Integrated Interactive Constructions for Multiple Learning Activities within E-Learning Contexts

This paper focuses on the potential of integration of Multiple Learning Activities in Interactive Constructions (MLA -ICs), appropriate to support student learning of a specific learning subject. In fact, these constructions could be transformed using appropriate macros to support a variety of learning activities, beginning with real-life activities and gradually moving to more sophisticated scientific activities. In addition, these constructions can be transformed in a way that supports student learning of a variety of related concepts. The idea, the architecture and the interface associated with MLA-ICs was the result of a modeling process including field studies and using real students. The general concept, the design, the architecture and the interface of MLA-ICs is presented through a specific example for the learning of a mathematical theorem Thales’ theorem within the context of tools from the well-known e-learning environment, Cabri-Geometry II (Laborde, 1990).