Collaborative Dialogue Technologies in Distance Learning

Collaborative Dialogue Technologies in Distance Learning

In April 1993, an interdisciplinary NATO Advanced Research Workshop on "Collaborative dialogue technologies in distance learning" was held in Segovia, Spain.

Author: M.Felisa Verdejo

Publisher: Springer

ISBN: 3642633943

Category: Education

Page: 296

View: 309

In April 1993, an interdisciplinary NATO Advanced Research Workshop on "Collaborative dialogue technologies in distance learning" was held in Segovia, Spain. The workshop brought together researchers in fields related to distance learning using computer-mediated communication. The statement of justification of the NATO ARW follows hereafter. Justification of the NATO Advanced Research Workshop on Collaborative Dialogue Technologies in Distance Learning Computer Mediated Communication (CMC) systems have features that reduce some temporal, physical and social constraints on communication. Theories of communication have shifted from viewing communication as a linear transmission of messages by a sender to a receiver, to viewing it as a social paradigm, where individuals are actors in a network of interdependent relationships embedded in organizational and social structures. Recent research focuses on models of information-sharing to support not only the activities of individuals but also the problem-solving activities of groups, such as decision-making, planning or co writing. This area of research is called Computer Supported Cooperative Work (CSCW). The Artificial Intelligence (AI) approach uses knowledge-based systems to enhance and facilitate all these processes, including the possibility of using natural language. The traditional model of distance education places a strong emphasis on indepen dent study, supported by well developed learning materials. This model can be characterized as one-way media. However, the potential of CMC to provide better guidance to the student in Higher Distance Education has been quickly recognized for at least two kind of activities: information sharing and interaction.
Categories: Education

Intelligent Learning Environments The Case of Geometry

Intelligent Learning Environments  The Case of Geometry

The NATO AS Series F Subseries On ADVANCED EDUCATIONAL TECHNOLOGY 67: 76: 78: 80: 81: 84: 85. ... Courses for Engineering Education Collaborative Dialogue Technologies in Distance Learning NATO ASI Series F Including Special Programmes ...

Author: Jean-Marie Laborde

Publisher: Springer Science & Business Media

ISBN: 9783642609275

Category: Computers

Page: 275

View: 228

This book is a thoroughly revised result, updated to mid-1995, of the NATO Advanced Research Workshop on "Intelligent Learning Environments: the case of geometry", held in Grenoble, France, November 13-16, 1989. The main aim of the workshop was to foster exchanges among researchers who were concerned with the design of intelligent learning environments for geometry. The problem of student modelling was chosen as a central theme of the workshop, insofar as geometry cannot be reduced to procedural knowledge and because the significance of its complexity makes it of interest for intelligent tutoring system (ITS) development. The workshop centred around the following themes: modelling the knowledge domain, modelling student knowledge, design ing "didactic interaction", and learner control. This book contains revised versions of the papers presented at the workshop. All of the chapters that follow have been written by participants at the workshop. Each formed the basis for a scheduled presentation and discussion. Many are suggestive of research directions that will be carried out in the future. There are four main issues running through the papers presented in this book: • knowledge about geometry is not knowledge about the real world, and materialization of geometrical objects implies a reification of geometry which is amplified in the case of its implementation in a computer, since objects can be manipulated directly and relations are the results of actions (Laborde, Schumann). This aspect is well exemplified by research projects focusing on the design of geometric microworlds (Guin, Laborde).
Categories: Computers

Advanced Educational Technology Research Issues and Future Potential

Advanced Educational Technology  Research Issues and Future Potential

As we approach the 21st century, the need to better link research findings and practical applications of advanced educational technologies (AET) continues to be a priority.

Author: Thomas T. Liao

Publisher: Springer Science & Business Media

ISBN: 9783642609688

Category: Education

Page: 219

View: 910

As we approach the 21st century, the need to better link research findings and practical applications of advanced educational technologies (AET) continues to be a priority. During the five-year NATO Special Programme on AET, many advanced study institutes and research workshops focused on building bridges between researchers in and users of educational technology. The organizing committee of the final capstone workshop which took place in September 1993 also chose to focus on this theme. Three position papers, written by members of the AET advisory committee, provided the background and platform for the two-day workshop that was designed to provide guidelines for future AET research and implementation projects. Nicolas Balacheff kicked off the workshop with a philosophical review of the research issues and future research agendas. Herman Bouma and his colleagues at the Institute for Perception Research discussed implementation issues and problems of technology transfer from research laboratories to educational product development.
Categories: Education

Computer Supported Collaborative Learning

Computer Supported Collaborative Learning

Much of the work that goes on in classrooms is collaborative, whether by design or not. Teachers also need to be able to adapt the technology to their varying needs.

Author: Claire O'Malley

Publisher: Springer Science & Business Media

ISBN: 9783642850981

Category: Computers

Page: 303

View: 601

Although research in collaborative learning has a fairly long history, dating back at least to the early work of Piaget and Vygotsky, it is only recently that workers have begun to apply some of its findings to the design of computer based learning systems. The early generation of the!le systems focused on their potential for supporting individual learning: learning could be self paced; teaching could be adapted to individual learners' needs. This was certainly the promise of the later generation of intelligent tutoring systems. However, this promise has yet to be realised. Not only are there still some very difficult research problems to solve in providing adaptive learning systems, but there are also some very real practical constraints on the widespread take up of individualised computer based instruction. Reseachers soon began to realise that the organisational, cultural and social contexts of the classroom have to be taken into account in designing systems to promote effective learning. Much of the work that goes on in classrooms is collaborative, whether by design or not. Teachers also need to be able to adapt the technology to their varying needs. Developments in technology, such as networking, have also contributed to changes in the way in which computers may be envisaged to support learning. In September 1989, a group of researchers met in Maratea, Italy, for a NATO-sponsored workshop on "Computer supported collaborative . learning". A total of 20 researchers from Europe (Belgium.
Categories: Computers

Haematologica Rome Italy

Haematologica  Rome  Italy

NATO science programmes strengthen education and research in the sciences and technology through international cooperation . ... NATO ASI Series , tutorial volumes derived from Advanced Study Institutes and Advanced Research Workshops .

Author:

Publisher:

ISBN: CHI:12511181

Category: Blood

Page:

View: 606

Categories: Blood