The usage of computer integrated classroom (cic) technology tools in the study of interactions of knowledge construction among esl pre-service teacher

This paper takes a glimpse at the possible tools for collecting data on interactions of knowledge construction among ESL pre-service teacher. The main tool identified to compile the data collection of the study is a customized of computer integrated classroom (CiC) system. For that purpose, a pilot study on computer support face to face peer response using CiC was trialed with a group of students enrolled in a Microteaching course at the Faculty of Education, University Technology Malaysia. CiC was explored to see whether the system could facilitate both modes of synchronous interactions: text-based reporting and verbal interaction. With the assistance of software and hardware integrated in CIC, many computer supported collaborative learning activities could be carried out by ESL pre-service teachers such as recording, storing, retrieving, and monitoring of user profiles’ activities, learning materials and interactions

S-COL: A Copernican turn for the development of flexibly reusable collaboration scripts

Collaboration scripts are usually implemented as parts of a particular collaborative-learning platform. Therefore, scripts of demonstrated effectiveness are hardly used with learning platforms at other sites, and replication studies are rare. The approach of a platform-independent description language for scripts that allows for easy implementation of the same script on different platforms has not succeeded yet in making the transfer of scripts feasible. We present an alternative solution that treats the problem as a special case of providing support on top of diverse Web pages: In this case, the challenge is to trigger support based on the recognition of a Web page as belonging to a specific type of functionally equivalent pages such as the search query form or the results page of a search engine. The solution suggested has been implemented by means of a tool called S-COL (Scripting for Collaborative Online Learning) and allows for the sustainable development of scripts and scaffolds that can be used with a broad variety of content and platforms. The tool’s functions are described. In order to demonstrate the feasibility and ease of script reuse with S-COL, we describe the flexible re-implementation of a collaboration script for argumentation in S-COL and its adaptation to different learning platforms. To demonstrate that a collaboration script implemented in S-COL can actually foster learning, an empirical study about the effects of a specific script for collaborative online search on learning activities is presented. The further potentials and the limitations of the S-COL approach are discussed

Performing Hybrid Recommendation in Intermodal Transportation – the FTMarket System’s Recommendation Module

Diverse recommendation techniques have been already proposed and encapsulated into several e-business applications, aiming to perform a more accurate evaluation of the existing information and accordingly augment the assistance provided to the users involved. This paper reports on the development and integration of a recommendation module in an agent-based transportation transactions management system. The module is built according to a novel hybrid recommendation technique, which combines the advantages of collaborative filtering and knowledge-based approaches. The proposed technique and supporting module assist customers in considering in detail alternative transportation transactions that satisfy their requests, as well as in evaluating completed transactions. The related services are invoked through a software agent that constructs the appropriate knowledge rules and performs a synthesis of the recommendation policy

Construction and abstraction: contrasting methods of supporting model building in learning science

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Structured evaluation of virtual environments for special-needs education

This paper describes the development of a structured approach to evaluate experiential and communication virtual learning environments (VLEs) designed specifically for use in the education of children with severe learning difficulties at the Shepherd special needs school in Nottingham, UK. Constructivist learning theory was used as a basis for the production of an evaluation framework, used to evaluate the design of three VLEs and how they were used by students with respect to this learning theory. From an observational field study of student-teacher pairs using the VLEs, 18 behaviour categories were identified as relevant to five of the seven constructivist principles defined by Jonassen (1994). Analysis of student-teacher behaviour was used to provide support for, or against, the constructivist principles. The results show that the three VLEs meet the constructivist principles in very different ways and recommendations for design modifications are put forward

Collaboration in the Semantic Grid: a Basis for e-Learning

The CoAKTinG project aims to advance the state of the art in collaborative mediated spaces for the Semantic Grid. This paper presents an overview of the hypertext and knowledge based tools which have been deployed to augment existing collaborative environments, and the ontology which is used to exchange structure, promote enhanced process tracking, and aid navigation of resources before, after, and while a collaboration occurs. While the primary focus of the project has been supporting e-Science, this paper also explores the similarities and application of CoAKTinG technologies as part of a human-centred design approach to e-Learning

Using the Internet to improve university education

Up to this point, university education has largely remained unaffected by the developments of novel approaches to web-based learning. The paper presents a principled approach to the design of problem-oriented, web-based learning at the university level. The principles include providing authentic contexts with multimedia, supporting collaborative knowledge construction, making thinking visible with dynamic visualisation, quick access to content resources via information and communication technologies, and flexible support by tele-tutoring. These principles are used in the MUNICS learning environment, which is designed to support students of computer science to apply their factual knowledge from the lectures to complex real-world problems. For example, students may model the knowledge management in an educational organisation with a graphical simulation tool. Some more general findings from a formative evaluation study with the MUNICS prototype are reported and discussed. For example, the students' ignorance of the additional content resources is discussed in the light of the well-known finding of insufficient use of help systems in software applications