Pierre Jacoboni

Using and enhancing a normalized IMS-LD description to support learners in their appropriation of a distance-learning curriculum

The general context of our work is the support that can be proposed to a distance learning student in order to appropriate a curriculum to him. In this paper we explore how the IMS learning design (LD) norm can be used to address this issue. An LD model of a curriculum permits the construction of tools that allow a student to visualize different points of view on the curriculum items, annotate his progression in the activities or build individual projects. We present what can be done with an LD model and how this model can be enhanced to propose more helpful appropriation means.

Supporting Teacher's Self-Regulation Process

In this paper, we focus on teachers instrumentation. Previous works on this field mostly propose models and tools to teachers in order to follow the learners activity. By using indicators, we intent to go further in this research area in order to assist teachers in their activities. Indeed, giving a feedback to teachers about their works thanks to indicators, will enable them to measure their effectiveness (i.e if the effects of their actions meet their original intentions). Depending on this latter, teachers can assist learners and adapt their pedagogical strategies by trying to improve the positive effects of their interventions.

Enhancing a Web-based distance-learning curriculum with dedicated tools

We aim at supporting students involved in a Web-based distance-learning curriculum. For such a purpose, the Saafir system proposes students with different tools that support them in their appropriation of this curriculum, e.g. visualization of the curriculum from different points of view or construction of individual projects by putting different items of the curriculum into relation. In order to allow using Saafir with already existing distance-learning Web sites, the system is designed as an epiphyte system, that can be associated to an existing Web site without modifying it. It is founded on an ontology-based model of the curriculum. We present the importance of supporting students in their definition of individual projects, the epiphyte approach we use, the modeling of the curriculum and the different support tools proposed by Saafir.

An approach to distance learning curriculum appropriation

The work presented aims at supporting distance learning students in their appropriation of a curriculum. We propose an approach that consists in helping students to construct individual projects. We dissociate different aspects (planning, evaluation and regulation) that can be useful for this purpose, propose a technological approach (epiphyte system, ontology-based model) and example of tools currently provided by the Saafir framework.

Engineering of Open Learning Scenarios - The Case of Hop3x Learning Scenarios

Within an educational context, adaptation could improve the learning’s quality. Many researches are done in the learning-situations adaptation field. The Educational Modeling Languages (EML) and tools provided currently to the teacher for a learning design, as preexistent means in our sense, remain useless by practitioners. In our work we aim to support the practitioner teacher to design and adapt his/her learning scenarios which are by nature open, influenced by the context in which they are executed. The approach adopted is the combination between Model-Driven Engineering (MDE) and Domain-Specific Modeling (DSM). In this paper we present a model of open learning scenario. So we take the learning scenarios of Hop3x as a case study.

An architecture to support navigation and propose tips within a dedicated Web site

We present an approach for constructing recommender systems that support a user in his navigation through a given Web site. This approach is based on a proxy-like architecture that intercepts the users requests and the Web site answers, analyzes them in respect to an explicit model of the Web site and some prototypical uses of it and dynamically generates, in a separate window, a tip and/or an access to additional functionalities related to the Web site objective. We illustrate by examples from the construction of a recommender system for a Web site proposed by the French Ministry of Research and Education.

Cognitive Profiles in Elementary Algebra: the PÉPITE Test Interface

The work presented here is part of a multidisciplinary project, called the PÉPITE project. Its aim is to set up a system to diagnose student profiles starting from a multidimensional analysis grid to evaluate their competences in elementary algebra. This paper deals with the design, the making and the evaluation of an interface in Computer Based Learning Environments. In it, we present the method adopted to set up software which proposes tasks to the students and collects data for the diagnosis module.We consider here the problems linked to the re-use of didactic know-how based on pencil-and-paper tasks and in particular how to transfer these tasks to a data processing environment. These problems are considered from the interface designers point of view. In an attempt to make this clear, we make a distinction between ergonomic problems connected with the functioning of the interface and problems related to the field of application.