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Reusable pathways
The list of components
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Publish at September 09 2007 Updated October 12 2022
Development and reuse of pedagogical scenarios [Thesis].
Optimal conditions for reuse
This thesis work by Emmanuelle Villiot-Leclercq is situated in the context of research in IALE (Computerized Environments for Human Learning), and it focuses more specifically on the dimension of instrumented pedagogical scripting.
Reusable pathways
With the development of ICTE, training practitioners (teachers and pedagogical designers) find themselves confronted in their daily work with the design of instrumented learning situations.
This situation leads to new instructional design practices (sharing, reuse) and a rise in "active" pedagogical approaches, while leading practitioners to pay particular attention to the prior formalization of learning situations via pedagogical scenarios.
The latter are defined by Paquette (05) as "an ordered set of activities, governed by actors who use and produce resources".
In this context, the research problem concerns the ways in which pedagogical scenarios are expressed that would allow a scenario to be easily reusable by a teacher and an instructional designer.
The list of components
The general hypothesis is that if scenarios were described more formally, if pedagogical intentions were better made explicit in them, and if reuse tasks were better defined and supported, they would be more easily reusable.
The general research objective thus focuses, on the one hand, on how to express, formalized and instrumentalized scenarios through ICTE, and on the other hand, to support the learning of their reuse in a specific context.
The research methodology is based on a twofold approach:
- a modeling approach and
- a user-centered approach.
It aims at developing theoretical models in interaction with training practitioners and integrates evaluations at the various stages of modeling.
Three proposals are presented in this paper that address the research hypothesis and objective.
- The first proposal is a method based on a metaphor for expressing pedagogical scenarios in a formalized and instrumental way: the Pleiades method.
- The second proposal is a model for interpreting the process of reusing pedagogical scenarios: the CAA (Choice, Appropriation, Adaptation) model.
- The third proposal is a four-level model for supporting the process of reusing formalized pedagogical scenarios: the MOSCA model. This model is based on a set of artifacts made available to users to support them in their reuse task. The choice and construction of the artifacts are based on both the Pleiades method and the MOSCA model.
The method and the models have been evaluated with user-experts in scenario building on the reuse of a "Case Study" scenario.
The evaluation showed that the proposed formalisms promoted a better understanding of the scripting process as well as scenario reuse and adaptation. The conclusions of this work open many perspectives for extension and research in the short and medium term.
Online thesis:
Supporting model for the development and reuse of educational scenarios (pdf) Author : Villiot-Leclercq Emmanuelle Université Joseph Fourier, Université de Montréal
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