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Modèle de soutien à l'élaboration et à la réutilisation de scénarios pédagogiques

Abstract : Our work is situated in the context of TEL (Technology Enhanced Learning) research. It concerns more particularly the instrumented educational design and scenarisation field.
Towards the ICTE (Information and Communication Technologies in Education) development, the educational practitioners (teachers and educational designers) are confronted in their daily work with the design of instrumented learning situations. It implies new educational design practices (sharing, re-use) and the development of more "active" educational approaches. In this context, educational practitioners have to pay attention to the preliminary formalization of the learning situations via learning scenarios. These are defined by Paquette (05): " a group of activities, governed by actors who use and produce resources ".
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 general hypothesis is that : if the scenarios were described in a more formal way, if the educational intentions were better clarified, and if the tasks of re-use were better defined and better supported, they would more easily be reusable. Our general research objective carries on the way of expressing, formalized and instrumented scenarios by the ICTE, and on the other hand, of supporting learning how they can be re-used in a specific context. Our research methodology is based on a double approach: modelling 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 three propositions which allow to answer our research hypothesis and objectives. The first proposition is a method based on a metaphor to express the learning scenarios in a formalized and instrumentable way: the method of Pleiads. The second proposition is an interpretation model of the learning scenario re-use process : the model CAA (Choice, Appropriation, Adaptation). The third proposition is a four levels support model of the re-use process of the formalized learning scenarios: MOSCA. This model provides a set of artefacts to the users to support them during their task of re-use. The choice and the construction of these artefacts lean on the method of Pleiads and on the model CAA.
The method and the models were evaluated with scenarisation users-experts on the re-use of a scenario of “Case study”. The evaluation showed the interest of the method to foster a better understanding of the conception process and the reuse of existing scenarios. The conclusions of this work open several perspectives for research.
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Contributor : Emmanuelle Villiot-Leclercq <>
Submitted on : Thursday, June 21, 2007 - 5:04:19 PM
Last modification on : Thursday, November 19, 2020 - 12:59:40 PM
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Emmanuelle Villiot-Leclercq. Modèle de soutien à l'élaboration et à la réutilisation de scénarios pédagogiques. Education. Université Joseph-Fourier - Grenoble I, 2007. Français. ⟨tel-00156604⟩

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