Bruno Warin

A Kleene Theorem for a Class of Planar Acyclic Graphs

In this paper, we study planar directed ordered connected acyclic graphs, in particular graphs that can be built over a (finite) doubly ranked alphabet by parallel and serial composition. On the one hand we introduce finite automata on graphs and, on the other hand, rational expressions that involve union, nondeterministic parallel composition, serial composition, and the iterations of these compositions. We prove a Kleene Theorem linking these two characterizations of sets of graphs.

Contextualizing Learning Scenarios According to Different Learning Management Systems

In 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.

Framework for the evolution of acquiring knowledge modules to integrate the acquisition of high-level cognitive skills and professional competencies: Principles and case studies

The changing profile of students, the expectations of business and the capabilities offered by Information and Communication Technologies (ICT) makes it necessary to change teaching practices, particularly in higher education. This paper proposes a methodological framework destined to force disciplinary course modules to evolve in order to integrate high-level cognitive skills and professional competencies. In this paper, we examine this framework in terms of the primary currents in educational psychology: behaviorism, cognitivism, constructivism and social constructivism. We present and analyze three case studies showing the evolution of three disciplinary course modules. We show that the lessons taught in these three modules are more motivating and more efficient, producing results that are closer to what employers are asking of their employees.

Models Transformation to Implement a Project-Based Collaborative Learning (PBCL) Scenario: Moodle Case Study

In this paper, a project-based collaborative learning (PBCL) meta-model is proposed. It allows a teacher to build up a PBCL scenario and to implement it in a learning system which is not designed to this learning method. A MDA (model driven architecture) approach is described to elaborate transformation rules between the PBCL metamodel and that of the learning system. Moodle platform, used in the UIT of Laval, is the chosen case study.

Automata and Rational Expressions on Planar Graphs

We study languages (i.e. sets) of planar directed acyclic graphs (pdags). These pdags are constructed by parallel composition and serial composition of letters and pdags on a doubly ranked alphabet. Our purpose is to introduce an algorithmic process (generalization of Kamimura and Slutzkis parallel automata) for accepting pdag languages and a specification of these languages by means of well-suited rational expressions. So our main result is a Kleene-like theorem proving the equivalence between rationality and automaton-definability.

Multi-Role Project (MRP): A New Project-Based Learning Method for STEM

This paper presents the “Multi-Role Project” method (MRP), a broadly applicable project-based learning method, and describes its implementation and evaluation in the context of a Science, Technology, Engineering, and Mathematics (STEM) course. The MRP method is designed around a meta-principle that considers the project learning activity as a role-playing game based on two projects: a learning project and an engineering project. The meta-principle is complemented by five principles that provide a framework to guide the working practices of student teams: distribution of responsibilities; regular interactions and solicitations within the team; anticipation and continuous improvement; positive interdependence and alternating individual/collective work; and open communication and content management. This paper presents the implementation of MRP in a course teaching software engineering, UML language, and project management. The results show that MRP helped the courses students to acquire important professional knowledge and skills, experience near-real-world professional realities, and develop their abilities to work both in teams and autonomously.

ASSISTANCE TO PROJECT-BASED LEARNING SUPPORT: FROM LEARNING MODELS TO PLATFORMS

This article describes our work that aims to support teachers deploying automatically their instructional design, by the mean of patterns. We seek to balance between the need of expressive instructional scenarios, and the technical constraints that occur while deploying those scenarios on learning management systems (LMS). This could be seen as a need of a formal description in order to translate the concepts of a pedagogical scenario, according to those embedded in the LMS. To address this need, we propose a process of structuring formalizing, indexing and finally adapting and operationalizing the instructional scenario. This Process is based on a model of knowledge representation. Different Data levels around the scenario representation as well as the functional essence of educational systems will be presented. We also describe the way this model is structured so that it allows preserving most of the scenarios semantic.

From Persona to Living Persona, Preliminary Data from a Pilot Study in HCI Education

The Persona technique consists in introducing, in the process of realization of a product (good or service), one or more fictitious personages representing users of the product to be designed. In this paper, we present a preliminary study on the adaptation of the Persona technique to promote the pedagogical quality of practical works in HCI education. These practical works concern the specification using UML and the sketching of interactive systems. We call the variant used: Living Persona. The teacher plays the role of the Persona; this Persona is described in paper form and provided to each student. The teacher interacts with groups of students (each simulating a company), for a better understanding of the user needs. After recalling the history of the concept of Persona, we explain how we develop it and introduce it into guidelines of practical works. Then we present a first study with 54 Master’s degree students in Computer Science. We end the paper by presenting the implementation of a more complete study to detect other pedagogical contributions of this promising technique.