Abstracts - Earli

phenomenological analysis. Criteria of mediation are developed for net based studies based onFeuerstein theory of mediated learning experience (MLE) and Vygotsky’s theory of tool andsocially based mediated activity. The researcher acts as a net tutor in a net course using a learningassistant (IQ FORM) to develop their learning skills in a polytechnic. IQ FORM is a net basedlearning tool developed for the Finnish virtual (www.virtualuniversity.fi). The data is analyzed byempirical phenomenological analysis of Moustakas. The interview results of 14 students indicatethat there are elements of mediation in this kind of learning tool (IQ FORM). (1) The majority ofthe students became aware of their learning potential. (2) Many learned to think harder, when theystudy. (5) Many learner new learning skills. The IQ FORM tests, tutoring tool and the IQ FORMdiary acted as tool based mediators in the learning process stimulating the students to selfreflection,critical thinking and analytical thinking.A methodology for understanding cognitive, affective, and cultural aspects of learning in onlinediscourseCharoula Angeli, University of Cyprus, CyprusNeil Schwartz, California State University, Chico, USAScott Wallace, California State University, Chico, USAIn this paper, we first discuss a model showing the way representations within mind give rise tonegotiated representations between minds, and how artifacts and their affordances elucidate whereknowledge resides and how it is transformed and shared in Computer Supported CollaborativeLearning (CSCL). The paper uses the model to offer guiding principles for characterizing thenature of distributed cognition in CSCL, and developing scoring methods to reveal it. Furthermore,we discuss in detail how the model was used in an investigation of problem-solving within an illstructured,emotionally charged political problem affecting culturally-attached and unattachedlearners. The model, and the coding scheme that was developed provide a methodology fordiscourse analysis, which explains the role of individual mind in the dialogical process, and socialinteraction in terms of the cognitive, affective, and cultural elements that underlie it.Research on the efficiency of the application of didactical tools when generating multimedia-basedlearning environmentsLudger Wedeking, RWTH Aachen, GermanyLearning with multimedia-based learning environments is becoming increasingly important inschool since these types of environments are offering teachers new possibilities of conveyinglearning contents in their classes. Consequently, teachers are confronted with more and furtherdeveloped programmes for multimedia-based learning environments, which can however only becompromise solutions, due to the multiple factors, depending on subject matter and group oflearners that have to bear in mind. Ideally, teachers should generate their own multimedia-basedlearning environments adjusted to the specific subject matter and the particular group of learners,but teachers usually do not possess the required knowledge necessary to edit multimedia-basedlearning environments. Due to this problem, in this still ongoing study a didactical tool, based onthe Cognitive Theory of Multimedia Learning by R.E. Mayer, has been developed. Depending onthe nature of information that is to be conveyed, it makes recommendations which multimediapossibilities one could use in order to support the learning process through the presentation of thesubject matters in the best possible way. The central question within the scope of reference of thisinvestigation concerning the application of a didactical tool when generating multimedia-basedlearning environments is whether or not, the use of such a didactical tool has an influence on thequality of multimedia-based learning environments created by teachers. In order to answer this– 196 –