researResearch - Télécom Bretagne

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researResearch
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Contextual scenarios and science
education
This project was set up in the context of a PRIR
called DALE, financed by the Breton region. It
aims to design an adaptive Computing
Environment for Human Learning (CEHL) based
on real practice for student teachers. The theme
of the course is : « Air as a gas with its static and
dynamic aspects : properties, theory and
applications ». The learners are students in the
second year of Teachers' Training (IUFM) :
Primary School teachers, Secondary School
teachers of General Science and Mathematics
and Physics and the teachers are General
Science and Mathematics and Physics lecturers.
This project was the subject of a thesis, with the
following main results : i) A context-adaptable
scenario model, based on the user's needs,
described in terms of knowledge of the subject
and skills ; ii) Development of a pluridisciplinary
approach to the construction of the CEHL, which
is organised into a methodology of co-design of
the CEHL and of its parameters ; iii) Design of the
CEHL based on the study and acquisition of the
teachers' skills (from real practice) formalised
by scenarios ; iv) A non-adaptive authoring tool
for the creation and management of scenarios
was designed ; v) A demonstrator of dynamic
scenario generation, adapting to the context and
to the learner was designed. It uses the semantic
web and adaptive virtual documents to represent
and implement the scenario model and its
parameters with an adapted architecture which
allows the different models for the development
of CEHL to be integrated appropriately.
Scenario models and pervasive or
contextual learning
This theme is covered from two points of view :
one through the ANR p-Learnet project and the
other through a thesis, which began in October
2008, financed by the Telecom Foundation.
The aim of the p-Learnet project is formal and
informal human learning, in organisations, of the
value chain and clients (BtoB et BtoC). We are
setting up the very first French pole of Pervasive
Learning. During the year 2008, the model of
learning scenarios based on a hierarchical task
model was refined and enhanced. The tasks
represent learning activities. The task/method
paradigm allows the dynamic selection of the
way a task is carried out, according to the current
situation – based on a context model. This model
is used by different industrial partners (Auchan,
UMVF, the Post Office) to model scenarios. There
is also a method which allows search of web
services or resources. In this case the web
services or resources are specified through the
defined metadata schema. The hierarchical task
model, equipped with a task/method paradigm
and integrated into web services and resources
has been designed and is being implemented in
the SCARCE environment. The scenario model
has been enhanced to take into account the
knowledge and skills of the learners. The
scenarios, resources and web services will thus
be adapted according to the current situation
which includes the learner's knowledge and
skills. This research work has allowed us to
establish ourselves at a national and
international level (conferences and journals).
We have worked very hard with the Board of
Research in the Telecom Institute to pool our
knowledge and to create a community of
pervasive learning, in order to create synergies
within our institution and to structure the CEHL
research topic, with specific attention to
pervasive learning. This theme is almost nonexistent
in the French community, whereas it is
very active in the international community. This
work culminated in the organisation of a Mobile
Environments for Pervasive Learning workshop,
2008 which brought the French community
together and in a proposal for a school on mobile
learning in Europe in 2009. This school will be
organised at Telecom Bretagne, where we will
also be in charge of the scientific coordination.
A new thesis also began in October 2008 on this
theme. The subject is the study, development and
evaluation of the added value of contextadaptable
scenarios for mobile collaborative and
cooperative learning. Within the framework of
Higher Education learning, Telecom Bretagne
has a recognised expertise in the area of projectbased
pedagogy identified as a pedagogical
modality, rich in terms of mobile learning. After