And these recorded when the same technique was not efficient. This comparison is performed by machine learning techniques, more precisely by learning ideas from examples. moncler luxembourg An empirical experiment was carried out in order to evaluate the designed self improving features and conditions had been found for 5 of the 9 didactic strategies. Nevertheless, this new understanding did not direct to PROTO TEG becoming more effective in phrases of pupil performance. (in press), Distributing cognition over humans and machines, to appear in: De Corte, Mandl, Glaser Vosniadu, Worldwide Views on the Psychological and Educational Foundations of This chapter considers computer based learning environments from a socio cultural perspective. It relates a number of ideas from this method with design ideas and techniques specific to studying environments. We suggest a metaphor meant to help designers of studying environments to make sense of system features inside the socio cultural viewpoint. This metaphor considers the software program and the learner as a single cognitive system, variably distributed more than a human and a machine. This chapter moncler pas cher belgique presents a metaphor for designing educational computing methods moncler belgique (ECSs) that progressively transfer to the learner an increasing amount of control in the problem fixing procedure. The veste moncler belgique steady variation of learner's control is segmented in a couple of levels. The transition from some degree i to the next greater level i+one outcomes from the internalization of the concepts louis vuitton pas cher necessary to manage the activities at degree i. The use of reflection resources is proposed for supporting the internalization process. they make concrete some abstract attributes of her conduct. The next degree is attained when the learner is in a position to use elements refied at degree i to interact with the system at level i+one. A exact same control idea is therefore utilized first of all as a description language (by the system) at some degree i and then as a command language (by the learner) at the degree i+1. This language change mechanism elevates the learner's degree of manage and her level of abstraction. It is explained by analogy with an elevator that would transfer inside a pyramid. A floor of the pyramid corresponds to some manage degree. We use a official notation to look inside the language shift mechanism and relate it to various psychological theories and current ECSs. We describe a learning atmosphere (MEMOLAB) that illustrates the distribution of roles among a number of agents. an agent who is in a position to solve the same problems through the exact same interface. The degree of help provided by the expert is tuned by an additional agent, the tutor, which monitors the conversation. MEMOLAB includes several tutors corresponding to numerous teaching designs. These tutors are chosen by their exceptional, called the coach'. This distribution of roles in between the brokers has been conceived in such a way that some agents (the tutors and the mentor) are not straight worried by the particular teaching domain and therefore can be reused to build other studying