Anne Lejeune

Modeling Collaborative Learning Activities on e-Learning Platforms

The scenarization of educational activities, especially those that are going to take place within e-learning platforms, has for a number of years represented a major challenge for groups working to favor the emergence of educational standards. In this paper we describe a meta-model, LDL (Learning Design Language), to formalize scenarized activities. We particularly highlight the correct adaptation of this meta-model for modeling various collaborative situations

Learning Activity Spaces: Towards Flexibility in Learning Design?

Designing a computer-supported learning scenario involving a constructivist approach of learning lays on a paradox. On the one hand, learning flows must be precisely described – including role distribution, required resources, tools, and scaffolds – to be realized in computer-supported environments. On the other hand, a fine-grained formalization of learning flows diverges from the constructivist notion of learning that learners are responsible for their knowledge (co-)construction. This paper draws upon the fundaments of a new concept so called “Learning Activity Space” (LAS) aiming at realizing some necessary flexibility when designing learning scenarios. LAS is the basis of a graphical scenario modeling language intelligible for non-computer scientists but still rich enough in detail to describe a large set of computer-supported learning scenarios.

Expressing Learning Scenarios with Computer Independent Models

Our research focuses on methodologies and models for helping teachers to become designers of their own educational scenarios in e-learning contexts. In this article, we propose a Computer Independent Model based on three formalisms for describing a scenario initially expressed as an informal text. The aim of this contribution is to provide teachers with appropriate tools that will later facilitate the translation of a learning scenario into a complete specification in view of its implementation on a learning platform.

LDL: An Alternative EML

This paper describes the foundations of LDL and the associated infrastructure LDI. It explains why we have chosen to define this new EML instead of using an existing one like IMS-LD..

Embedding Observation Means into the Learning Scenario: Authoring Approach and Environment for Simulations-Based Learning

The work presented in this paper focus on the FORMID authoring tool, pointing out the scenario model which defines within the learning tasks what teachers wish to be observable at runtime. Inspired by a learning design approach, FORMID scenarios authored by teachers are computable and, once validated, automatically deliverable to learners. Moreover, a web-based interface is automatically built for tutors observation needs, in compliance with the scenario elements and the number of involved learners. The central idea outlined here, is that the observables which will make sense with regard to the learning process are defined at the authoring stage. For concluding we paint the first lines of on-going work aiming at enriching the authoring tool with formalized didactical organizations related to the targeted learning domain.

Setting up On-Line Learning Experiments: The LearningLab Platform

To carry out experiments into classrooms, in order to test hypothesis or new learning tools needs to perform recurrent complex and time-consuming tasks. We propose means for setting up Web based experiments by distinguishing the experimentation perspective and the learning perspective.This paper presents the experimentation platform we have developed for the kaleidoscope network of excellence (NoE) ldquoshared virtual laboratoryrdquo action. This platform, called ldquoLearningLabrdquo, gives a concrete expression of our proposal, and provides researchers with useful tools for each phase of an experiment. The usability of this platform has been put to the test with two experimentations about electricity learning.

Expressing Workshop Scenario with Computer Independent Model

This contribution for the workshop aims to establish a link between the initial expression of the planet game scenario, viewed by a teacher, and its computable expression.

A Graphical Modeling Language for Computer-Based Learning Scenarios

A crucial challenge for improving EMLs is to provide an intuitive notation to support educational practitioners to not only understand, but also describe a large number of flexible scenarios themselves. We present here the general outline of a graphical modeling language based on the concept of Learning Activity Space (LAS) and its related editor so-called SCY-SE. The design stage of learning computer-supported scenarios can be facilitated by the use of LAS arrangements as improved in the context of an interdisciplinary European project named SCY (Science Created by You).