A meta-modeling approach for capturing recurrent uses of Moodle tools into pedagogical activities

International audienceTeacher's expertise on using Learning Management Systems (LMS) is tightly coupled to how they design their online courses. The GraphiT project aims to help teachers in specifying of pedagogically sound learning scenarios that can be technically executable for automatically setting-up the related LMS course. We intend to provide teachers with LMS-specific instructional design languages and editors. To achieve this goal, we have to raise the LMS semantics in order to enrich the pedagogical expressiveness of the produced models. We propose a specific LMS-centered approach for abstracting the low-level parameteriza-tions and turning these semantics into higher-level pedagogical building blocks. We present and illustrate our propositions focused on Moodle. In this paper, we focus on the first abstraction level: identifying pedagogical activities according to recurrent uses of Moodle activities

Architecture pour la co-conception des jeux sérieux participatifs et intensifs en connaissances

Cette thèse identifie et vise à affronter certains verrous scientifiques concernant la conception des scenarios des serious games, leurs utilisations par un meilleur partage entre les concepteurs dans des contextes d apprentissage ciblés. Les constats motivant ce travail sont (1) la participation indispensable des formateurs dans la phase de conception en se basant sur leurs expertises et leurs objectifs pédagogiques, (2) la nécessité grandissante pour les formateurs experts de formaliser les scénarios décrivant les situations complexes rarement se produisant, (3) la non-adéquation des systèmes-auteurs des jeux sérieux existants à cette population de concepteurs, permettant seulement un nombre limité de scénarios à cause de leurs couts élevés, (4) le faible niveau de réutilisation des scénarios déjà produits dans la vie quotidienne. Notre problématique consiste à lever certains verrous existants dans la conception des jeux sérieux pour la formation dans des domaines d expertises complexes avec l hypothèse qu une meilleure organisation de la connaissance et de la coopération va faciliter la conception. L étude de cette problématique s effectue en proposant l architecture ARGILE (Architecture for Representations, Games, Interactions, and Learning among Experts) adaptée au jeu sérieux participatif et intensif en connaissancesThis PhD aims to confront some scientific challenges concerning the scenarios conception of Serious Games, their use through a better share by designers within the context of targeted learning. The findings motivating our work are (1) the significant participation of trainers in the design phase, (2) the growing needs for expert trainers to formalize scenarios describing rarely complex situations, (3) the divergence of existing serious games to these designers which cover a limited number of scenarios due to their high cost, (4) the low re-use level of scenarios that have already happened in daily life.Our questioning will lead us to see how we must design serious games for training in complex areas of expertise where reference knowledge is neither stabilized nor unanimous, but rather dynamic and continuously evolving. After having examined the principal mains of application of the Serious Game and having defined it, the study of this questioning led us to propose the ARGILE (Architecture for Representations, Games, Interactions, and Learning Among Experts) architecture, suitable for "participatory and knowledge-intensive" serious gamesTROYES-SCD-UTT (103872102) / SudocSudocFranceF

Vers une structuration « hypergéographique » des espaces urbains participatifs

International audienc

Designing Collaboratively Crisis Scenarios for Serious Games

International audienceno abstrac

Towards a knowledge-intensive serious game for training emergency medical services

International audienceIn the preparedness activity for disasters and emergency management, serious games can help in training medical first responders by providing emergency simulations which are always available, safer and cheaper than real-world simulations. However, serious games for training emergency medical services (EMS) must take into account the presence of different actors in crisis situation like police and firefighters and the high volume of (medical as well as non-medical) expert knowledge. The aim of our approach is not only to acquire technical skills but also to develop the capability to act, to cooperate and coordinate in non-procedurally previewed emergency situations. This paper proposes both (i) a detailed prototype of a serious game's scenario that supports instructors in the training in EMS and (ii) an adaptive infrastructure A.R.G.I.L.E (Architecture for Representations, Games, Interactions, and Learning among Experts). We illustrate our ideas on an example of a complex road accident. This work is done with the collaboration of a Hospital Emergency Department implied with us in a R&D project

Co-designing a serious game to train Emergency Medical Services

International audienceNumerous studies have explored the process of learning and its effectiveness in training and education. Training in the Emergency Medical Services (EMS) field requires a combination of approaches and techniques to acquire medical skills with unanticipated events and to develop the capability to cooperate and coordinate individual emergency activities towards a collective effort. Crisis management is a special type of collaborative situations that why we propose a participative and knowledge-intensive serious game, as a collaborative e-learning tool for training (EMS). We believe that emergencies doctors learn best through real life experiences and serious games have the ability to simulate situations that are impossible to generate in a real-life exercise due to high cost, safety and complex environment related to situations. However, our approach takes into account the presence of different actors in crisis situation, like police and firefighters, and the high volume of (medical as well as non-medical) expert knowledge

Designing Collaboratively Crisis Scenarios for Serious Games

International audienceNumerous studies have explored the using of serious games as methodological tools for improving crisis management. Training in the Emergency Medical Services (EMS) field requires a combination ofapproaches and techniques to acquire medical skills with unanticipated events and to develop the capability to cooperate and coordinate individual emergency activities towards a collective effort. Crisis managementis a special type of collaborative situations that why we propose a participative and knowledge-intensiveserious game, as a collaborative e-learning tool for training (EMS). We believe that emergencies doctors learn best through real life experiences and serious games have the ability to simulate situations that are impossible to generate in a real-life exercise due to high cost, safety and complex environment related tosituations. However, our approach takes into account the presence of different actors in crisis situation likepolice and firefighters and the high volume of (medical as well as non-medical) expert knowledge

Towards a knowledge-intensive serious game for training emergency medical services

In the preparedness activity for disasters and emergency management, serious games can help in training medical first responders by providing emergency simulations which are always available, safer and cheaper than real-world simulations. However, serious games for training emergency medical services (EMS) must take into account the presence of different actors in crisis situation like police and firefighters and the high volume of (medical as well as non-medical) expert knowledge. The aim of our approach is not only to acquire technical skills but also to develop the capability to act, to cooperate and coordinate in non-procedurally previewed emergency situations. This paper proposes both (i) a detailed prototype of a serious game’s scenario that supports instructors in the training in EMS and (ii) an adaptive infrastructure A.R.G.I.L.E (Architecture for Representations, Games, Interactions, and Learning among Experts). We illustrate our ideas on an example of a complex road accident. This work is done with the collaboration of a Hospital Emergency Department implied with us in a R&D project

Towards a knowledge-intensive serious game for training emergency medical services

In the preparedness activity for disasters and emergency management, serious games can help in training medical first responders by providing emergency simulations which are always available, safer and cheaper than real-world simulations. However, serious games for training emergency medical services (EMS) must take into account the presence of different actors in crisis situation like police and firefighters and the high volume of (medical as well as non-medical) expert knowledge. The aim of our approach is not only to acquire technical skills but also to develop the capability to act, to cooperate and coordinate in non-procedurally previewed emergency situations. This paper proposes both (i) a detailed prototype of a serious game’s scenario that supports instructors in the training in EMS and (ii) an adaptive infrastructure A.R.G.I.L.E (Architecture for Representations, Games, Interactions, and Learning among Experts). We illustrate our ideas on an example of a complex road accident. This work is done with the collaboration of a Hospital Emergency Department implied with us in a R&D project