Search results for author:"Pierre Dillenbourg"
Total records matched: 25 Search took: 0.119 secs
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Integrating Technologies into Educational Ecosystems
Pierre Dillenbourg
Distance Education Vol. 29, No. 2 (August 2008) pp. 127–140
Discourse on e-learning propagated myths that generated overstatements regarding the effects of technologies on learning. No pedagogical approach could ever meet such overexpectations. The subsequent disappointment actually paves the way for...
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Some Technical Implications of Distributed Cognition on the Design on Interactive Learning Environments
Pierre Dillenbourg
Journal of Artificial Intelligence in Education Vol. 7, No. 2 (1996) pp. 161–79
Maintains that diagnosis, explanation, and tutoring, the functions of an interactive learning environment, are collaborative processes. Examines how human-computer interaction can be improved using a distributed cognition framework. Discusses...
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Classroom Usability
Pierre Dillenbourg
EdMedia: World Conference on Educational Media and Technology Vol. 2018, No. 1 (2018)
Imagine you are a teacher and you found a nice simulation for your physics class tomorrow: how will you exploit it? Will you start of a short introductory lecture, even if it may spoil the discovery process? Will students use it individually or in...
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The Evolution of Research on Digital Education
Pierre Dillenbourg
International Journal of Artificial Intelligence in Education Vol. 26, No. 2 (2016) pp. 544–560
How does AI&EdAIED today compare to 25 years ago? This paper addresses this evolution by identifying six trends. The trends are ongoing and will influence learning technologies going forward. First, the physicality of interactions and the...
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Technologies for Orchestration
Pierre Dillenbourg
EdMedia: World Conference on Educational Media and Technology Vol. 2010, No. 1 (Jun 29, 2010)
Orchestration refers to designing and conducting 'integrated' learning scenarios, i.e. scenarios that combine individual activities (reading, summarizing,...), team activities (arguing, explaining, problem solving,...) and class-wide activities ...
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Design for classroom orchestration
Pierre Dillenbourg
Computers & Education Vol. 69, No. 1 (November 2013) pp. 485–492
Language: English
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Interactive Tabletops in Education
Pierre Dillenbourg; Michael Evans
International Journal of Computer-Supported Collaborative Learning Vol. 6, No. 4 (December 2011) pp. 491–514
Interactive tabletops are gaining increased attention from CSCL researchers. This paper analyses the relation between this technology and teaching and learning processes. At a global level, one could argue that tabletops convey a socio...
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The Mechanics of CSCL Macro Scripts
Pierre Dillenbourg; Fabrice Hong
International Journal of Computer-Supported Collaborative Learning Vol. 3, No. 1 (March 2008) pp. 5–23
Macro scripts structure collaborative learning and foster the emergence of knowledge-productive interactions such as argumentation, explanations and mutual regulation. We propose a pedagogical model for the designing of scripts and illustrate this...
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Mediating the Mechanisms Which Make Collaborative Learning Sometimes Effective
Pierre Dillenbourg; Daniel Schneider
International Journal of Educational Telecommunications Vol. 1, No. 2 (1995) pp. 131–146
Computer-mediated communication (CMC) renewed the interest for collaborative learning. Empirical findings show that collaborative learning is efficient, but only under some conditions. These conditions are not guaranteed by the use of CMC tools. It...
Topics: Computers, Collaboration
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Group mirrors to support interaction regulation in collaborative problem solving
Patrick Jermann; Pierre Dillenbourg
Computers & Education Vol. 51, No. 1 (August 2008) pp. 279–296
Two experimental studies test the effect of group mirrors upon quantitative and qualitative aspects of participation in collaborative problem solving. Mirroring tools consist of a graphical representation of the group’s actions which is dynamically...
Language: English
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Sharing Solutions: Persistence and Grounding in Multimodal Collaborative Problem Solving
Pierre Dillenbourg; David Traum
Journal of the Learning Sciences Vol. 15, No. 1 (2006) pp. 121–151
This article reports on an exploratory study of the relationship between grounding and problem solving in multimodal computer-mediated collaboration. This article examines two different media, a shared whiteboard and a MOO environment that includes...
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A Model of Collaborative Learning Scripts Instantiated with Mobile Technologies
Pierre Dillenbourg; Zeno Crivelli
International Journal of Mobile and Blended Learning Vol. 1, No. 1 (January 2009) pp. 36–48
Scripts are pedagogical methods for triggering productive interactions during computer-supported collaborative learning. SWISH is a pedagogical design model for constructing scripts: it articulates the nature of expected interactions to the nature...
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A Framework for Learner Modelling
Pierre Dillenbourg; John Self
Interactive Learning Environments Vol. 2, No. 2 (1992) pp. 111–37
Presents a conceptual framework and notation for learner modelling in intelligent tutoring systems based on the computational distinction between behavior, behavioral knowledge, and conceptual knowledge and between the system, the learner, and the...
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A Comparison between Two Automatic Assessment Approaches for Programming: An Empirical Study on MOOCs
Anis Bey; Patrick Jermann; Pierre Dillenbourg
Journal of Educational Technology & Society Vol. 21, No. 2 (2018) pp. 259–272
Computer-graders have been in regular use in the context of MOOCs (Massive Open Online Courses). The automatic grading of programs presents an opportunity to assess and provide tailored feedback to large classes, while featuring at the same time a...
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The Relationship between Tutoring Mode and Learners' Use of Help Tools in Distance Education
Bruno De Lievre; Christian Depover; Pierre Dillenbourg
Instructional Science: An International Journal of the Learning Sciences Vol. 34, No. 2 (March 2006) pp. 97–129
This article presents an experimental study demonstrating how 120 learners use help tools in a virtual learning set-up. More specifically, several types of tutoring are investigated to find out the extent of the use of help tools in each. The...
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Knowledge Interdependence with the Partner, Accuracy of Mutual Knowledge Model and Computer-Supported Collaborative Learning
Gaelle Molinari; Mirweis Sangin; Pierre Dillenbourg; Marc-Antoine Nussli
European Journal of Psychology of Education Vol. 24, No. 2 (2009) pp. 129–144
The present study is part of a project aiming at empirically investigating the process of modeling the partner's knowledge (Mutual Knowledge Modeling or MKM) in Computer-Supported Collaborative Learning (CSCL) settings. In this study, a macro...
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Learning from Animation Enabled by Collaboration
Cyril Rebetez; Mireille Betrancourt; Mirweis Sangin; Pierre Dillenbourg
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 5 (September 2010) pp. 471–485
Animated graphics are extensively used in multimedia instructions explaining how natural or artificial dynamic systems work. As animation directly depicts spatial changes over time, it is legitimate to believe that animated graphics will improve...
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An Integrated Way of Using a Tangible User Interface in a Classroom
Sébastien Cuendet; Jessica Dehler-Zufferey; Giulia Ortoleva; Pierre Dillenbourg
International Journal of Computer-Supported Collaborative Learning Vol. 10, No. 2 (June 2015) pp. 183–208
Despite many years of research in CSCL, computers are still scarcely used in classrooms today. One reason for this is that the constraints of the classroom environment are neglected by designers. In this contribution, we present a CSCL environment...
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Orchestration Load Indicators and Patterns: In-the-Wild Studies Using Mobile Eye-Tracking
Luis P. Prieto; Kshitij Sharma; Lukasz Kidzinski; Pierre Dillenbourg
IEEE Transactions on Learning Technologies Vol. 11, No. 2 (2018) pp. 216–229
Orchestration load is the effort a teacher spends in coordinating multiple activities and learning processes. It has been proposed as a construct to evaluate the usability of learning technologies at the classroom level, in the same way that...
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Designing augmented reality for the classroom
Sébastien Cuendet; Quentin Bonnard; Son Do-Lenh; Pierre Dillenbourg
Computers & Education Vol. 68, No. 1 (October 2013) pp. 557–569
Augmented reality (AR) has recently received a lot of attention in education. Multiple AR systems for learning have been developed and tested through empirical studies often conducted in lab settings. While lab studies can be insightful, they leave...
Language: English
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Benefits of a Tangible Interface for Collaborative Learning and Interaction
Bertrand Schneider; Patrick Jermann; Guillaume Zufferey; Pierre Dillenbourg
IEEE Transactions on Learning Technologies Vol. 4, No. 3 (2011) pp. 222–232
We investigated the role that tangibility plays in a problem-solving task by observing logistic apprentices using either a multitouch or a tangible interface. Results showed that tangibility helped them perform the task better and achieve a higher...
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The Symmetry of Partner Modelling
Pierre Dillenbourg; Séverin Lemaignan; Mirweis Sangin; Nicolas Nova; Gaëlle Molinari
International Journal of Computer-Supported Collaborative Learning Vol. 11, No. 2 (2016) pp. 227–253
Collaborative learning has often been associated with the construction of a shared understanding of the situation at hand. The psycholinguistics mechanisms at work while establishing common grounds are the object of scientific controversy. We...
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Review of Augmented Paper Systems in Education: An Orchestration Perspective
Luis P. Prieto; Yun Wen; Daniela Caballero; Pierre Dillenbourg
Journal of Educational Technology & Society Vol. 17, No. 4 pp. 169–185
Augmented paper has been proposed as a way to integrate more easily ICTs in settings like formal education, where paper has a strong presence. However, despite the multiplicity of educational applications using paper-based computing, their...
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Specifying Computer-Supported Collaboration Scripts
Lars Kobbe; Armin Weinberger; Pierre Dillenbourg; Andreas Harrer; Raija Hamalainen; Paivi Hakkinen; Frank Fischer
International Journal of Computer-Supported Collaborative Learning Vol. 2, No. 2 (September 2007) pp. 211–224
Collaboration scripts facilitate social and cognitive processes of collaborative learning by shaping the way learners interact with each other. Computer-supported collaboration scripts generally suffer from the problem of being restrained to a...
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Watching MOOCs Together: Investigating Co-Located MOOC Study Groups
Nan Li; Himanshu Verma; Afroditi Skevi; Guillaume Zufferey; Jan Blom; Pierre Dillenbourg
Distance Education Vol. 35, No. 2 (2014) pp. 217–233
Research suggests that massive open online course (MOOC) students prefer to study in groups, and that social facilitation within the study groups may render the learning of difficult concepts a pleasing experience. We report on a longitudinal study...