Title: A model-driven approach for modelling and simulating new malleable learning scenarios for digital native generations

Authors: Jihen Malek; Mona Laroussi

Addresses: Laboratoire RIADI, Ecole Nationale des Sciences de l'Informatique (ENSI), Campus Universitaire de Manouba, 2010 Manouba, Tunis, Tunisia; Centre Urbain Tunis, Institut National des Sciences Appliquées et de Technologie (INSAT), Nord BP 676, CEDEX 1080, Tunis, Tunisia. ' Laboratoire RIADI, Ecole Nationale des Sciences de l'Informatique (ENSI), Campus Universitaire de Manouba, 2010 Manouba, Tunis, Tunisia; Centre Urbain Tunis, Institut National des Sciences Appliquées et de Technologie (INSAT), Nord BP 676, CEDEX 1080, Tunis, Tunisia

Abstract: Our research proposes an innovative approach that aims at supporting pedagogical designers and teachers to reach |new| learners of today or |digital natives| by allowing them to model, generate and simulate new pervasive, context-aware and adaptive learning scenarios. The core element of this approach consists of an educational modelling language called context-aware adaptive activities modelling language (CAAML) and based jointly on activity theory and IMS-LD standard. To define CAAML language, firstly, we start with identifying relevant concepts that can describe the domain of |malleable learning| which is a useful designation we have found for pervasive, context-aware and adaptive learning. Secondly, we describe its meta-model based on those domain concepts. After, we present the developed authoring tool called ContAct-Me which is based on the CAAML language. To test and evaluate our work, we finally present a learning scenario that values the importance of the proposed graphical language in expressing, modelling and simulating new malleable learning environments.

Keywords: pervasive learning; context-aware learning; learning scenarios; adaptive learning; model-driven modelling; educational modelling languages; IMS Learning Design; IMS LD; metalanguage; CAAML; context-aware activities; adaptive activities; modelling languages; malleable learning; digital natives; pervasive learning; learning simulation; pedagogical designers; pedagogy; teachers; new learners; activity theory; authoring tools; ContAct-Me; France; high schools; secondary education; graphical language; learning technology.

DOI: 10.1504/IJLT.2011.043581

International Journal of Learning Technology, 2011 Vol.6 No.3, pp.288 - 319

Published online: 20 Oct 2014 *

Full-text access for editors Full-text access for subscribers Purchase this article Comment on this article