Abstract
This chapter disentangles different notions related to educational software. The result is a design-oriented conceptualization, i.e., a differential system of notions that puts to the fore dimensions and differences of importance when considering design and analysis of educational software properties.
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Notes
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See for example Leplat, J. (1990). Relations between task and activity: elements for elaborating a framework for error analysis, Ergonomics, 33 (10 & 11), 1389–1402 or Engeström, Y., Miettinen, R. & Punamäki, R.-L. (1999). Perspectives on Activity Theory. Cambridge: Cambridge University Press.
- 2.
van Joolingen, W.R. & Zacharia, Z.C. (2009). Developments in Inquiry Learning. In: Balacheff, N., Ludvigsen, S., de Jong, T., Lazonder, A. & Barnes, S. (Eds.) Technology-Enhanced Learning – Principles and Products, Berlin: Springer, 21–37.
- 3.
Tchounikine, P. & Tricot, A. (under press). Environnements informatiques et apprentissages humains. In: Garbay, C., Kayser, D. (Eds.), Informatique et Sciences Cognitives : influences ou confluences? Ophrys/MSH, 167–200.
- 4.
van Joolingen, W.R. & Zacharia, Z.C. (2009). Developments in Inquiry Learning. In: Balacheff, N., Ludvigsen, S., de Jong, T., Lazonder, A. & Barnes, S. (Eds.), Technology-Enhanced Learning – Principles and Products, Berlin: Springer, 21–37.
- 5.
On this point, see for example the concept of embodied conjecture in Sandoval, W.A. (2004). Developing Learning Theory by Refining Conjectures Embodied in Educational Designs. Educational Psychologist, 39(4), 213–223.
- 6.
See for example Fischer, F., Kollar, I., Mandl, H. & Haake, J.M. (Eds.) (2007). Scripting Computer-Supported Collaborative Learning – Cognitive, Computational, and Educational Perspectives. Computer-Supported Collaborative Learning Series v. 6, New York: Springer.
- 7.
This is not, however, intrinsic to this approach. CSCL scenarios may be explicitly associated with domain-related knowledge or transversal skills, and the designed systems address these dimensions, see for example Tchounikine, P., Rummel, N. & McLaren, B.M. (2010) Computer Supported Collaborative Learning and Intelligent Tutoring Systems. In: Nkambou, R., Mizoguchi, R. & Bourdeau, J. (Eds.), Advances in Intelligent Tutoring Systems, SCI 308, Berlin: Springer-Verlag, 447–463.
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Tchounikine, P. (2011). A General Conceptualization for Educational Software. In: Computer Science and Educational Software Design. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-20003-8_2
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DOI: https://doi.org/10.1007/978-3-642-20003-8_2
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