Geneviève Lameul

Open Learner Models, Trust and Knowledge Management for Life Long Learning

ACM Reference Format: Serge Garlatti, Jean Marie Gilliot, Sacha Kieffer, Jérôme Eneau, Geneviève Lameul, Patricia Serrena-Alvadaro, Hala Skaf-Molli, and Emmanuel Desmontils. 2018. Open Learner Models, Trust and Knowledge Management for Life Long Learning: . InWWW ’18 Companion: The 2018 Web Conference Companion, April 23–27, 2018, Lyon, France, Jennifer B. Sartor, Theo D’Hondt, andWolfgang DeMeuter (Eds.). ACM, New York, NY, USA, Article 4, 2 pages. https://doi.org/10.1145/3184558.3193129

Towards a Self-Regulated Learning in a Lifelong Learning Perspective

The professional development presents many difficulties related to speed of change and the explosion of knowledge that requires people to learn at many intervals throughout their lives. This study proposes a combined Self-Regulated Learning Process, functional and technical architectures in a Lifelong Learning perspective. The Self-Regulated Learning is carried out using Semantic Open Learner Models. We illustrate our process through some services examples. This work is dedicated to the Lifelong Learning active community and more specifically to researchers in Technology Enhanced Learning, pedagogical engineers, and learners who meets difficulties in integrating multidisciplinary expertise, technology and know-how throughout their life.

Understanding Quality of Learning in Digital Learning Environments: State of the Art and Research Needed

Over the last decade, the practice of higher education in Europe has become highly diversified and more complex. Among the visible phenomena related to the organization of studies that have appeared there are new forms of teaching and learning linked to digital learning environments. Faced with these developments, sometimes called a revolution, actors—policy makers, teachers, students—have very little in the way of scientific results to rely on. Such practices are still relatively new, and research done in this area rarely goes beyond feedback from experiences, case studies and satisfaction surveys. As such, research has not yet produced sufficient knowledge to provide a solid basis for decision-making. This chapter aims to start to address the current lack of scientific work in this area. More specifically, its ambition is to provide a theoretical framework based on the state of the art as well as research trials to answer two major questions: 1. How do student characteristics and those of digital learning environments interact? 2. What are the configurations emerging from these interactions that can lead to quality learning?. The overarching outcome will be to make new forms of teaching and learning linked to digital learning environments in higher education more intelligible.

Le stage en formation alternée dans l’enseignement supérieur : pour quel développement professionnel ?

This research aims to analyze the professionalization process of Master students in an adult education program, based in the University of Rennes (Brittany). The material uses ten reflexive analysis papers, produced by the students for each end of their year session (Master 1 and Master 2). This reflexive production, which aims to formalize and clarify the articulation of theoretical and praxeological aspects of the Master program, shows the integrative experience acquired during the year. The analysis of these papers allows us to characterize the process of professional development from a model articulating three dimensions : 1) the identity dynamics linked with the process of professionalization, 2) the progressive professional socialization required by this professionalization, 3) the development of a specific posture, as a reflexive practitioner. The methodology employs a content analysis through inter-rater method. The results of this research offer a discussion on theoretical and practical levels, both for a better comprehension of professional development and for the trainers or program managers, to support this process of professionalization.