Diversité et pertinence des modèles pédagogiques dans les technologies de formation : quelles formes d’interactivité sollicitent quels mécanismes d’apprentissage ?

Intervention à la 4e journée FORMIST qui s\u27est déroulée le 8 juin 2004 à Bibliothèque municipale de la Part-Dieu à Lyon

Your click decides your fate: Inferring Information Processing and Attrition Behavior from MOOC Video Clickstream Interactions

In this work, we explore video lecture interaction in Massive Open Online Courses (MOOCs), which is central to student learning experience on these educational platforms. As a research contribution, we operationalize video lecture clickstreams of students into cognitively plausible higher level behaviors, and construct a quantitative information processing index, which can aid instructors to better understand MOOC hurdles and reason about unsatisfactory learning outcomes. Our results illustrate how such a metric inspired by cognitive psychology can help answer critical questions regarding students' engagement, their future click interactions and participation trajectories that lead to in-video & course dropouts. Implications for research and practice are discusse

Capturing "attrition intensifying" structural traits from didactic interaction sequences of MOOC learners

This work is an attempt to discover hidden structural configurations in learning activity sequences of students in Massive Open Online Courses (MOOCs). Leveraging combined representations of video clickstream interactions and forum activities, we seek to fundamentally understand traits that are predictive of decreasing engagement over time. Grounded in the interdisciplinary field of network science, we follow a graph based approach to successfully extract indicators of active and passive MOOC participation that reflect persistence and regularity in the overall interaction footprint. Using these rich educational semantics, we focus on the problem of predicting student attrition, one of the major highlights of MOOC literature in the recent years. Our results indicate an improvement over a baseline ngram based approach in capturing "attrition intensifying" features from the learning activities that MOOC learners engage in. Implications for some compelling future research are discussed.Comment: "Shared Task" submission for EMNLP 2014 Workshop on Modeling Large Scale Social Interaction in Massively Open Online Course

The mechanics of CSCL macro scripts

Macro scripts structure collaborative learning and foster the emergence of knowledge-productive interactions such as argumentation, explanations and mutual regulation. We propose a pedagogical model for the designing of scripts and illustrate this model using three scripts. In brief, a script disturbs the natural convergence of a team and in doing so increases the intensity of interaction required between team members for the completion of their collaborative task. The nature of the perturbation determines the types of interactions that are necessary for overcoming it: for instance, if a script provides students with conflicting evidence, more argumentation is required before students can reach an agreement. Tools for authoring scripts manipulate abstract representations of the script components and the mechanisms that relate components to one another. These mechanisms are encompassed in the transformation of data structures (social structure, resources structure and products structure) between script phases. We describe how this pedagogical design model is translated into computational structures in three illustrated script

An analysis of learner arguments in a collective learning environment

This contribution analyses the arguments of students in a learning activity entitled "Argue Graph". This activity is intended to make students understand the relationship between learning theories and design choices in courseware development. The analysis of arguments is centered on the effects of discussion and opinion conflict on the elaboration of arguments. We then use an adaptation of a collective intelligence model to describe the knowledge flow among people and artifacts during the learning activity. Finally, the representations produced by the system, used by students to write a synthesis and by the teacher to debrief the class are analysed in relation to metacognition. We propose to consider these representations as metacognitive tools which structure the learning activity

Interactive tabletops in education

Interactive tabletops are gaining increased attention from CSCL researchers. This paper analyses the relation between this technology and teaching and learning processes. At a global level, one could argue that tabletops convey a socio-constructivist flavor: they support small teams that solve problems by exploring multiple solutions. The development of tabletop applications also witnesses the growing importance of face-to-face collaboration in CSCL and acknowledges the physicality of learning. However, this global analysis is insufficient. To analyze the educational potential of tabletops in education, we present 33 points that should be taken into consideration. These points are structured on four levels: individual user-system interaction, teamwork, classroom orchestration, and socio-cultural contexts. God lies in the detail

The Relationship Between Tutoring Mode and Learners' use of Help Tools in Distance Education

This article presents an experimental study demonstrating how 120 learners use help tools in a virtual learning set-up. More specifically, several types of tutoring are investigated to find out the extent of the use of help tools in each. The effects of two independent variables which may have an impact on the behaviour of learners are studied: (1) whether or not they have access to a human tutor (HT) and (2) the tutor's means of intervention (reactive or proactive). One of the goals of the study is to determine whether these modes of tutoring can influence positively or negatively distance learners' use of lexical, conceptual, metacognitive and navigational help tools. The results of analysis of variance show that it is useless to prompt (effect of proactivity) learners to use the help that is available to them but that prompting is sometimes more subtle than initially foreseen. It appears that the presence of an HT pushes learners to use help tools, but this effect (of the presence of the HT) is still relatively weak and therefore may not justify the cost of employing a human tutor. It is also important to show the necessary intrinsic quality of the tools made available in order for a given mode of tutoring to have an effect on their us

This is it ! : Indicating and looking in collaborative work at distance

Little is known of the interplay between deixis and eye movements in remote collaboration. This paper presents quantitative results from an experiment where participant pairs had to collaborate at a distance using chat tools that differed in the way messages could be enriched with spatial information from the map in the shared workspace. We studied how the availability of what we defined as an Explicit Referencing mechanism (ER) affected the coordination of the eye movements of the participants. The manipulation of the availability of ER did not produce any significant difference on the gaze coupling. However, we found a primary relation between the pairs recurrence of eye movements and their task performance. Implications for design are discussed

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