Assistance for Learning Design Community
A Context-awareness and Pattern-based Approach
Jean-Pierre Clayer, Claudine Piau-Toffolon and Christophe Choquet
LIUM (computer laboratory), University of Maine, PRES UNAM, Avenue Olivier Messiaen, Le Mans, France
Keywords: Learning Design, Design Process, Assistance, Context-awareness, Patterns, Pedagogical Design Scheme.
Abstract: Designing learning is a complex task. Researchers and teachers have proposed many methodological issues
to deal with it. Despite valuable technological advantages of machine-readable outcomes, most of the time
these proposals are too complex to use, limiting the expressiveness, the sharing and reuse of learning
scenario by the teachers’ community. Learning design processes support and guidance are often missing or
insufficiently adaptable to the design context. Based on the needs of an association dealing with
professional integration in charge with back-to-work programs named PARTAGE, we defined a design
approach based on patterns and an editing tool to support the learning design activities to help the sharing of
pedagogical scenarios inside the teachers’ community of PARTAGE. In this work, we focus our attention
on the assistance abilities of the editing tool, depending of its design context awareness. We realize a pilot
study on this approach according to a participatory design approach with trainers of the association and the
research team in charge with the study.
1 INTRODUCTION
According to Laurillard, teaching may be considered
as a design science (Laurillard, 2012, p1). Learning
Design is a complex task (Rohse and Anderson,
2006). The learning design research field produced a
set of design process, methods and associated tools
such as Instructional design models, the MISA
Instructional Engineering Method (Paquette, 2004),
learning design specifications like PALO, LDL or
the IMS-LD learner activity-driven approach
(Koper and Olivier, 2004).
Researchers in Technology Enhanced Learning
(TEL) get increasing interest within approaches
based on patterns. Patterns are potentially valuable
tools for designing complex learning management
systems. Design approaches based on patterns
introduce a way to negotiate the new emergent roles
of teachers and learners by, for instance, allowing
the learner to assume a designer role, based on the
instantiation (contextualization) of a pattern on a
given learning situation (Rohse and Anserson,
2006). By example, learners or teachers may
assume a designer role criticizing or refining a
pattern solution as the context evolves on a learning
situation. These approaches are immediately
relevant to teachers as they present means by which
the teaching community can participate in design.
The knowledge and the know-how developed by the
teacher is externalized, embodied in patterns
sharable in a community that can critique and build
its knowledge (Laurillard, 2012, p8). COLLAGE, a
collaborative learning flow pattern (CLFP) editor
(Hernández-Leo et al., 2006) proposes a visual
pattern based design approach implementing
learning scenarios in RELOAD. This approach is
based on the IMS LD specification which enables
the modeling of learning processes. The MDEduc
project proposes a Pedagogical Patterns Editor for
the design of learning scenario. This is a text editor
using the formalism and the syntax of patterns.
ScenEdit and the ISIS model support also a pattern
based approach to design learning scenarios.
Teachers can share and reuse practices with patterns
as far as they could be expressed with a pedagogical
oriented vocabulary and syntax.
Nevertheless, these approaches propose teachers
to identify the best solution (pattern) among existing
ones for their pedagogical needs according to a
given pedagogical model, reflecting a specific
pedagogical approach. We’ve named such models
pedagogical design schemes (PDS).
Nevertheless, these approaches have some
limitations. One of them is the lack of design
assistance mechanisms (Villiot, 2007). According to
293
Clayer J., Piau-Toffolon C. and Choquet C..
Assistance for Learning Design Community - A Context-awareness and Pattern-based Approach.
DOI: 10.5220/0004845702930300
In Proceedings of the 6th International Conference on Computer Supported Education (CSEDU-2014), pages 293-300
ISBN: 978-989-758-020-8
Copyright
c
2014 SCITEPRESS (Science and Technology Publications, Lda.)
(Dufresne et al., 2003), two assistance levels could
be defined : the first level is to provide users with an
editing tool for designing a pedagogical scenario, the
second one is to offer a support for design activity
with such an editor. In a design context where
instantiating patterns are emphasized, we introduce a
third level of assistance, for helping the users to
reuse existing patterns and to share new ones.
Thus, our main issue is to define a design
approach based on the instantiation of shared
patterns, by using an editing tool where the design
activity benefits from contextualized assistance
which takes into account user own design approach
identified as pedagogical design scheme.
Our technical approach is in the scoop of
Domain Specific Modeling. It allows designers
(assisted by modeling experts if needed) to define
their own Educational Modeling Language by
specifying a domain-specific language and to use it
for building their scenarios (El Kechaï and Choquet
2006). This approach enables the design of
computational models (i.e. models interpretable by a
computer) which could be enacted by compliant
systems.
The work we relate here was primarily based on
the needs expressed by PARTAGE, an association
dealing with professional integration in charge with
back-to-work programs. Initially, the persons in
charge of this association wanted to produce
computerized pedagogical materials in order to
facilitate capitalization, reuse and adaptation. Then,
they have stressed the need of a tool to support their
design sessions in order to produce scenarios more
adapted to their heterogeneous public. Finally,
considering the important turnover of their training
staff, they wanted to capitalize the training know-
how of experimented teachers, to be able to share it
with novices ones and to provide assistance when
trainers are involved in the design of a learning
scenario. We worked with trainers of this association
within an iterative participatory design
methodology, in order to fit better with their needs.
The results of this pilot study consists in (1) a design
approach based on patterns (Clayer et al., 2013), (2)
an editing tool which allows different pedagogical
design scheme models, (3) a way of sharing
pedagogical scenarios in a community or, more
exactly, patterns which could be instantiated by any
member of a community, for his/her own design,
and (4) an assistance system that guides teachers
during the learning design activity, according to
their pedagogical design scheme.
In this paper, we focus on the characterization of
the assistance system we have developed for
PARTAGE (section 3) and we relate the first
experimental uses of the editor by trainers of the
association (section 4) in a pilot study. We conclude
this paper by some considerations on the possibility
to generalize the assistance approach we have
defined (section 5). The next section of this paper
presents the relevant notions of patterns, user
assistance, context-awareness and pedagogical
design schemes.
2 ASSISTANCE FOR LEARNING
DESIGN
2.1 Patterns
A pattern is a semi-structured description of an
expert's method for solving a recurrent problem
which includes a description of the problem itself
and the context in which the method is suitable (Mor
and Winters, 2007). Patterns are “good solutions” to
deal with complexity characterizing the educational
field (Rohse and Anderson, 2006). This formalism
offers the teacher an opportunity to externalize his
knowledge (Goodyear, 2005) and can be formally
expressed. A pattern is defined by three properties: a
problem, the context of this problem and a solution.
Each pattern captures the best way to solve a
problem in a particular context. Patterns guide rather
than prescribe (Rohse and Anderson, 2006). A
pattern language describes the relations between
patterns (associated, composed of…) that capture the
whole design process and can guide the designer
through step-by-step design guidelines.
According to the Domain Specific Model
approach we have adopted for this research work, a
meta-model of patterns has been defined to describe
the pattern language and a set of patterns has been
elaborated and presented in (Clayer et al., 2013).
2.2 User Assistance
(Rech et al., 2007) defines several dimensions for an
assistance system:
the presentation of assistance to the user;
the way to define assistance algorithms.
Each assistance system could reify the assistance
by different kinds of actions:
The adaptation (Andresen and Gronau, 2005) is
defined as a characteristic for a system to
identify the capacity of this system to modify its
structure according to situations or events.
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The retro action (Dufresne et al., 2003) improves
the activity by highlighting or focusing on the
elements to complete.
The advice suggests process or task to realize in
order to reach user’s goals.
The constraint ensures consistency with the
element affected by this constraint.
The user’s task assistance we present in this
paper implements these four kinds of actions, with a
particular focus on the reuse of the pedagogical
elements and scenarios.
2.3 Context Awareness
Context-aware systems (Bardram, 2005) are well-
suited to support adequately the learning design
activity of teachers and trainers. An assistance
system uses context to provide information and/or
services to the user, where relevancy depends on the
user’s task (Dey and Abowd, 2000). User’s task
refers to the interaction between the system and the
user during the design session.
Thus, we have proposed a learning design
adaptive process based on the user’s design context
and the design activity. It addresses an automatic
user modeling approach where the user’s model is
defined during a tool design activity session from
user’s characteristics (user profile, design session’s
context, and user skills) and its interaction with the
system.
User models and user modeling are key elements
for personalizing interaction. User modeling is
motivated by differences in individual user’s needs
and characteristics and heterogeneity between
different groups of people (Razmerita et al., 2003).
User’s characteristics and interactions between the
user and the system are relevant tracks to collect and
will be used to help teachers/trainers to manage their
learning design activity.
2.4 Pedagogical Design Schemes
The characteristics of a learning scenario are mainly
conditioned by the choice of the pedagogical
approach and the learning strategy (Paquette, 2004).
Commonly, communities of teachers could be
identified by the same context of teaching: a class
level, a learning domain, a pedagogical approach.
More rarely is, for a community of teachers or
trainers, the sharing of a particular pedagogical
design scheme (PDS).
A pedagogical design scheme is the approach for
designing a course, in our context, a learning
scenario. A pedagogical design scheme is defined by
an oriented graph of the pedagogical elements (e.g.,
in the context of IMS-LD, a role, an activity, a
learning objective, etc.). The first pedagogical
element defined by the designer is the root of the
oriented graph and gives the orientation of the PDS.
When practicing teachers design a learning scenario
with the same design objective, the pedagogical
design schemes could be different. For the same
design problem, many pedagogical design schemes
could exist. Some practitioners, depending on their
experience or on the context of design, could start a
design by defining resources of the scenario and
then, in a second time, related activities and
strategies. Some other designers will begin by
describing objectives and intentions of the scenario
first and associated activities and resources
afterwards.
Early instructional design approaches have
developed concepts for systematically designing
instructional materials. The IMSL-LD specifications
are based on a learner activity driven approach
(Koper and Olivier, 2004). This kind of languages
provides best practice guides driven by the
efficiency of the modeling rather than pedagogical
design schemes. Editors developed for these
languages want usually to instrument the modeling
activity guided by a given design approach,
underlying implicitly the interfaces. Some authors
identified pedagogical design schemes driven by
strategies and intentions. This kind of schemes
supports the design process in the ISIS model (Emin,
2010).
We think that, for tooling and supporting a
design community of learning scenarios, one has to
develop designs tools allowing different pedagogical
designs schemes. Thus, we have developed such an
editor and performed a pilot study with trainers of a
same community of teaching for evaluating its
usability.
3 ASSISTANCE IN DESIGN
APPROACH
User designs pedagogical scenarios composed of
pedagogical elements (activity, learning strategy,
objective, role, material resource, learning situation,
etc.) represented by patterns in our learning design
approach. A simplified graphical description of a
process pattern for the activity “Realize an
individual evaluation/training” is proposed (Fig 1).
To support the user during his design activity, we
define (1) a “designer context”, e.g. a data structure
for capitalizing the information on the designer’s
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295
Figure 1: Simplified Graphical Form of a Pattern.
pedagogical practices and actions, (2) a task model
to identify the current design activity in accordance
with the pedagogical design scheme of the designer,
and (3) an assistance process which performs a set of
assistance actions adapted to the designer context
and the current activity.
3.1 Designer Context
A “context” is a structured set of information that
can be used to characterize the situation of an entity
(a person, place or object) that is considered as
relevant to the interaction between a user and an
application, including the user and the application
themselves (Dey and Abowd, 2000).
In our approach, we refer to the context of a
designer to qualify the context of a person, a user (a
teacher or trainer) in his learning design activity.
This designer context may be characterized by three
facets:
- The User Profile (Amato and Staraccia, 1999)
is defined with the information based on the
interaction with the system, user preferences
and user knowledge. Examples of these data
are: the level of adaptation expected in the tool
(automatically, with the confirmation of the
user, minimum adaptation), the login and
password used to identify the user, etc. All of
these data could be changed at any time by the
designer.
- The Design session’s context is the context
created during one design session. Each
designer context saves the review of all design
session’s contexts (one by effective session, and
by user). This context is composed of :
• The Pedagogical context qualifies learning
strategies and objectives defined by the
designer.
• The Institutional context is a set of
information on the constraints, rules and
resources imposed or available to the designer
by his/her institution (in this paper, the
association PARTAGE).
• The Domain gathers, by the help of
keywords, the information concerning the
concepts of the user learning domain.
• The Context of use gathers information
during the designing session in order to qualify
the nature of the task: the Pedagogical Design
Scheme and Assistance actions.
- The User’s Skills are the skills the designer is
supposed by the system to master, as far as
he/she used the functionality of the tool (for
example: “to reuse a pedagogical element” or
“to link a role and an activity together”).
User Profile is a static set of information filled
by a form during the first session and/or actualized
on designer’s demand. Design session’s context is
updated by the assistance process during a design
session. When a user creates a resource, this
resource is capitalized in the Institutional context as
a resource available inside the relative institution.
User’s Skills is the part of the context taking into
account the user experience. It is updated depending
the nature of the interaction and the user’s actions.
3.2 Task Model of Design
Task models are useful for supporting the user
during a session. With such a task model and by
defining links between tasks and the interaction
devices composing the user interface, an editor
could provide context-sensitive, task-oriented
support to the designer (Pangoli and Paternò, 1995).
Considering our objective, we have chosen to adapt
the user task model defined in (Paternò, 2001), as it
is centered on the task of the user.
We have defined two levels in the task model:
- The first level is the pedagogical design scheme
itself. The pedagogical design scheme is
updated after each task performed by the user.
- The second level is a tree of tasks. The tree of
tasks is associated with a category of
pedagogical elements and represents the tasks
that the user is able to perform during a design
session with these pedagogical elements (Fig.2).
3.3 Assistance Actions
As described above, the assistance can lead on
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Figure 2: Partial Task-Model for the creation of an
element.
many kinds of actions (message of the system,
guidance, adaptation…) (Dufresne et al., 2003). We
have implemented four kinds of assistance actions in
the assistance system:
- Guiding: The system supports the user with a
guide of practices, adapted to the current design
activity. The textual information relative to the
current action is highlighted and changes
according to the next user’s action. This
assistance should enable the appropriation by
the designer of the best practices of design
regarding its Pedagogical Design Scheme.
- Consistency ensuring: The system informs the
user if the current user’s action has an impact on
the coherence of the scenario. For example, if
an activity is defined with a given resource, and
if this resource is already registered in the
system, the system informs the user that the
resource exists and it can be added
automatically to the current design model. This
assistance ensures that the pedagogical scenario
is consistent (by checking on the proprieties of
elements, the meaning of combinations or
associations of elements) at the end of the
design session.
- Action anticipating: The system anticipates the
next design action on the basis of the model-
task, the pedagogical design scheme and the
current design activity. Firstly, the pedagogical
design scheme is used to identify the type of
pedagogical element currently handled by the
designer; then the task model associated to this
pedagogical element is used to identify the
current design activity. For example, if the user
has created many activities, added a material
resource and associated this resource to an
activity according to its definition, the system
verifies and creates all resources required by an
activity (referenced in the definition of an
activity).
Retroaction providing: The system uses the
pedagogical design scheme and the current
design activity to verify and modify each
pedagogical elements of the current design
activity. For example, if the user changes the
prerequisites of an activity, then the system has
to change the associated pedagogical elements.
The assistance actions are implemented by a
rule-based system. A set of rules is defined for each
design activity and inferred among a forward
chaining, fired by user/system interaction events.
3.4 Assistance Process
We have defined the assistance process as an
iterative cycle of four steps, as the one synthesized
in (Lopisteguy et al., 2012).
- Step 1 “Collect information”. The system
collects information: the pedagogical design
scheme of the session as well as the information
describing the current user action and the
designer context.
- Step 2 “Qualification”. The system identifies as
the current design activity, the last activity
started in the pedagogical design scheme. The
context of the designer is updated with the
information collected.
- Step 3 “Diagnostic”. The system searches in
task-model the current activity and selects the
set of rules associated. This set of rules is
composed by rules for each type of assistance
actions. The rules are contextualized (variables
are valued with the collected information).
Then, the current design session’s context is
checked in order to ensure the consistency. By
analyzing the task model, the system selects the
actions to anticipate. The guide is selected or
updated regarding the current activity. The set
of design session's contexts is used to provide
retroactions. The user’s skills and the level of
assistance are updated in the user profile and
used to fix the level of selected assistance
actions. Finally, the system elicits the action(s)
associated to the best contextualized rule(s) to
be applied.
- Step 4 “Adjustment”. The system applies the
qualified assistance actions and, if necessary,
informs the designer of the assistance applied
(example of message: “A new resource has been
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added to the scenario”).
This assistance process is active along the whole
design process (Clayer et al., 2013). We will
highlight this process in the next section, with a first
test out of an editor implementing this assistance
process.
4 PILOT STUDY
4.1 Description of the Pilot Study
We realize a pilot study with the professional
trainers of PARTAGE. Three main characteristics
concern this association:
- PARTAGE provides trainings essentially based
on formative evaluations supported by classical
pedagogical resources and methods (teacher-
learner based strategy).
- Pedagogical resources are not always well-
adapted to the public. Learners are adults
unused to be trained and being at a loss with
classical paper-based aid. Moreover, they often
have difficulties with the basics knowledge of
reading and writing or oral expression.
- The association faces many changes within its
trainers staff. This turnover doesn’t facilitate the
reuse and the sharing of the teaching know-how.
This pilot study takes place in a design
participatory approach (Schuler and Namioka,
1993). Ten trainers of the association took part in
this pilot study. The pilot study has been conducted
during three iterations which have each occurred
during a period of two or three weeks the last two
years.
In a first step, after having observed and
analyzed the practice of the association, we have
proposed some patterns (Clayer et al., 2013) co-
constructed with the trainers.
In a second step, during one of these sessions of
participatory design, we have assigned the trainers
with a new learning situation to design. Each of
them has designed a complete scenario of the
learning situation, creating by the way many
pedagogical elements. This was the opportunity for
us to identify and then to model different
Pedagogical Design Schemes.
We have then developed an editor, taking into
account the PDS and the patterns previously
formalized, and implementing the assistance process
we have defined.
4.2 An Editing Tool
The editor is generated into the EMF-GMF
framework (Steinberg et al., 2008). EMF-GMF
framework supports fast update cycles of
development for tools (Krogmann and Becker,
2007). The interface of the tool allows the designer
to visualize the pedagogical elements he/she
instantiates in a graphical view of the solution (Fig.
3-A). A toolbox provides the design primitives
(pedagogical elements: objective, pedagogical
strategy, material resource, human resource,
activity, learning situation) (Fig. 3-B). Finally, a
visual description for the information concerning the
pedagogical element is accessible through the tab
property (Fig. 3-C).
Figure 3: The interface of editing tool.
4.3 Test out of the Assistance
In a third step we have proposed to two trainers to
test out the editor. After a short introduction on how
using the interface, we asked them to design a
pedagogical scenario for a real training session to
test the feasibility of our methodology. They design
together the pedagogical scenario of a training
session on “the risks related to population ageing”.
We present here the scenario of this design session
to explain how the design assistance tool system
works for supporting the user task.
The trainers decide to define first the
pedagogical strategy. They select the pedagogical
element “Strategy”. The system collects this element
(step 1 of the assistance process). The system
identifies the current task “create strategy” and it
adds it to the pedagogical design scheme model. A
new strategy is added in the pedagogical context of
the session context (step 2). The system selects the
set of rules for the task “Create a new element” and
contextualizes it. For each rule of the set, the system
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changes the default type of pedagogical element by
“Strategy” (step 3). The system tries to apply
contextualized rules but no condition on a rule is
validated (step 4).
Then trainers decide to add a new element to the
scenario instead of reusing an existing one. The
system collects the user action (step 1). The
assistance system identifies the current activity as
“Start new element: from: strategy” and adds the
activity to the pedagogical design scheme model
(step 2). The system selects the set of rules for the
task “Start new element” and contextualizes it (step
3). The system is looking for rules to apply. Two
rules are validated and applied. The propriety
“context” of the element is initialized to the value of
the “context of the scenario” (consistency ensuring).
An assistance guide exists to describe the best
practices to “create a new element” (step 4). The
context information is filled and the guide appears
(guiding) (Fig 4).
Figure 4: Guide appears on the left on the screen.
Trainers define the name of the strategy “raise
general awareness of the ageing”. The system
collects the name (step 1) and identifies the current
activity as “Define Name: from: strategy” (step 2).
The system selects the set of rules associated to
“Define Name” and contextualizes it (step 3). The
system tries to apply the set of rules. Only one rule
has the condition to be validated and applied: the
same name for the same type of pedagogical element
was used in a previous design session associated to
an objective (step 4). This objective and the link
between the objective and the strategy are created
and the system informs the user with a message box
(action anticipating).
At anytime, the user can change the assistance
level to reduce the number of messages or deactivate
the assistance system.
5 DISCUSSION AND
CONCLUSIONS
We have been approached by PARTAGE, an
association in charge with back-to work programs,
over helping them to improve their learning design
activities. Some trainers were involved with us in an
iterative participatory design research approach. We
have elaborated in a first time a design approach
based on patterns and co-constructed with the
trainers some patterns which embodie their teaching
know-how. In a second time, we have studied with
them the assistance process and proposed a context-
awareness system to support the design activity,
based on pedagogical design schemes and task
models. At the end of the pilot study, trainers have
reused existing patterns and designed new ones,
describing a pedagogical scenario of a learning
situation.
The design assistance approach we have
proposed is based on a pattern design methodology
and has been elaborated by studying a community of
trainers involved in specific training needs. In such
an approach, patterns are specific to the community
and indeed it was our main goal: to embody the
know-how of a community of practice in order to
allow the sharing and the reuse inside it. Moreover,
by allowing both the reuse and the creation of
patterns during the design of a learning scenario, we
focus the design by the reuse and for the reuse,
strengthening by the way the designer’s awareness
of membership of a community of practice.
To facilitate the design and with the aim of
enhancing the reuse, we have proposed a design
assistance process which could be considered as an
epiphyte system (Giroux, 1996), that is to say the
assistance process is implemented independently of
the design one, but synchronized with each step of it,
by the help of handlers on interaction events. These
events are basic and generic primitive design actions
(as “create”, “modify”, “add”, etc.) and the set of
rules we have defined could be instantiated on any
set of pedagogical elements, even if we think that
the pedagogical elements we have defined here are
very standardized (activity, learning objective, role,
etc.). Indeed, we improve our approach with another
community of practice, computer sciences teachers
in our university.
We claim this design and assistance approach we
have proposed could be applied with benefits when
one wants to (1) capitalize the know-how of an
existing teaching community of practice, (2)
reinforce the identity of such a community, (3)
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enhance the productivity of its members, and/or
improve the quality of learning designs.
For this, we continue to realize pilot studies on
design sessions with PARTAGE and to improve the
set of existing patterns and the assistance process;
we have started a study with another community in
our university, focusing here on the reuse of the
assistance process; and we need also to collaborate
with other learning communities to improve the
assistance rule-based system on another set of
pedagogical elements, enlarge the set of pedagogical
design schemes we have identified, and better take
into account the evolution of the experience of the
designer.
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