Abstract: In this paper, we recruit the construct of psychological design rationale as a framework for integrating theory development with design evaluation in HCI. We propose that, in some cases, part of an artifact’s psychological design rationale can be regarded as inherited from second-order artifacts (prescriptive design models, architectures and genres, tools and environments, interface styles). We show how evaluation data pertaining to an artifact can be used to test and develop the second-order artifacts from which it inherits. 1.

For the first time, the lecture course in Structural Concrete at IBB has been supported by a web-based course management system. The possibilities of eLearning give students a deeper insight into the more complex structures encountered in civil engineering. A number of animations and simulations have been created during the project, which have been shown to be particularly helpful in explaining and visualizing these complex concrete structures. In this paper we give an overview of the lecture course, the didactical concepts and the first experiences. The results of an evaluation of the webbased tuition, performed in parallel with the lecture course, are discussed and subjective impressions highlighted. Finally, the potential of applying this on a broader scaleand the advantages and problems of such wider application of the technology, are proposed. 1.

A considerable amount of the effort and enthusiasm that goes into the development and implementation of technology-mediated learning environments often fails to create effective settings for learning. Too often the opportunities and advantages of the use of technology in the learning process are poorly exploited. This paper explores ways in which contemporary pedagogical principles can inform and guide the design of technology-mediated learning environments. The paper argues the need to plan learning settings based on meaningful and relevant activities and tasks which are supported in deliberate and proactive ways by the tutor. The paper presents and describes a framework which supports a design process comprising three critical strategies: the selection of learning tasks; the selection of learning supports and the selection of learning supports; as a strategy for the development of online learning settings that promote knowledge construction.

While many writers' have produced comprehensive guidelines to assist developers' of conventional print-based learning materials', few have produced similar sets' for designers' of technology-based resources supporting flexible delivery. This paper explores some of the issues surrounding the design and development of Web-based materials' and provides some firm guidelines which have been used successfully in the past to help designers' adopt design strategies more appropriate to contemporary learning using new technologies.

Abstract. Experience-based Information Systems (EbIS) enable organizations to capture, store and reuse knowledge and experiences for continuous competence development. However, there are several shortcomings that seem to limit the usage of the stored knowledge. Focusing on technical issues, the stored experiences consist mainly of contextual knowledge provided by domain experts, while declarative and procedural knowledge is required in addition to facilitate learning for novices. Moreover, these systems do not support learning in an optimal way because they do not activate learning processes. We present an approach that enriches retrieved experiences with additional learning elements in so-called micro-didactical learning arrangements, created by a pedagogical agent based on cognitive learning goals and an instructional design model. The advantages of this approach are twofold: first, the applicability of experience packages increases by adding learning elements to the package; second, the application of the experience and the newly gained knowledge in practice deepens the learning effect. 1

Nowadays, the amount of information grows in an exponential way, mainly because of technological advances in media. This scenario claims for the development of different skills in order to increase learning abilities, making them personal and customizable. Such factor is significant in a changing society, which implies in a range of mechanisms which would allow to identify, in a non-intrusive way, which learning style some specific student would prefer to perform in order to build knowledge from some learning object under a learning context. This requires defining some strategies in order to recognize adult learner’s learning styles for some specific learning context. This work is based on theoretical references of Felder, Kolb and Gardner, proposing the implementation of a metadata annotation to identificate prime learning styles that are present in specific learning objects. This classification constitutes a starting point to recover learning objects from a repository according to apprentice’s profile and experiences. As a result, the effectiveness of the use of learning objects will be improved.

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Can the use of mobile phones by low computer literacy populations help them also learn computing? This paper argues that it can help. We are claiming that theories of metaphors and mental models, as well as the role of social networks in the diffusion of innovation, suggest that people with low computer literacy could use their experience

The old adage, ‘We teach as we have been taught ’ places a great deal of responsibility on the current generation of online teachers, to teach in a manner that is worth replicating. This paper describes the development of a course in online teaching and learning, available only in online mode, that models the approach to teaching and learning that is advocated in the units. The course is not only an end in itself—it is also a means to an end, providing the necessary skills to enable students to continue to learn and adapt with new technologies and new learning approaches. The paper describes the instructional design process of developing units for web-delivery that are based on complex and authentic contexts. There is no attempt to simplify instructional sequences, or to structure the learning environment to progress from simple to complex. Instead, the nomination of authentic context, authentic task and integrated assessment guide the development of the learning environment. The paper describes the specific instructional design process adopted, together with the tools and planning resources used for the development of a Graduate Certificate in Online Teaching and Learning to be offered by

Abstract—Quality primary education is a key focus in development. Educational software has the potential to help teachers provide good education. Due to limited computer resources in low-income schools, there has been substantial ICTD interest on multiple-user educational tools. Building on the foundation of research that addressed the technical problems and the humancomputer-interface (HCI) concerns of multiple-input interfaces, our work on the educational game MultiLearn+ focuses on the potential educational benefits of multi-user systems. In contrast to prior ICTD multi-input educational designs, MultiLearn+ adapts the educational experience for each student within the group setting. This personalization may better meet individual students ’ needs. Our experimental results show that the adaptive capabilities of MultiLearn+ help even the competition between differingstudentbackgroundsandabilitiesinacompetitivegame, increasing the probability that students will remain engaged and challenged. I.