Using Indicators During Synchronous Tutoring of Practical Work

Lekira, Aina; Després, Christophe; Jacoboni, Pierre; Choquet, Christophe; Iksal, Sébastien; Py, Dominique; Ngoc, Diem Pham Thi

doi:10.1109/icalt.2011.172

Cited by 4 publications

(2 citation statements)

References 6 publications

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“…This environment Hop3X is a track-based system which aids the supervision of real-time practical work in programming [17] [18]. The tool allows teachers to monitor synchronously the activity of each learner in a group.…”

Section: Utl In Usementioning

confidence: 99%

Tracks Analysis in Learning Systems: A Prescriptive Approach

Iksal¹

2011

IJeLS

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Nowadays, numerous teachers are using Technology Enhanced Learning systems in various domains. The tracks analysis concerning students' actions logged by Technology Enhanced Learning systems can help teachers to improve their pedagogical scenarios making them more relevant to students. Very often analysis solutions are developed ad hoc and without considering the teachers observational needs. In our work, we consider i) that it is very important to identify teachers' needs; ii) to provide a formal description of indicators for capitalization; and iii) to facilitate sharing and reusing of indicators. In this paper, we present our proposal for obtaining these goals. Firstly, we describe our approach for tracking analysis, and the declarative language including the formalization of the calculation method for pedagogical indicators. Then, we present our developed tools (editor and interpreter). We also briefly present an experiment which validates our proposal.

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Section: Utl In Usementioning

confidence: 99%

Tracks Analysis in Learning Systems: A Prescriptive Approach

Iksal¹

2011

IJeLS

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“…To determine if the scenario is relevant in a given context, we propose to observe the scenario progress in the session through by calculating pedagogical indicators. Works, like [9][10], do propose approaches for teachers to observe the learning situation progress for the purpose of scenarios regulation. In our research, we focus on the observation in order to evaluate the relevance of the scenario running in a given context.…”

Section: Introductionmentioning

confidence: 99%

Indexing Learning Scenarios by the Most Adapted Contexts: An approach Based on the Observation of Scenario Progress in Session

Chaabouni

Piau-Toffolon

Laroussi

et al. 2015

2015 IEEE 15th International Conference on Advanced Learning Technologies

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The BASAR project offers a repository of blended learning scenarios. This project aims to reuse and capitalize good teaching practices. A teacher-designer would have the ability to choose a scenario that matches his needs, to be modified, used and refined. Specializing the scenario to a given context often improves the learning quality. On the other hand, it increases the difficulty to reuse it in a different context. Knowing the appropriate contexts for a scenario is essential for better reusing a part of this scenario or all of it (granularity). So, how can we characterize the learning scenarios with their most appropriate contexts based on the observation of the learning sessions progress in order to enhance scenario retrieval? This paper proposes a multi-faceted approach to index learning scenarios using the context trees formalism. The main objective of this indexing is to facilitate the learning scenarios design by and for reuse.

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