ESSAIM : un environnement informatique pour le suivi pédagogique synchrone d’activités d’apprentissage à distance

Després, Christophe

doi:10.3406/stice.2001.1546

Cited by 10 publications

(10 citation statements)

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“…Related work to our approach can be found in Ref. 20. The SAAD model describes the functionalities that need to be integrated in a learning environment.…”

Section: Discussion and Related Workmentioning

confidence: 99%

Analysis and modeling of tutor functions

Ayachi-Ghanouchi

Cheniti‐Belcadhi

Lewis

2010

Comp Applic In Engineering

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ABSTRACT:In distance education and training, tutors play a fundamental role as they act as a facilitator of the learning process, particularly through their evaluation of the progress made. In this paper, we provide an overview of tutoring in e-learning contexts and describe the main functions that should be assumed by a tutor. We then analyze all activities performed by tutors and establish conceptual models based on the Unified Modeling Language. The models promote an in-depth analysis and a detailed description of the functions needed to tutor on-line courses. These models may not only be used as guidelines for tutors but also as a general schema to assess their work. Evaluation and validation of these models have been accomplished by a questionnaire that has been designed and distributed to learners in the framework of a tutored e-learning experiment. ß

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“…Related work to our approach can be found in Ref. 20. The SAAD model describes the functionalities that need to be integrated in a learning environment.…”

Section: Discussion and Related Workmentioning

confidence: 99%

Analysis and modeling of tutor functions

Ayachi-Ghanouchi

Cheniti‐Belcadhi

Lewis

2010

Comp Applic In Engineering

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“…These indicators are calculated using the language DCL4UTL (Pham Thi Ngoc et al, 2009). The dimensions of tutoring interventions are classified into four categories (Després, 2001): didactical support about the taught content; methodological support about learning organization; technical support about resources provided to perform activities; and motivation about the psychological and emotional state. Thus, the intervention strategy corresponds to the action that can be performed by tutor such as: making a course reminding, modifying a question, recommending the consultation of an additional (external) resource, encouraging learner to document his/her Java-code, explaining in order to help learner to have some reflection, etc.…”

Section: Hop3x Tel Systemmentioning

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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“…In the same trend, the SAAD (French acronym meaning Distant Learning Activities Regulation) model [31], for example, describes distance learning activities in terms of sequential/not ordered stages, which can be broken down into tasks, then, sub-tasks… actions. Composition relations or order relations organize the tasks.…”

Section: Implementing and Regulating Learning Scenariosmentioning

confidence: 99%

“…Composition relations or order relations organize the tasks. Then, [31] proposes an environment to follow up these activities. Other approaches exist.…”

Section: Implementing and Regulating Learning Scenariosmentioning

confidence: 99%

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Model Driven Development of Cooperative Problem-Based Learning Situations Implementing Tools for Teachers and Learners from Pedagogical Models

Sallaberry¹,

Nodenot²,

Laforcade³

et al.

Proceedings of the 38th Annual Hawaii International Conference on System Sciences

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Model Driven Development is a promising research area for the production of systems dedicated to HumanLearning. Our research focuses on developing tools and techniques for producing specific models for cooperative Problem-Based Learning (PBL). Our works led us to propose a UML profile dedicated to such learning situations modeling. The profile is built on the CPM (Cooperative Problem-based learning Meta-model) metamodel which provides the designers with a set of concepts allowing to semi-formally describe a learning scenario and to document it. CPM is thus a language which is both useful for the designers team and for the developers of computerized systems while implementing all or part of a learning scenario. In this paper, we focus on the added value of the models produced from the CPM language. We pinpoint the advantage for tutors and learners using systems implemented from models of a cooperative learning scenario. Finally, we briefly present the Learning Management System (LMS) and the technical architecture from which we have implemented educational tools based on such human learning situations.

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ESSAIM : un environnement informatique pour le suivi pédagogique synchrone d’activités d’apprentissage à distance

Cited by 10 publications

References 0 publications

Analysis and modeling of tutor functions

Analysis and modeling of tutor functions

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

Model Driven Development of Cooperative Problem-Based Learning Situations Implementing Tools for Teachers and Learners from Pedagogical Models

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