Despite their quality, few TEL systems are actually adopted in educational institutions. These educational technologies have not always the necessary flexibility for use in real educational contexts that often requiring the rapid adaptations to new and often unexpected events (Cottier et al., 2008). Indeed, TEL environements should be designed as "open" in which the teacher himself is able to lead the adaptation and reengineering of learning system at an abstract level. In our work, we consider that opening of pedagogical scenario allows for the opening of TEL system. This article focuses on an approach based on the Domain-Specific Modeling and Model-driven Engineering for supporting practitioner teachers in their activities through the instructional design process. In order to verify our proposal we took Hop3x as experimentation field. Our objective is to open this TEL system for its users by providing them a user-friendly editor which allows the design and adaptation of learning sessions at a high-level of abstraction. We illustrate the development process of Hop3x's Domain-Specific Language and specific editor.
International audienceWe investigate in this paper the instructional design rationale of open pedagogical scenarios. We use the Domain-Specific Modeling (DSM) approach for proposing Domain-Specific Educational Modeling Languages (DSEML) and dedicated editors to teachers/designers in order to allow them to work at a high-level of abstraction. Thanks to EMF tools we have realized a first implementation of our proposal about learning sessions of Hop3x. The Hop3x’s DSEML isdescribed by a metamodel and accordingly a first version of specific editor has been generated
This chapter proposes a context modeling process to help tutors adapt their tutorship actions based on students’ profiles and performance on Technology Enhanced Learning environments (TEL). It attempts also to involve teachers as designers in the engineering process of a TEL system development and to support their activity of auto-regulation regarding the students’ guidance and assistance. This aim leads to improve teaching strategies as well as to enhance the quality of the learning objects and the learning scenario itself. In fact, if the TEL system is already adaptive, by means of this approach, its improvement is fostered. If not, the process will support its iterative transformation from predefined to adaptive. The Model Driven Engineering (MDE) methodology is used since it gives educational designers (teachers for this proposal) and software designers the ability to define, communicate, and test a solution while creating artifacts that become part of the overall solution. The Usage Tracking Language (UTL) has been developed to provide the actors of a TEL system (designers, tutors, learners, and analysts) with a dutiful tool to describe the observed uses of the descriptive pedagogical scenario and their semantics, including the definition of the observation needs and the means required for data acquisition. The structure of tracks and their transformations from raw data allows the calculation of indicators which supports the building of users’ models that will influence users’ decision making. Finally, a case study using the Hop3X environment for learning Java programming to apply this process is presented.
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