Evaluation ergonomique des options de spécification et de visualisation temporelle utilisées dans MADEUS

Pour un concepteur de documents multimédia, l'agencement des objets dans le temps est l'une des tâches les plus complexes. Pourtant, peu d'éditeurs supportent cette activité de manière satisfaisante. Un outil d'édition et de présentation de documents multimédia, MADEUS, est developpé dans le projet OPERA pour assister le concepteur dans cette tâche. MADEUS utilise un langage de contraintes inspiré de la logique d'Allen [1] pour spécifier les relations temporelles entre objets. Une représentation graphique de l'espace de solutions est alors déduite de ces contraintes pour permettre à l'utilisateur de visualiser et de manipuler les relations temporelles entre objets dans le document. Ce rapport présente l'expérimentation qui a été menée auprès d'utilisateurs pour évaluer l'ergonomie des options de visualisation proposées dans MADEUS

Digitale Technologien als Unterstützung für eine kooperative Tätigkeit der praktischen Übungen in der Biologie

Une approche de recherche basée sur la conception (design-based research) a été mise en oeuvre pour concevoir une activité d’apprentissage visant à soutenir l’observation et les interactions des élèves au cours de travaux pratiques de biologie au moyen de tablettes numériques et d’une plateforme web de partage et annotations de photos (beekee). Cet article présente la première étape d’expérimentation en situation réelle où nous avons observé la mise en oeuvre de l’activité. L’intérêt des élèves et leur perception des interactions étaient évalués au moyen de questionnaires. Les résultats confirment l’intérêt d’une telle activité médiatisée et permettent d’identifier les principes de conception qui seront testés lors de la prochaine itération. (DIPF/Orig.)Mit Hilfe eines designbasierten Forschungsansatzes (design-based research) wurde eine Lernaktivität implementiert, die Beobachtungen und Interaktionen der Studierenden während Biologiepraktika durch digitale Tabletten und eine Foto-Web-Sharing-Plattform (beekee) unterstützt. Dieser Artikel untersucht die erste Etappe der Implementation und die dabei durchgeführten Beobachtungen. Das Interesse der Schülerinnen und Schüler sowie die Wahrnehmung von Interaktionen wurden durch Fragebögen erhoben. Die Ergebnisse bestätigen den Nutzwert von digitalen Technologien zur Unterstützung von kooperativen Aktivitäten im Klassenzimmer und erlauben es, Designprinzipien zu formulieren, die in der nächsten Iteration getestet werden sollen. (DIPF/Orig.

Learning from animation enabled by collaboration

Animated graphics are extensively used in multimedia instructions explaining how natural or artificial dynamic systems work. As animation directly depicts spatial changes over time, it is legitimate to believe that animated graphics will improve comprehension over static graphics. However, the research failed to find clear evidence in favour of animation. Animation may also be used to promote interactions in computer-supported collaborative learning. In this setting as well, the empirical studies have not confirmed the benefits that one could intuitively expect from the use of animation. One explanation is that multimedia, including animated graphics, challenges human processing capacities, and in particular imposes a substantial working memory load. We designed an experimental study involving three between-subjects factors: the type of multimedia instruction (with static or animated graphics), the presence of snapshots of critical steps of the system (with or without snapshots) and the learning setting (individual or collaborative). The findings indicate that animation was overall beneficial to retention, while for transfer, only learners studying collaboratively benefited from animated over static graphics. Contrary to our expectations, the snapshots were marginally beneficial to learners studying individually and significantly detrimental to learners studying in dyads. The results are discussed within the multimedia comprehension framework in order to propose the conditions under which animation can benefit to learnin

The ‘Erfahrraum’: a pedagogical model for designing educational technologies in dual vocational systems

Vocational education taking place in the dual contexts of workplace and school often lacks integration of concrete experiences with theoretical knowledge. The interplay between workplace and school contexts and their often antagonistic priorities call for a specific model that transforms these divergences into learning opportunities and connects different forms of knowledge into an integrated body of knowledge that contributes to developing vocational competence. This paper presents a multi-dimensional pedagogical model, called the ‘Erfahrraum’, for the design and implementation of educational technologies as a way to foster this integration in initial dual vocational education and training (VET). The ‘Erfahrraum’ model informs the design of shared spaces for capturing and reflecting on experiences made in different contexts in which VET takes place. The model particularly emphasizes the importance of shared reflection processes to turn concrete experiences into relevant integrated knowledge. Examples of implementations in different professions using a range of different technologies illustrate the power of the ‘Erfahrraum’ model

Collaborative writing and discussion in vocational education: Effects on learning and self-efficacy beliefs

Most professional education tracks combine school learning with practical workplace training. Although in theory alternating between these two settings is a great opportunity for learning, vocational education students encounter difficulties in integrating the formal explicit knowledge imparted in school with the informal tacit knowledge acquired in the workplace. This design study explores the potential of writing and peer collaboration as mediating tools to facilitate the articulation of conceptual and experiential knowledge. In the context of a school for social and health care assistants, 40 first- and second-year students wrote about critical situations encountered in the workplace, shared them with their classmates, and engaged in written and oral discussions with colleagues and the teacher. A web-based collaborative writing tool (wiki) was used for writing and facilitating participants’ interactions. The results showed significant gains in self-efficacy beliefs and performance on a case-based competence test for the first-year students, but not for those in the second-year. In addition, all students reported a high level of satisfaction with the instructional scenario and particularly its collaborative dimension. The discussion raises some issues and recommendations regarding the design of learning activities involving writing and peer feedback to support students in articulating conceptual and experiential knowledge

La formation des nouveaux étudiants à l’usage des TIC: méthode des invariants ou apprentissage des procédures?

International audienc

Les technologies numériques comme soutien à une activité coopérative de travaux pratiques en biologie

Une approche de recherche basée sur la conception (design-based research) a été mise en œuvre pour concevoir une activité d’apprentissage visant à soutenir l’observation et les interactions des élèves au cours de travaux pratiques de biologie au moyen de tablettes numériques et d’une plateforme web de partage et annotations de photos (beekee). Cet article présente la première étape d’expérimentation en situation réelle où nous avons observé la mise en œuvre de l’activité. L’intérêt des élèves et leur perception des interactions étaient évalués au moyen de questionnaires. Les résultats confirment l’intérêt d’une telle activité médiatisée et permettent d’identifier les principes de conception qui seront testés lors de la prochaine itération

When learning from animations is more successful than learning from static pictures: learning the specifics of change

The results of three meta-analyses show that the effectiveness of learning from animations, when compared to learning from static pictures, is rather limited. A recent re-analysis of one of these meta-analyses, however, supports that learning from animations is considerably more effective than learning from static pictures if the specifics of the displayed changes need to be learned. In order to further validate this finding as well as to clarify the educational strengths and weaknesses of animations and static pictures, an experimental study with three groups was conducted. Overall, 88 university students participated in the study. One group of learners (n = 30) watched a single picture of a gear mechanism, one group of learners (n = 28) watched four pictures, and one group of learners (n = 30) watched an animation. All groups had to identify specific motions and spatial arrangements covered by the gear mechanism. While learners who watched the animation exhibited the best performance with respect to the identification of motions, learners who watched the pictures showed the best performance with respect to the identification of spatial arrangements. The effect sizes are large. The results of the study help to clarify when animations and when static pictures are most suitable for learning

La formation des nouveaux étudiants à l’usage des TIC: méthode des invariants ou apprentissage des procédures?

International audienc