Adaptive and context-aware scenarios for technology-enhanced learning system based on a didactical theory and a hierarchical task model

Abstract : Among the main issues of future technology-enhanced learning systems, we can mention the following ones: the ability to reuse learning resources (learning objects, tools and services) from large repositories, to take into account the context and to allow dynamic adaptation to different learners based on substantial advances in pedagogical theories and knowledge models. In our framework, the goal of scenarios is to describe the learning and tutoring activities to acquire some knowledge domain (for instance physics) and know-how to solve a particular problem. The main contribution of this paper is an adaptive and context-aware model of scenario based on a didactical theory and closely related to a domain model, a learner model, a context model. These models are acquired from: i) the know-how and real practices of teachers in a problem-based learning approach in a particular framework: an institution IUFM, different categories of probationary teachers, a course about ?the air as gas in its static and dynamic aspects: properties, theory and applications?; ii) the theory in didactic anthropology of knowledge of Chevallard [1]; iii) a hierarchical task model.
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Submitted on : Friday, November 23, 2007 - 8:33:11 AM
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Jean Louis Tetchueng, Serge Garlatti, Sylvain Laubé. Adaptive and context-aware scenarios for technology-enhanced learning system based on a didactical theory and a hierarchical task model. ReTIeL'07: International Workshop on REpresentation models and Techniques for Improving e-Learning: Bringing Context into Web-based Education, Roskilde, Denmark, 2007, Roskilde, Denmark. pp.40-47. ⟨hal-00190071⟩

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