related terms ====<br />
<br />
Learner modeling, Intelligent Tutoring Systems. <br />
<br />
==== Related documents ====<br />
<br />
Carr B., Goldstein I.P. (1977) [http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2 Overlays, a theory of modelling for computer aided instruction] <br />
<br />
Pierre Dillenbourg P. Self J. (1992) [http://www.telearn.org/warehouse/DiILLENBOURG-1992_%28007237v1%29.pdf A framework for learner modelling]<br />
<br />
<br> ► [[TEL Dictionary entries]]</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Overlay&diff=763Overlay2012-02-14T15:02:05Z<p>Manon: /* References */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor:''' Nicolas Balacheff, LIG, Grenoble, France <br />
<br />
'''Contributors:''' .../... <br />
<br />
==== Definition ====<br />
<br />
The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: <br />
<br />
:"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4)<br />
<br />
<br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: <br />
<br />
:"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992)<br />
<br />
==== Translation issues ====<br />
<br />
French: expertise partielle. The term is often directly imported (overlay) <br />
<br />
==== Disciplinary issues ====<br />
<br />
This term has been coined as a response to the needs of a TEL research project. <br />
<br />
==== References ====<br />
<br />
Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology <br />
<br />
Dillenbourg P., Self J. [http://www.telearn.org/open-archive/browse?resource=7237_v1] (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 <br />
<br />
Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub.<br />
<br />
==== Related terms ====<br />
<br />
Learner modeling, Intelligent Tutoring Systems. <br />
<br />
==== Related documents ====<br />
<br />
Carr B., Goldstein I.P. (1977) [http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2 Overlays, a theory of modelling for computer aided instruction] <br />
<br />
Pierre Dillenbourg P. Self J. (1992) [http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.2.4.pdf A framework for learner modelling]<br />
<br />
<br> ► [[TEL Dictionary entries]]</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Networked_learning&diff=762Networked learning2012-02-14T10:49:25Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 4</u><br />
<br />
'''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK).<br />
<br />
'''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK.<br />
<br />
==== Definition ====<br />
<br />
Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). <br />
<br />
The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. <br />
<br />
==== Comments on the history ====<br />
<br />
The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). <br />
<br />
Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis.<br />
<br />
==== Related terms ====<br />
<br />
CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks<br />
<br />
==== Translation issues ====<br />
<br />
''French'': apprentissage en réseau<br> <br />
''German'': Vernetztes Lernen<br><br />
''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) <br />
<br />
Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own.<br />
<br />
==== Disciplinary issues ====<br />
<br />
The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). <br />
<br />
The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science.<br />
<br />
==== Key references ====<br />
Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) [http://www.telearn.org/open-archive/browse?resource=7158_v1] (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV.<br />
<br />
Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) [http://www.telearn.org/open-archive/browse?resource=7159_v1] (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer<br />
<br />
Goodyear, P., Banks, S, Hodgson, V. and McConnell D. [http://www.telearn.org/open-archive/browse?resource=7160_v1] (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers<br />
<br />
Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. [http://www.telearn.org/open-archive/browse?resource=7235_v1] (1995). Learning Networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press.<br />
<br />
McConnell, D. [http://www.telearn.org/open-archive/browse?resource=7236_v1] (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page.<br />
<br />
Steeples, C., & Jones, C. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7054_v1] (2002). Networked learning: perspectives and issues. London: Springer.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Networked_learning&diff=761Networked learning2012-02-14T10:21:52Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 4</u><br />
<br />
'''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK).<br />
<br />
'''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK.<br />
<br />
==== Definition ====<br />
<br />
Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). <br />
<br />
The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. <br />
<br />
==== Comments on the history ====<br />
<br />
The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). <br />
<br />
Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis.<br />
<br />
==== Related terms ====<br />
<br />
CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks<br />
<br />
==== Translation issues ====<br />
<br />
''French'': apprentissage en réseau<br> <br />
''German'': Vernetztes Lernen<br><br />
''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) <br />
<br />
Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own.<br />
<br />
==== Disciplinary issues ====<br />
<br />
The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). <br />
<br />
The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science.<br />
<br />
==== Key references ====<br />
Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) [http://www.telearn.org/open-archive/browse?resource=7158_v1] (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV.<br />
<br />
Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) [http://www.telearn.org/open-archive/browse?resource=7159_v1] (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer<br />
<br />
Goodyear, P., Banks, S, Hodgson, V. and McConnell D. [http://www.telearn.org/open-archive/browse?resource=7160_v1] (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers<br />
<br />
Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. [http://www.telearn.org/open-archive/browse?resource=7235_v1] (1995). Learning Networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press.<br />
<br />
McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page.<br />
<br />
Steeples, C., & Jones, C. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7054_v1] (2002). Networked learning: perspectives and issues. London: Springer.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Networked_learning&diff=760Networked learning2012-02-14T10:20:42Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 4</u><br />
<br />
'''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK).<br />
<br />
'''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK.<br />
<br />
==== Definition ====<br />
<br />
Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). <br />
<br />
The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. <br />
<br />
==== Comments on the history ====<br />
<br />
The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). <br />
<br />
Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis.<br />
<br />
==== Related terms ====<br />
<br />
CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks<br />
<br />
==== Translation issues ====<br />
<br />
''French'': apprentissage en réseau<br> <br />
''German'': Vernetztes Lernen<br><br />
''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) <br />
<br />
Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own.<br />
<br />
==== Disciplinary issues ====<br />
<br />
The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). <br />
<br />
The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science.<br />
<br />
==== Key references ====<br />
Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) [http://www.telearn.org/open-archive/browse?resource=7158_v1] (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV.<br />
<br />
Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) [http://www.telearn.org/open-archive/browse?resource=7159_v1] (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer<br />
<br />
Goodyear, P., Banks, S, Hodgson, V. and McConnell D. [http://www.telearn.org/open-archive/browse?resource=7160_v1] (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers<br />
<br />
Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. [http://www.telearn.org/open-archive/browse?resource=7235_v1] (1995). Learning Networks: A field guide to teaching and learning. Cambridge, MA: MIT Press.<br />
<br />
McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page.<br />
<br />
Steeples, C., & Jones, C. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7054_v1] (2002). Networked learning: perspectives and issues. London: Springer.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Networked_learning&diff=759Networked learning2012-02-13T15:16:37Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 4</u><br />
<br />
'''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK).<br />
<br />
'''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK.<br />
<br />
==== Definition ====<br />
<br />
Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). <br />
<br />
The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. <br />
<br />
==== Comments on the history ====<br />
<br />
The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). <br />
<br />
Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis.<br />
<br />
==== Related terms ====<br />
<br />
CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks<br />
<br />
==== Translation issues ====<br />
<br />
''French'': apprentissage en réseau<br> <br />
''German'': Vernetztes Lernen<br><br />
''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) <br />
<br />
Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own.<br />
<br />
==== Disciplinary issues ====<br />
<br />
The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). <br />
<br />
The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science.<br />
<br />
==== Key references ====<br />
Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) [http://www.telearn.org/open-archive/browse?resource=7158_v1] (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV.<br />
<br />
Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) [http://www.telearn.org/open-archive/browse?resource=7159_v1] (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer<br />
<br />
Goodyear, P., Banks, S, Hodgson, V. and McConnell D. [http://www.telearn.org/open-archive/browse?resource=7160_v1] (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers<br />
<br />
Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning. Cambridge, MA: MIT Press.<br />
<br />
McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page.<br />
<br />
Steeples, C., & Jones, C. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7054_v1] (2002). Networked learning: perspectives and issues. London: Springer.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Networked_learning&diff=758Networked learning2012-02-13T14:56:59Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 4</u><br />
<br />
'''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK).<br />
<br />
'''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK.<br />
<br />
==== Definition ====<br />
<br />
Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). <br />
<br />
The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. <br />
<br />
==== Comments on the history ====<br />
<br />
The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). <br />
<br />
Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis.<br />
<br />
==== Related terms ====<br />
<br />
CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks<br />
<br />
==== Translation issues ====<br />
<br />
''French'': apprentissage en réseau<br> <br />
''German'': Vernetztes Lernen<br><br />
''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) <br />
<br />
Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own.<br />
<br />
==== Disciplinary issues ====<br />
<br />
The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). <br />
<br />
The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science.<br />
<br />
==== Key references ====<br />
Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) [http://www.telearn.org/open-archive/browse?resource=7158_v1] (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV.<br />
<br />
Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) [http://www.telearn.org/open-archive/browse?resource=7159_v1] (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer<br />
<br />
Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers<br />
<br />
Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning. Cambridge, MA: MIT Press.<br />
<br />
McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page.<br />
<br />
Steeples, C., & Jones, C. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7054_v1] (2002). Networked learning: perspectives and issues. London: Springer.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Networked_learning&diff=757Networked learning2012-02-13T14:14:02Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 4</u><br />
<br />
'''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK).<br />
<br />
'''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK.<br />
<br />
==== Definition ====<br />
<br />
Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). <br />
<br />
The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. <br />
<br />
==== Comments on the history ====<br />
<br />
The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). <br />
<br />
Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis.<br />
<br />
==== Related terms ====<br />
<br />
CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks<br />
<br />
==== Translation issues ====<br />
<br />
''French'': apprentissage en réseau<br> <br />
''German'': Vernetztes Lernen<br><br />
''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) <br />
<br />
Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own.<br />
<br />
==== Disciplinary issues ====<br />
<br />
The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). <br />
<br />
The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science.<br />
<br />
==== Key references ====<br />
Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) [http://www.telearn.org/open-archive/browse?resource=7158_v1] (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV.<br />
<br />
Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer<br />
<br />
Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers<br />
<br />
Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning. Cambridge, MA: MIT Press.<br />
<br />
McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page.<br />
<br />
Steeples, C., & Jones, C. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7054_v1] (2002). Networked learning: perspectives and issues. London: Springer.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Narrative_learning_environments&diff=756Narrative learning environments2012-02-13T13:49:10Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy<br />
<br />
==== Definition ====<br />
<br />
A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. <br />
<br />
In this definition, the emphasis on ''activity'' excludes from NLEs story-based tutorials which do not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. <br />
<br />
An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system.<br />
<br />
==== Comments on the history ====<br />
<br />
The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). <br />
<br />
AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers, together with a pedagogical approach apt to favour the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners.<br />
<br />
==== Related terms ====<br />
<br />
Synonymous <br />
<br />
Narrative-centred learning environments, Story-based learning environments <br />
<br />
Other related terms <br />
<br />
Interactive narrative learning environment, narrative learning.<br />
<br />
==== Translation issues ====<br />
<br />
.../...<br />
<br />
==== Disciplinary issues ====<br />
<br />
NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). <br />
<br />
The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). <br />
<br />
==== Key references ====<br />
<br />
Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6859_v1] (1990). Acts of meaning. Cambridge, MA: Harvard University Press. <br />
<br />
Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6860_v1] (2003). Making Stories. Cambridge, MA: Harvard University Press. <br />
<br />
Dettori, G., &amp; Paiva, A. [http://www.telearn.org/open-archive/browse?resource=7156_v1] (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. <br />
<br />
Polkinghorne, D. [http://www.telearn.org/open-archive/browse?resource=6870_v1] (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. <br />
<br />
Ricoeur, P. [http://www.telearn.org/open-archive/browse?resource=7157_v1] (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. <br />
<br />
Wertsch, J. V. [http://www.telearn.org/open-archive/browse?resource=6942_v1] (1998). Mind as action. New York, NY: Oxford University Press, 216p.<br />
<br />
==== Related documents ====<br />
<br />
NLEs special interest group's website [http://nle.noe-kaleidoscope.org/]<br />
<br>"Narrative" in Wikipedia [http://en.wikipedia.org/wiki/Narrative]<br></div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Narrative_learning_environments&diff=755Narrative learning environments2012-02-13T13:34:52Z<p>Manon: /* Key references */</p>
<hr />
<div><u>Draft 1</u><br />
<br />
'''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy<br />
<br />
==== Definition ====<br />
<br />
A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. <br />
<br />
In this definition, the emphasis on ''activity'' excludes from NLEs story-based tutorials which do not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. <br />
<br />
An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system.<br />
<br />
==== Comments on the history ====<br />
<br />
The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). <br />
<br />
AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers, together with a pedagogical approach apt to favour the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners.<br />
<br />
==== Related terms ====<br />
<br />
Synonymous <br />
<br />
Narrative-centred learning environments, Story-based learning environments <br />
<br />
Other related terms <br />
<br />
Interactive narrative learning environment, narrative learning.<br />
<br />
==== Translation issues ====<br />
<br />
.../...<br />
<br />
==== Disciplinary issues ====<br />
<br />
NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). <br />
<br />
The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). <br />
<br />
==== Key references ====<br />
<br />
Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6859_v1] (1990). Acts of meaning. Cambridge, MA: Harvard University Press. <br />
<br />
Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6860_v1] (2003). Making Stories. Cambridge, MA: Harvard University Press. <br />
<br />
Dettori, G., &amp; Paiva, A. [http://www.telearn.org/open-archive/browse?resource=7156_v1] (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. <br />
<br />
Polkinghorne, D. [http://www.telearn.org/open-archive/browse?resource=6870_v1] (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. <br />
<br />
Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. <br />
<br />
Wertsch, J. V. [http://www.telearn.org/open-archive/browse?resource=6942_v1] (1998). Mind as action. New York, NY: Oxford University Press, 216p.<br />
<br />
==== Related documents ====<br />
<br />
NLEs special interest group's website [http://nle.noe-kaleidoscope.org/]<br />
<br>"Narrative" in Wikipedia [http://en.wikipedia.org/wiki/Narrative]<br></div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Multimedia_learning&diff=754Multimedia learning2012-02-13T13:13:56Z<p>Manon: /* Key references */</p>
<hr />
<div><u>draft 1</u><br />
<br />
'''Editor''': Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland<br />
<br />
'''Contributors: …/…'''<br />
<br />
====Definition====<br />
<br />
Multimedia Learning is a form of learning supported by different sources of information (e.g. text and graphics) being handled jointly in order to understand and memorize a given content (facts, concept, procedure…). <br />
<br />
====Comments on the history====<br />
<br />
Multimedia learning emerged from the field of text comprehension. In the 1970s, it was observed that including pictures in the text dramatically increased comprehension and memorization of text information (see the review from Levie & Lentz, 1982). A large body of research was carried out to identify the underlying cognitive processes explaining the positive effect of pictures in learning from text (Mandl & Levin, 1989; Johnson-Laird, 1983; Schnotz, 2001). Simultaneously, another current was focusing on the instructional issues: what pictures help which learners for what learning outcomes? This double theoretical and instructional objective is still very present in the current research and large body of recommendations for the design of effective multimedia instruction is now available (e.g., Mayer, 2005).<br />
<br />
====Related terms====<br />
<br />
Multiple representation, external representation, multimedia instruction<br />
<br />
====Translation issues====<br />
<br />
French: Apprendre à partir d’informations multimédia ; Compréhension de documents multimédia.<br><br />
German: Wissenserwerb mit Multimedia.<br />
<br />
====Disciplinary issues====<br />
<br />
By multimedia (Mayer 2001, p. 2) is meant the presentation of material using both words (e.g. printing or spoken text) and pictures (e.g. static graphics, including graphs photos, maps, or dynamic graphics, including animation or video); hence the definition of multimedia learning as learning with multiple representations. However, multimedia learning is often mistaken as multimodal learning, in the sense of learning through different sensory channels (auditory, visual, kinesthetic). For example, learning from auditory and written text would not be considered as multimedia learning in its original sense. However, multimedia learning also considers the modality issues, especially in the case where different media are conveyed through different sensory modalities. Interactivity is also a major issue in Multimedia learning, that then get close to the concept of simulation.<br />
<br />
====Key references====<br />
<br />
Johnson-Laird P. N. [http://www.telearn.org/open-archive/browse?resource=7144_v1] (1983) Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press.<br />
<br />
Levie W. H., Lentz R. [http://www.telearn.org/open-archive/browse?resource=7121_v1] (1982) Effects of text illustrations: A review of research. Educational Communication and Technology, 30(4), 195-233.<br />
<br />
Mandl, H., Levin J.R. [http://www.telearn.org/open-archive/browse?resource=7146_v1] (1989) Knowledge acquisition from text and pictures, North-Holland, Amsterdam (1989).<br />
<br />
Mayer R. E. [http://www.telearn.org/open-archive/browse?resource=7150_v1] (2001) Multimedia learning. New York: Cambridge University Press. <br />
<br />
Mayer R. E. (Ed). [http://www.telearn.org/open-archive/browse?resource=7154_v1] (2005) Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.<br />
<br />
Schnotz W. [http://www.telearn.org/open-archive/browse?resource=7155_v1] (2001) Sign systems, technologies, and the acquisition of knowledge. In J.F. Rouet, J.J. Levonen, & A. Biardeau, A. (Eds.), Multimedia learning: Cognitive and instructional issues (pp. 9-29). Amsterdam: Elsevier.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Multimedia_learning&diff=753Multimedia learning2012-02-13T10:29:32Z<p>Manon: /* Key references */</p>
<hr />
<div><u>draft 1</u><br />
<br />
'''Editor''': Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland<br />
<br />
'''Contributors: …/…'''<br />
<br />
====Definition====<br />
<br />
Multimedia Learning is a form of learning supported by different sources of information (e.g. text and graphics) being handled jointly in order to understand and memorize a given content (facts, concept, procedure…). <br />
<br />
====Comments on the history====<br />
<br />
Multimedia learning emerged from the field of text comprehension. In the 1970s, it was observed that including pictures in the text dramatically increased comprehension and memorization of text information (see the review from Levie & Lentz, 1982). A large body of research was carried out to identify the underlying cognitive processes explaining the positive effect of pictures in learning from text (Mandl & Levin, 1989; Johnson-Laird, 1983; Schnotz, 2001). Simultaneously, another current was focusing on the instructional issues: what pictures help which learners for what learning outcomes? This double theoretical and instructional objective is still very present in the current research and large body of recommendations for the design of effective multimedia instruction is now available (e.g., Mayer, 2005).<br />
<br />
====Related terms====<br />
<br />
Multiple representation, external representation, multimedia instruction<br />
<br />
====Translation issues====<br />
<br />
French: Apprendre à partir d’informations multimédia ; Compréhension de documents multimédia.<br><br />
German: Wissenserwerb mit Multimedia.<br />
<br />
====Disciplinary issues====<br />
<br />
By multimedia (Mayer 2001, p. 2) is meant the presentation of material using both words (e.g. printing or spoken text) and pictures (e.g. static graphics, including graphs photos, maps, or dynamic graphics, including animation or video); hence the definition of multimedia learning as learning with multiple representations. However, multimedia learning is often mistaken as multimodal learning, in the sense of learning through different sensory channels (auditory, visual, kinesthetic). For example, learning from auditory and written text would not be considered as multimedia learning in its original sense. However, multimedia learning also considers the modality issues, especially in the case where different media are conveyed through different sensory modalities. Interactivity is also a major issue in Multimedia learning, that then get close to the concept of simulation.<br />
<br />
====Key references====<br />
<br />
Johnson-Laird P. N. [http://www.telearn.org/open-archive/browse?resource=7144_v1] (1983) Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press.<br />
<br />
Levie W. H., Lentz R. [http://www.telearn.org/open-archive/browse?resource=7121_v1] (1982) Effects of text illustrations: A review of research. Educational Communication and Technology, 30(4), 195-233.<br />
<br />
Mandl, H., Levin J.R. [http://www.telearn.org/open-archive/browse?resource=7146_v1] (1989) Knowledge acquisition from text and pictures, North-Holland, Amsterdam (1989).<br />
<br />
Mayer R. E. [http://www.telearn.org/open-archive/browse?resource=7150_v1] (2001) Multimedia learning. New York: Cambridge University Press. <br />
<br />
Mayer R. E. (Ed). [http://www.telearn.org/open-archive/browse?resource=7154_v1] (2005) Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.<br />
<br />
Schnotz W. (2001) Sign systems, technologies, and the acquisition of knowledge. In J.F. Rouet, J.J. Levonen, & A. Biardeau, A. (Eds.), Multimedia learning: Cognitive and instructional issues (pp. 9-29). Amsterdam: Elsevier.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Multimedia_learning&diff=752Multimedia learning2012-02-13T10:17:31Z<p>Manon: /* Key references */</p>
<hr />
<div><u>draft 1</u><br />
<br />
'''Editor''': Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland<br />
<br />
'''Contributors: …/…'''<br />
<br />
====Definition====<br />
<br />
Multimedia Learning is a form of learning supported by different sources of information (e.g. text and graphics) being handled jointly in order to understand and memorize a given content (facts, concept, procedure…). <br />
<br />
====Comments on the history====<br />
<br />
Multimedia learning emerged from the field of text comprehension. In the 1970s, it was observed that including pictures in the text dramatically increased comprehension and memorization of text information (see the review from Levie & Lentz, 1982). A large body of research was carried out to identify the underlying cognitive processes explaining the positive effect of pictures in learning from text (Mandl & Levin, 1989; Johnson-Laird, 1983; Schnotz, 2001). Simultaneously, another current was focusing on the instructional issues: what pictures help which learners for what learning outcomes? This double theoretical and instructional objective is still very present in the current research and large body of recommendations for the design of effective multimedia instruction is now available (e.g., Mayer, 2005).<br />
<br />
====Related terms====<br />
<br />
Multiple representation, external representation, multimedia instruction<br />
<br />
====Translation issues====<br />
<br />
French: Apprendre à partir d’informations multimédia ; Compréhension de documents multimédia.<br><br />
German: Wissenserwerb mit Multimedia.<br />
<br />
====Disciplinary issues====<br />
<br />
By multimedia (Mayer 2001, p. 2) is meant the presentation of material using both words (e.g. printing or spoken text) and pictures (e.g. static graphics, including graphs photos, maps, or dynamic graphics, including animation or video); hence the definition of multimedia learning as learning with multiple representations. However, multimedia learning is often mistaken as multimodal learning, in the sense of learning through different sensory channels (auditory, visual, kinesthetic). For example, learning from auditory and written text would not be considered as multimedia learning in its original sense. However, multimedia learning also considers the modality issues, especially in the case where different media are conveyed through different sensory modalities. Interactivity is also a major issue in Multimedia learning, that then get close to the concept of simulation.<br />
<br />
====Key references====<br />
<br />
Johnson-Laird P. N. [http://www.telearn.org/open-archive/browse?resource=7144_v1] (1983) Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press.<br />
<br />
Levie W. H., Lentz R. [http://www.telearn.org/open-archive/browse?resource=7121_v1] (1982) Effects of text illustrations: A review of research. Educational Communication and Technology, 30(4), 195-233.<br />
<br />
Mandl, H., Levin J.R. [http://www.telearn.org/open-archive/browse?resource=7146_v1] (1989) Knowledge acquisition from text and pictures, North-Holland, Amsterdam (1989).<br />
<br />
Mayer R. E. [http://www.telearn.org/open-archive/browse?resource=7150_v1] (2001) Multimedia learning. New York: Cambridge University Press. <br />
<br />
Mayer R. E. (Ed). (2005) Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.<br />
<br />
Schnotz W. (2001) Sign systems, technologies, and the acquisition of knowledge. In J.F. Rouet, J.J. Levonen, & A. Biardeau, A. (Eds.), Multimedia learning: Cognitive and instructional issues (pp. 9-29). Amsterdam: Elsevier.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Multimedia_learning&diff=751Multimedia learning2012-02-13T09:16:44Z<p>Manon: /* Key references */</p>
<hr />
<div><u>draft 1</u><br />
<br />
'''Editor''': Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland<br />
<br />
'''Contributors: …/…'''<br />
<br />
====Definition====<br />
<br />
Multimedia Learning is a form of learning supported by different sources of information (e.g. text and graphics) being handled jointly in order to understand and memorize a given content (facts, concept, procedure…). <br />
<br />
====Comments on the history====<br />
<br />
Multimedia learning emerged from the field of text comprehension. In the 1970s, it was observed that including pictures in the text dramatically increased comprehension and memorization of text information (see the review from Levie & Lentz, 1982). A large body of research was carried out to identify the underlying cognitive processes explaining the positive effect of pictures in learning from text (Mandl & Levin, 1989; Johnson-Laird, 1983; Schnotz, 2001). Simultaneously, another current was focusing on the instructional issues: what pictures help which learners for what learning outcomes? This double theoretical and instructional objective is still very present in the current research and large body of recommendations for the design of effective multimedia instruction is now available (e.g., Mayer, 2005).<br />
<br />
====Related terms====<br />
<br />
Multiple representation, external representation, multimedia instruction<br />
<br />
====Translation issues====<br />
<br />
French: Apprendre à partir d’informations multimédia ; Compréhension de documents multimédia.<br><br />
German: Wissenserwerb mit Multimedia.<br />
<br />
====Disciplinary issues====<br />
<br />
By multimedia (Mayer 2001, p. 2) is meant the presentation of material using both words (e.g. printing or spoken text) and pictures (e.g. static graphics, including graphs photos, maps, or dynamic graphics, including animation or video); hence the definition of multimedia learning as learning with multiple representations. However, multimedia learning is often mistaken as multimodal learning, in the sense of learning through different sensory channels (auditory, visual, kinesthetic). For example, learning from auditory and written text would not be considered as multimedia learning in its original sense. However, multimedia learning also considers the modality issues, especially in the case where different media are conveyed through different sensory modalities. Interactivity is also a major issue in Multimedia learning, that then get close to the concept of simulation.<br />
<br />
====Key references====<br />
<br />
Johnson-Laird P. N. [http://www.telearn.org/open-archive/browse?resource=7144_v1] (1983) Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press.<br />
<br />
Levie W. H., Lentz R. [http://www.telearn.org/open-archive/browse?resource=7121_v1] (1982) Effects of text illustrations: A review of research. Educational Communication and Technology, 30(4), 195-233.<br />
<br />
Mandl, H., Levin J.R. [http://www.telearn.org/open-archive/browse?resource=7146_v1] (1989) Knowledge acquisition from text and pictures, North-Holland, Amsterdam (1989).<br />
<br />
Mayer R. E. (2001) Multimedia learning. New York: Cambridge University Press. <br />
<br />
Mayer R. E. (Ed). (2005) Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.<br />
<br />
Schnotz W. (2001) Sign systems, technologies, and the acquisition of knowledge. In J.F. Rouet, J.J. Levonen, & A. Biardeau, A. (Eds.), Multimedia learning: Cognitive and instructional issues (pp. 9-29). Amsterdam: Elsevier.</div>Manonhttp://tel-thesaurus.net/wiki/index.php?title=Informal_learning&diff=750Informal learning2012-02-13T08:45:43Z<p>Manon: /* Key references */</p>
<hr />
<div><u>draft 1</u><br />
<br />
'''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands<br />
<br />
====Definition====<br />
<br />
Informal learning is any conscious or unconscious, intentional or non-intentional learning which takes place without an externally imposed curriculum or intended outcome. Unlike formal and non-formal learning, it is unstructured and not directly assessed or accredited (Misko, 2008). <br />
<br />
==== Comments on the history ====<br />
<br />
The term "informal learning" first appeared in Knowels’ (1950) book ''Informal adult education'', but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They depicted informal learning as: <br />
<br />
:“… a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning.” (p. 12)<br />
<br />
To date, users of the term informal learning have not yet agreed upon a unified definition of the concept. This underscores the challenges accompanying the efforts for a clear-cut discrimination especially between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, socialization, etc.). The debate goes as far as even raising voices against the validity of the concept as all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which may allow for diverse modalities varying per learning situation.<br />
<br />
====Related terms====<br />
<br />
Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization<br />
<br />
====Translation issues====<br />
<br />
-/-<br />
<br />
====Disciplinary issues====<br />
<br />
The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes<br />
:“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1)<br />
It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). <br />
<br />
====Key references====<br />
<br />
Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British journal of educational psychology, 70(1), 113-136.<br />
<br />
Garrick, J. [http://www.telearn.org/open-archive/browse?resource=7043_v1] (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge.<br />
<br />
Kwakman, K. [http://www.telearn.org/open-archive/browse?resource=7145_v1] (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. <br />
<br />
Lohman, M. C. [http://www.telearn.org/open-archive/browse?resource=7129_v1] (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156.<br />
<br />
Marsick, V. J. & Watkins, K. E. [http://www.telearn.org/open-archive/browse?resource=7042_v1] (1990). Informal and incidental learning in the workplace. City: NY: Routledge.<br />
<br />
Misko, J. [http://www.telearn.org/open-archive/browse?resource=7125_v1] (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER.<br />
<br />
Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., & Caniëls, M. C. J. [http://www.telearn.org/open-archive/browse?resource=7040_v1] (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15.</div>Manon