Educational robots as collaborative learning objects for teaching Computer Science

2013 ◽  
Author(s):  
R. Burbaite ◽  
V. Stuikys ◽  
R. Damasevicius
Keyword(s):  
Collaborative Learning ◽  
Computer Science ◽  
Learning Objects ◽  
Educational Robots

Collaborative learning in an introductory computer science course

1994 ◽  
Vol 26 (1) ◽  
pp. 304-308 ◽  
Author(s):  
Roberta Evans Sabin ◽  
Edward P. Sabin
Keyword(s):  
Collaborative Learning ◽  
Computer Science ◽  
Introductory Computer Science

scholarly journals Learning Objects: Resources For Distance Education Worldwide

2001 ◽  
Vol 2 (1) ◽  
Author(s):  
Stephen Downes
Keyword(s):  
Distance Education ◽  
Computer Science ◽  
Theoretical Perspective ◽  
Learning Objects ◽  
Essential Components ◽  
Recent Developments

This article discusses the topic of learning objects in three parts. First, it identifies a need for learning objects and describes their essential components based on this need. Second, drawing on concepts from recent developments in computer science, it describes learning objects from a theoretical perspective. Finally, it describes learning objects in practice, first as they are created or generated by content authors, and second, as they are displayed or used by students and other client groups.

Rethinking Reusability

2013 ◽  
pp. 129-138
Author(s):  
Sandra Wills
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Role Play ◽  
Learning Objects ◽  
Reusable Learning Objects ◽  
History Of

This chapter provides the results of a study that tracked the use of fifty-three online role-plays in Australian higher education over the period 1990–2006, calculating that forty-five of these were a reuse of another role-play. Most reused the design of another role-play (82%) whereas only a handful reused a role-play itself (18%) which confirms the relevance of learning designs as a reusability construct but raises concerns about learning objects. The instances of reuse of the same role-play involved four role-plays which were analyzed in more detail. This fuller history of reuse post-2006 provided a rich sample for: Exploring issues around what is meant by “reuse,” describing factors that could improve the design of reusable learning objects (RLOs). The implications from this study apply in particular to RLOs that involve active, authentic and collaborative learning such as online role-plays.

An Adaptive Multi-Agent Environment

2011 ◽  
pp. 1-5
Author(s):  
Rejane Pinheiro ◽  
Elizabeth Furtado
Keyword(s):  
Collaborative Learning ◽  
Learning Objects ◽  
Decision Processes ◽  
Agent Technology ◽  
Artificial Agents ◽  
Multi Agent System ◽  
Agent System ◽  
Cognitive Characteristics ◽  
Construction Of Knowledge ◽  
Multi Agent

This article aims to develop a new environment of collaborative learning, by taking into account the criteria of construction of knowledge by the apprentices and the adaptative management of that knowledge by artificial agents. The multi-agent technology has been chosen due to the possibility of having artificial agents with internal decision processes to help students in the construction of their own projects and enabling learning objects available in accordance with the cognitive characteristics of the students and of their group. In this multi-agent system, exchanges of messages between the agents can occur so that they can perform theirs tasks in the best possible way.

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