In this paper, we focus on assisting the contextualisation of reused scenarios. The target public is instructional designers who aim to reuse existant learning scenarios, to contextualise them according to their learning context, and to execute them by means of a chosen learning management system (LMS). Most of the works in the literature focus more on the problem of reuse (for example, by proposing technology learning standards), and less on the problem of contextualisation. We propose, firstly, a process of contextualisation, based on a multi-scale conceptual framework, complemented by case studies, allowing a deep investigation of the contextualisation issue. Secondly, with respect to the proposed contextualisation process, we propose a design process based on a model driven architecture (MDA) approach for the contextualisation of reusable learning scenarios. Thirdly, we propose an approach supported by a tool for the technical contextualisation of learning scenarios, independent from any LMS, in order to define corresponding learning scenarios which are specific to the chosen LMS and that will ensure its execution. Finally, a case study is provided to prove the feasibility of our approach and the first results of the evaluation are given.
International audienceIn this paper, we first demonstrate that an instructional design process of Technology Enhanced Learning (TEL) systems based on a Model Driven Approach (MDA) addresses the limits of Learning Technology Standards (LTS), such as SCORM and IMS-LD. Although these standards ensure the interoperability of TEL systems across different Learning Management Systems (LMS), they are generic and lack expressiveness. In addition, the use of LTS limits designers to using a compliant LMS. MDA addresses these limits by allowing pedagogic modeling based on specific modeling languages and by ensuring interoperability across Learning Management Systems based on model transformations. In the context of an MDA-based design process, we propose a novel approach, named ACoMoD, to help designers to bridge the gap between pedagogic modeling and LMS specifications, based on graphic and interactive model transformations. Our approach, implemented with a tool called Gen-COM, enables designers to choose more effective LMS tools, based on a contextual recommendation of best practice for LMS tool use. Gen-COM and its evaluation with designers are described in this paper. The main results show, first, the usefulness of tailoring pedagogy with LMS tools based on the proposed solution. Second, the results show different levels of usefulness of the proposed assistance according to different situations that will be detailed. Some improvements are suggested and are in progress concerning the extension of Gen-COM to offer assistance to designers based on their profiles
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