Modélisation probabiliste du style d'apprentissage et application à l'adaptation de contenus pédagogiques indexés par une ontologie

Cette thèse s'inscrit dans le cadre général des systèmes d'enseignement adaptatifs. La problématique traitée est l'adaptation de l'activité pédagogique au mode d'apprentissage préféré de l'élève. Les travaux réalisés ont eu pour objectifs de : modéliser les préférences d'apprentissage de l'élève ; modéliser les contenus pédagogiques du domaine à enseigner ; proposer une stratégie d'adaptation qui rapproche les préférences des contenus afin de proposer une méthode pédagogique appropriée. Pour atteindre le premier objectif, la thèse étudie le style d'apprentissage de Felder. Une étude empirique pour établir un modèle de dépendance entre style, pédagogie, et comportement de l'élève a été réalisée. Les résultats ont permis d'établir un modèle de préférences probabiliste. Une méthode en deux étapes pour apprendre ce odèle puis le renforcer est développée. Deux implantations sont proposées : un réseau bayésien et une machine à vecteurs de support. Le contenu quant à lui est modélisé en utilisant une ontologie combinant le domaine, la pédagogie, ainsi que les ressources physiques. Une stratégie d'adaptation structurée sur quatre dimensions est présentée. Celle-ci consiste à rechercher dans le contenu la séquence pédagogique sémantiquement pertinente pour les préférences de l'élève. La recherche s'appuie sur une mesure de similarité sémantique qui est établie. Ce travail a eu un impact sur deux projets européens. En effet, la méthode de production et structuration des contenus, basée sur SCORM, qui est proposée a servi pour le projet UP2UML. L'approche de modélisation de l'élève sert aux recherches sur le profilage dans le projet KPLAB. ABSTRACT : This thesis deals with adaptive teaching systems. The research question is how to adapt pedagogical activities to the prefered learning mode of a student. The scientific objectives are: modelisation of student's learning preferences ; modelisation of adaptive learning contents of a given domain ; establishing an adaptation strategy that maps preferences to contents in order to recommend an appropriate teaching method In order to reach the first objective, the thesis studies the learning style of Felder. An empirical study to derive a dependency model between the style, the pedagogy, and the student behaviour has been conducted. Results led to creating a probabilistic preference model. A two-stage method to learn and reinforce the model is developed. Two implementations are proposed: a bayesian network and an SVM classifier. The content is represented using an ontology that combines the domain, the pedagogy, and the physical resources. An adaptation strategy centered around four dimensions is presented. This consists of searching the content to retrieve the most semantically pertinent pedagogical sequence given the student preferences. The search implements an original semantic similarity measure. This work significantly impacted two European research projects. The production and structuration method designed in this thesis and based on SCORM has been applied in the Leonardo Da Vinci project called UP2UML. The student modeling approche serves currently our research on user profiling in the KPLAB projec

A Tool Set Combining Learning Styles Prediction, a Blended Learning Methodology and Facilitator Guidebooks – Towards a Best Mix in Blended Learning

One of the challenges in the development in blended learning is to facilitate the individual learning styles of the learners. The alignment of a learning styles assessment with a learning methodology, a mapping between learning styles and social media, recommendations in a guidebook for facilitators and a checklist provide a tool set for a sustainable approach for a responsive learning environment. This paper analyzes how the different approaches, methods and studies interact to form an overall tool set to develop a learnercentered mix in blended learning. It proposes a tool set to adapt blended learning to the learning styles of the learners

KP-LAB Knowledge Practices Laboratory -- Guidelines and models on implementing design principles of KP-Lab, application scenarios and best practices v2

deliverablesThis deliverable provides an updated and extended description of the KP-Lab co-design framework as well as a summary of main design methods used so far. The purpose of this deliverable is to explicate the underlying rationale as well as systematic structure of the co-design process. The report starts with a brief outline of the theoretical considerations underlying the design-framework as well as a comparison with current approaches in software-engineering. Against this background, the main methodological challenges are sketched. In the main part of the report the actual co-design framework, including its guiding principles, the overall process framework as well as concrete design practices are depicted. The report ends with an outlook on the next steps to be taken. This document replaces Deliverable 2.1 Guidelines and models on implementing design principles in KPLab, application scenarios and best practice, v.1 submitted at M6

KP-LAB Knowledge Practices Laboratory -- External release of end-user applications

deliverablesThis deliverable describes the M24 release of the End user applications for knowledge practices software v2.0.0. The deliverable includes the technical development performed until M24 (January 2008) within WP6 according to Description of Work 2.1 and D6.4 M21 specification of end-user applications. The current release is comprised of two set of tools: 1. Shared Space Tool The shared space and the accompanying support material can be found on the Internet at: http://2d.mobile.evtek.fi:8080/shared-space 2. Map-It. The installer program for Map-It v2.0.0 is available at: http://www.kp-lab.org/intranet/testable-tools/kp-lab-tools/map-it/map-it-2-0.0 Please consult the "Getting Started" Note before installing and using Map-It: http://www.kp-lab.org/intranet/testable-tools/kp-lab-tools/map-it/getting-started-with-map-it 3. Change Laboratory tools The release targeted for the end users participating in the trials planned to be conducted in the CL Working Knot can be accessed via the following link: http://2d.mobile.evtek.fi:8080/shared-space/cl.html Anyone who wishes to try the software out but is not participating in the Change Laboratory trials should use the development deployment on: http://mielikki.mobile.evtek.fi/shared-space/cl.html The M24 release of Semantic Multimedia Annotation tools is still delayed. The release of CASS Memo Client has been postponed to be included in the M28 release in DoW3

Modélisation probabiliste du style d'apprentissage et application à l'adaptation de contenus pédagogiques indexés par une ontologie

Cette thèse s'inscrit dans le cadre des systèmes d'enseignement adaptatifs. La problématique traitée est l'adaptation de l'activité pédagogique au mode d'apprentissage préféré de l'élève. Les travaux réalisés ont eu pour objectifs de modéliser les préférences d'apprentissage de l'élève et les contenus pédagogiques du domaine à enseigner, puis de proposer une stratégie d'adaptation. Une étude empirique pour établir un modèle de dépendance entre style d'apprentissage, pédagogie, et comportement de l'élève a été réalisée. Les résultats ont permis d'établir un modèle de préférences probabiliste. Deux implantations sont proposées : un réseau bayésien et une machine à vecteurs de support. Le contenu quant à lui est modélisé en utilisant une ontologie combinant le domaine, la pédagogie, ainsi que les ressources physiques. Une stratégie d'adaptation s'appuyant sur une mesure de similarité sémantique est établie. Ce travail a eu un impact sur deux projets européens : UP2UML et KPLAB.TOULOUSE-INP (315552154) / SudocSudocFranceF

Formation et accompagnement des enseignants des collèges dans un contexte d'intégration du numérique

International audienc

An ontology based Web Annotation System to create new learning practices

Abstract. Web2.0 is a conceptual framework that aims at enhancing the World Wide Web with semantic and social functionnalities. For this framework to fully develop, there is a need for concrete applications in different domains. This paper presents an effort to instanciate the Web2.0 concepts in a teaching/leanring context. An ontology based collaborative multimedia annotation tool that features pedagogical functionnalities is presented. An original approach to design software based on ontologies is used. A pedagogical scenario, from the KPLAB European project, that makes use of the tool to train medical staff to handle pediatric surgical operations is presented. Keywords: Web2.0, Annotation, social software, ontology.

New rare genetic variants of LMF1 gene identified in severe hypertriglyceridemia

IF 3.58 (2017)International audienceBACKGROUND:The LMF1 (lipase maturation factor 1) gene encodes a protein involved in lipoprotein lipase and hepatic lipase maturation. Homozygous mutations in LMF1 leading to severe hypertriglyceridemia (SHTG) are rare in the literature. A few additional rare LMF1 variants have been described with poor functional studies.OBJECTIVE:The aim of this study was to assess the frequency of LMF1 variants in a cohort of 385 patients with SHTG, without homozygous or compound heterozygous deleterious mutations identified in lipoprotein lipase (LPL), apolipoprotein A5 (APOA5), apolipoprotein C2 (APOC2), glycosylphosphatidylinositol-anchored high-density lipoprotein binding protein 1 (GPIHBP1) genes, and to determine their functionality.METHODS:LMF1 coding variants were screened using denaturing high-performance liquid chromatography followed by direct sequencing. In silico studies of LMF1 variants were performed, followed by in vitro functional studies using human embryonic kidney 293T (HEK-293T) cells cotransfected with vectors encoding human LPL and LMF1 cDNA. LPL activity was measured in cell culture medium after heparin addition using human VLDL-TG as substrate.RESULTS:Nineteen nonsynonymous coding LMF1 variants were identified in 65 patients; 10 variants were newly described in SHTG. In vitro, p.Gly172Arg, p.Arg354Trp, p.Arg364Gln, and p.Arg537Trp LMF1 variants decreased LPL activity, and the p.Trp464Ter variant completely abolished LPL activity. We identified a young girl heterozygote for the p.Trp464Ter variant and a homozygote carrier of the p.Gly172Arg variant with a near 50% decreased LPL activity in vitro and in vivo.CONCLUSION:The study confirms the rarity of LMF1 variants in a large cohort of patients with SHTG. LMF1 variants are likely to be involved in multifactorial hyperchylomicronemia. Partial LMF1 defects could be associated with intermittent phenotype as described for p.Gly172Arg homozygous and p.Trp464Ter heterozygous carriers