Control Technology in Elementary Education

Proceedings of the NATO Advanced Research Workshop on Control Technology in Elementary Education, held in Liege, Belgium, November 17-21, 1992

Author: Brigitte Denis

Publisher: Boom Koninklijke Uitgevers

ISBN: 3540567100

Category: Computers

Page: 311

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Proceedings of the NATO Advanced Research Workshop on Control Technology in Elementary Education, held in Liege, Belgium, November 17-21, 1992
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Control Technology in Elementary Education

Computer language, Constructivism, Control technology, Elementary education, LOGO, Longitudinal study, Project driven learning, Pupil learning, Pedagogical robotics, Teacher eduation. 1 Introduction In many countries including the USA ...

Author: Brigitte Denis

Publisher: Springer Science & Business Media

ISBN: 9783642580260

Category: Education

Page: 311

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Control technology is a new learning environment which offers the opportunity to take up the economic and educational challenge of enabling people to adapt to new technologies and use them to solve problems. Giving young children (and also adults) easy access to control technology introduces them to a learning environment where they can build their knowledge across a range of topics. As they build and program their own automata and robots, they learn to solve problems, work incollaboration, and be creative. They also learn more about science, electronics, physics, computer literacy, computer assisted manufacturing, and so on. This book, based on a NATO Advanced Research Workshop in the Special Programme on Advanced Educational Technology, presents a cross-curricular approach to learning about control technology. The recommended methodology is active learning, where the teacher's role is to stimulate the learner to build knowledge by providing him/her with appropriate materials (hardware and software) and suggestions to develop the target skills. The results are encouraging, although more tools are needed to help the learner to generalize from his/her concrete experiment in control technology as well as to evaluate its effect on the target skills. The contributions not only discuss epistemological controversies linked to such learning environments as control technology, but also report on the state of the art and new developments in the field and present some stimulating ideas.
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Learning Electricity and Electronics with Advanced Educational Technology

Including Special Programmes on Sensory Systems for Robotic Control (FOB) and on Advanced Educational Technology (AET) Vol. 102: Robots and Biological Systems: Towards a New Bionics? Edited by P. Dario, G. Sandini and P. Aebischer.

Author: Michel Caillot

Publisher: Springer Science & Business Media

ISBN: 9783662028780

Category: Technology & Engineering

Page: 336

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The objective of the NATO Advanced Research Workshop "Learning electricity and electronics with advanced educational technology" was to bring together researchers coming from different domains. Electricity education is a domain where a lot of research has already been made. The first meeting on electricity teaching was organized in 1984 by R. Duit, W. Jung and C. von Rhoneck in Ludwigsburg (Germany). Since then, research has been going on and we can consider that the workshop was the successor of this first meeting. Our goal was not to organize a workshop grouping only people producing software in the field of electricity education or more generally in the field of physics education, even if this software was based on artificial intelligence techniques. On the contrary, we wanted this workshop to bring together researchers involved in the connection between cognitive science and the learning of a well defined domain such as electricity. So during the workshop, people doing research in physics education, cognitive psychology, and artificial intelligence had the opportunity to discuss and exchange. These proceedings reflect the different points of view. The main idea is that designing a learning environment needs the confrontation of different approaches. The proceedings are organized in five parts which reflect these different aspects.
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Interactive Learning Technology for the Deaf

Including Special Programmes on Sensory Systems for Robotic Control ( ROB ) and on Advanced Educational ... 107 : Advanced Educational Technologies for Mathematics and Science . ... 116 : Control Technology in Elementary Education .

Author: Ben A. G. Elsendoorn

Publisher: Springer Science & Business Media

ISBN: 3540571507

Category: Computers

Page: 285

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This book is the final result of the NATO Advanced Research Workshop 'Interactive Learning Technology for the Deaf' , which was held between June 4 -7, 1991, in Sint-Michielsgestel, the Netherlands. The scientific organizing committee consisted of Frans Coninx (director), Ben Elsendoorn, Richard Foulds and Christopher Jones. The idea for this workshop originated from the observation that interactive learning technology seemed to be very promising in that it might help improve education of deaf children, but also from the given fact that general achievements in helping deaf children to acquire language could still be improved. Before this workshop, results on research in the areas of (sign) language acquistion and education of deaf children, improvement of speech produc­ tion and listening skills, as well as the use of interactive learning technol­ ogy, could be gathered in journals and at congresses. However, no meeting was ever organised where experts from these different fields were present at the same time. The aim of the workshop was to bring together experts in the fields of deaf education as well as interactive learning technology, to construct a multi­ disciplinary platform where ideas and research results could be discussed from various angles and which would serve as a jumping-board for future collaboration. We thought it essential that specialists from various direc­ tions in deaf education -i.e. bilingual, oral, and Total Communication (TC) approaches -were present, to contribute to the multi-displinary character of the workshop.
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Organizational Learning and Technological Change

Control Technology in Elementary Education. Edited by B. Denis. X, 311 pages. 1993 (AET) Vol. 118. Program Design Calculi. Edited by M. Broy. VIII, 409 pages. 1993. Vol. 119. Automating Instructional Design, Development, and Delivery.

Author: Cristina Zucchermaglio

Publisher: Springer Science & Business Media

ISBN: 9783642795503

Category: Computers

Page: 368

View: 117

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What the Book Is About This book is about the problem of organizational learning, that is the analysis of organizations conceived as learning systems. In order to survive in a period of a rapid change, organizations must innovate and than to develop and exploit their abilities to learn. The most innovative organizations are those that can respond with great efficiency to internal and external changes. They respond to and generate technological change by acting as effective learning systems. They maximize the learning potential of ongoing and "normal" work activities. The organizational structure and the technology allow members to learn while the organizations itself learns from its members. So organizations reach high levels of innovation when structured to take advantage of the social, distributed, participative, situated processes of learning developed by its members in interaction with the technological environment. Organizations should consider learning as an explicit "productive" objective. They must create integrated learning mechanisms, that encompass technological tools, reward and incentive systems, human resource practices, belief systems, access to information, communication and mobility patterns, performance appraisal systems, organizational practices and structures. The design of efficient learning organizations requires cognitive, technological and social analyses. All the computer-based technologies (e. g. office automation, communication and group decision support) not only those devoted to and used in training activities, have to be considered as tools for organizational learning and innovation.
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Collaborative Dialogue Technologies in Distance Learning

Including Special Programmes on Sensory Systems for Robotic Control (ROB) and on Advanced Educational Technology (AET) - Vol. 116. Control Technology in Elementary Education. Edited by B. Denis. X, 311 pages. 1993 (AET) Vol.

Author: M.Felisa Verdejo

Publisher: Springer Science & Business Media

ISBN: 9783642578991

Category: Education

Page: 296

View: 926

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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.
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The Biology and Technology of Intelligent Autonomous Agents

Control. (FOB). and. on. Advanced Educational Technology (AET) Vol. 98: Medical Images: Formation, Handling and ... 107: Advanced Educational Technologies for Mathematics and Science. ... Control Technology in Elementary Education.

Author: Luc Steels

Publisher: Springer Science & Business Media

ISBN: 9783642796296

Category: Computers

Page: 517

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The NATO sponsored Advanced Study Institute 'The Biology and Tech nology of Intelligent Autonomous Agents' was an extraordinary event. For two weeks it brought together the leading proponents of the new behavior oriented approach to Artificial Intelligence in Castel Ivano near Trento. The goal of the meeting was to establish a solid scientific and technological foun dation for the field of intelligent autonomous agents with a bias towards the new methodologies and techniques that have recently been developed in Ar tificial Intelligence under the strong influence of biology. Major themes of the conference were: bottom-up AI research, artificial life, neural networks and techniques of emergent functionality. The meeting was such an extraordinary event because it not only featured very high quality lectures on autonomous agents and the various fields feeding it, but also robot laboratories which were set up by the MIT AI laboratory (with a lab led by Rodney Brooks) and the VUB AI laboratory (with labs led by Tim Smithers and Luc Steels). This way the participants could also gain practical experience and discuss in concreto what the difficulties and achievements were of different approaches. In fact, the meeting has been such a success that a follow up meeting is planned for September 1995 in Monte Verita (Switzerland). This meeting is organised by Rolf Pfeifer (University of Zurich).
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Knowledge Acquisition Organization and Use in Biology

ADVANCED EDUCATIONAL TECHNOLOGY 67: 76: 78: : Intelligent Tutoring Systems for Foreign Language Learning 81: 84: 85: ... with Advanced Educational Technology Control Technology in Elementary Education Automating Instructional Design, ...

Author: Kathleen M. Fisher

Publisher: Springer Science & Business Media

ISBN: 9783642610479

Category: Education

Page: 245

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Biology education, like science education in general, is in the midst of a revolution that is worldwide in scope. The changes in the ways science education researchers think about learning and understanding represent a major paradigm shift. In this book, international leaders in the field of biology education research give summaries of problems and solutions in biology learning and teaching at various grade levels. Based on a NATO workshop in the Special Programme on Advanced Educational Technology, it provides practical information for teachers, especially in using new interactive, constructivist teaching methods. For science education researchers, it offers a concise summary of a number of research issues in biology education.
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Discourse Tools and Reasoning

ADVANCED EDUCATIONAL TECHNOLOGY 67: 76: 78: 80: 81: 84: 85: 86: 87: 89: 90: 91: 92: 93: 95: 96: 97: 104: 105: 107; ... Advanced Educational Technology Control Technology in Elementary Education Intelligent Learning Environments: The ...

Author: Lauren B. Resnick

Publisher: Springer Science & Business Media

ISBN: 9783662033623

Category: Psychology

Page: 482

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Not long ago, projections of how office technologies would revolutionize the production of documents in a high-tech future carriedmany promises. The paper less office and the seamless and problem-free sharing of texts and other work materials among co-workers werejust around the corner, we were told. To anyone who has been involved in putting together a volume of the present kind, such forecasts will be met with considerable skepticism, if not outright distrust. The diskette, the email, the fax, the net, and all the other forms of communication that are now around are powerful assets, but they do not in any way reduce the flow of paper or the complexity of coordinating activities involved in producing an artifact such as a book. Instead, the reverse seems to be true. Obviously, the use of such tools requires considerable skill at the center of coordination, to borrow an expression from a chapter in this volume. As editors, we have been fortunate to have Ms. Lotta Strand, Linkoping University, at the center of the distributed activity that producing this volume has required over the last few years. With her considerable skill and patience, Ms. Strand and her work provide a powerful illustration of the main thrust of most of the chapters in this volume: Practice is a coordination of thinking and action, and many things had to be kept in mind during the production of this volume.
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Exploiting Mental Imagery with Computers in Mathematics Education

Educational. Technology. (AET). Vol. 116. Control Technology in Elementary Education. Edited by B. Denis. DK,311 pages. 1993 (AET) Vol. 118: Program Design Calculi. Edited by M. Broy. VIII, 409 pages. 1993. Vol. 119.

Author: Rosamund Sutherland

Publisher: Springer Science & Business Media

ISBN: 9783642577710

Category: Computers

Page: 326

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The advent of fast and sophisticated computer graphics has brought dynamic and interactive images under the control of professional mathematicians and mathematics teachers. This volume in the NATO Special Programme on Advanced Educational Technology takes a comprehensive and critical look at how the computer can support the use of visual images in mathematical problem solving. The contributions are written by researchers and teachers from a variety of disciplines including computer science, mathematics, mathematics education, psychology, and design. Some focus on the use of external visual images and others on the development of individual mental imagery. The book is the first collected volume in a research area that is developing rapidly, and the authors pose some challenging new questions.
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