Authors:
Jean-Pierre Clayer
;
Claudine Piau-Toffolon
and
Christophe Choquet
Affiliation:
University of Maine and PRES UNAM, France
Keyword(s):
Learning Design, Design Process, Assistance, Context-awareness, Patterns, Pedagogical Design Scheme.
Related
Ontology
Subjects/Areas/Topics:
Authoring Tools and Content Development
;
Computer-Supported Education
;
e-Learning
;
Information Technologies Supporting Learning
;
Instructional Design
;
Learning/Teaching Methodologies and Assessment
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 a
pproach with trainers of the association and the research team in charge with the study.
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