Nowadays, Information and Communication Technologies change the way students learn. Many researches focus on the development of new forms of pedagogy and software for student learning. But ICT also involve changes in teachers' roles, which are not yet well defined in particular for on-line tutors. In this paper, we present new ways for tutors to define their own "professional identity", their functions and "good practices". By providing a platform to develop communities of practice of tutors, we aim at giving them the possibility to share knowledge, experiences and to refer to them in their day-today practice. We detail the interface to classify and retrieve experiences stored as knowledge in a database.
Similar to classical in-situ laboratories, remote laboratories are necessary in e-learning environments, especially in scientific and technical disciplines. This paper outlines our current research on this particular way of learning. Our research objectives consist in proposing a generic framework (independent of educational content) to allow, in one hand, tutors to integrate (both remote and virtual) laboratories in their LMS (Learning Management System), and in the other hand, to enable creation, distribution and exchange of pedagogical scenarios for practical works. So, authors are able to deal their scenarios through LCMS (Learning Content Management System) and to reuse scenarios from other authors (as for any classical e-learning content). Furthermore, scenarios are no more written for a specific apparatus, but for a class of them (inverted pendulum, optical bench, …). Two main topics are developed. First one consists of modelling laboratory and scenario structures regarding IMS-LD specification to separate content from containers. Second one consists of describing system components and functionalities using ontologies (OWL standard in our case). A prototype for automation discipline is presented.
E-Laboratories are important components of e- learning environments, especially in scientific and technical disciplines. First widespread E-Labs consisted in proposing simulations of real systems (virtual labs), as building remote labs (remote control of real systems) was difficult by lack of industrial standards and common protocols. Nowadays, robotics and automation technologies make easier the interfacing of systems with computers. In this frame, many researchers (such as those mentioned in [1]) focus on how to set up such a remote control. But, only a few of them deal with the educational point of view of the problem. This paper outlines our current research and reflection about remote laboratory modelling
Purpose -Keeping track of users' communication activities in web-based environments has always been considered a complex task. It requires tracking systems that are capable of efficiently tracking users' activities and producing tracking data that can be useful to various users. The objectives of this paper are two-fold: to present an approach for better observing the different levels of human and computer interactions (HCI) during a computer-mediated communication (CMC) activity; and to present the technical aspects of a web-based tracking system for communication tools such as discussion forums. Design/methodology/approach -The research applications are applied to educational settings. Three cases of experiments with result analysis will also be presented. The paper studied different CMC tools. With the participation of researchers from different disciplines, including HCI and e-learning specialists, we adopted the 5W1H method (When, Where, Who, What, Why, and How) and a participative method to build the approach. The result of the experiments and users' feedback allowed us to evaluate the approach. Findings -An approach for efficiently tracking users' communication activities on CMC tools, by looking very closely at the different levels of HCI is shown. This paper demonstrates how useful it is to have tracking data with finer granularity and to provide significant data indicators to the participants in the learning process. Practical implications -The data indicators shown in this paper are computed based on the real needs of the participants in the learning process. The proposed approach can be implemented with any conceptual and development languages. Originality/value -One of the particularities of this research is the approach for efficiently tracking CMC activities on both client and server sides. The quality of the tracking data from the three experiments shows the effectiveness of the system. Another contribution of this paper is a discussion of the important key issues related to the tracking data in learning environments.
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