Ontology Development at the Conceptual Level for Theory-Aware ITS Authoring Systems
This paper presents ontology engineering at the conceptual level, based on case analysis where an author (a human or software agent), assisted by an ITS authoring system, needs to select an instructional strategy (method) in order to develop a learning scenario or environment. A detailed description of the development process at the conceptual level is provided, followed by the presentation of its results. Outstanding issues raised therein will be shared for further reflection.
Participating Virtually to a Scientific Conference: A Collaborative E-Learning Scenario for Authenti
This paper presents a collaborative e-learning scenario inspired by socio-constructivist and situated learning theories which encourage authentic learning. Developed for a graduate distance education course, this scenario requires students to participate virtually
in an asynchronous scientific conference. This paper presents the learning scenario, the
technological environment developed to implement this scenario, as well as the results of a preliminary investigation which examines studentsÂ’ p
Making Learning Design Standards Work with an Ontology of Educational Theories
In this paper, we present an ontology of educational theories their relation to learning design. This ontology takes into account learning design (LD) specifications such as OUNL-EML and IMS-LD at the conceptual level (1), semantic web standards such as OWL at the formal level (2), as well as JAVA standards at the implementation level (3). This ontology is intended to provide a knowledge base for any IMS-LD compliant authoring systems/LKMS, in order to provide services to authors of LD scenarios
How to use an Instructional Engineering Method and a Modelling Tool
This chapter discusses how to build IMS learning designs focusing on three aspects, instructional engineering, modeling tools and graphical design techniques. First, we propose that instructional de-signers use a systemic and systematic instructional engineering method to build Units of Learning conforming to the IMS-LD speci-fication. MISA, a mature instructional engineering method will serve as the basis to our design approach. Second, we present a graphical modeling tool, MOT+, and a represe
First version of the eLogbook tool supporting exchange of artifacts at both the community and the te
eLogbook is a collaborative Web-based environment deployed by the Swiss federal Institute of Technology in the framework of PALETTE European project and aimed at sustaining communication for communities of practice.,PALETTE deliverable - report number D.MED.03 - 18 pages
Herzberg : une simulation multimédia à interactivité variable
Herzberg est un environnement de simulation multimédia permettant de visualiser et d’explorer la vibration et la rotation des molécules. Il permet de créer des documents formés d’un ensemble de pages affichant une ou deux molécules dans des configurations prédéfinies; un texte et une voix d’explication peuvent être associés à chaque page. Il est possible de fixer pour chaque document le niveau d’interactivité. On peut également, sans effectuer de programmation, ajouter de nouvell
Credibility of a simulation-based virtual laboratory: An exploratory study of learner judgments of v
Several studies have examined realism and instructional effectiveness of physical simulations. However, very few have touched on the question of their credibility or verisimilitude, from the userÂ’s point of view. This article presents an empirical exploratory study which investigated the perceptions of potential users of a simulation-based virtual physics laboratory (the VPLab). In the VPLab, students conduct virtual physics experiments designed to promote both acquisition of general experiment
Realism in the design process and credibility of a simulation-based virtual laboratory
The credibility of an instructional simulation is a most important issue in distance education, where it may replace hands-on activities. This credibility is based in large part upon verisimilitude, a perception strongly influenced by the simulationÂ’s realism. This paper presents a case study encompassing the design process of a simulation-based virtual laboratory, which was guided by a realism principle, and an investigation of its credibility among potential users. We found that many characte
Inside Theory-Aware and Standards-Compliant Authoring System
In their paper [14], Bourdeau and Mizoguchi foresaw a framework for ontology-based intelligent systems. Although it took longer years than their expectation, the ontology they have been developing is now released for evaluation with the help of the second author. Ontology building is a labor-intensive process and it is rarely perfect. Our enterprise is not an exception. The current ontology is still very preliminary because it has been completely reconstructed from the existing one with a few ne
OMAGE : Outils et Méthode pour la spécification des connaissances au sein d'un Atelier de Génie E
Les nouvelles technologies de l'information sont entrées au cœur de notre société et provoquent de profonds changements dans notre vie quotidienne, notamment dans le monde du travail. Or le métier d'enseignant n'a pas vraiment évolué, même si les méthodes éducatives changent, car toute tentative d'introduction de l'informatique se heurte à la méfiance des enseignants qui ont peur de perdre leur liberté de choix éducatifs. De plus, les avancées technologiques n'ont d'intérêt que
A multi-agent and emergent approach to student modelling
User modelling has been a central issue in the development of user-adaptive systems, which behaviour is usually based on the user's preferences, goals, interests and knowledge. This is particularly the case when the user is a student and the system is a computer-based learning environment. The aim of this paper is to present a mechanism for diagnosing and modelling learner's conceptions based on a theoretical model of conceptions. Our approach takes the diagnosis of learner's conceptions as the
Emergence de Diagnostic par Formation de Coalitions - Application au diagnostic des conceptions d'un
Cet article présente une approche d'une tâche de diagnostic basée sur la formation de coalitions. Nous considérons le diagnostic comme étant le résultat émergent de l'activité interactive d'agents d'un niveau micro, résultat qui est interprété par des agents spécialisés d'un niveau supérieur (niveau macro). Au niveau micro, les agents interagissent et, suite à un processus de vote, forment des coalitions; au niveau macro, les agents spécialisés sont capables d'interpréter les c
Modélisation et perception de l'activité dans l'environnement Symba
Nous présentons dans cet article les travaux de recherche liés à la conception de Symba, un environnement support d'activités collectives en contexte d'apprentissage (ACCA) dont l'objectif est de faire travailler les étudiants sur l'organisation de leur activité. A travers la conception de Symba nous abordons les problématiques du support à la modélisation de l'activité collective par les apprenants, de la perception de l'activité et de la malléabilité de l'environnement.,Proceeding
CEPIAH, a method for Evaluation and Design of Pedagogical Hypermedia
We are working on a method, called CEPIAH. We propose a web based system used to help teachers to design multimedia documents and to evaluate their prototypes. Our tool integrates two modules such as EMPI (Evaluation of Multimedia Pedagogical and Interactive software), and SP/UL/FC, a method for designing pedagogical hypermedia. The EMPI module is used to evaluate multimedia software used in educational context. We structured a knowledge base composed of a list of evaluation criteria, grouped th
Modeling processes of volitional action control in multiple-task performance: How to explain effects
In this paper, we present a cognitive-modeling analysis of processes of volitional action control in multiple-task performance. A central topic of volitional action control is the issue of adaptive goal maintenance and goal switching in multiple-task performance. We analyzed this issue within two rather different theoretical contexts, namely, within the context of elementary executive control processes in the domain of simple choice reaction time tasks, and within the context of the volitional f
Les graphes argumentatifs interactifs sur Internet : sont-ils plus efficaces comme média du débat
Nous présentons les résultats d'une expérience menée dans le cadre du projet européen SCALE. Le but de cette recherche était d'étudier l'influence du type d'utilisation du graphe argumentatif durant des débats pédagogiques sur Internet. Précisément, il s'agissait de savoir sur le graphe argumentatif était plus efficace lorsqu'il était utilisé comme médium du débat (C1) ou comme moyen de le représenter (C2). Dans cet objectif, nous avons évalué à l'aide d'une méthode original
Une analyse automatique de cartes conceptuelles pour modéliser l'apprenant
Les hypermédias adaptatifs dédiés à l'enseignement souffrent généralement d'une modélisation soit trop rigide, les destinant à l'apprentissage d'un champ disciplinaire déterminé a priori, soit trop grossier, ne permettant pas la construction d'un modèle suffisamment riche pour adapter finement le document produit. Notre objectif est d'aller à l'encontre de ces problèmes, en proposant une modélisation de l'apprenant plus riche car non basée sur une modélisation par recouvrement. L
Quality in the New Learning Space: Ongoing Process of Teacher and Staff Training
Quality in the new learning space: ongoing process of teacher and staff training,Proceedings with reading panel
Didactique computationnelle,évocation d'un projet de recherche
Le domaine de recherche que constitue la modélisation informatique des processus didactiques est une extension naturelle des travaux engagés pour la construction d'une théorie des situations didactiques. Le passage à une modélisation formelle serait significatif de la maturité de la théorie, de sa capacité à expliciter les phénomènes qui l'occupent en vue d'un calcul assez explicite et rigoureux pour avancer dans l'évaluation de son caractère prédictif. L'enjeu théorique de la mod
Fostering collaborative knowledge construction with visualization tools
This study investigates to what extent collaborative knowledge construction can be fostered by providing students with visualization tools as structural support.
Thirty-two students of Educational Psychology took part in the study. The students were subdivided into dyads and asked to solve a case problem of their learning domain under one of two conditions: 1) with content-specific visualization 2) with content-unspecific visualization. Results show that by being provided with a content-specific
