Claudine Piau-Toffolon

A Process Using Ontology to Automate the Operationalization of Pattern-Based Learning Scenarios

For most teachers-designers, operationalizing learning scenarios based on patterns just replicates traditional ways by adding course content and multimedia elements on learning management systems (LMS). We aim to go beyond this method by trying to engage the teachers-designers to design deployable learning scenarios. Using patterns for their design is proven to be an adequate solution to seek balance between the need of expressive instructional scenarios, and the technical constraints that occur while deploying these scenarios on learning management systems. Pattern’s formal description is needed in order to translate the concepts of a pedagogical scenario, according to those embedded in the LMS. In this paper, we propose a process to structure, index, formalize, and finally adapt and operationalize the pattern-based learning scenarios. The presented process shows how the use of an ontology modeling learning scenario’s concepts helps the automation of deploying the learning scenarios on an LMS. For that, this ontology has been extended with one representing a learning platform paradigm.

Rethinking Learning Design for Learning Technologies: A Formalized Vision to Operationalize Pattern-Based Scenarios

The operationalization of learning scenarios on learning management systems (LMS) is more than a technology-related question. Different research issues around instructional design are to be addressed in order to provide pedagogical expressiveness of the different elements within a learning scenario, while it respects sufficiently the structure to describe it. In this work, we examine existing pattern-based approaches for learning design, and we provide a patterns formalism for learning designs that enables their deployment automatically on the chosen LMS. We have adopted a methodology elaborated on the basis of a case study on which we have executed a process of learning scenarios operationalization. One of the results was to prove the usefulness of a patterns formalism to design learning scenarios. We have considered the structural, constraints and content aspects of a learning scenario from both human and computational point of view. The formalism described in this paper is part of a process based on ontologies and semantic web principles, offering a support for teachers-designers to produce deployable learning scenarios without having to master the target platforms.

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

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.

Design and Operationalization of Learning Situations Based on Patterns for a Public in Professional Development

The research presented in this paper aims to support teachers design learning scenarios with a context-sensitive tool exploiting a library of patterns. This research was carried out in partnership with PARTAGE an association that offers professional training for jobseekers in a design-based research approach. The goal is to assist the associations pedagogical team in the expressing and the formalization of their learning situation through pedagogical scenarios in order to promote the capitalization and the reuse among their community. Moreover, we defined an engineering design process framework and we refined it in collaboration with trainers. To conduct this study, we analyzed the process guiding the jobseekers courses and we formalized the training practices as design patterns. We also studied the operationalizing feasibility of these patterns in Learning Management System.

Instrumentation of Classrooms Using Synchronous Speech Transcription.

This paper presents the ongoing conception of a set of tools, based on automatic speech recognition for capturing communications in educational context in real time and to offer results to learners instantly. This concept is integrated in an environment to support learners in blended contexts. Its goal is to help students stay focus on the teacher’s explanations and offer them greater possibilities of interactions.

Towards a Context-Based Approach Assisting Learning Scenarios Reuse

Nowadays, learning design has become one of the principle research topics in the domain of Technology-Enhanced Learning (TEL)

Platform oriented semantic description of pattern-based learning scenarios

In our research work, we address the issue of representing the learning scenario’s concepts, in a learning platform. In this context, we have proposed a process for operationalizing pattern-based learning scenarios. We present the first two steps dealing with the new challenge of modeling deployable e-learning scenarios using Semantic Web technologies. It is primarily an ontology-based description of learning scenarios, which helps reducing the gap between human-readable and machine-readable vocabulary. We highlight the effectiveness of orienting teachers-designers, non-platform experts, toward creating adaptable and deployable learning scenarios. We defend that an assisted and platform-oriented design, allows the teachers to have a better pedagogical use of the embedded tools and features of learning platforms.