Creation of reusable learning content in the process of work is a challenging but promising trend in e-learning and knowledge management. Whereas well established authoring methodologies like instructional system design seem to be too complicated to be used by employees during their work, new authoring methods using rapid authoring tools do not provide content quality that is enough to support ...

Humans use analogies to communicate, reason, and learn. But while the human brain excels at creating and understanding analogies, it does not easily recall useful analogies created or learned over time. General purpose tools and methods are needed that assist humans in representing, storing, and recalling useful analogies. Additionally, such tools must take advantage of the World Wide Web's ubi...

The increasing accessibility of sensors has made it possible to create instructional tools able to present immediate feedback to their users. In order to study how this type of instruction can have an effect on learning, we created the Presentation Trainer: a prototype designed to help users to develop their nonverbal communication skills for public speaking. In this paper we present our work i...

Instruction is more likely to be successful when the instructor is clear about his/her goals. Upon this axiom, a large number of instructional practices are based. One derivative of this axiom is the following: instruction is more likely to be efficient and effective when the instructor can state his/her instructional goals in clear be-havioral objectives. To further clarify the instructor's go...

This article presents the results of a study which concerns Instrumented Collective Learning Situations (ICLS) used in higher education and according to different actors’s point of view (instructional designer and tutor). Considered actors have been involved in ICLS conception or in their use with students. We determine several forms of ICLS (in terms of scenario, tools, kind of activity) and w...

This paper contrasts two types of educational tools: a route-type series of so-called statistical minitools (Cobb et al., 1997) and a landscape-type construction tool, named Tinkerplots (Konold & Miller, 2001). The design of the minitools is based on a hypothetical learning trajectory (Simon, 1995). Tinkerplots is being designed in collaboration with five mathematics curricula and is open to di...

The Course Improvement Matrix was designed to provide a structured approach for online instructors – critical but sometimes marginalized stakeholders – to become more involved in the continuous improvement of online courses. This paper describes the development of this tool and its application at an online university. An online instructor successfully spearheaded the improvement of an undergrad...

Ubiquitous learning (U-Learning) has an increasing trend as the coming forth of more new media and instructional ideas. U-Learning focuses on the combination of learning environment and substance space, emphasizing the learning can be happen as seeing, hearing, reading, or apperceiving whenever the learner wanted. Hybrid learning, sometimes called “blended learning”, emphasizes to maximize stud...

This study examines how a case-based learning approach was used and facilitated in online business education. Perceptions of students and instructors regarding the practices of case-based learning in online environments are explored in terms of instructional design, facilitation, and technology support. This study finds case-based learning to be a valuable instructional method for online busine...

Adaptive training and education (ATE) systems are the convergence of intelligent tutoring system (ITS) technologies and external training and education capabilities (e.g., serious games, virtual humans and simulations). Like ITSs, ATEs provide instructional experiences that are tailored to the learner and may be more effective than the training or educational systems alone. ATEs also leverage e...