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Help Center less University of Cambridge CARET: Centre for Applied Research in Educational Technologies All Departments 81 Papers 24 Researchers The Effect of Video-Augmented Chat on Collaborative Learning With Cases Bookmark Download by Michael Tscholl • 2 Eye tracking , Non Verbal Communication Characterising Knowledge Construction Through a Process Analysis of Dialogues Bookmark Download by Michael Tscholl • Analysing Problem Structuring In a Collaborative Explanation Dialogue to Capture Conceptual Change Bookmark Download by Michael Tscholl • Case Methods, Pedagogical Innovation and Semantic Technologies Bookmark Download by Michael Tscholl • Collaborative Knowledge Construction: Examples of Distributed Cognitive Processing Bookmark Download by Michael Tscholl • Collaborative Learning From An Analogy Bookmark Download by Michael Tscholl • Un ejemplo de diseño de Objetos de Aprendizaje Generativos (GLOs): GLOs para Metodología de Estadística Aplicada 1 A Case in the Design of Generative Learning Objects (GLOs): Applied Statistical Methods GLOs This paper introduces the concept of a Generative Learning Objects (GLOs), based on separating the learning design from the surface instantiation of a learning object. This produces a number of advantages: i) focuses attention on the... more This paper introduces the concept of a Generative Learning Objects (GLOs), based on separating the learning design from the surface instantiation of a learning object. This produces a number of advantages: i) focuses attention on the quality of the learning design that is at the heart of the GLO; ii) provides a basis for a marked improvement in productivity. We Bookmark Download by Dawn Leeder • Reusable Learning Objects for Medical Education: Evolving a Multi-institutional Collaboration In early 2002 a number of UK HE institutions founded a collaborative project to produce a bank of high quality elearning resources to support and enhance teaching in the traditionally difficult area of statistics, epidemiology and... more In early 2002 a number of UK HE institutions founded a collaborative project to produce a bank of high quality elearning resources to support and enhance teaching in the traditionally difficult area of statistics, epidemiology and research skills. Creation of these resources is very costly; typically amounting to more than one institution can afford to fund. Yet many of these resources are generic and can be used, r e-used and shared between institutions. So the collaboration was proposed to produce and share these resources in a cost-effective manner. Bookmark Download by Dawn Leeder • 2 Higher Education , Medical Education Un ejemplo de diseño de Objetos de Aprendizaje Generativos (GLOs): GLOs para Metodología de Estadística Aplicada Bookmark Download by Dawn Leeder • Reusable Learning Objects for Medical Education: Evolving a Multi-institutional Collaboration In early 2002 a number of UK HE institutions founded a collaborative project to produce a bank of high quality elearning resources to support and enhance teaching in the traditionally difficult area of statistics, epidemiology and... more In early 2002 a number of UK HE institutions founded a collaborative project to produce a bank of high quality elearning resources to support and enhance teaching in the traditionally difficult area of statistics, epidemiology and research skills. Creation of these resources is very costly; typically amounting to more than one institution can afford to fund. Yet many of these resources are generic and can be used, re-used and shared between institutions. So the collaboration was proposed to produce and share these resources in a cost-effective manner. Reusable learning objects offer a number of educational advantages compared with more traditional course-based approaches. Because they are stand-alone resources that encompass a single “chunk” of learning, they can be used in many different ways and across disciplines. Entire courses may not be appropriate for re-use in different institutions (the “not invented here” syndrome) but individual learning objects can be selected and re-use... Bookmark Download by Dawn Leeder • 3 Computer Science , Higher Education , Medical Education Analysis of the Pedagogical Attributes of Learning Objects in an attempt to identify Reusable Designs This paper describes the development and deployment of a tool designed to analyse and differentiate the pedagogical attributes of a collection of mature reusable learning objects. The tool was developed using an application of IMS... more This paper describes the development and deployment of a tool designed to analyse and differentiate the pedagogical attributes of a collection of mature reusable learning objects. The tool was developed using an application of IMS Learning Design together with Pattern Language. The results show that a great degree of variability existed in the pedagogical attributes of learning objects. Similarly the tool allowed the relationships between attributes to be determined. The results of this work will allow analysis of the extent to which different pedagogical attributes affect patterns of reuse of learning objects and inform the development of reusable designs. Bookmark Download by Dawn Leeder • Un ejemplo de diseño de Objetos de Aprendizaje Generativos (GLOs) : GLOs para metodología de estadística aplicada This paper introduces the concept of a Generative Learning Objects (GLOs), based on separating the learning design from the surface instantiation of a learning object. This produces a number of advantages: i) focuses attention on the... more This paper introduces the concept of a Generative Learning Objects (GLOs), based on separating the learning design from the surface instantiation of a learning object. This produces a number of advantages: i) focuses attention on the quality of the learning design that is at the heart of the GLO; ii) provides a basis for a marked improvement in productivity. We then present a GLO architecture that describes the building and production of GLOs. Finally, the paper concentrates on our present work in the development of a particular GLO design: Applied Statistical Methods GLOs. Bookmark Download by Dawn Leeder • Psychology 8 Reusable Learning Objects for Medical Education: Evolving a Multi- institutional Collaboration In early 2002 a number of UK HE institutions founded a collaborative project to produce a bank of high quality e-learning resources to support and enhance teaching in the traditionally difficult area of statistics, epidemiology and... more In early 2002 a number of UK HE institutions founded a collaborative project to produce a bank of high quality e-learning resources to support and enhance teaching in the traditionally difficult area of statistics, epidemiology and research skills. Creation of these resources is very costly; typically amounting to more than one institution can afford to fund. Yet many of these resources are generic and can be used, re-used and shared between institutions. So the collaboration was proposed to produce and share these resources in a cost-effective manner. Reusable learning objects offer a number of educational advantages compared with more traditional course-based approaches. Because they are stand-alone resources that encompass a single “chunk ” of learning, they can be used in Bookmark Download by Dawn Leeder • 2 Nursing , Health Building a web-based course for Cambridge medics: deconstruction, reconstruction In the spring of 1998, the Board of the Faculty of Biology of the University of Cambridge sanctioned a project to transform a long-standing traditional course in Medical Sociology, delivered to the first-year undergraduate medics, into a... more In the spring of 1998, the Board of the Faculty of Biology of the University of Cambridge sanctioned a project to transform a long-standing traditional course in Medical Sociology, delivered to the first-year undergraduate medics, into a stand-alone computer-aided learning (CAL) package. The course consisted of 10 hour-long lectures, a number of tutorials (known in Cambridge as 'supervisions') and, at the end of the course, a formal written examination. The same course was also being delivered as part of the Cambridge Diploma of Public Health, which involved many small groups being taught the same material. It was this factor which made distance delivery and self-directed study desirable and increased the project's cost-effectiveness. Bookmark Download by Dawn Leeder • Personalizing Web Search using Long Term Browsing History Personalizing web search results has long been recognized as an avenue to greatly improve the search experience. We present a personalization approach that builds a user interest profile using users' complete browsing behavior, then uses... more Personalizing web search results has long been recognized as an avenue to greatly improve the search experience. We present a personalization approach that builds a user interest profile using users' complete browsing behavior, then uses this model to rerank web results. We show that using a combination of content and previously visited websites provides effective personalization. We extend previous work by proposing a number of techniques for filtering previously viewed content that greatly improve the user model used for personalization. Our approaches are compared to previous work in offline experiments and are evaluated against unpersonalized web search in large scale online tests. Large improvements are found in both cases. Bookmark Download by Nicolaas Matthijs • Web Personalization Book Review: Learning Development in Higher Education Bookmark Download by Marianne Cole • Student writing in transition: transition points for UG Modern Languages students Bookmark Download by Marianne Cole • 'I feel that this writing belongs to a different kind of text, but if this is gonna get me a better mark...': High-Achieving Students' Encounters with Academic Writing High-achieving students are not often the focus of studies in academic transition. In the UK, the driver has frequently been the widening participation and retention agendas, resulting in an emphasis on supporting the 'non-traditional'... more High-achieving students are not often the focus of studies in academic transition. In the UK, the driver has frequently been the widening participation and retention agendas, resulting in an emphasis on supporting the 'non-traditional' student. This exploratory case study based in the Faculty of Modern and Medieval Languages at Cambridge University took academic writing as one aspect of transition and compared two transition points for undergraduate students of Modern Foreign Languages (MFL): from school or college into the first year and then into the year abroad as students adapt to expectations for dissertation writing. In a context where weekly tutorials arguably offer the ultimate space for development of student writing, the study unpacks students' interpretations of institutional, disciplinary, tutor and genre-based expectations. The study drew on theories of academic literacies ) by viewing writing as socially constructed and 'literacy' as dependent on disciplinary context. Findings revealed the significance of the multi-disciplinary nature of the MFL course to students' ability to adapt to writing at university. It is suggested that a focus on the end product rather than the writing process might hinder the students' ability to adapt to new expectations and make the most of their tutorial time. Bookmark Download by Marianne Cole • Enhancing Small Group Teaching in Plant Sciences: A Research and Development Project in Higher Education The Department of Plant Sciences at the University of Cambridge uses a range of learning and teaching environments including lectures, practical laboratories and small group tutorials'. Under the auspices of the Cambridge-MIT Institute's... more The Department of Plant Sciences at the University  of Cambridge uses a range of learning and teaching environments including lectures, practical laboratories and small group tutorials'. Under the auspices of the Cambridge-MIT Institute's Pedagogy Programme, a two-year research and development project concerned with the development of small-group teaching is being undertaken. The research element of this project endeavours to illuminate current practice and identify areas in which evidence-based development might take place. The development element will include professional development activities and the production of curriculum resources including appropriate online material. This is a multi-method study including a series of student questionnaires; focus groups of students; semi-structured interviews with staff members; and the collection of video of small group teaching. In this paper we report selected findings from the 'student data' of the first year of this project. Bookmark Download by Dr. Katy Jordan • 3 Education , Action Research , Higher Education Using the wiki the wrong way: a case study in Plant Sciences The Plant Sciences Pedagogy Project began in the autumn of 2005 as part of the Cambridge-MIT Institute (CMI) Education Programme. The project objectives within the Department of Plant Sciences at Cambridge were two-fold: to conduct... more The Plant Sciences Pedagogy Project began in the autumn of 2005 as part of the Cambridge-MIT Institute (CMI) Education Programme. The project objectives within the Department of Plant Sciences at Cambridge were two-fold: to conduct research into teaching and learning of undergraduates within the department and to develop supportive on-line learning resources. Research focused on the second year undergraduate course called ‘Plant & Microbial Sciences’ (IB PMS). Technical support for use of the University’s instance of the Sakai Virtual Research Environment (VRE) platform, known as CamTools, was provided within the university from the Centre for Applied Research in Educational Technologies (CARET). CamTools provides a number of optional tools for implementation within any course or work site. Wikis have been heralded as one of a number of new and powerful forms of software capable of supporting a range of collaborative ventures and learning activities. The Sakai wiki tool, implemented by CARET, was originally designed to support participants in collaborative research projects. We immediately saw an opportunity to use the wiki tool to structure the content of the IB PMS course site within our Sakai based Virtual Learning Environment (VLE). This enabled the site to contain searchable wiki formatted lecture notes with links to glossary pages and to a wide range of other learning resources. However, we initially restricted the access and editing rights of the site members so that lecturers have edit but not administration rights and students are unable to edit any pages. Are we breaking the rules? We put across our case that the wiki is a more versatile tool than the developers originally envisaged, and that it is not necessary to allow full editing rights to all members of a VLE in order to support the teaching and learning of students in higher education. Bookmark Download by Dr. Katy Jordan • 5 Education , Web 2.0 , Wikis , E-learning 1 2 3 4 5 Next › Last » × Close Log In Log in with Google or Email Password Remember me on this computer or reset password Enter the email address you signed up with and we'll email you a reset link. Need an account? Click here to sign up About Press Papers Topics Academia.edu Journals work We're Hiring! help Help Center Find new research papers in: Physics Chemistry Biology Health Sciences Ecology Earth Sciences Cognitive Science Mathematics Computer Science Terms Privacy Copyright Content Policy Academia ©2026