International audience

While learning management systems have spread for the last decades, many teachers still struggle to fully operate a LMS within their teaching, beyond its role of a simple resources repository. Teachers need to engage themselves as learners of their own environment, to improve their techno-pedagogical skills. To this end, we propose a behavioral model based on teaching analytics to provide teachers with self and social awareness of their own practices on the LMS. The present article focuses on the model we designed on the basis of (i) a qualitative analysis from interviews we had with several instructional designers and (ii) a quantitative analysis we conducted on teachers’ LMS activities. We used this model to define three teaching analytics indicators and build a peer recommendation system in order to encourage teachers to improve their skills in the LMS.

International audience

International audience

Human learning has become an emerging discipline for virtual reality. In this context, we are interested in VRLE (virtual reality learning environments), which aims at putting the learner of a pedagogical situation in a virtual reality environment. We have found in literature that VRLEs are dependent on a particular field or context and do not allow teachers to define or adapt their models of scenario to new pedagogical situations they might imagine. To help teachers in designing and generating VRLE adapted to their needs, our approach aims at defining a process for the design and production of VRLE that can be instantiated in different pedagogical situations. Our contributions focus on the definition of a scenario’s model and the development of an editor allowing the specification of scenarios and pedagogical activities based on VRoriented pedagogical objects.

Although VRLEs (virtual reality learning environments) place the learner of a pedagogical situation in a virtual reality environment, they are dependent on a particular field or context and do not allow teachers to define or adapt their models of scenario. To help teachers in designing and generating VRLE adapted to their needs, we aim at defining a process for the design and production of VRLE and a scenario's model. We develop an editor allowing the specification of scenarios and pedagogical activities based on VR-oriented pedagogical objects.

International audience

Virtual reality (VR) technology has been applied in many sectors. Recent technological innovations have facilitated the access to virtual reality for anyone. VR offers new experiences to users that will make it possible to break the boundaries of formal education. But the design of educational environments named Virtual Reality Learning Environments (VRLEs) exploiting this technology is complex. We note that, because the pedagogical scenario have to be designed in the early time of VRLEs' design, it offers limited issues to teachers to adapt to new situations. We aim in this work at studying and proposing solutions to help trainers to design and spread their educational scenarios in the VRLEs.

International audience

International audience

The operationalization of learning scenarios on learning management systems (LMS) is more than a technology-related question. Different research issues around instructional design are to be addressed in order to provide pedagogical expressiveness of the different elements within a learning scenario, while it respects sufficiently the structure to describe it. In this work, we examine existing pattern-based approaches for learning design, and we provide a pattern's formalism for learning designs that enables their deployment automatically on the chosen LMS. We have adopted a methodology elaborated on the basis of a case study on which we have executed a process of learning scenario's operationalization. One of the results was to prove the usefulness of a pattern's formalism to design learning scenarios. We have considered the structural, constraints and content aspects of a learning scenario from both human and computational point of view. The formalism described in this paper is part of a process based on ontologies and semantic web principles, offering a support for teachers-designers to produce deployable learning scenarios without having to master the target platforms.

For the research domain we study, Technology Enhanced Learning Systems (TELS), these systems do not consider pedagogical and computer science aspects be unrelated.One of the teachers' major objectives is to define the way of designing, adapting or choosing the accurate platform to support the pedagogy they need to implement.Therefore our work aims to propose an approach to help the teachers to choose a platform of e-learning and deploy their lessons according to the objectives of a Project-Based Collaborative Learning (PBCL) framework.We focused on the choice and adaptation strategy rather than on the design development aspects.In this publication, we define an MDA based approach in order to establish a methodological framework of our research project and therefore meet with our objectives.We will also report on our research progress and propose a state of our work in PBCL modeling.

The instructional designers may design learning sessions with tools offered by the Technology for Human Learning systems. Any learning situation is designed to follow specific learning objectives. Instructional designers examine the progress of these sessions and evaluate the correlation between their deployment and the objectives by practicing an observation activity. We present in this article theoretical and practical studies in order to understand the real needs of instructional designers to organize their activity of observation. We also present the concept of Observation Strategy to answer to the needs of instructional designers for organizing the observation of learning sessions deployed in the TEL Systems.

Every learning situation is designed according to specific instructional objectives. Instructional designers evaluate the correlation between the objectives and the real progress of the learning session by practicing an observation activity. In order to be efficient, the observation must be organized. Our goal in this work aims to provide tools and methods to support the observation activity. That is why we propose the concept of Observing Strategy. In this paper, we present a concrete observation strategy formalization to illustrate our proposition. We also present two processes: the first one focuses on the specification of executable observation strategies by considering the elements of instructional scenario, the links between pedagogical indicators and observation means and the machine-readable format of all this information. The second one focuses on specifying an observation strategy by the user through the manipulation of dedicated tools.

Many researches are interested in the observation of learners' activities within a Technology-Enhanced Learning environment. This work is about how observation can be improved. We originally propose the concept of observation strategy. Such approach leads teachers-designers to design and specify the targeted observation, and all its components, as a dedicated artifact in relation with a learning scenario. We present and discuss in this paper the issues and challenges of the research work we are conducting.

When teachers are involved in synchronous tutoring carried out on a practical work, they need overall but semantically relevant information in order to better manage learners' activities. This information, given through indicators, enables teachers to quickly detect learners' critical situations. Thus, relying on indicators, they can intervene and choose the better remediation strategies to solve these critical situations. In this paper, we propose a way to identify, define and calculate indicators through UTL and DCL4UTL. We also conducted experimentations in order to examine the benefits of the use of indicators during practical work sessions.

The tracks analysis concerning students' actions logged by Technology Enhanced Learning systems can help teacher to improve their pedagogical scenarios making them relevant to students. Besides, sharing and reusing teachers' know-how and experience in the session analysis of learning systems also facilitate their scenario enhancement. In this paper, we present our proposal for obtaining these goals. We first describe the calculation method of pedagogical indicators from the tracks collected using the Usage Tracking Language and Data Combination Language. Then, we present our developed tool which allows executing these indicators. We also present results which validate our proposal with the tracks from the real learning environment. Our approach can be used to support engineering and re-engineering of pedagogical scenarios in Technology Enhanced Learning systems.

In this paper, we propose a track analysis process about the activity in learning systems that helps teachers to benefit of the experience and the knowledge of the community in the usage analysis.We also propose a language for calculation of teachers' observation needs. This language will be implemented in tracks' analysis tools, which support teachers to establish their tracking needs in order to improve the pedagogical scenario that they designed.

Within in a re-engineering context, we consider that the designer of a pedagogical situation is the actor who is the most able to describe his observation intentions. In this paper, we present a process that does not rely on the educational modeling language used by designers and which aims to support them in their observation scenario modeling task.

Our objective is to describe learning scenarios' tracks with its derived data; and, basing indicators' elicitation methodology on these described data. From this viewpoint, our approach presents several interesting points. First, it allows tracks and its derived data description possible by the use of a usage tracking language. Then, it proposes a means of assistance to: (i) teachers in the learning session comprehension and learners' activities evaluation, (ii) pedagogical analysts in tracks' exploitation, and (iii) pedagogical designers in the tracking scenarios' specification by indicators' elicitation. Lastly, it will also allow the development of a tracks based system, which will support this elicitation methodology.

This paper presents a knowledge capitalization methodology, which is proposed inside a project concerning the assistance in the learning scenarios' design process, which is based on designers' expertise. The community of designers has an important knowledge on the design of learning resources (scenarios...) and learning session. But this expertise is never capitalized and shared. Designers cannot use and re-use it to facilitate their activity. Our work focuses on the detection, the capitalization, and the re-use of this knowledge in order to support design activity

In the context of distance learning and teaching, a reengineering process needs a feedback on the learners' uses of the learning system. The feedback could be given by interviews, questionnaires, but in many systems, it is also provided by the analysis of log files. Our works on the reengineering driven by models of e-learning systems, propose an architecture for usage analysis and a meta-language for describing the tracks' semantic and for linking them to observation needs defined in the predictive scenario. This architecture wants to be a collaborative cluster of services available for and designed by a community of practices on usage analysis. Concerning our meta-language UTL, we consider that it is important to interpret tracks in order to compare the designer's intentions with the learners' activities during a session.

In a pedagogical re-engineering process, it is important to be able to compare the effective system usage with prescribed scenario (which can be formalized with an Educational Modeling Language). We think that computer tracks resulting from e-learning system usage make up pedagogical objects by themselves and thus they can be modeled with the help of an EML. In this paper, we shows that such an approach is interesting. We are more particularly focus on how to represent computer tracks with a specific EML (IMS learning design) and to highlight some cases in which this comparison of two LD scenarios (the prescribed one and the synthesized one) brings useful information to understand the effective progress of the learning session.