Authors: Sylvain Laube, Serge Garlatti, Jean-Louis Tetchueng
Addresses: Equipe PaHST, IUFM Bretagne, 8, rue d'Avranches, 29200 Brest, France. ' ENST Bretagne, GET CS 83818, 29238 Brest Cedex, France. ' ENST Bretagne, GET CS 83818, 29238 Brest Cedex, France
Abstract: Nowadays, technology-enhanced learning systems must have the ability to reuse learning resources from distributed repositories, to be context-aware, adaptive and based on substantial advances in pedagogical theories and knowledge models. We focus on learning systems using a problem-based learning approach represented by scenarios. Our main contribution is a semantic and didactic-based model of scenarios for designing an adaptive and context-aware learning System. The scenario model is acquired from: i) the know-how and real practices of teachers (inquiry based science teaching); ii) the theory in didactic anthropology of knowledge of Chevallard; iii) a hierarchical task model.
Keywords: adaptive learning; context-aware learning; didactical environment; scenario models; hierarchical task model; task-method paradigm; authoring tools; enquiry-based science teaching; EBST; didactics anthropology; learning resources; resource reuse; technology-enhanced learning; distributed repositories; semantics.
International Journal of Advanced Media and Communication, 2008 Vol.2 No.2, pp.191 - 208
Available online: 26 May 2008 *Full-text access for editors Access for subscribers Purchase this article Comment on this article