Adaptive and context-aware scenarios for technology-enhanced learning system based on a didactical theory and a hierarchical task model

Among the main issues of future technology-enhanced learning systems, we can mention the following ones: the ability to reuse learning resources (learning objects, tools and services) from large repositories, to take into account the context and to allow dynamic adaptation to different learners based on substantial advances in pedagogical theories and knowledge models. In our framework, the goal of scenarios is to describe the learning and tutoring activities to acquire some knowledge domain (for instance physics) and know-how to solve a particular problem. The main contribution of this paper is an adaptive and context-aware model of scenario based on a didactical theory and closely related to a domain model, a learner model, a context model. These models are acquired from: i) the know-how and real practices of teachers in a problem-based learning approach in a particular framework: an institution IUFM, different categories of probationary teachers, a course about ?the air as gas in its static and dynamic aspects: properties, theory and applications?; ii) the theory in didactic anthropology of knowledge of Chevallard [1]; iii) a hierarchical task model

Un modèle informatique de scénario fondé sur des pratiques réelles d'enseignement et une théorie didactique

La conception de scénarios pour un EIAH nécessite la mise en oeuvre de théories didactiques, de pratiques réelles, de modèles et de théories informatiques afin de prendre en compte les contraintes didactiques nécessaire à la modélisation de scénarios d'apprentissage. La modélisation de scénario devient ainsi une problématique pluridisciplinaire. La contribution principale de cet article est de proposer un modèle informatique de scénarios prenant effectivement en compte des contraintes didactiques. Ce modèle informatique est le résultat de l'articulation des aspects suivants : i)Le savoir-faire et les pratiques réelles d'enseignement dans le cas d'une approche par résolution de problème ; ii)Une théorie didactique : la théorie anthropologique didactique du savoir de Chevallard ; iii)Un modèle informatique : Le modèle de tâches hiérarchiques

A Didactic-based Model of Scenarios for Designing an Adaptive and Context-Aware Learning System

Nowadays, technology-enhanced learning systems must have the ability to take into account the context and to allow dynamic adaptation to different learners based on substantial advances in pedagogical theories and knowledge models. The main issue is to design a generic scenario which can deal with the broadest range of learning situations. From a generic scenario, the learning system will compute on the fly a particular scenario dedicated to the current learner and its learning situation. The main contribution of this paper is a semantic and didactic-based model of scenarios for designing an adaptive and context-aware learning system. The scenario model is acquired from: i) the know-how and real practices of teachers ii) the theory in didactic anthropology of knowledge of Chevallard [1]; iii) a hierarchical task model

The co-design of scenarios for a didactic-based E-learning system viewed as an adaptive virtual document

The design and engineering of E-learning systems must be considered as a transdisciplinary problem requiring the integration of different scientific approaches. The design process of E-learning systems needs to consider several theories, models and artifacts – the e-learning system. We claim it is essential to ensure the traceability and the interpretation of phenomena related to the use of artifacts in studying precisely the relationships between theories, models and artifacts. Consequently, we develop a co-design methodology to deal with these goals. The main contribution of this paper is to describe a methodological approach enabling the co-design of problem-based learning scenarios in sciences which are based on teacher real practices acquired by means of the theory in didactic anthropology of knowledge and to show why we can formalize them in a hierarchical task model to design an adaptive E-learning system

Une approche de conception d'EIAH adaptifs fondée sur la co-conception de scénario

De nos jours, les Environnements Informatiques pour l'Apprentissage Humain (EIAH) doivent pouvoir réutiliser des ressources d'apprentissage à partir de bases de ressources distribuées, pouvoir prendre en compte le contexte et permettre une adaptation dynamique à différents profils d'apprenants en fonction de modèles de connaissances et des théories pédagogiques. Dans cette thèse, nous nous intéressons aux EIAH qui utilisent une approche pédagogique par résolution de problème représentée par les scénarios. Dans ce cadre, le but des scénarios est de décrire les activités d'encadrement et d'apprentissage exécutées pour acquérir des connaissances du domaine (par exemple les domaines de la physique et de l'histoire des sciences) et des savoir-faire pour la résolution d'un problème particulier. Nous proposons une approche pluridisciplinaire de développement des EIAH adaptatifs et contextuels, fondée sur l'étude et la formalisation du savoir-faire et des pratiques réelles des enseignants, dans un modèle de scénario en utilisant une théorie didactique - La théorie anthropologique didactique du savoir de Chevallard. Le modèle de scénario est conçu en articulant le savoir-faire et les pratiques réelles d'enseignement de sciences selon une approche par résolution de problème, la théorie de Chevallard et les modèles de tâches hiérarchiques. Il est un scénario générique qui prend en compte un maximum de situations d'apprentissage. A partir de ce modèle de scénario, l'EIAH peut générer dynamiquement une situation d'apprentissage particulière à mettre en oeuvre par un apprenant donné dans un contexte spécifique. Afin de faciliter l'acquisition de ce modèle par les enseignants, nous avons développé un outil auteur de gestion des scénarios. L'EIAH final est vu comme un document virtuel adaptatif (DVA). Il est construit à partir d'un moteur de composition flexible de ressources dénommé SCARCE fondé sur le web sémantique et les DVA.BREST-Télécom Bretagne (290192306) / SudocCESSON SEVIGNE-Télécom Breta (350512301) / SudocSudocFranceF

A scenario model based on anthropology of didactics for Enquiry-Based Science Teaching

International audienceNowadays, technology-enhanced learning systems must have the ability to reuse learning resources from distributed repositories, to take into account the context and to allow dynamic adaptation to different learners based on substantial advances in pedagogical theories and knowledge models. We focus on learning systems using a problem-based learning approach represented by scenarios. In our framework, the goal of scenarios is to describe the learning and tutoring activities to acquire some knowledge domain (for instance physics and history of science) and know-how to solve a particular problem. The main issue is to design a generic scenario which can deal with most of learning situation for problem-based learning science curriculum. From a generic scenario, the learning system will compute on the fly a particular scenario dedicated to the current learner and its learning situation. The main contribution of this paper is a semantic and didactic-based model of scenarios for designing an adaptive and context-aware learning System. The scenario model is acquired from: i) the know-how and real practices of teachers (inquiry based science teaching) ii) the theory in didactic anthropology of knowledge of Chevallard (Chevallard 1999); iii) a hierarchical task model

A context-aware learning system based on generic scenarios and the theory in didactic anthropology of knowledge

International audienceNowadays, technology-enhanced learning systems must have the ability to reuse learning resources from distributed repositories, to take into account the context and to allow dynamic adaptation to different learners based on substantial advances in pedagogical theories and knowledge models. We focus on learning systems using a problem-based learning approach represented by scenarios. In our framework, the goal of scenarios is to describe the learning and tutoring activities to acquire some knowledge domain (for instance physics) and know-how to solve a particular problem. The main issue is to design a generic scenario which can deal with most of learning situations for problem-based learning science curriculum. From a generic scenario, the learning system will compute on the fly a particular scenario dedicated to the current learner and its learning situation. The main contribution of this paper is a semantic and didactic-based model of scenarios for designing an adaptive and context-aware learning System. The scenario model is acquired from: i) the know-how and real practices of teachers ii) the theory in didactic anthropology of knowledge of Chevallard [1]; iii) a hierarchical task model