A conceptual framework for the integrative design of adaptable representation for learning

Abstract

International audienceIn this work we argue in favor of an integrative design approach supporting the idea that teachers and learners in a technology enhanced learning environment should be able to adapt the affordances of the representations in order to achieve an optimum coupling of the interface to the socio-cognitive learning needs in the specific context. An adaptable interface can appear as a reactive, coactive, proactive or enactive interface depending on the specific learning demands. Such an interface can also function as a metacognitive tool, enhancing users' understanding of the different modes of the instructional process depending on the varied socio-cognitive contextual factors. We present our very first theoretical considerations pertaining to such an integrative design framework and show how they can be applied in the algorithm visualization domain