The Influence of Interactive Learning Materials on Solving Tasks That Require Different Types of Mathematical Reasoning

International Journal of Science and Mathematics Education - The purpose of this study is to analyse the effects of the Interactive Learning Materials Triangle (iLMT) on the learning and knowledge...     

Supporting interdisciplinary collaborative concept mapping with individual preparation phase

Educational technology research and development - Concept mapping facilitates the externalisation and internalisation of knowledge by individuals during collaborative knowledge construction....     

Digital resource developments for mathematics education involving homework across formal,non-formal and informal settings

The aim of this paper is to explore further an under-developed area – how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically based resources to support mathematics learning across informal, non-formal and formal learning environments. The paper considers: the importance of mathematics learning in informal and non-formal as well as formal settings; how curriculum focuses on pedagogy supporting these needs, contrasting this focus in England and Serbia; and in these contexts, the roles of homework, the potential of technologies and the roles of the teacher. Technological developments to support mathematics learning for 11- to 14-year-old pupils in the two countries are explored and contrasted, and ways that recent developments inform our understandings of formal, informal and non-formal learning through learning activities, learning support and settings are modelled. The conception of ‘extended pedagogies’ is introduced; implications are outlined.     

Expert concept mapping method for defining the characteristics of adaptive E-learning: ALFANET project case

The article presents empirical evidence for the effectiveness and efficiency of a modified version of Trochim's (1989a, b) concept mapping approach to define the characteristics of an adaptive learning environment. The effectiveness and the efficiency of the method are attributed to the support that it provides in terms of elicitation, sharing, reflection and representation of knowledge. It produced valuable results in a very short time as compared to classical techniques such as questionnaires and interviews. The interpretation of data suggests some theoretical considerations and practical solutions for the design and development of an adaptive e-learning environment. The research also points to a number of ways to improve the technique in terms of time for discussing ideas, visualization, and explicit support for generating unconventional ideas. This small-scale study was conducted in the framework of ALFANET project (2002). ALFANET (Active Learning for Adaptive Internet) is a Fifth Framework Information Society Technology (IST) project funded by European Commission (European Communities, IST 2001-33288, 2002). Within the ALFANET project (2002), Working package 1 “User Requirements and Specifications” is dedicated to the study and analysis of users' needs in relation with adaptive e-learning in organizations. One of the primary outcomes of the project will be a working prototype of a learning management system (LMS) with intelligent personalization capabilities.     

Design-based research with mARC ID model: designing experiential learning environments

Learning Environments Research - The relationship between experience (through practice) and knowledge (by theory) is becoming increasingly important in contemporary educational research and...