Engineering of Open Learning Scenarios - The Case of Hop3x Learning Scenarios

Ouraiba, El Amine; Choquet, Christophe; Cottier, Philippe; Després, Christophe; Jacoboni, Pierre

doi:10.1109/icalt.2010.78

Cited by 3 publications

(3 citation statements)

References 10 publications

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“…It has been shown that when ICT tools are not flexible and cannot be adapted by teachers, there is little chance for them to be adopted (Ouraiba et al, 2010). As explained below, a small study we conducted with teachers shows that this is also the case for SGs.…”

Section: Research Questionsmentioning

confidence: 98%

Model and authoring tool to help teachers adapt serious games to their educational contexts

Marne¹,

Labat²

2014

IJLT

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After a study, we established that one of the obstacles of the adoption of serious games (SGs) by teachers was that they cannot shape their educational scenarios to their specific teaching context. The work we present in this paper tackles the general problem of designing tools to help them customise the educational scenarios of SGs. Our approach is to provide a model suited to describe SGs that are composed of several stages, and to provide its implementation in an authoring tool in order to help the teachers to visualise, modify and check the consistency of the scenarios. The evaluation of our model shows that it is capable of describing most of the SGs we targeted, and the first user tests of our authoring tool prototype are also promising.

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Section: Research Questionsmentioning

confidence: 98%

Model and authoring tool to help teachers adapt serious games to their educational contexts

Marne¹,

Labat²

2014

IJLT

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“…We consider that a pedagogical scenario, for being really designed and manipulated by a teacher, has to be considered as a domain specific model, expressed with a DSEML (Domain-Specific Educational Modeling Language) situated in his/her teaching context and rooted in his/her practices. In such a paradigm, MDE techniques have to support the transformation of the scenario from domain specific representation to operationalized one, both at the design phase to support the operationalization and at runtime to support the dynamic adaptation (Ouraiba et al, 2010).…”

Section: Dsm / Mde For Supporting Teachermentioning

confidence: 99%

“…Our work falls under this last approach. By the use of Domain-Specific Modeling (DSM) and Model-driven Engineering (MDE) paradigm we want to surpass the difficulties a teacher can encounter when using generic EMLs and existing editors (Ouraiba et al, 2010). This, by defining the Domain-Specific Language (DSL) of teacher and developing accordingly a dedicated editor.…”

Section: Introductionmentioning

confidence: 99%

OPENING TEL SYSTEMS FOR TEACHERS - A Domain-specific Modeling & Model-driven Engineering Approach

Ouraiba¹,

Choquet²,

Cottier³

2011

Proceedings of the 3rd International Conference on Computer Supported Education

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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.

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Domain-Specific Modeling Approach to Support Instructional Design Rationale

Ouraiba

Choquet

Cottier

2011

2011 IEEE 11th International Conference on Advanced Learning Technologies

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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

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Engineering of Open Learning Scenarios - The Case of Hop3x Learning Scenarios

Cited by 3 publications

References 10 publications

Model and authoring tool to help teachers adapt serious games to their educational contexts

Model and authoring tool to help teachers adapt serious games to their educational contexts

OPENING TEL SYSTEMS FOR TEACHERS - A Domain-specific Modeling & Model-driven Engineering Approach

Domain-Specific Modeling Approach to Support Instructional Design Rationale

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