Résumés
anglais
Abstracts
Alain Chaptal
Les cahiers 24x32, Mémoire sur la situation des TICE et quelques tendances internationales d’évolution.(résumé)(article)(pdf)
Volume 16, 2009 - article de recherche
This
article analyses the French situation concerning ICT in primary and secondary
education (but also partly in higher education) through a comparison of the
American and British ones. It will successively address the issues of the usage
of ICT, of its educational efficiency, of the so-called new paradigm supposed to
foster 21st Century skills. Then it will analyse the new Anglo-Saxon model for
managing public education, stressing its ideological posture, and conclude with
hidden hints of its influence to be found in some French official reports.
Tarek Djouad, Alain Mille, Christophe Reffay, Mohamed BenMohamed
Engineering of activity indicators using modelled traces for Computer Supported Collaborative Learning. (résumé)(article)(pdf)
Volume 16, 2009 - article de recherche
Designing
and exploiting collaborative learning activities indicators is a strong
challenge for technology-enhanced learning. We propose an original approach,
guided by the models of interaction’s traces and exploited by Trace Based
Management System. Designing an indicator consists in explicitly modelling the
interaction’s trace in order to provide observables for it. Therefore,
effective implementation of the indicator consists in explaining the needed
transformations on available interaction’s traces (primary modelled
traces), until being able to formulate the indicator computation. A
«path» of transformations is explicitly designed and applied for both
document and perform the calculation of the indicator. A library of enriched
models indicators (platform independent) with their transformations sequence
(context dependent) are available for reuse and share. Our approach is
illustrated on the Moodle platform in order to explain the practical use of the
proposed contribution for collaborative activities.
Jean-Jacques Quintin
Supporting small groups of learners in asynchronous e-learning environments : Tutoring modalities and tutor's models (résumé) (article) (pdf)
Volume 15, 2008 - article de recherche
Numéro spécial : ÉPAL
This
experimental research aims at studying the effects of different modalities of
tutor’s online interventions (MiT) on the learning outcomes of one hundred
students involved in a cooperative learning setting (in groups of three). These
modalities were elaborated by considering the dimensions of intervention which
participate in tutorial accompaniment i.e. on a pedagogical (P), socio-emotional
(S) and organizational (O) level. In addition to these three MiT focusing in
turn on the specific dimension, S, O or P, two further non-specific modes of
intervention were inserted as reference modalities: one reactive MiT and one
proactive MiT. Since the results have indicated a contrasting impact of the
different modalities of interventions, we shall attempt to determine their
specificity as well as to understand the idiosyncratic models of intervention of
each tutor.
Marie-Laure Betbeder, Maud Ciekanski, Françoise Greffier, Christophe
Reffay, Thierry Chanier
Analysing synchronous multimodal interaction tracks from on-line learning: challenges and methodology (résumé) (article) (pdf)
Volume 15, 2008 - article de recherche
Numéro spécial : ÉPAL
Since
the last decade, online synchronous audio-graphic learning environments which
enable participants to communicate and collaborate in order to achieve a common
task have become increasingly popular, particularly in the field of language
acquisition. These online learning environments generate complex interactions
between participants. Their analysis continues to intrigue researchers about
their traces and their processing. The work presented in this paper concerns the
methodology used to transcribe and analyze synchronous multimodal interactions
coming from a particular online training session. We offer a description of the
data-collection protocol, the original coding scheme to transcribe video data
into a set of participant's actions, part of them being speech acts which
occurred in the different modalities of the system (audio, textchat, text
editing, and websites), the organization and the representation of such data.
Two examples of analysis, at a macro scale and at a micro scale, give a glimpse
of our results, from which the benefits and limits of such approaches and tools
are discussed.
François Mangenot
Pedagogical affordances of computer conferencing systems
(résumé) (article) (pdf)
Volume 15, 2008 - article de recherche
Numéro spécial : ÉPAL
Considering
that the user-interface of a computer conferencing system (forum) affects how
students work within this system, this paper analyzes the relationship between
tool properties and user activities, based on data taken from several discussion
forums in different learning contexts. The underlying topic consists in trying
to establish a relationship between technological properties, common ICT-based
practices and their related communicative purposes. The theoretical framework
and the data corpus are first presented. The paper then discusses two
dimensions of forum properties: firstly, their location inside a Learning
Management System, particularly the path leading from the assignment to the
forum, and secondly the overall messaging structure and file attachment
possibilities. The scope is twofold: determining whether some features seem more
desirable in certain learning contexts and making a few suggestions for
improving forum properties.
Philippe Teutsch, Francis Bangou, Charlotte Dejean-Thircuir
Accessing and analysing online interactions: The case of ViCoDiLi.
(résumé) (article) (pdf)
Volume 15, 2008 - article de recherche
Numéro spécial : ÉPAL
This
article focuses on the traces of interactions between students and tutors during
an online training. We examine both, the issues of access to these traces as
well as their manipulation by the researcher. This reflection was guided by the
need to access the data of an online course that became unavailable at some
point. This challenge resulted in the development of a tool called Visualizing
the Content of Online Interactions (ViCoDiLi) that enables both the access to
the formatted traces of online interactions (forum, chat and email), and their
examination with diverse display features. The project aimed at providing tools
for the researcher's activities. The objective is to provide both a model of
data access and tools to assist the data corpus analysis. This article
highlights the theoretical, technical and methodological issues raised by the
development of such a tool.
Jean Simon, Jean-Paul Gérard, Claudine Thévenin
Folders shared by the trainees with or without trainer at the teachers ' school of La Réunion : Trace analysis. (résumé) (article) (pdf)
Volume 15, 2008 - article de recherche
Numéro spécial : ÉPAL
Since
September 2005, the Teachers College of La Réunion uses a CSCW platform
(BSCW). In this paper we analyze the behaviour and actions of the primary
trainee on this platform according to the type of group they belong to: groups
made up of only peers or groups made up of peers and trainers. The second type
(including trainers) should be more restricted than the first. We wish to
compare the peers’ role and participation in each of these types of
groups: free or restricted. This analysis is based on the traces left on the
platform. In this paper, we also offer a definition of the "higher level shared
folder" which is used as the unit of analysis. Such an entity reflects the
activity of a group working jointly to solve a problem. In the discussion, we
reconsider the limits of the method employed and the results obtained.
Christophe Reffay, Thierry Chanier, Muriel Noras, Marie-Laure Betbeder
Structuring teaching and learning corpora for a better research
sharing. (résumé) (article) (pdf)
Volume 15, 2008 - article de recherche
Numéro spécial : ÉPAL
When
analyzing situated interactions in online learning, one should link the data to
some contextual information of the learning situation. This is an essential
condition if we wish to construct a research object that would become usable by
various research teams and disciplines and that would enable replication of
experiments and cumulative or contrastive analysis. Interaction data are
generally not contextualised, not exhaustive or simply not freely accessible. We
define a “Learning & Teaching Corpus” as the description of its
five required components: research protocol, learning design, structured
interaction data (interactions, productions and log files), licence and
analysis. The resulting structure makes this corpus usable by the research
community and permits the capitalisation of analyses. This proposition is
illustrated by the construction of a data corpus based on an authentic learning
situation named “Simuligne”. This work is then discussed according
to different viewpoints: ethical and rights issues, standardisation efforts in
the distance learning community and the new trends on track analysis tools
interoperability.
France Henri, Daniel Peraya, Bernadette Charlier
Research on Computer Conferencing in Educational Context. Quality Criteria
and Quality of Practice (résumé) (article) (pdf)
Volume 14, 2007 - article de recherche
From
a methodological and theoretical perspective, this article analyses the
problematic of research on computer conferencing in an educational context from
three characteristics aspects: the diversity of disciplinary approaches, the
complexity of the object under study, and the uncertain appropriateness of the
criteria used to judge the scientific quality of researches. From this
problematic, an interpretation framework is developed allowing for the
differentiation of researches and their evaluation based on appropriate
criteria.
Julien Broisin, Philippe Vidal
A model driven approach for tracking users'
activities within heterogeneous learning environments. (résumé) (article) (pdf)
Volume 14, 2007 - article de recherche
Numéro spécial : Analyses des traces d’utilisation dans les EIAH
Nicolas Delestre, Nicolas Malandain
Two-dimensional graphic representation and analysis of learners’ traces. (résumé) (article) (pdf)
Volume 14, 2007 - article de recherche
Numéro spécial : Analyses des traces d’utilisation dans les EIAH
The
learner follow-up in problem solving is a hard issue. It is more difficult when
there are a lot of learners or when those learners use distance learning. We
propose in this paper a two-dimensional graphic representation of student's
traces. To achieve this goal, we use and modify numerical analysis algorithms
(automatic dimensionality reduction algorithms like Self Organizing Map and
Stochastic Neighbour Embedding). We also propose a new distance between sets
whose elements have semantic similarity. Finally, we validate and improve our
algorithm with simulated data and experimental data.
Hamid Chaachoua, Marie-Caroline Croset, Denis Bouhineau, Marilena Bittar, Jean-François Nicaud
Description and uses of the traces in the Aplusix
learning environment. (résumé) (article) (pdf)
Volume 14, 2007 - article de recherche
Numéro spécial : Analyses des traces d’utilisation dans les EIAH
This
article is about the place of traces in education and legitimates their use in
TEL. The first part presents the Aplusix learning environment which allows
students to freely make calculation steps, as they do in the paper environment,
and which records all the students’ actions in logs. From these logs,
visualisation and statistics are built. The second part is about local
diagnostic of the learner and production of enriched trace: a student’s
transformation is diagnosed with a sequence of rewriting rules. A library of
correct and incorrect rules has been built for that purpose. The third part is
about global model of the learner in the field of the movement concept in
equations and inequations.
Christophe Choquet et Sébastien Iksal
Modelling and Designing Tracks for a Learning Activity: a Language
Approach for TEL Reegineering (résumé) (article) (pdf)
Volume 14, 2007 - article de recherche
Numéro spécial : Analyses des traces d’utilisation dans les EIAH
In
the context of distance learning and teaching, the re-engineering process needs
a feedback on the learners' usage of the learning system. The feedback is given
by numerous vectors, such as interviews, questionnaires, videos or log files. We
consider that it is important to interpret tracks in order to compare the
designer’s intentions with the learners’ activities during a
session. In this paper, we present the usage tracking language – UTL. This
language was designed to be generic and we present an instantiation of a part of
it with IMS-Learning Design, the representation model we chose for our three
years of experiments. At the end of the paper, we describe several use cases of
this language, based on our experimentations.
Emmanuel Blanchard, Claude Frasson
A Game-Like Intelligent Tutoring System for the enhancement of learners’ s
motivation (résumé) (article) (pdf)
Volume 14, 2007 - Article de Recherche
Numéro spécial : Les Dimensions émotionnelles
de l'interaction dans un EIAH
In
this paper we discuss recommendations to facilitate conception and development
of Intelligent Tutoring Systems (ITS) that will be able to maintain and/or
enhance learners’ motivation during learning sessions. Those
recommendations are based on the self determination theory. This theory proposes
three basic psychological needs, whose satisfaction will determine
individual’s quality of motivation. Those needs refer to the autonomy,
competence and relatedness felt by an individual. An ITS inspired by these
recommendations is presented and results of an exploratory evaluation of this
system are provided in order to support our design recommendations.
Damien Cram, Denis Jouvin, Alain Mille
Interactive Trace Visualization for Reflexivity: Application to the
synchronous collaborative e-learning platform eMediatheque (résumé) (article) (pdf)
Volume 14, 2007 - article de recherche
Numéro spécial : Analyses des traces d’utilisation dans les EIAH
This
paper presents an interactive visualization tool for interaction traces, in the
context of a synchronous collaborative e-learning activity. This tool has been
developed by an e-learning company, eLycée, in collaboration with a
research team working on e-learning, interaction traces, and experience reuse.
This work adopts the grounding hypothesis that metacognitive processes and
reflexive activities can facilitate learning. The paper presents the specific
issues of such usage trace construction and visualization, the design of the
hosting collaborative synchronous platform, and the associated tools and
underlying models properties. This tool has so far not been experimented with
students, but the technical tests with various researchers have been very
promising and encountered a wide acceptance. The paper also points out the
generic aspects of the tracing mechanisms, and the possibility for the student,
teacher and designer to configure, update and extend it dynamically.
Mohamed GAHA, Daniel DUBOIS, Roger NKAMBOU
Proposition for emotional processing in a "conscious" ITS (résumé) (article) (pdf)
Volume 14, 2007 - Article de Recherche
Numéro spécial : Les Dimensions émotionnelles
de l'interaction dans un EIAH
Recent
studies reveal that emotions have much to do with learner's performances.
Consequently, e-learning systems should integrate emotional capabilities in
order to optimize learners' experience. This paper presents CTS, our cognitive
agent as it is applied to tutoring. Based on Baars' Global Workspace theory on
mind and consciousness, CTS mimics the processing accomplished by the brain. Its
highly distributed competence lets the agent consider concurrently multiple
information sources and analyse a situation from various points of view. Central
to this paper is a proposed extension to CTS' emotional processing. It should
allow CTS to take into consideration manifestations of learners' emotions along
with his evolving knowledge. This aims both at adapting its pedagogical or
didactical interventions, and at playing on learner's emotional state to obtain
better proficiency.
Emmanuel Duplàa
Emotions: tools and social bodies for online learning. (résumé) (article) (pdf)
Volume 14, 2007 - Article de Recherche
Numéro spécial : Les Dimensions émotionnelles
de l'interaction dans un EIAH
This
paper proposes considering emotions bodily and socially. After we will have
presented neuroscience and artificial intelligence researches, we are going to
introduce an historic of the emotions’ theory. The understanding of this
theory will lead us to put forward the hypothesis that emotion could be
considered as an interface between human body and social relationship.
Experimentation on online trainers’ training provided us with an
opportunity to observe some cases where people manage their emotions in online
situation as we had pretended previously. We conclude that the link between
emotion and cognition is embodied in online communication tools which must be
organized specifically for online learning.
Mohamedade Farouk, Jean-Hugues Réty, Élisabeth Delozanne, Brigitte Grugeon, Nelly Bensimon, Jean-Claude Martin
Gazing strategies in teacher-student dialog (résumé) (article) (pdf)
Volume 14, 2007 - Article de Recherche
Numéro spécial : Les Dimensions émotionnelles
de l'interaction dans un EIAH
This
paper studies multimodal communication between a teacher and a learner. Our long
term goal is to specify the behavior of an animated pedagogical agent in a
tutoring system. Our methodological approach is based on video corpora
annotation. Dyadic interactions between teachers and learners were recorded. We
worked with the Pepite tutoring system that assesses the level in algebra of
students aged 15-16. We defined an annotation schema applied to a part of the
videos. Statistical analysis of the annotations allows for capturing different
strategies in the way the teacher uses gaze depending on students’ level
and on pedagogical acts.
Emmanuelle Villiot-Leclercq
The method of Pleiads: a formalism to facilitate learning scenarios transferability and instrumentation. (résumé) (article) (pdf)
Volume 14, 2007 - article de recherche
Our
work is situated in the context of TEL (Technology Enhanced Learning)
research.
It concerns more particularly the instrumented educational design and
scenarisation field. In this context, our research problem was the
expression
modalities of learning scenarios which would allow a scenario to be
easily
reusable by teachers and educational designers. Our research
methodology is
based on a double approach: a modelling approach and a user centered
approach.
It aims at the elaboration of theoretical models in interaction with
the
educational practitioners and it integrates evaluations at the
different
modelling stages. We present in this article two additional researches:
an
exploratory research on formalisms for the expression of the scenarios
which led
to us to the construction of a method, the method of Pleiads, which
allows the
explicitation of the teachers’ intentions and facilitates the learning
scenario transferability.
Cyrille Baudouin, Michel Beney, Pierre Chevaillier, Agnès Le Pallec
Recording traces to monitor learners’ activity during lab work sessions in a virtual reality environment. (résumé) (article) (pdf)
Volume 14, 2007 - article de recherche
Numéro spécial : Analyses des traces d’utilisation dans les EIAH
This
work is part of a project which intends to build a virtual work surface
for lab
work. Our aim is to monitor and analyse learner’s activity in such
environments in order to model it and to improve learning. Virtual
Reality
allows a lot of various activities to take place, leading to a high
amount of
observables. We proposed an environment for detecting and recording
traces
needed to analyze the learners’ activity. We also detailed a model
which
enables the identification of learners’ actions and processes. The
virtual
work surface has been built using Mascaret. In this virtual environment
for
learning, each object, action and event is an instance of a formal
meta-model.
This model allows us to formally define every observable corresponding
to the
traces. This study points out the specificities of trace analysis
regarding lab
work in virtual reality.
Jacques Lonchamp
A conceptual and technological framework for building CSCL environments (résumé) (article) (pdf)
Volume 14, 2007 - article de recherche
Effective
dissemination of computer-supported collaborative learning requires
replacing a
first generation of ad hoc, specialized, and closed tools with generic,
open,
and malleable environments. Moreover, these environments should be
integrated
into larger systems aiming at supporting the communities of interest
and
communities of practice necessary for educating and guiding interested
teachers.
This paper firstly describes a conceptual framework for collaborative
learning.
It then proposes a functional architecture conveying that vision and
finally a
system that implements that architecture.
Soumaya Chaffar, Claude Frasson
Using machine learning techniques to predict the learner's emotional reaction (résumé) (article) (pdf)
Volume 14, 2007 - Article de Recherche
Numéro spécial : Les Dimensions émotionnelles
de l'interaction dans un EIAH
Emotions
play a crucial role in cognitive processes in particular in learning
tasks
(Isen, 2000). However, the emotional factor has been never taken into
account in
Intelligent Tutoring Systems (ITS) until recently. Nevertheless,
modelling the
learner’s emotional reaction is fundamental for ITSs in order to aid
the
tutor to anticipate when and how to intervene for helping the learner
to achieve
learning in the best conditions. In this paper, we attempt to predict
the
learner’s emotional reaction at a given time of the learning process.
Our
approach of prediction relays on the causal events which could trigger
this
emotion and on its determining factors like the personality for
example. Thus,
we propose to solve this problem by using supervised machine learning
algorithms
and more precisely those of classification.
Élisabeth Delozanne, Françoise Le Calvez, Agathe Merceron, Jean-Marc Labat
Towards a Pattern Language for Learners' Assessment in e-Learning Systems (résumé) (article) (pdf)
Volume 14, 2007 - article de recherche
This
paper presents a structured set of 17 Design Patterns (DP for short).
These DPs
target the design of learning systems that assess learners while
solving
problems, for example problems in mathematics, logic or programming.
Learners'
assessment is a three step approach: first collect and analyse data
while a
learner solves a problem, second overview of a learner's activity
across a set
of exercises and third overview of the activity of a group of learners
on a set
of exercises. This set of DPs has emerged as a way of capitalizing on
the work
done by the co-authors while sharing their experience in this area. We
show that
these DPs do account for other experiences taken from the literature.
In our
opinion, writing sets of DPs is a way to facilitate communication in
pluridisciplinary teams for the design of e-learning systems, to create
a
research memory, and to training and education in the field. The
present set is
a step in that direction.
Chieu Vu Minh, Elie Milgrom
Towards an operational approach for evaluating ICT-based learning environments. (résumé) (article) (pdf)
Volume 14, 2007 - article de recherche
Constructivism
is a learning theory which states that people learn by actively constructing
their own knowledge, based on prior knowledge. A significant number of ICT-based
constructivist learning systems have been proposed in recent years. A critical
problem related to the design and use of this kind of systems has been the lack
of practical means for evaluating the actual conformity of such systems with
constructivist principles. Our research aims to help designing truly
constructivist learning environments. For that purpose, we have proposed a set
of operational criteria for certain aspects of constructivism and we have used
them as a useful framework both for designing and for analyzing learning
environments. In this paper, we present and discuss three approaches, including
ours, which are based on criteria to facilitate the evaluation of constructivist
learning environments.
Mohamed SIDIR, Nadine LUCAS, Emmanuel GIGUET
From discourse analysis to the structural analysis of the networks : a
diachronic study of an educationnal forum (résumé) (article) (pdf)
Volume 13, 2006 - article de recherche
Numéro spécial : Forum de discussion en éducation
This
paper addresses the problem of the online discussion forums used within the ODL
framework of the University of Picardie. We sought to gauge the social
structures the learners are setting up in this communication environment and to
analyse the collective speech related to it, through a double approach, a
qualitative one based on two discourse analysis methods and a quantitative one
inspired by the structural analysis of the social networks. First, the
linguistic analysis of the discourse underlined the different phases that frame
the discussions as well as the apparition of dialectical exchanges after 18
months of debates. Secondly, the analysis carried out with ThemAgora software
shows a progression of the discourse on the training processes. These networks
compose a most special social structure with self-organising tendencies and try
to free themselves from any institutional constraints.
Sandra NOGRY, Stéphanie JEAN-DAUBIAS, Nathalie GUIN-DUCLOSSON
How to combine evaluation techniques for the design of interactive
learning environments :lessons learned from the design of the ILE Ambre-add
(résumé) (article) (pdf)
Volume 13, 2006 - article de recherche
This paper deals with the evaluation to conduct during the iterative design of an ILE. During the design of an ILE a set of aspects of the system must be evaluated: usability, utility and acceptance; in this aim, a set of evaluation techniques already exists. For the design of the ITS AMBRE-add, several techniques were combined in order to evaluate and refine the system. In this paper, the approach we adopted to evaluate AMBRE-add is described and analysed in order to specify its contributions and its limits. Finally we propose a general approach of evaluation to be implemented during iterative design of an ILE.
Christophe REFFAY, Luigi, LANCIERI
Quantitative analysis of discussion forums. (résumé) (article) (pdf)
Volume 13, 2006 - article de recherche
Numéro spécial : Forum de discussion en éducation
This article merges two viewpoints concerning the quantitative analysis of
discussion forums. First, we present recent results on forums studies, implying
large groups with a high activity level. We propose indicators based on the data
produced by user's activity that allow to identify and to qualify the usage of
the forum in such groups. In this context, even if statistically representative,
these indicators stay somehow impersonal. In the second viewpoint we apply
similar methodologies to smaller and closed groups where each member is
explicitly engaged and clearly identified. We focus on the social networks
analysis. We discuss its transposition in an environment of remote
communication. Beyond the convergence of the two presented approaches, we show
that they can be used in a positive way in order to explore other contexts using
collaborative environments.
Sébastien GEORGE, Cécile BOTHOREL
Design of communication tools for an educational context (résumé) (article) (pdf)
Volume 13, 2006 - article de recherche
Numéro spécial : Forum de discussion en éducation
In a distance learning context, providing usual communication tools (forum, chat, ...) is not always enough to create efficient interactions between learners and to favour collective knowledge building. A solution consists in setting-up collective activities which encourage learners to communicate. But, even in that case, tools can sometimes become a barrier to communication. We present in this paper examples of specific tools that are designed in order to favour and to guide communications in an educational context, but also to foster interactions during learning activities that are not inherently collaborative. We describe synchronous communication tools (semi-structured chat), asynchronous tools (temporally structured forum, contextual forum) and a system which promotes mutual aid between learners.
Angélique DIMITRACOPOULOU, Éric BRUILLARD
Enrich forum interfaces by visualization of interaction analysis' outputs. (résumé) (article) (pdf)
Volume 13, 2006 - article de recherche
Numéro spécial : Forum de discussion en éducation
Even if asynchronous discussion forums are currently used in education, the underlying research continues focusing more on the improvement of the basic functionalities than to a better awareness of exchanges, interactions and emerging content. This paper explores a new research direction in the design of technology based learning environments: computer based interaction analysis in educational forums. The aim is to contribute in the design of enriched forums’ interfaces allowing alternative representations of posted messages, and to provide support on the awareness of participants’ contributions via multiple and diversified visualisations of interaction analysis indicators, offering a metacognitive assistance to forum participants (students, tutors, moderators), as well as a cognitive assistance to observers of interactions (teachers, researchers, etc.).
Eric JAMET
A presentation of main methods of evaluating CSLE in cognitive psychology (résumé) (article) (pdf)
Volume 13, 2006 - article de recherche
The
aim of this article is to present a series of methods used in cognitive
psychology to evaluate CSLE. In this field of study, the use of experimental
methods and the gathering of various behavioural indices make it possible to
obtain objective indicators of the effectiveness for learning of a CEHL. After
theorical elements relative to learning, we will present the evaluation tools
that are most frequently used in this field while distinguishing between
measurements taken before or after learning.
Aurélie LAINE, Alexandra WALLNE, Annick WEIL-BARAIS
Assessment of an educational software in two
communicational contexts : face to face and distant synchronous textual
communication (résumé) (article) (pdf)
Volume 13, 2006 - article de recherche
In this paper, we compare peer interactions in two collaborative contexts (synchronous textual communication and face-to-face communication) involving either 14-year-old students or university students, who had to build a concept map with an educational software (ModellingSpace). The research methodology of the two studies reported is based on the factors influencing peer interactions in educational context. The first study involved 22 pairs of university student (3rd year of study in psychology); half of them communicated face-to-face and the other group used computer-supported communication. The distant communication condition has been experimented in the second study, with 16 pairs of secondary school students. The structure and content of verbal interactions were the focus of analysis. Results show that the mode of communication has an impact on the structure of the interactions, but not on the content. This difference does not affect the quality of the concept maps. The adults and teenagers’ exchanges present the same structure but differ in their content. These results are discussed in relation with the issue of the assessment of educational software
Jean BRESSON, Fabrice GUÉDY, Gérard ASSAYAG
Musique Lab Maquette: an interactive approach of compositional
processes for music education (résumé) (article) (pdf)
Volume 13, 2006 - article de recherche
This
article presents an application dedicated to music education and based on
computer-aided composition technologies. Various aspects of compositional
processes are considered from a pedagogical point of view: creation and
manipulation of musical material and objects, transformation of these objects,
and organization in global musical forms. These different aspects are embedded
in a pedagogical document, which provides the support to develop complete and
interactive demonstrations of musical concepts and pieces.
Jérôme LEHUEN, Sylwia KITLINSKA
Network Global Simulation for Learning French as a Second Language -
The MEPA-2D Platform (résumé) (article) (pdf)
Volume 13, 2006 - article de recherche
This article deals with Role Playing Game (RPG) environments for language learning. From a short state-of-the-art, a set of criteria is put forward in order to specify environments to support the communicative practice of a foreign language in the context of RPG activities. Then, MEPA-2D is described. It is a new RPG platform dedicated to foreign language training. It is based on a server system infrastructure which allows learners, teachers, and software agents to act and to interact remotely in a shared virtual world. Eventually, the first test campaign is presented. The latter has been carried out in several contexts and with a varied public. Then, some research perspectives are put forward
Mônica MACEDO-ROUET, Sandrine CHARLES, Muriel NEY, Christophe BATIER, Lionel HUMBLOT, Eddy MARQUEZ, Geneviève LALLICH-BOIDIN
Using a Web site to teach Mathematics at the university level-effects on students' performance and motivation (résumé) (article) (pdf)
Volume 13, 2006 - article de recherche
Many French universities have recently designed educational Web sites with the aim of modernizing teaching and to improve students' motivation. Do students learn better with such tools? Are they more satisfied and motivated? We conducted an experiment to assess the efficiency of an educational Web site, in terms of performance in solving exercises though information search, and of satisfaction. Contrary to our predictions, but in line with other studies, students who used the Web site had lower scores than those who used a paper version of the materials. The majority of the students indicated that they prefer to print the documents instead of reading online, but the Web site's design is perceived as more pleasant. We discuss the consequences of the results for university teaching.
Amel BOUZEGHOUB, Bruno DEFUDE, John-Freddy DUITAMA, Claire LECOCQ
A semantic description of learning objects based on an ontology (résumé) (article) (pdf)
Volume 12, 2005 - article de recherche
Numéro spécial : Conceptions et usages des plates-formes de formation
The number of learning objects available on the Internet has significantly grown these last years and the problem of indexing and searching these learning objects is becoming crucial. Standards and norms of educative metadata such as LOM and SCORM have been proposed to handle this problem but in our opinion these proposals are not a satisfactory solution. In this paper, we propose to extend these standards with a semantic description of learning objects based on an ontology. A learning object is described by prerequisites, a content and an acquisition function. This allows defining powerful search tools and improves reusing. For reusing, we propose to define new learning objects by assembling existing objects. Assembling is specified by a composition graph composed by learning objects and composition operators (sequence, parallel, and alternative). In order to improve flexibility, we have introduced intentional objects. An intentional object is defined by a composition graph where (at least) one object has been replaced by an intentional query on the learning object repository. This model is used during the adaptive process of a learning object for a specific learner. We define a notion of quality on learning objects which mainly reflects their ability to reuse. This quality may be evaluated a posteriori using metrics on objects or controlled a priori using a type system. Our model has been implemented with Sesame, a RDF database which support SeRQL a powerful query language for RDF and RDFS.
Issam REBAI, Nicolas MAISONNEUVE, Jean-Marc LABAT
A repository to store software components useful
for Interaction Learning Environments (résumé) (article) (pdf)
Volume 12, 2005 - article de recherche
Numéro spécial : Conceptions et usages des plates-formes de formation
Although there are numerous research works in France about e-learning environments with a great quality, their visibility is rather weak. This is due to the difficulty to construct operational environment, with enough development to be experimented in the real world. The problem is that one need to develop a lot of complementary software in order to test a tool. Very often, these tools exist somewhere, but without being referenced. To avoid this shortcoming, these tools must be described and indexed in a repository, or in a set of distributed repositories. In this paper, we present the design and the implementation of such a repository, dedicated to components for designing e-learning environments. We also propose a metadata schema to describe them, inspired of existing schema such LOM, but with some complements, due to the fact that there are software components.
Thomas VANTROYS, Yvan PETER
COW, a service supporting pedagogical scenarios (résumé) (article) (pdf)
Volume 12, 2005 - article de recherche
Numéro spécial : Conceptions et usages des plates-formes de formation
This article deals with supporting the execution of pedagogical scenarios in Learning Management Systems by the means of a workflow service. It takes an engineering point of view to identify actors, design and use processes. Based on this point of view, we define the characteristics of a service to support the actors and the pedagogical scenarios. Then, we present the design and the implementation of Cooperative Open Workflows (COW), the flexible workflow based execution service we have developed.
Marilyne ROSSELLE, Marie-Noelle BESSAGNET, Thibault CARRON
Reusing Available (educational) Software developed by CAL (Computer Assisted Learning) Researchers? (résumé) (article) (pdf)
Volume 12, 2005 - article de recherche
Numéro spécial : Conceptions et usages des plates-formes de formation
This article tackles the problem of educational software re-use in research purpose. Theses pieces of software are prototypes or environments developed by other research teams. After having analyzed the requirements to integrate educational software in order to build an experiment, we argue around an integration architecture proposition. Our requirement analysis ensues on a presentation of the various possible dimensions of integration. Towards these dimensions, we present five case studies stemming from the French community. Based on theses case studies, handling interoperability and integration issues, we illustrate the set of problems collectively studied within the “Action Spécifique Plateformes” group. We conclude by proposing a guide of good practices for integration.
Julien BROISIN, Philippe VIDAL
A Computing Environment for Human Learning dedicated to Learning Object
Virtualization (résumé) (article) (pdf)
Volume 12, 2005 - article de recherche
Numéro spécial : Conceptions et usages des plates-formes de formation
This article investigates the capabilities of a Computing Environment for Human Learning (CEHL) to provide two complementary services that lead to the learning objects virtualization: a single view of a set of resources stored in various Learning Object Repositories (LOR), and an easy access to these resources through the use of Learning Management Systems (LMS). We present an open architecture based on ubiquitous e-learning standards which allows to integrate the above services within a CEHL. Then we expose the means offered by our learning context to automatically generate LOM metadata, thus making it easier to index new learning objects within LOR. Two experiments deployed in various contexts validate our approach and contribute to learning objects' share and reuse.
Fabrice VANDEBROUCK, Claire CAZES
Analysis of students'log files: didactic aspects (résumé) (article) (pdf)
Volume 12, 2005 - article de recherche
Numéro spécial : Conceptions et usages des plates-formes de formation
Users of a learning platforms are usually required to log in, that provides a great deal of data. The general question studied here is: how to exploit this data to help the different actors involved? At first let us introduce the platform and the experiments we conducted. Then we use a didactic model to produce a qualitative analysis from the quantitative data collected. A simple exercise classification emerges from the construction of two indicators. It is consistent with the different experiments and relevant to the a priori didactic analysis. That allows us to organize results and perspectives according to the exercise classification and adapted to each role: designer, didactic researcher, and teacher.
Pierre LAFORCADE, Thierry NODENOT, Christian SALLABERRY
A UML-based Instructional Modeling Language (résumé) (article) (pdf)
Volume 12, 2005 - article de recherche
Numéro spécial : Conceptions et usages des plates-formes de formation
This article presents our results about an exploratory research work on the potential add-ons of the UML formalism for the design and implementation of distant learning situations. Our work focus on the specific Problem-Based Learning situations but could be suitable for other learning theories and approaches. Then we propose the CPM language based on a UML profile specialization in order to describe instructional design models upstream formal ones specified with standards like IMS-LD. Our language is implemented within an existent UML-CASE tool which has been customized in order to experiment end-users (instructional designers) facilities for the creation/support/maintenance of CPM models. The language has been tested on a complete case-study. We also briefly present and discuss additional works extending our contribution beyond the design stage. From these results, we stress the potentials of a Model-Driven instructional approach.
Yolaine BOURDA, Nicolas DELESTRE
Increase the interoperability of LOM application profiles (résumé) (article) (pdf)
Volume 12, 2005 - article de recherche
Numéro spécial : Conceptions et usages des plates-formes de formation
The IEEE LOM is now standardized since July 2002 but it is not the only one standard used to describe learning objects. Application profiles based on the LOM and other educational metadata schemas coexist. This established fact leads to a lack of interoperability between descriptions based on different schemas. To solve this problem, we propose a solution based on the ISO 11179 standard, allowing the description of a conceptual level independently of any particular representation. Thus, each educational metadata schema can be specified as an "instantiation" of a unique educational conceptual level linking them.
Alain CORBIERE, Christophe CHOQUET
ODP-RM : Reengineering Framework for Systems in
Education (résumé) (article) (pdf)
Volume 12, 2005 - article de recherche
Numéro spécial : Conceptions et usages des plates-formes de formation
Specifications recently proposed as standards in the domain of Technology Enhanced Learning (TEL), question the designers of TEL systems on how to put them into practice. Recent studies in Model Driven Engineering have highlighted the need for a framework which could formalise the use of these specifications as well as enhance the quality of the developments for the TEL community. This paper deals with the opportunity for the TEL community to adopt the ISO/ODP-RM model (International Organization for Standardization/Open Distributed Processing - Reference Model), to express and formalise the design organisation and the engineering process of a TEL system. Such a model provides a set of concepts allowing the description of specification, modelisation and observation tasks one needs to perform to define the negotiation and the communication between actors in such a community. In a first part, we stress the need for the instantiation of this framework so as to integrate the specifications to TEL (such as SCORM, LOM or IMS/LD) as well as taking into account the evolution of software reengineering. In a second part, we propose two instances of this framework; the first is dedicated to the retro design and the second to the reengineering of a TEL system.
Sonia MANDIN, Philippe DESSUS, Benoît
LEMAIRE
Effect of an informative assessment on note-taking performance within an ILE (résumé)
(article)
(pdf)
Volume 12, 2005 - article de recherche
This article assesses the computerized feedback effects due to
the qualities of notes taken during the reading of a lesson. By
inducing the connection between the existing knowledge and the information
of a read lesson, the note-taking process entails a disturbing reorganization
of knowledge. With an experimental approach, we describe the effects
due to an inquiry feedback about the existing knowledge on the note’s
content (their similarity with the lesson text and their textual
coherence). The similarity and the coherence are evaluated by the
latent semantic analysis (LSA) applied to a large textual corpus.
Despite our expectations, we don’t find effects due to feedback
but effects due to the familiarity of the participants with the
domain of the lesson.
Brigitte de La PASSARDIÈRE, Pierre
JARRAUD
ManUeL, a LOM application profile for C@mpuSciences®
(résumé) (article)
(pdf)
Volume 11, 2004 - article de recherche
In this paper, we present ManUeL, a LOM application
profile, which has been developed to index learning resources in
the C@mpuSciences® project. We justify the choices made in order
to take into account the context of our community of practice within
"Université en Ligne" (UeL) - e.g. online university.
We also detail the profile which is fully compatible with LOM, the
IEEE standard for learning objects. We then present Metalab, the
metadata editor implementing this profile and illustrate the use
of this metadata set by means of examples extracted from the UeL
resources. Finally, from this work, we draw some conclusions on
the adequacy of the profile and more generally on the use of LOM
for the indexation of learning objects.
Gilles FALQUET, Luka NERIMA, Jean-Claude ZISWILER
Using Ontologies in Collaborative Hyperbook
Writing Environments: Experiments and Perspectives (résumé)
(article)
(pdf)
Volume 11, 2004 - article de recherche
Numéro spécial : Ontologies pour les EIAH
To support a pedagogical approach based on the
collaborative writing of hyperbooks, we have developed several hyperbook
models and systems based on the virtual document idea. In these
hyperbooks, domain ontologies are used to organize the information
contents and to infer interface documents. This article first presents
our hyperbook models, together with observations made when using
them with student. Then we discuss some of the lessons we have drawn
about the use of ontologies in these environments. These lessons
concern both the engineering of hyperbooks and the creation of domain
ontologies. Finally we show how to use ontologies to extend the
hyperbook concept to take into account several points of view, to
integrate hyperbooks into a library of hyperbooks, to personalize
hyperbooks, and to generate documentation about a topic.
Emmanuel SANDER, Jean-Marc MEUNIER, Christelle
BOSC-MINÉ
Ontological approach and navigation within
a C.E.H.L (article)
(pdf)
Volume 11, 2004 - article de recherche
Numéro spécial : Ontologies pour les EIAH
Some results of work in cognitive psychology
invite to the construction of a computer environment of human learning
(C.E.H.L.) based on an explicit representation of knowledge of the
cognitive organization concerned. This approach privileges forms
of acquisition which are freed from some of the constraints of linearity
which generally guide the courses of training. The method suggested
here supports acquisitions of relations of class inclusion between
concepts, which are fundamental in learning situations. The technical
side of this teaching approach consists in allowing the learner
to navigate within an ontology of the field. An C.E.H.L. based on
these principles is under development within the framework of the
remote teaching of the statistics in psychology with the Distance
teaching institute of the University Paris 8. It is presented in
order to illustrate the approach.
Richard FAERBER
Characterisation of collaborative learning
situations (article)
(pdf)
Volume 11, 2004 - article de recherche
Numéro spécial : Ontologies pour les EIAH
The aim of this article is to describe learning
situation statements as they are produced by teachers implied in
distance learning. A statement presents problems and specifies the
goal to be reached by learners. It can be considered as a learning
object embedded in a social and a technical environment and connected
to other resources. As such, a learning situation statement is a
resource which can be re-used in different learning contexts and
in other devices (EIAH) provided it is described in a metadata diagram.
After having defined the concept of learning situation and made
a typology, we will characterize its statement by putting it to
the test of existing diagrams. In spite of its limits, we will adopt
in this article the structure of metadata of the LOM v1.0 and propose
a new category. Among the set of concepts that may fit explicitly
or implicitly in the learning situation statement, we will particularly
considers those dealing with collaborative learning and we will
discuss issues such as : constitution of learning teams, nature
and distribution of the tasks, roles within the teams and evaluation.
Jean ROBILLARD
Ontologies: Antinomies, Contradictions and
other Epistemological Difficulties with the Concept (résumé)
(article)
(pdf)
Volume 11, 2004 - article de recherche
Numéro spécial : Ontologies pour les EIAH
This article studies the concept of ontology
used in cognitive science (CS). The logic of the subject and its
methodological significance will be given the most attention. The
thesis is that apart from having high epistemological aims and running
counter to philosophic sensibility, the concept of ontology used
in CS contradicts itself.
Dominique LECLET
Interactive Environment for Vocational Training
: an Approach Based on Cases (résumé)
(article)
(pdf)
Volume 11, 2004 - article de recherche
This communication presents the synthesis of
researches about decision making in various job contexts and genesis
of work currently undertaken within the laboratory Sa.So (knowledge
and socialization in education and training). The objective aims
at going up how the introduction of Communication and Information
Technologies into the Educational systems comes to enrich distance
Education. Three situations have been studied, the medical diagnosis,
the catering duty and the multimedia design. A model of the experts
behaviour, common to the three domains has been put into evidence.
It combines deductive and inductive reasoning. This model definition
is followed by a formalisation under the didactic, the conceptual
and the logic viewpoints. It enables to set up a general frame for
the training to decision making: the case based simulation. Examples
implementations are then given in order to make concrete the previous
theoretical approach.
Viviane GUÉRAUD, Jean-Michel ADAM,
Jean-Philippe PERNIN, Gaëlle CALVARY, Jean-Pierre DAVID
Remote Learning Usage of Interactive Pedagogical
Objects : the FORMID project (résumé)
(article)
(pdf)
Volume 11, 2004 - article de recherche
This paper describes a joint research of the
ARCADE and IHM teams. The ARCADE team is interested by creation
and distant exploitation of active training situations. The goal
is to assist the trainer in his authoring role during the creation
phase, and in his tutoring role during the exploitation phase in
the context of a virtual classroom. The concept of pedagogical scenario
is a key element between these two phases : trainers use it
to propose to learners precise activities on Interactive Pedagogical
Objects (OPIs : simulations, micro-worlds...) ; we use
it to assist trainers in their classroom monitoring task. The FORMID
project has resulted in a computer platform implementing concretely
these proposals.We first present the conceptual models which we
use to implement learning situations based on exploitation of OPIs.
We consider next the phase of creation of learning situations, with
the presentation of the scenario authoring tool and of the mechanisms
and tools used by a scenario to control an OPI. We then study the
exploitation phase and we show which functions the tutor needs for
remote monitoring. We detail the original proposals of the FORMID
project. Finally, we present the FORMID platform : its software
architecture, the design of its interfaces, and the resulting man-machine
interfaces.
Bruno DESHOULLIERES, Stéphanie MOREAU,
Mahieddine DJOUDI,
Jérôme DINET
IPinfo, an information and communication system
for the teaching of information literacy (résumé)
(article)
(pdf)
Volume 11, 2004 - article de recherche
With an exploratory study conducted with more
than three hundred science students of a French university (Poitiers),
we have investigated the impacts related to the use of a new Internet
platform (called IPinfo). This platform have been designed to develop
and to improve the cooperation and the collaboration between users
: science students, their teachers and several scientific experts.
In this paper we described first the architecture and the functionalities
of the IPinfo system which comprises several components including
management of the relations among users and databases. Second, we
present results obtained with our impact study. Thru the use of
Likert scale questionnaires, and for two groups of students (with
vs. without the use of IPinfo system), we have compared the perceptions
of their teaching. We have also assessed the opinion of users group
about services offer by the platform (group with only). Results
shown that if the global perception of the students on their teaching
is not influenced by the use of the platform IPinfo, on the other
A? hand, quite expected effects are generated, like distance work
for example.
Richard HOTTE, Pascal LEROUX
Technologies and distance education (résumé)
(article)
(pdf)
Volume 10, 2003 - article de recherche
In this paper, our aims is to clarify the university
contexts and underlying instructional approaches in which on-line
education works are engaged and the influence of these contexts
on this same works. This positioning should facilitate the reading,
interpretation and understanding of the articles of this special
issue, as well as ensure the intelligibility of the current trends
on the distance education. We want to make sure that the contributions
to this issue are within the reach of both French-speaking academic
cultures, France and Quebec. We have the feeling that there are
significant differences between French and Quebecer experiences
concerning the distance education and the use of ICT in education.
Gilbert PAQUETTE, Jacqueline BOURDEAU, France
HENRI, Josianne BASQUE, Michel LEONARD, Marcelo MAINA
Building a Knowledge Base and a Resource Repository
for the Telelearning Domain (résumé)
(article)
(pdf)
Volume 10, 2003 - article de recherche
This article sets the foundation for the development
of a knowledge base and a resource (learning object) repository
in the domain of telelearning, enabling researchers to reference
resources in this domain using standard specifications based on
domain ontology and to integrate them according to a set of research
or teaching activities. The resources are referenced with metadata
based on domain ontology and their search is guided by use cases
describing activities where these resources are used or produced.
The ontology and the use cases are defined using a graphical knowledge
representation system. We conclude by generalizing this approach
through the description of a general process applicable to a diversity
of knowledge domains.
Nathalie MASSEUX
Modelization of a Remote Individual Synchronous
Didactical Interaction (RISDI) (résumé)
(article)
(pdf)
Volume 10, 2003 - article de recherche
Our goal is to grasp the “real time”
complexity of a didactical interaction supported by computer. The
experiments, instrumented by a device of video-communication and
shared environment of work, led us to specify the concomitant influences
of technological and human determinants on an interaction characterized
by two processes : teaching and learning. The specificity of our
approach consists in putting in synergy this reasoning (inherent
in the fields HCI & CSCW), with the systemic reasoning of the
didactician. That enables us to gradually modelize the device’s
interface, each actor’s environment and the universe shared
by the actors at different steps of the interaction. This modelization,
formalized using the MOT software, is applied to the interpretation
of an interaction in geometry supported by Cabri-geometry.
Sébastien GEORGE
Automatic Analysis of Synchronous Learners'chat
to Determine Social Behaviour (résumé)
(article)
(pdf)
Volume 10, 2003 - article de recherche
In this paper, we deal with collective learning
in a distance context and with information technology to support
it. A limit of distance situation leads in the difficulty to have
a feedback on users’ actions and behaviors. In distance education,
this difficulty is an obstacle to the monitoring of teacher and
to the collective work of learners. We think that computer system
can contribute to solve this problem by giving feedback on users’
behavior. We propose an approach to automatic analysis of learners’
social behavior, like moderator or independent, during computer-mediated
synchronous textual conversations. This approach is based on the
specification and design of a conversation tool semi-structured
by communicative acts.
Aude DUFRESNE, Josianne BASQUE, Gilbert PAQUETTE,
Michel LÉONARD, Karin LUNDGREN-CAYROL, Sandrine PROM TEP
Towards a Generic Model of Assistance to Actors
in a TeleLearning Environment (résumé)
(article)
(pdf)
Volume 10, 2003 - article de recherche
A generic model of assistance for telelearning
actors is presented. The help system described by this model can
be linked to any distributed or local computer environment, regardless
type of knowledge domain and type of online users (learner, designer,
tutor, teacher, etc.) using the help system. The help system guides
these users by offering advice or by adapting the interface according
to their preferences or those of a work team, to their task progress,
to their interaction and/or to their history of utilized help functions
in the help system. The generic model identifies the various components
of such a system and proposes several typologies (help access types,
object types, type of goals and themes, types of help conditions
and actions, etc.). An applied example of this generic model is
presented in order to specify a help system designed for telelearning
designers, more specifically to users of a distributed instructional
engineering workbench called ADISA.
André TRICOT, Fabienne PLÉGAT-SOUTJIS
Steps to an ergonomic approach of the design
of an ITC based distance learning device (résumé)
(article)
(pdf)
Volume 10, 2003 - article de recherche
This article presents what could be an ergonomic
approach of the design of an ITC based distance learning device.
More than a method, which indicates to the designers how they have
to design, the ergonomic approach presented defends the idea that
we can try to improve the designers’ and the users’
work, not by telling them how to do, nor even what to do, but rather
by helping them to work out and share a common representation of
the design goal and process. To improve the users’ work, it
would be necessary to understand the various aspects of their learning
and using activities, to support the implementation of these activities.
The article presents a list of questions addressed to the designers,
supposed to help them to work out a representation jointly, to anticipate
the users’ problems and to seek solutions.
Valéry PSYCHÉ, Olavo MENDES,
Jacqueline BOURDEAU
Contribution of Ontological Engineering to Distance
Learning Environments (résumé)
(article)
(pdf)
Volume 10, 2003 - article de recherche
How is Ontology relevant to Distance Education?
This article claims that ontology and ontological engineering have
a potential to increase intelligence both in the learning environments
for distance education, and in the process of designing them. An
introduction to the origins of the concept of ontology in western
philosophy is presented, as well as a discussion on the relationships
between artificial intelligence and ontological engineering, followed
by a description of methodologies and tools for ontological engineering.
Max GIARDINA, Laïla OUBENAÏSSA
Online learning-teaching project (résumé)
(article)
(pdf)
Volume 10, 2003 - article de recherche
Two dimensions of tele-learning project are
concerned by this article where we take in consideration learning,
teaching and specific learning context. We believe that we have
to accord particular attention to improve some cognitive and socio-cognitive
skills such negotiation, argumentation and knowledge restructuring.
We propose a pedagogical structure of mediation within mediated
and distributed learning environments. At the same time, we suggest
an on-line tool for pedagogical scenario to teacher. The tool allows
teacher to adopt different approaches where learning products are
related to the best teaching and learning strategy to be used. The
tool also offers a set of job-aids that help teacher to manage,
specify and develop learning activity, assessment modality, etc.
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