International audience

International audience

International audience

Adaptation is a key-concern when developing serious games for learning purposes, particularly for people with specific needs. This paper presents a Model-Driven Engineering framework that eases the design and the validation of adaptive learning scenarios. It tackles the personalization issue by helping domain experts and computer scientists in making explicit then in validating the domain elements and rules involved in the adaptation. The framework proposes a metamodeling process based on a metamodel specifying at first the domain elements according to both a 3-incremental-perspective on the resulting scenario, and a 3-dimensions specification of domain elements to use and produce. The framework then proposes to model the game description and the child’s profile as input models for the generator that will produce the adapted scenario as an output model. We applied the framework in the context of the Escape it! project that aims at helping young children with Autistic Syndrome Disorder to learn and generalize visual performance skills.

International audience

The use of existing LMSs presents many difficulties related to the design and operationalization of learning scenarios. Teachers have to encompass the LMS technical features and services in order to understand the underlying way of designing. Generic instructional design editors fail in bridging the gap between how they design a learning scenario and how the learning session can be set up within the target LMS. If LMSs could be able to make explicit their intrinsic and implicit learning design model, it can be exploited as a proprietary format to build tools and facilities dedicated to this LMS. The research presented in this paper aims to present our method in terms of necessary analysis and steps for the identification and the formalization of such LMSs’ instructional design languages. The method takes into account three different viewpoints: a viewpoint centred on the LMS macro-HMIs (Human-Machine Interfaces), a functional viewpoint and a micro viewpoint. We concretely illustrate the proposed method about the Moodle platform.

The pedagogical expressiveness of designed courses using Learning Management Systems (LMS) is highly dependent on the teachers' expertise about the use of the LMS at their disposal. The LMS semantics has to be raised in order to enhance the pedagogical expressiveness of the produced models. This paper deals with the proposition of a specific LMS-centered approach for abstracting the LMS low-level arameterizations and turning them into higher-level pedagogical building blocks. We choose to present and illustrate our propositions about the Moodle LMS.

Teachers confront many difficulties in the use, the design and the operationalization of their instructional scenarios on Learning Management Systems (LMSs). They don't often have a competence in IT, so they don't succeed to overcome technical and administrative features in order to concentrate on the instructional design language. In previous publications, we propose necessary analysis and steps for the identification and formalization of an LMS instructional design language. The objective of this paper is to validate our process on two versions of Moodle. The learning design model resulting from this process is exploited by pedagogical/IT engineers to build dedicated tools that fill the gap between Moodle technical services and teachers needs in term of instructional design.

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.

This paper presents an LMS centered instructional design approach by focusing on an original process for the identification and the formalization of the instructional language of LMS systems. This process takes into account two complementary viewpoints: the user-centered viewpoint based on the Human Machine Interfaces (HMI) analysis and the techno-centered viewpoint primarily based on the database analysis.

This paper aims to facilitate the operationalization of scenarios on learning platforms. We propose an approach based on the explicitation and the formalization of the implicit business language in order to use it as a mean of communication with external design tools without losing the semantic of the designed scenario. The originality of our approach relies in performing the scenarios operationalization by the development of a simple API based on the implicit language of the platform. Our proposal is based on a theoretical framework inspired from the Domain Specific Modeling. Finally, we detail the implementation of our proposal on MOODLE.

In this article we illustrate and discuss a techno-centric aspect of re-engineering realized on an existent TEL system: the Apprenticeship Electronic Booklet. Although this system has been designed with end-users following a participatory process, the first version had also been found too rigid in regard to the roles management and to the underlying academic structures. In order to improve this TEL system, two approaches of re-engineering have been conducted. The first solution focuses on an internal modification of the system functionalities and parametrization facilities. The second re-engineering work follows a Domain-Specific Modeling approach that led us to propose a graphical editor communicating with the TEL system. This external component aims to provide end-users with a more user-friendly facility to configure booklets. This second work is particularly illustrated and discussed in regard to the promising underlying re-engineering process.

In this paper we present, discuss and illustrate our domain-specific modeling orientation for helping communities of instructional designers to specify visual instructional design languages and to develop dedicated user-friendly graphical editors.

Over recent years, model-driven-engineering has attracted growing interest both as research domain and as an industrial process that can be applied to various educational domains. This paper aims to propose such an application for learning-scenario-centered instructional design processes, based on a 3-domain categorization for learning scenarios. We also discuss and explain why we think domain-specific modeling techniques are the future new trend in order to support the emergence of communities of practices for scenario-based instructional design.

Many researches are done in the learning-situation observation field. Within a re-engineering context, the observation can be useful to facilitate the pedagogical scenario improvement. We aim to support the pedagogical scenario designer to define his observation needs. In this paper we present both an observation needs model and a 3-step process for the specification of observation needs.

This communication concerns the presentation of an experimental research work about the graphical representation of abstract learning scenarios. We also on purpose propose some reflexion elements about the stakes of models transformation in order to generate domain-specific representation of abstract scenarios. Our experiment concerns the automatic generation of a UML activity diagram from an IMS-LD learning scenario.

This paper argues and discusses a teacher-centered approach for the specification of learning scenarios (design), as well as the comprehension of learning scenarios (reuse), by focusing on the application of theory and results from the model-driven engineering and model-driven re-engineering domains

In this paper, we present our research results about a UML-based modeling language dedicated to Problem-Based Learning design. The CPM (Cooperative Problem-Based learning Metamodel) language provides a rich graphical formalism to designers/authors of PBL situations; It covers the instructional design process from initial requirements (and didactical choices) to the detailed design step.

This paper tells how the CPM language can be used to model a case-study in astronomy (planets game)

This paper explores the potential impact of collaborative technologies on improving management education. The first goal is to expose students to tools and practices that not only assist them with their current studies, but also serve to reinforce individual and team competencies that can facilitate their entry into the workforce. In their positions as future managers they will be expected to not only be familiar with common business practices but also to understand the implications of information technology for business; in this case with emphasis on tools and techniques that can help businesses flourish in the networked economy.