Kaleidoscope, a FP6 network of excellence in the technology enhanced learning (TEL) research area, was created in 2004 following a four years contract with the European commission. The aim of the network was to foster integration of different research disciplines relevant to TEL, bridging educational, cognitive and social sciences, and emerging technologies. This ambition was both scientific and strategic:
- It was scientific by its aim “to develop a rich, culturally-diverse and coherent theoretical and practical research foundation for research and innovation in the field”, exploring “the different conceptual frameworks of relevant disciplines in order to delineate the commonalities and differences that frame the research objectives in the field”
- it was strategic by its aim “to develop new tools and methodologies that operationalise an interdisciplinary approach to research on TEL at a European-wide level” with the expectation of a significant impact at the international level.
To bring this ambition to reality, in a very fragmented European TEL research area, it chosen to involve a large number of contributors of which only a small number were already collaborating, and a large range of different research themes. A set of instruments was planned to support the construction of the network and the integration process at both the content and the infrastructure level.
Technology-Supported Large-Scale Transformative Innovations for the 21st Cent...Demetrios G. Sampson
Demetrios G Sampson, “Technology-Supported Large-Scale Transformative Innovations for the 21st Century School Education”, International Workshop on the Patterns of Innovation in Instruction Models, Beijing Normal University, Beijing, China, 8-9 January 2015 [Invited Speech]
eTwinning: Opportunities and Challenges for Transformative Educational Innova...Demetrios G. Sampson
Demetrios G Sampson, eTwinning: Opportunities and Challenges for Transformative Educational Innovations through the Technology-Supported European Schools Collaborations, Invited Speech in 1st National eTwinning Conference, 14-16 November 2014, Patra, Greece [http://conf2014.etwinning.gr/]
Technology-Supported Large-Scale Transformative Innovations for the 21st Cent...Demetrios G. Sampson
Demetrios G Sampson, “Technology-Supported Large-Scale Transformative Innovations for the 21st Century School Education”, International Workshop on the Patterns of Innovation in Instruction Models, Beijing Normal University, Beijing, China, 8-9 January 2015 [Invited Speech]
eTwinning: Opportunities and Challenges for Transformative Educational Innova...Demetrios G. Sampson
Demetrios G Sampson, eTwinning: Opportunities and Challenges for Transformative Educational Innovations through the Technology-Supported European Schools Collaborations, Invited Speech in 1st National eTwinning Conference, 14-16 November 2014, Patra, Greece [http://conf2014.etwinning.gr/]
School Teachers’ and Leaders’ Digital Competences: Supporting Transformative ...Demetrios G. Sampson
"School Teachers’ and Leaders’ Digital Competences: Supporting Transformative Innovations for 21st Century School Education" presented at EU TRANSit Workshop http://www.transit-project.eu/conference/
Change of IT equipment and communication applications used by first-semester ...Martin Ebner
Presentation @ ED-Media conference 2021 (online)
Nagler, W., Mair, B., Ebner, M., Edelsbrunner, S. & Schön, S. (2021). Change of IT equipment and communication applications used by first-semester students from 2011 to 2020 and possible effects of the COVID-19 pandemic: Analysis of a long-term survey. Submission to EdMedia 2021.
Preprint available at ResearchGate: https://www.researchgate.net/publication/352991611_Change_of_IT_equipment_and_communication_applications_used_by_first-semester_students_from_2011_to_2020_and_possible_effects_of_the_COVID-19_pandemic_Analysis_of_a_long-term_survey
Youtube: https://youtu.be/0nhWA-3tVl8
Disruptor, Saviour, or Distractor: MOOCs and their role in higher educationKolds
Keynote lecture by George Siemens at the European MOOCs in Global Context Workshop (19-20 June 2013 @ UW-Madison) http://globalhighered.wordpress.com/2013/06/17/european-moocs-in-global-context-workshop-19-20-june-2013-uw-madison/
Ralf Klamma
Advanced Community Information Systems (ACIS)RWTH Aachen University, Germany
klamma@dbis.rwth-aachen.de
Dresden, January 22, 2015
las2peer is a distributed, highly reliable and secure platform for creating community information systems and community services.
The main goal of las2peer is to provide a fast and flexible way to create services which may communicate with each other and their users through standard protocols. The used and stored information is handled in a trustworthy way and within full control of the communities.
Cloud-based Digital Technologies for Opening Up Education: Keep On Learning ...Demetrios G. Sampson
Demetrios G Sampson, “Cloud-based Digital Technologies for Opening Up Education: Keep Up Learning beyond the Physical Classroom at the Digital Cloud”, 1st International Summit on Education in the Cloud, Athens, Greece, 22 March 2014.
Presentation for the Analysis of Societies: Transformation, technology and education panel, Near East University, 18 May, 2020.
https://www.youtube.com/watch?v=lNN6rQjTI0s
The Horizon Report Europe: 2014 Schools Edition was produced by the European Commission in cooperation with a team led by Inholland University of Applied Sciences (the Netherlands) and the New Media Consortium (NMC), a US-based non-profit group bringing together international experts in educational technology. I am honored to be a expert in this report https://twitter.com/lucianecurator
The NMC Horizon Project from the New Media Consortium is a long-term investigation launched in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe. The NMC Horizon Report Europe: 2014 Schools Edition, the first of its kind for Europe, examines six key trends, six significant challenges and six important developments in educational technology that are very likely to impact educational change processes in European
schools over the next five years (2014-2018). The topics within each section were carefully selected by the Horizon Project Europe Expert Panel, a body of 53 experts in European education, technology, and other fields. They come from 22 European countries, as well as international organisations and European networks. Throughout the report, references and links are made to more than
150 European publications (reports, articles, policy documents, blog posts etc.), projects (both EU-funded and national initiatives) and various policy initiatives from all over Europe. The Creative Classrooms multidimensional framework, developed by European Commission’s JRC-IPTS on behalf of DG EAC, was used for analysing the trends, challenges and technologies impacting European schools over the next five years. The analysis reveals that a systemic approach is needed for integrating new technologies in European schools and impacting educational change over the next five years.
The complexity of the epistemological and didactical genesis of mathematical ...Nicolas Balacheff
Students’ mathematical knowledge is first rooted in pragmatic evidences and in the effort to make sense of the content and procedures taught. They develop a true knowledge which works as a tool in problem situations, and is accessible to falsification and argumentation. They can validate what they claim to be true, but based on means which may not conform to current mathematical standards. The theory of didactical situations (TSD) is based on the recognition of the existence of this true knowledge and the analysis of the specific complexity of the teaching situations from an epistemological perspective. It is in this framework that I propose to address the problems raised by the teaching and learning of mathematical proof. The main issue which I will discuss is that the evolution of the students understanding of what count as proof in mathematics implies – and is constitutive of – an evolution of their knowing of mathematical concepts. This discussion will support the claim that the “situation of validation” conceptualized by the TSD must be the starting point of any didactical engineering.
cKȼ, un modèle de connaissance : spécificité et utilisationsNicolas Balacheff
Exposé dans le cadre du séminaire de l'équipe LDAR (Université Paris-Diderot Paris 7) pour répondre cette invitation :
"Plusieurs approches théoriques de la connaissance sont mises en oeuvre au sein du laboratoire LDAR, dont des modèles de conceptions, mais les discussions ou exposés à propos de cKȼ soulignent deux difficultés : comprendre les articulations entre cKȼ et les autres approches théoriques, et comprendre ce qu'apporte son utilisation --- en d'autres termes, la question qui se pose est celle de ce qu'on peut attendre de ce modèle en temps que chercheurs. Ces questions semblent plus fortes que des problèmes liés à la technicité du modèle, à proprement parler. Il peut donc être intéressant, et c'est ce que va être tenté, de préciser les hypothèses aux fondements de cKȼ (quel sujet est concerné, quelles hypothèses sur la connaissance...), ses finalités, ainsi que des usages dans différentes directions, permettant de voir son utilisation "en situation" et de cerner ses apports."
School Teachers’ and Leaders’ Digital Competences: Supporting Transformative ...Demetrios G. Sampson
"School Teachers’ and Leaders’ Digital Competences: Supporting Transformative Innovations for 21st Century School Education" presented at EU TRANSit Workshop http://www.transit-project.eu/conference/
Change of IT equipment and communication applications used by first-semester ...Martin Ebner
Presentation @ ED-Media conference 2021 (online)
Nagler, W., Mair, B., Ebner, M., Edelsbrunner, S. & Schön, S. (2021). Change of IT equipment and communication applications used by first-semester students from 2011 to 2020 and possible effects of the COVID-19 pandemic: Analysis of a long-term survey. Submission to EdMedia 2021.
Preprint available at ResearchGate: https://www.researchgate.net/publication/352991611_Change_of_IT_equipment_and_communication_applications_used_by_first-semester_students_from_2011_to_2020_and_possible_effects_of_the_COVID-19_pandemic_Analysis_of_a_long-term_survey
Youtube: https://youtu.be/0nhWA-3tVl8
Disruptor, Saviour, or Distractor: MOOCs and their role in higher educationKolds
Keynote lecture by George Siemens at the European MOOCs in Global Context Workshop (19-20 June 2013 @ UW-Madison) http://globalhighered.wordpress.com/2013/06/17/european-moocs-in-global-context-workshop-19-20-june-2013-uw-madison/
Ralf Klamma
Advanced Community Information Systems (ACIS)RWTH Aachen University, Germany
klamma@dbis.rwth-aachen.de
Dresden, January 22, 2015
las2peer is a distributed, highly reliable and secure platform for creating community information systems and community services.
The main goal of las2peer is to provide a fast and flexible way to create services which may communicate with each other and their users through standard protocols. The used and stored information is handled in a trustworthy way and within full control of the communities.
Cloud-based Digital Technologies for Opening Up Education: Keep On Learning ...Demetrios G. Sampson
Demetrios G Sampson, “Cloud-based Digital Technologies for Opening Up Education: Keep Up Learning beyond the Physical Classroom at the Digital Cloud”, 1st International Summit on Education in the Cloud, Athens, Greece, 22 March 2014.
Presentation for the Analysis of Societies: Transformation, technology and education panel, Near East University, 18 May, 2020.
https://www.youtube.com/watch?v=lNN6rQjTI0s
The Horizon Report Europe: 2014 Schools Edition was produced by the European Commission in cooperation with a team led by Inholland University of Applied Sciences (the Netherlands) and the New Media Consortium (NMC), a US-based non-profit group bringing together international experts in educational technology. I am honored to be a expert in this report https://twitter.com/lucianecurator
The NMC Horizon Project from the New Media Consortium is a long-term investigation launched in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe. The NMC Horizon Report Europe: 2014 Schools Edition, the first of its kind for Europe, examines six key trends, six significant challenges and six important developments in educational technology that are very likely to impact educational change processes in European
schools over the next five years (2014-2018). The topics within each section were carefully selected by the Horizon Project Europe Expert Panel, a body of 53 experts in European education, technology, and other fields. They come from 22 European countries, as well as international organisations and European networks. Throughout the report, references and links are made to more than
150 European publications (reports, articles, policy documents, blog posts etc.), projects (both EU-funded and national initiatives) and various policy initiatives from all over Europe. The Creative Classrooms multidimensional framework, developed by European Commission’s JRC-IPTS on behalf of DG EAC, was used for analysing the trends, challenges and technologies impacting European schools over the next five years. The analysis reveals that a systemic approach is needed for integrating new technologies in European schools and impacting educational change over the next five years.
The complexity of the epistemological and didactical genesis of mathematical ...Nicolas Balacheff
Students’ mathematical knowledge is first rooted in pragmatic evidences and in the effort to make sense of the content and procedures taught. They develop a true knowledge which works as a tool in problem situations, and is accessible to falsification and argumentation. They can validate what they claim to be true, but based on means which may not conform to current mathematical standards. The theory of didactical situations (TSD) is based on the recognition of the existence of this true knowledge and the analysis of the specific complexity of the teaching situations from an epistemological perspective. It is in this framework that I propose to address the problems raised by the teaching and learning of mathematical proof. The main issue which I will discuss is that the evolution of the students understanding of what count as proof in mathematics implies – and is constitutive of – an evolution of their knowing of mathematical concepts. This discussion will support the claim that the “situation of validation” conceptualized by the TSD must be the starting point of any didactical engineering.
cKȼ, un modèle de connaissance : spécificité et utilisationsNicolas Balacheff
Exposé dans le cadre du séminaire de l'équipe LDAR (Université Paris-Diderot Paris 7) pour répondre cette invitation :
"Plusieurs approches théoriques de la connaissance sont mises en oeuvre au sein du laboratoire LDAR, dont des modèles de conceptions, mais les discussions ou exposés à propos de cKȼ soulignent deux difficultés : comprendre les articulations entre cKȼ et les autres approches théoriques, et comprendre ce qu'apporte son utilisation --- en d'autres termes, la question qui se pose est celle de ce qu'on peut attendre de ce modèle en temps que chercheurs. Ces questions semblent plus fortes que des problèmes liés à la technicité du modèle, à proprement parler. Il peut donc être intéressant, et c'est ce que va être tenté, de préciser les hypothèses aux fondements de cKȼ (quel sujet est concerné, quelles hypothèses sur la connaissance...), ses finalités, ainsi que des usages dans différentes directions, permettant de voir son utilisation "en situation" et de cerner ses apports."
Séminaire de l'équipe MeTAH (LIG, Grenoble), juin 2010
Quelques notes sur les jeux pour l'apprentissage (serious games) et leur conceptualisation en didactique (théorie des situations didactiques).
cK¢, a model to understand learners' understanding -- discussing the case of ...Nicolas Balacheff
This is (the long version of) the slides-show in support to my contribution to the "International meeting on learning and teaching calculus" to be held in Mexico in September 2015, 17th-18th. I will address the problem of understanding and modelling students conceptions in this domain. I will introduce the keynote by a survey of a recent book from Gilbert Arsac about the birth of Uniform convergence and the role played by Cauchy. Then I will develop the case of understanding learners conceptions of function. The objective of this talk is to present, taking Calculus as an example, the use of the cK¢ modelling framework and discuss its effectiveness.
Presented by Peter Burnhill, Director of EDINA, Beyond Books: What STM & Social Science publishing should learn from each other, London. Conference programme. 22 April 2010.
Community of practices around ePortfolio Veugelers SURF NL PortfolioMarij Veugelers
How to start a Community of practices around ePortfolio, a Dutch Example, presentation at EPortfolio 2009 conference in London
by Marij Veugelers community manager SURF NL Portfolio (expert groupe)
Creative Collaboration on a Media Handbook for Educators: Design of a Joint E...Mikhail Fominykh
Mikhail Fominykh, Terje Valjataga, Venla Vallivaara and Monica Divitini; "Creative Collaboration on a Media Handbook for Educators: Design of a Joint European Course", in the Mobile Learning and Creativity Workshop (MLCW12), European Conference on Technology-Enhanced Learning (EC-TEL), Saarbrucken, Germany, September 19, 2012.
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
Similar to Kaleidoscope, a FP6 network of excellence, kick off meeting 040309 (20)
Mathematical argumentation as a precursor of mathematical proofNicolas Balacheff
Along history or across educational traditions, the space given to mathematical proof in compulsory school curricula varies from a quasi-absence to a formal obligation which for some has turned into an obstacle to mathematics learning. The contemporary evolution is to give to proof the space it deserves in the learning of mathematics. This is for example witnessed in different ways by The national curriculum in England (2014), the Common Core State Standards for Mathematics (2010) in the US or the recent Report on the teaching of mathematics (1918) commissioned by the French government; the latter asserts: The notion of proof is at the heart of mathematical activity, whatever the level (this assertion is valid from kindergarten to university). And, beyond mathematical theory, understanding what is a reasoned justification approach based on logic is an important aspect of citizen training. The seeds of this fundamentally mathematical approach are sown in the early grades. These are a few examples of the current worldwide consensus on the centrality proof should have in the compulsory school curricula. However, the institutional statements share difficulty to express this objective. The vocabulary includes words such as argument, justification and proof without clear reasons for such diversity: are these words mere synonymous or are there differences that we should pay attention to? What are the characteristics of the discourse these words may refer to in the mathematics classroom? Eventually, how can be addressed the problem of assessing the truth value of a mathematical statement at the different grades all along compulsory school? I shall explore these questions, starting from questioning the meaning of these words and its consequences. Then, I shall shape the relations between argumentation and proof from an epistemological and didactical perspective. In the end, the participants will be invited to a discussion on the benefit and relevance of shaping the notion of mathematical argumentation as a precursor of mathematical proof.
L'argumentation mathématique, un précurseur problématique de la démonstrationNicolas Balacheff
Le colloque CORFEM 2019 a choisi pour l'un de ses thèmes : Raisonner, prouver, démontrer ... en classe et en formation.
(V2 - révision des diapositives 27/28)
Cet exposé contribue à la réflexion commune en interrogeant les termes argumenter, prouver, démontrer tels qu'ils sont utilisés par les programmes des cycles 2 à 4, et par les documents d'accompagnement. Il précise leurs relations et celles qu'ils entretiennent avec "raisonner" à la lumière des travaux de recherche sur l'apprentissage de la preuve en mathématiques. La seconde partie fait le point, prenant en compte les contributions internationales, sur les problèmes posés par le passage des preuves empiriques aux preuves intellectuelles ne mathématique, en mettant l'accent sur le cas de l'exemple générique. L'exposé conclut sur la création et la gestion des interactions sociales qui contextualisent l'argumentation et constituent le principal défi pour l'enseignant ; un défi auquel doit préparer la formation.
XXVIe Colloque CORFEM
Mardi 11 et mercredi 12 Juin 2019
Université de Strasbourg
Séminaires DEMa, Montpellier, quelques question sur le modèle cKȼNicolas Balacheff
Une visite à l'équipe montpelliéraine de Didactique et Épistémologie des Mathématiques (DEMa) sera l'occasion, le 21 mai, d'un séminaire sur le modèle cKȼ pour répondre à quelques questions notamment sur les structures de contrôles, la notion de µ-objet et celle de théorème au sens de Mariotti.
L'exposé reprend lune grande partie du séminaire LDAR (Paris 2015). Il comprend trois parties : (1) la problématique du modèle cKȼ dans le cadre de la théorie des situations didactiques et de la théorie des champs conceptuels, (2) la caractérisation des conception en insistant sur la notion de contrôle et la notion de µ-objet, (3) son potentiel pour analyser la complexité épistémique des mathématiques est abordé en revenant notamment sur la notion d’unité cognitive dans la résolution de problème proposée par Garuti, Boero et Lemut, et la caractérisation de théorème par Mariotti.
L'argumentation mathématique, un concept nécessaire pour penser l’apprentissa...Nicolas Balacheff
7e Journées Épistémologie Montpellier
« L’argumentation : une pratique multiforme ? »
Mercredi 22 et jeudi 23 mai 2019
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Les sciences du langage, notamment l’analyse du discours et la logique naturelle, ont eu une influence prépondérante sur les premières recherches sur l’apprentissage de la démonstration qui ont insisté sur les oppositions entre argumentation et démonstration. Ces oppositions sont mises en avant comme l’une des principales difficultés—avec le développement cognitif—de la réalisation du projet d’enseignement. Au cours des deux dernières décades, les travaux se sont multipliés pour confirmer cette difficulté mais en la nuançant soit en montrant la possibilité d’une continuité, notamment dans le cours de la résolution d’un problème, soit en soutenant la possibilité d’une légitimité mathématique de l’argumentation. Ainsi l’argumentation se constitue-t-elle en obstacle épistémologique à l’apprentissage de la démonstration, au sens où elle est à la fois ce contre quoi il se construit et ce avec quoi il avance. De plus, l’attention portée à l’argumentation dans la résolution de problèmes a conduit à dépasser les approches purement heuristiques et mis en évidence le lien étroit entre le développement de la rationalité et celui des connaissances mathématiques depuis les niveaux les plus élémentaires. L’exposé portera essentiellement sur ces évolutions de la recherche, et les propositions de concepts tels qu’argumentation heuristique (Raymond Duval) ou explication ontique (Gila Hanna). Il conclura sur le besoin de forger le concept d’argumentation mathématique pour penser l’apprentissage de la démonstration.
The complexity of the epistemological genesis of mathematical proof (V.2 comp...Nicolas Balacheff
Early learning of mathematics is first rooted in pragmatic evidences or learners’ confidence in the facts and procedures taught. Nonetheless, learners develop a true knowledge which works as a tool in significant problem situations, and which is accessible to falsification and argumentation. As teachers know, they could validate what they claim to be true, but based on means in general not conforming to mathematical standards. Teaching these standards requires an evolution of their understanding of what can count as a proof in the mathematical classroom, as well as an evolution of their mathematical knowing. This claim is discussed from the perspective of modelling the learners ways of knowing (the model cK¢), within the framework of the theory of didactical situations, bridging the semiotic system they use, the type of actions they perform and the controls they implement either to construct or to validate the solutions they propose to a problem.
Séminaire national de didactique des mathématiques - ARDM; Paris, 18 novembre...Nicolas Balacheff
Les mots preuve, démonstration, argumentation sont utilisés par les textes des programmes de mathématiques et leurs commentaires. Cet usage affirme le caractère central de la démonstration, « moyen mathématique d'accès à la vérité », dans l'apprentissage des mathématiques. Il atteste aussi la difficulté de son enseignement car « [pour] ne pas détourner de la résolution de problèmes les élèves ayant des difficultés à entrer dans les codes de rédaction d’une démonstration, il importe de valoriser les productions spontanées, écrites ou orales, issues des phases de recherche et d’expérimentation (calculs seuls, croquis destinés à comprendre l’exercice, idées de preuve, plan de preuve, etc.). » (DGESco 2016 p.4).
Cet exposé interroge les avancées de la recherche sur l’apprentissage et l’enseignement de la démonstration et leur capacité à éclairer la mise en œuvre des programmes actuels. Il revient en introduction, sur le vocabulaire en insistant notamment sur les différents régimes de la validation dans l'activité de l'élève. Puis il aborde ces questions dans la problématique de la validation au sens de la théorie des situations didactiques. Une dernière partie porte sur les perspectives ouvertes par les technologies informatiques.
La recherche sur les EIAH couvre un large champ de problèmes en étroite interaction depuis la conception jusqu’au déploiement. De nombreuses disciplines sont impliquées. Leur diversité entraine celle des discours et des pratiques scientifiques en particulier lorsque sont soulevées les questions sur la nature des résultats, leur validité et leur légitimité. Les malentendus sont nombreux et les approximations courantes. L’entente est souvent locale et provisoire, à l’occasion d’un projet ou d’un congrès, et rend difficile la constitution d'un corps de connaissances stable. Pour dépasser cette difficulté, nous avons choisi une approche pragmatique en partant des mots du discours pour en faire l’inventaire et poser la question de leurs définitions. Il ne s’agit pas d'imposer une vision unique, mais d'explorer la richesse lexicale du domaine et d’établir, par ce moyen, des relations entre disciplines et traditions scientifiques. Ce dernier point est particulièrement important. S’il est vrai que la recherche sur les EIAH est internationale et que son vocabulaire est le plus souvent forgé par la sphère anglo-saxonne, il n’en reste pas moins que la plupart des chercheurs travaillent d'abord dans la langue de leur institution et pensent encore -- pour beaucoup d’entre eux -- dans leur langue maternelle. La question de la traduction ou de l’interprétation des termes se pose et peut faire apparaître plus que des nuances. La construction d’un Thesaurus de la recherche sur les EIAH a donc été engagée pour répondre au double besoin de consolider la communication entre chercheurs de différentes disciplines et locuteurs des diverses langues. Je présenterai au cours du séminaire la procédure adoptée pour constituer le thésaurus, le dictionnaire et la stratégie éditoriale. La conclusion évoquera les leçons que l'on peut retenir, et proposera des perspectives de développement du projet.
The MOOC effect, how mere chance could result in a new standardNicolas Balacheff
Contribution to the International Forum on open and online education / Forum international d’éducation ouverte et en ligne of the "Entretiens Jacques Cartier", 2-3 October 2014, University of Ottawa, Pavillon des Sciences sociales
L'effet MOOC, ou comment le fruit du hasard pourrait devenir un standardNicolas Balacheff
Contribution aux Entretiens Jacques Cartier, Forum international d’éducation ouverte et en ligne / International Forum on open and online education, Jeudi 2 et vendredi 3 octobre 2014, Université d’Ottawa, Pavillon des Sciences sociales, Pièce 4007, 4e étage
[English version available on SlideShare / The MOOC efect...]
Slides in support of a talk at the conference "Explanation and Proof in Mathematics: Philosophical and Educational Perspective" held in Essen in November 2006.
Abstract:
The learning of mathematics starts early but remains far from any theoretical considerations: pupils' mathematical knowledge is first rooted in pragmatic evidence or conforms to procedures taught. However, learners develop a knowledge which they can apply in significant problem situations, and which is amenable to falsification and argumentation. They can validate what they claim to be true but using means generally not conforming to mathematical standards. Here, I analyze how this situation underlies the epistemological and didactical complexities of teaching mathematical proof. I show that the evolution of the learners' understanding of what counts as proof in mathematics implies an evolution of their knowing of mathematical concepts. The key didactical point is not to persuade learners to accept a new formalism but to have them understand how mathematical proof and statements are tightly related within a common framework; that is, a mathematical theory. I address this aim by modeling the learners' way of knowing in terms of a dynamic, homeostatic system. I discuss the roles of different semiotic systems, of the types of actions the learners perform and of the controls they implement in constructing or validating knowledge. Particularly with modern technological aids, this model provides a basis designing didactical situations to help learners bridge the gap between pragmatics and theory.
For a renewed academy industry research partnershipNicolas Balacheff
A talk at the eLearning Conference, Brussells 19-20 MAy 2005
The joint venture between the academic research on learning technology and industry along the past decade shares similarity with the gold rush: great effort for a too small outcome. From all the energy spent, “acadustry” has emerged; a chimerical community of practice, merging academic and industry objectives and traditions. The relevance and fruitfulness of this new community is questionable. This presentation will suggest revisiting the orientation of the eLearning research policy, taking into account the differences in nature between academic research, R&D and actual production and use. Among the priorities of policies to discuss, the following will be mentioned: (i) an incentive to reach a research consensus that complements the standardization effort; (ii) a strategic alliance between industry and research at a basic level for a common and enhanced understanding of differences and commonalities; (iii) a new balance between long lasting support to research, especially for pan-European initiatives in the context of ERA and in line with the current FP6 Networks of Excellence, and competitive calls focussing on specific actions. At a thematic level, this presentation will outline the lessons learned throughout the past decade and express a view on research priorities from a foundational and applied perspective.
Learning mathematical proof, lessons learned and outlines of a learning envir...Nicolas Balacheff
SDSU seminar, 2005
This talk outlined aspects of learning mathematical proof and presented the principles of the design of a learning environment (V. Luengo PhD 1997)
Teaching, an emergent property of learning environments - IST 2000Nicolas Balacheff
The trend of research in educational technology, during the last decade, has been to focus on learners and learning. The evolution of the ideas could be sketched in the following way : the initial paradigm was to design Intelligent Tutoring Systems (ITS) as autonomous machines with strong instructional functionalities and some sort of modelling of learners' needs and cognitive characteristics, a second paradigm has been the development of learning environments (eg microworlds) opening to the learner a real space for the exploration and the construction of knowledge. The former has not led to clear success, the later has evidenced serious difficulties (well documented by the Logo literature) and the need to complement the environment by teachers input and guidance. The lesson then, is that if teaching reduced to instruction is not the more successful avenue, the absence of teaching features in a learning environment does not guaranty either the quality of the learning output.
What are the lessons ? Clearly the need to search for a new paradigm which could ensure a better equilibrium between learning and teaching, between human and machines.
The common interest of Europe and the US, either in general education or professional training (lifelong learning), to overcome educational difficulties especially in science, mathematics and language learning, together with their common recognition of the potentialities of educational technology, should lead to a fruitful synergy in this area.
Understanding learners’ understanding is a key requirement for an efficient design of teaching situations and learning environments, be they digital or not. This keynote outlines the modeling framework cK¢ (conception, knowing, concept) created with the objective to respond to this requirement, with the additional ambition to build a bridge between research in mathematics education and research in educational technology. After an introduction of the rationale of cK¢, some illustrations are presented. Then follow comments on cK¢ and learning. The conclusion evokes key research issues raised by the use of this modeling framework. (the related text is available on arXiv and HAL)
Multidisciplinarity vs. Multivocality, the case of “Learning Analytics"Nicolas Balacheff
In this communication presented at LAK2013 (Leuven), we consider an analysis of the TeLearn archive, of the Grand Challenges from the STELLAR Network of Excellence, of two Alpine Rendez-Vous 2011 workshops and research conducted in the Productive Multivocality initiative in order to discuss the notions of multidisciplinarity, multivocality and interidisciplinarity. We use this discussion as a springboard for addressing the term “Learning Analytics” and its relation to “Educational Data Mining”. Our goal is to launch a debate pertaining to what extent the different disciplines involved in the TEL community can be integrated on methodological and theoretical levels.
Research in Technology Enhanced Learning is multidisciplinary, what means that several disciplines have to share concepts and methods around a shared objective, and that they have also to coin concepts to take into account the specificity of the questions it addresses. Moreover, having to deal with learning and education, it has to face epistemological and cultural issues due to the history of education and the diversity of the relations to knowledge. As a result TEL research must manage linguistic and semantic issues in a much more critical way than it is the case for computer scientist and specialists of technology involved in this field. To respond to this challenge, the Stellar network of excellence in collaboration with the European association TELEARC, has initiated the creation of a thesaurus and a dictionary of the terms and expressions used in TEL research.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
Kaleidoscope, a FP6 network of excellence, kick off meeting 040309
1. Nicolas.Balacheff@imag.fr— Laboratoire Leibniz —IMAG - CNRS, Université Joseph
Fourier, Institut National Polytechnique de Grenoble — MeTAH research group
Concepts and methods for exploring the future
of learning with digital technologies
2004/03/09 1/16
2. At the core of our scientific struggle:
multidisciplinary and “complex”
Research on TEL is intrinsically multidisciplinary:
- The value of a TEL environments lies in the
quality of the learning it allows
- Learning, as a process, depends on the
characteristics of the environments in which it
develops
Research on TEL is intrinsically “complex”:
- Design and specification
- Software development
to
- Implementation and Use
- Scaling and deployment
2004/03/09 2/16
3. The mark of our domain:
Human learning
action
feedback
constraints
meaning and
understanding
as emergent properties of
person-machine
interactions
The key control of the learning process under the shared
responsibility of the machine, the learner and the institution
(school, enterprise, training institute, etc.)
2004/03/09 3/16
4. Our reasons for developing an academic
network focussing on foundational issues
Bridges between educational, social and cognitive
sciences and technologies have a pragmatic existence
(they work “together”) but a weak foundation
(despite success stories) what results in:
- fragility of interdisciplinary research on TEL
-> misunderstanding and disappointment, wrong expectations
- difficulty to learn from the projects
-> weak research economy
- lack of clear grounds for the evaluation of TEL
-> room for ideology and weak governance
- contingent transfer to R&D
-> too many commercial failures, dissatisfied end users
2004/03/09 4/16
5. Our reasons for developing an academic
network at a European level
To gather a critical mass of research to build a
framework and produce prototypes that make
operational an interdisciplinary approach
The need for a shared understanding of the
differences and commonalities across disciplines,
across cultures and research practices
“Learning”, “Knowledge, “Teaching” have different meaning across
the different TEL culture and different national organization
The need to shape the cooperation between the
academic world, industry and users at a programme
level.
2004/03/09 5/16
6. Our key challenges for the development of
an European Research Area on TEL
To establish processes which enable academic
research to share a common reference
To understand, formulate and address the
intrinsic complexity of research on TEL at both
a computational and an epistemological level
To build with producers, providers and users a
vision of the research needed ten years ahead
To ensure the best understanding of basic research on TEL for a
more efficient transfer to industry and a better users appropriation
To strengthen the image of what research in
TEL is in the academic world at large and for
decision making bodies at a political level
2004/03/09 6/16
7. The strategy
To implement tools to the service of TEL research
The Virtual Doctoral School: an instrument for integration
To have researchers and PhD students interact and exchange so that they can
develop a coherent understanding of concepts and methods
To help the community to face its diversity and to break the related deadlocks
To develop communication across discipline, by the co-construction of a shared
language
To provide instruments to stimulate the exploitation of
research results and technological outcomes
The Shared Virtual Laboratory: a research accelerator
Effective research programme of transferability and of reusability emerging
from concept and model building
Capitalisation of projects’ technological outcomes (e.g. prototypes)
Structured description and shared documentation of the outcomes
Availability of research tools: a service to the community
2004/03/09 7/16
8. The strategy
To implement efficient and relevant interfaces
The Academy-Industry Digital Alliance to build the interface
with industry, TEL producers and providers, through
To ensure the social and economical relevance of TEL research
The Kaleidoscope Users’ Group to build the interface with
individual and institutional TEL users at school, in the
universities, at work, at home, through
The Advanced Training activities to directly address the
non-research audience, such as: teachers, e-Learning and
TEL experts, HRD experts, policy makers…
2004/03/09 8/16
9. The strategy
Integrating research structures
Special interest group (SIG)
- To gather expertise on new or strategic issues to be addressed.
- Based on individual commitment.
- Workshops, conferences etc.
European project teams (ERT)
- To structures the field at the level of the research units
- To stimulate the mutualisation of knowledge and know-how
- To favour the construction of a shared scientific policy
- To enrol different disciplinary expertise and approaches
Jointly executed research projects (JEIRP)
- To focus on the key issues of the field, to fill in gaps.
- To prepare the best conditions to carry out actual research
projects
2004/03/09 9/16
10. Structure of the joint programme of actities (JPA)
Integrating instruments
Integrating
structures
ERT
Virtual doctoral
school
ERT
Shared virtual
laboratory
ERT
ERT
SIG
Advanced training
activities
SIG
JEIRP
JEIRP
JEIRP
SIG
SIG
SIG
JEIRP
JEIRP
Research actions
2004/03/09 10/16
11. How do we know that integration is successful?
Structure of the joint programme of actities (JPA)
Integrating instruments
Integrating
structures
ERT
Virtual doctoral
school
ERT
Shared virtual
laboratory
ERT
ERT
SIG
Advanced training
activities
SIG
JEIRP
JEIRP
JEIRP
SIG
SIG
SIG
JEIRP
JEIRP
Research actions
10/18
The strength of the contribution
to and from the backbone
Shared production and use of resources
Participation in SVL and ATA activities
Use of SVL support for research projects
Formal recognition of the VDS by
national bodies
Number of realised co-authored publications
Number of co-supervised PhD project
Number of mixed PhD examination boards s
Exchange of postdocs, sabbaticals etc
externally funded shared projects
…/…
2004/03/09 11/16
12. Topics currently addressed
Artificial intelligence and education
Computer supported collaborative
learning
Computer supported inquiry
learning in science
Context and learning
Learning Grid
Learning and technology at work
Narrative and learning
environment
Participatory design
Philosophy of e-Learning
SIGs
Production of educational format
Technology enhanced learning in
mathematics
ERTs
JEIRPs
Interaction between learners’s internal
and external representation in multimedia
environments
Personalised and collaborative trails of
digital and non-digital learning objects
Mobile Support for integrated learning
Conditions of productive learning in
network learning environments
Semantic web and learning
Interaction & collaboration analysis
supporting teachers and students self
regulation
Building visual blocks for tangible
mathematics
spin off
2004/03/09 12/16
13. “…turning Kaleidoscope NoE into a dynamic Europeanwide virtual research organization with its own structures
and management bodies”
e
up e
ro anc itte
’ G alli om
s
er al c c
Us igit tifi
D ien
Sc
Coordinateur
Scientific manager
Executif committee
Core Group
Contractors General Assembly
Steering bodies to be
renewed periodically
Users’ groups
Industry and SMEs
Academic research units
2004/03/09 13/16
14. “…turning Kaleidoscope NoE into a dynamic Europeanwide virtual research organization with its own structures
and management bodies”
e
up e
ro anc itte
’ G alli om
s
er al c c
Us igit tifi
D ien
Sc
Advisory bodies
Coordinateur
Scientific manager
Executif committee
Core Group
Contractors General Assembly
Digital alliance
Users’ group
Steering bodies to be
Intenational committee
renewed periodically
Users’ groups
Industry and SMEs
Academic research units
2004/03/09 14/16
15. “…turning Kaleidoscope NoE into a dynamic Europeanwide virtual research organization with its own structures
and management bodies”
e
up e
ro anc itte
’ G alli om
s
er al c c
Us igit tifi
D ien
Sc
Coordinateur
Scientific manager
Executif committee
Core Group
Contractors General Assembly
The CGA devolves to the
Core group the governance
of the network
The Executive committee
implements decisions
The Scientific manager
orchestrates and stimulates
Users’ groups
Industry and SMEs
Academic research units
2004/03/09 15/16
16. “…turning Kaleidoscope NoE into a dynamic Europeanwide virtual research organization with its own structures
and management bodies”
e
up e
ro anc itte
’ G alli om
s
er al c c
Us igit tifi
D ien
Sc
Coordinateur
Scientific manager
Executif committee
Core Group
Contractors General Assembly
The CGA devolves to the
Core group the governance
of the network
The Executive committee
implements decisions
The Scientific manager
orchestrates and stimulates
Toward sustainability
- step 1: the capacity to renew the governance bodies
- step 2: to engage the structuration at a national level
- step 3: to find the best organization format within ERA
2004/03/09 16/16