Two tools addressing different aspects of educational mathematical documents have been developed in our research group and presented to the JEM community at previous occasions: SWiM is a semantic wiki for collaborating on such documents, and JOBAD is a framework that allows for reading documents interactively. In this paper, we outline a vision of an integrated educational environment for interactive learning and collaboration. Starting from an overview of the current state of both SWiM and JOBAD, we show how the vision can be achieved by integrating both systems.

We have presented several improvements in e-learning mathematics at UNED (Distance Spanish University) for which we have profited from cooperation with the JEM network.
More concretely:
- Mathematical editors for the platform Alf (e-learning platform of UNED)
- Remote Java laboratories
- Establishment of collaborations with other iberian distance
universities: UOC (Catalunya) and Universidade Aberta (Portugal)

With the globalisation in education, bridging cultural differences by making course material more accessible and adaptable to individual user needs becomes an important goal. In this paper we attack this goal for the field of mathematics where knowledge is abstract, highly structured, and extraordinarily interlinked. Modern representation formats like our OMDoc format allow us to capture, model, relate, and represent mathematical learning objects and thus make them context-aware and machine-adaptable to the respective learning contexts. But to make mathematical knowledge accessible to learners of diverse cultural backgrounds we also need to model mathematical practice.

In this paper, we show that many practices of mathematical communities can already be modeled in OMDoc and outline extensions to support further ones. We have implemented a collection of services that allow applications to interpret and manage OMDoc and its practice representations. These services are integrated into our prototype eLearning platform to demonstrate how systems can improve the accessibility of mathematical eLearning materials.

Focus of the talk: Generation of exam according to the teacher's preferences (or context)

In this talk, I summarize the goals and achievements of the JEM, Joining Educational Mathematics, project which has reached its conclusion after a three years lifetime.

An overview of the teaching, innovation and research that people of the UOC have been doing during the JEM project period, with a special emphasis on how we have profited from participation and cooperation within the network. The main subject of the work presented is e-learning of mathematics for distance high education: methodologies, technologies and best practices developed in the JEM network project context.
- Mathematical E-learning Project (MEL): an study of the MEL best practices at the Spanish Universities
- Digital locution and automatic verbalization of formulae
- Open repositories for mathematical resources
- Mathematics on the web representation and communication: standards and tools
- Mathematical software for e-learning and Interactive didactic material
- Automatic tutorials and assessment in web based education
- Multilingual challenges and opportunities of the e-learning scenario

In 2008, a small team of university and secondary school teachers in the Netherlands
jointly developed an e-class for students in their final pre-university year
(age: 17-18 yrs) about continuous dynamical systems. The e-class is an innovative way of
teaching and learning mathematics and science by way of web-supported instruction in a
blended learning approach. The e-learning ingredients are: an on-line instructional text,
Java applets for students' explorative work,
Java exercise applets, video clips of worked-out examples, and
descriptions plus (computer) worksheets of real experiments.
We present the design of the e-class plus some of the ICT ingredients of the e-class and
their potential for teaching and learning dynamical systems in terms of principled design approaches to
multimedia learning and pedagogical arrangements.

Within MathDox, an open source system for presenting highly interactive mathematical documents over the world wide web, we have developed an exercise system. This exercise system consists of an XML-format for interactive mathematical exercises, a player of these exercises and tools for using the exercises inside Learning Management Systems. We discuss the features of our system by way of an extended example.

Information and Communication Technology has the potential to make education more effective and more efficient. Various projects and persons have created sophisticated tools, like ActiveMath, MathDox, OMdoc, STACK. These systems incorporate very advanced tools that can revolutionize education. Yet they are not being widely used. In fact, all the efforts to develop systems, services and content have resulted to mere scratches on the surface of traditional education if measured by revenues of eLearning and those of traditional instruction.

In spite of this we should not give up. We must find sweet spots where ICT tools can really improve instruction. Assessment is one such sweet spot. This talk describes how real time quizzes can be used in instruction. Real time quizzes, based in the use of special personal response systems – devices slightly large than a cellular telephone – change the dynamics of a class in a fundamental way. Students are more focused, when they know that they will soon have to answer quiz questions. This results in improved learning. And, most importantly, overwhelming majority of students found the real time quizzes useful.