Viviane Guéraud

Model and Tool to Clarify Intentions and Strategies in Learning Scenarios Design

For several years some researches have concerned the process modelling of learning situations integrating digital technologies. Educational Modelling Languages (EML) aim at providing interoperable descriptions of learning scenarios. In order to generalize the use of EML, it is necessary to provide authoring environments allowing users to express their intentions and requirements. This paper presents the core concepts of one of these, called ISiS (Intentions, Strategies, and interactional Situations), a conceptual framework elaborated to structure the design of learning scenarios by teachers-designers. The framework is based on a goal-oriented approach and proposes a specific identification of the intentional, strategic, tactical and operational dimensions of a scenario. This paper also presents how these concepts have been implemented within ScenEdit, a specific authoring environment dedicated to teachers-designers based on the ISiS goal-oriented framework.

ISiS: An Intention-Oriented Model to Help Teachers in Learning Scenarios Design

This paper presents ISiS model (Intentions, Strategies, interactional Situations), a conceptual framework elaborated to structure the design of learning scenarios by teachers-designers and to favour sharing and reuse practices. The framework is based on an intention-oriented approach and proposes to identify intentional, strategic, tactical and operational dimensions in a learning scenario. This paper gives an overview of research context, presents the model and how it has been elaborated in collaboration with teachers.

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.

An Experimental Environment for the Production of Pedagogical Simulations

The topic of this paper is the production of pedagogical simulations. Intended authors are trainers or teachers who are not programming specialists.

Goal-Oriented Authoring Approach and Design of Learning Systems

Since several years, a set of researches concerns process modeling of learning situations integrating digital technologies. Educational Modelling Languages (EML) have been carried out to provide interoperable descriptions of learning scenarios. In order to generalize the use of EML, it is necessary to provide authoring environments allowing users to express their intentions and requirements. This paper presents the core concepts of ISiS (Intentions, Strategies, and interactional Situations), a conceptual framework elaborated to structure the design of learning scenarios by teachers-designers. The framework is based on a goal-oriented approach and proposes to explicitly identify intentional, strategic, tactical and operational dimensions of a scenario.