Adopting the role of online teacher as a researcher and model builder of learners’ needs to approach time as a context-dependent factor within networking settings

This study adopts a context-based approach to the issue of time within networking learning settings. To approach time as a context-dependent factor, the role of online teacher as a researcher and model builder of learners‘ needs is suggested. Specifically, an online network of mathematics teachers has been formed  in the context of an online course aiming to prepare these teachers to introduce the use of educational software in their teaching practices. To form this network, the ‘constructivist teaching experiment' methodology (Cobb, Wood, & Yakel, 1990) was used. A specific curriculum was designed for the participants in this e-learning network. During this experiment, the course was adapted to take into account the specific learning needs of the aforementioned teachers, who were mainly investigated through synchronous communication via informal conversation. The data collected provided evidence that time is perceived by learners as a context-dependent factor. The results also suggest that, using the aforementioned methodology to formulate an e-learning network, learners needs can be better acknowledged  to succesfully meet the aims of the course within the time limits scheduled for the whole procedure

Pedagogical Analysis of Educational Digital Storytelling Environments of the Last Five Years

AbstractDigital storytelling, the modern and challenging successor of storytelling, emerged over the last few years as a powerful teaching and learning tool, engaging both teachers and their students. For the evaluation of Educational Digital Storytelling Environments (EDSE), pedagogical aspects of designing or using EDSE are much less frequently studied than technical ones. Thus, taking into account modern, social and constructivist views of learning, a new pedagogical evaluation model was created (Psomos & Kordaki, 2011), using sixteen pedagogical criteria-dimensions. In this paper, the aforementioned pedagogical evaluation model is used to pedagogically analyze EDSE of the last five years

THE ROLE OF CONTEXT FREE COLLABORATION DESIGN PATTERNS IN LEARNING DESIGN WITHIN LAMS: LESSONS LEARNED FROM AN EMPIRICAL STUDY

This study presents an experiment aimed at the design of short learning courses in the context of LAMS, using a number of specific context-free collaboration design patterns implemented within LAMS. In fact, 25 Prospective Computer Engineers (PCEs) participated in this experiment. The analysis of the data shows that PCEs fully used these context free collaboration patterns - mostly realized in combination - and designed interesting sequences of learning activities. PCEs also used most of the tools provided within LAMS. However, PCEs were presented with difficulties in integrating collaboration strategies with thinking dimensions in terms of communication, decision making, concept formation, problem solving and inquiry based learning

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The role of multiple representation systems in the enhancemen

Integrated Interactive Constructions for Multiple Learning Activities within E-Learning Contexts

Abstract: This paper focuses on the potential of integration of Multiple Learning Activities in Interactive Constructions (MLA-ICs), appropriate to support student learning of a specific learning subject. In fact, these constructions could be transformed using appropriate macros to support a variety of learning activities, beginning with real-life activities and gradually moving to more sophisticated scientific activities. In addition, these constructions can be transformed in a way that supports student learning of a variety of related concepts. The idea, the architecture and the interface associated with MLA-ICs was the result of a modeling process including field studies and using real students. The general concept, the design, the architecture and the interface of MLA-ICs is presented through a specific example for the learning of a mathematical theorem- Thales ’ theorem- within the context of tools from the well-known e-learning environment, Cabri-Geometry II (Laborde, 1990). Keywords: Learning activities, Cabri-Geometry II, Primary and Secondary Educatio