References of "Busana, Gilbert 50001131"
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See detailL'école luxembourgeoise aux luxembourgeois ?
Meyers, Christian UL; Busana, Gilbert UL; Langers, Christian UL et al

in La place de l'école dans la société luxembourgeoise de demain (2008)

Detailed reference viewed: 62 (11 UL)
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See detailA Nation-Wide Computer-based School Monitoring Program
Keller, Ulrich UL; Martin, Romain UL; Reichert, Monique UL et al

in International Journal of Psychology (2008), 43

Detailed reference viewed: 51 (6 UL)
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See detailA web-based quality control system for assessment processes
Busana, Gilbert UL; Koenig, Vincent UL; Martin, Romain UL et al

in International Journal of Psychology (2008), 43

Detailed reference viewed: 38 (1 UL)
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See detailA web-based system for mathematical problem understanding and solving
Busana, Gilbert UL; Martin, Romain UL; Langers, Christian UL

in International Journal of Psychology (2008), 43

In the domain of educational multimedia for primary school a lot of research has been done in the field of computer assisted calculation frameworks. However, much less work has been done in the area of ... [more ▼]

In the domain of educational multimedia for primary school a lot of research has been done in the field of computer assisted calculation frameworks. However, much less work has been done in the area of problem solving and especially in the area of problem understanding. The present project aims at the development and the scientific assessment of a computer assisted framework for mathematical problem understanding and solving (CAMPUS) based on analogical representations in form of number lines (Klein, Beishuizen, & Treffers, 1998; Petitto, 1990) and graphs. This tool will be deployed by our formerly developed computer assisted testing platform (http://www.tao.lu) [see our proposal on TAO] and will be the first learning tool on that system. The CAMPUS framework will help teachers to more efficiently analyze the different steps of the problem solving strategies of their students and thereby allow them to give more adapted feedback in order to guide the learner’s process. The main characteristic of this platform is the use of the computer as a framework for the development of problem solving strategies in mathematics. The tool imposes no restrictions in the resolution processes of the learner, but avoids him to get lost in those steps of solving that are obviously wrong (for example: addition of objects of different classes). In this way, the CAMPUS architecture is a sort of a cognitive tool that helps the student in structuring his thinking by telling him which calculations are mathematically or logically not permitted, but it does not suggest him a precise way towards the solution. In contrary, each logically correct action will be accepted by the system. Consequently, the CAMPUS tool is not a drill-and-practice tool, but it proposes a framework for the student in which he can develop problem solving strategies in complex situations. CAMPUS is based on a (socio-)cognitive approach, which means that the tool permits to solve the problems in an individual or a group situation, even if the teamwork is explicitly desirable in such a pedagogical approach (Webb, 1994; Yadrick, Regian, Connolly Gomez, & Robertson Schule, 1997). The tool is intended to be integrated into daily classroom teaching as a tool for triggering the learning process and therefore has not to be considered as a separate or additional exercising tool. The students learning process should be supported by the tool on one hand and by additional teacher support on the other hand. The learner and his learning process are at the centre of the learning activity (Tardif, 1998) and the teacher plays a supervision and support role in this sort of learning environment (Hudson, 1997; Tardif, 1998). Moreover, the use of analogical representations (of the operations to be taken) and graphs (representing the resolution steps adopted by the learner) should favour, on the learner’s side, the establishment of mental models including analogical representations and supporting the resolution process of this type of problems, even beyond the use of this computerized platform. We could expect that the learner will develop, through his experiences with the platform (which prevents experimentation with arbitrary meaningless calculations), thorough knowledge concerning the solving of mathematical problems based, at least partially, on non-explicit learning processes as described, for example, in the connectionist models of learning theories (Spitzer, 2000). These connectionist models show in fact that significant learning can be achieved in a non-explicit manner if the learner is placed in an environment which structures his behavior along certain regularities (even if these regularities are not taught in an explicit manner). The CAMPUS framework is based on a conceptual idea that emerged from previous research (Busana, 1999) where a prototype using a similar architecture has been developed in an alpha-version using Quest. This alpha-version was developed in only one language (German) and ran only under Windows. The new CAMPUS-tool will be published under the open-source licence, will be platform independent (plays in Macromedia’s Flash Player) and will be delivered over the Internet. [less ▲]

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See detailTAO: Paving the Way New Assessment Instruments using an open and versatile Computer-Based Platform
Latour, Thibaud; Martin, Romain UL; Plichart, P. et al

in International Journal of Psychology (2008), 43

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See detailICT enriched learning environments at the University of Luxembourg
Busana, Gilbert UL; Reuter, Bob UL; Schandeler, Ingo UL

Scientific Conference (2008)

Information and Communication Technologies have predominantly entered the realm of universities to support administrations and teachers in their everyday professional activities, but did not necessarily ... [more ▼]

Information and Communication Technologies have predominantly entered the realm of universities to support administrations and teachers in their everyday professional activities, but did not necessarily contribute to fundamental paradigmatic changes. For instance, many lecturers, instead of handing out printed course material, put their lecture notes on a website. But such online course material is still course material produced by a teacher. This does not necessarily imply a shift in pedagogical approach. However, if ICT is to be a tool for students to become active and productive learners, a groundbreaking pedagogical change in favor of a more learner-centered approach becomes crucial. In the current paper we will show how the ambition to change teaching practices (from knowledge transmission/acquisition to collaborative knowledge construction) progressively led to ICT enriched learning environments at the University of Luxembourg. We will provide a thorough description of the educational technology tools currently implemented across the university. Furthermore, we will show how they are used by students and teachers of a specific bachelor program to become members of a learning community. Finally, an overview of current issues as well as future developments will be given. [less ▲]

Detailed reference viewed: 69 (6 UL)
See detailTAO: Several use cases of a collaborative, internet-based computer-assisted testing platform
Martin, Romain UL; Latour, T.; Burton, Réginald UL et al

in Proceedings of world conference on educational multimedia, hypermedia and telecommunications 2006 (2006)

Detailed reference viewed: 31 (0 UL)
See detailCAMPUS: a generic framework for Computer Assisted Mathematical Problem Understanding and Solving
Busana, Gilbert UL; Martin, Romain UL

in Proceedings of the world conference on educational media, hypermedia and telecommunications 2005 (2005)

Detailed reference viewed: 43 (1 UL)
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See detailApprentissage des langues via Internet
Reuter, Bob UL; Busana, Gilbert UL; Martin, Romain UL

Scientific Conference (2005)

Detailed reference viewed: 32 (1 UL)
See detailCovering Different Levels of Evaluation Needs by an Internet-Based Computer-Assisted Testing Framework for Collaborative Distributed Test Development and Delivery
Martin, Romain UL; Latour, T.; Burton, Réginald UL et al

in Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (2005)

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See detailL'Université du Luxembourg: nécessité ou utopie?
Busana, Gilbert UL; Meyers, Christian UL

Article for general public (2001)

Detailed reference viewed: 48 (10 UL)
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See detailFacteurs associés à l’intégration stratégique des TIC par le personnel enseignant
Busana, Gilbert UL

Bachelor/master dissertation (2001)

Ce mémoire porte sur les facteurs qui incitent le personnel enseignant à faire une intégration stratégique des TIC1. Nous avons remarqué qu’une partie des enseignants et des enseignantes, en faible ... [more ▼]

Ce mémoire porte sur les facteurs qui incitent le personnel enseignant à faire une intégration stratégique des TIC1. Nous avons remarqué qu’une partie des enseignants et des enseignantes, en faible proportion, réussissent à faire une telle intégration, et qu’une partie n’en font pas. L’objectif de cette recherche est d’identifier les facteurs qui tendent à avoir une influence sur ce phénomène, ainsi que de saisir leur rôle et de comprendre comment ils opèrent. Dans une première partie, nous décrivons les possibilités des TIC et analysons pourquoi les technologies peuvent avoir un apport substantiel dans l’apprentissage des élèves. Or, nous constaterons par la suite qu’il y a une grande variabilité dans l’intégration des TIC chez le personnel enseignant, tant au niveau primaire qu’au secondaire. Comme nous aimerions comprendre le phénomène en profondeur, nous avons choisi une méthodologie de type qualitative. À l’aide d’entrevues semi-dirigées, nous relèverons les données nécessaires pour répondre à notre question de recherche. L’analyse par théorisation ancrée nous permet d’identifier les facteurs, leurs rôles respectifs et de comprendre comment ils opèrent. Nous constatons que les facteurs peuvent être classés en quatre catégories : Les connaissances et compétences du personnel enseignant, l’enseignant et l’enseignante comme personne, l’environnement de l’école et les facteurs “autres”. L’analyse fait ressortir tant les facteurs qui ont une influence positive que ceux qui tendent à inhiber l’intégration stratégique. Contrairement à ce que nous avons cru, les compétences techniques ne constituent pas le facteur le plus important, bien qu’il soit difficile, compte tenu du type de méthodologie employée, d’évaluer l’influence proportionnelle de chacun des facteurs. D’après les sujets interviewés, il semble que le facteur « gestion de classe » ressorte comme étant un peu plus important. Cette recherche se démarque du fait qu’elle traite des facteurs qui influencent l’intégration stratégique des TIC, un thème peu exploité dans le domaine des technologies en éducation. Nous croyons que les résultats de cette recherche permettront de faire avancer les connaissances dans ce domaine, et de donner des indices aux responsables en éducation qui veulent procéder à des changements pour faire avancer l’intégration stratégique des technologies. [less ▲]

Detailed reference viewed: 374 (130 UL)