Paper Info
Title
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 abi lity to reuse learning resources (learning objects, tools and services) fr om large repositories, to take into account the context and to allow dynamic adapt ation to different learners based on substantial advances in pedagogical theori es and knowledge models. In our framework, the goal of scenarios is to descr ibe the learning and tutoring activities to acquire some knowledge domain (for in stance physics) and know- how to solve a particular problem. The main contrib ution 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 fra mework: 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.
Year
Venue
Keywords
2007
ReTIeL
hierarchical task model,model of scenario,didactical theory,context-aware,task/method paradigm.,adaptation,domain model,context model
Field
DocType
Citations 
Robot learning,Algorithmic learning theory,Multi-task learning,Instance-based learning,Reuse,Computer science,Context model,Human–computer interaction,Artificial intelligence,Error-driven learning,Domain model,Machine learning
Conference
0
PageRank 
References 
Authors
0.34
3
3
Name
Order
Citations
PageRank
Jean-Louis Tetchueng1122.06
Serge Garlatti26014.37
Sylvain Laube3123.07