This paper investigates the problem of personalization in massive open online courses (MOOC) based on a target competency profile and a learning scenario model built for the course. To use such a profile for adaptive learning and resource recommendation, we need to be able to compare competencies to help match the competencies of learners with those involved in other learning scenario components (actors, activities, resources). We present a method for computing relations between competencies based on a structured competency model. We use this method to define recommendation agents added to a MOOC learning scenario. This approach for competency comparison has been implemented within an experimental platform called TELOS. We propose to integrate these functionalities to a MOOC platform such as Open-edX. We present a personalization process and we discuss the tools needed to implement the process.
The importance and benefit of group work is nowadays widely recognized and acknowledged in education. Group work can be supported by online shared workspaces that allow group collaboration. However, the e-assessment of group work remains an issue. Most of the existing strategies rely on intra-group peer assessment to evaluate individual contribution to group work. We propose an alternative by introducing some gamification components. The assessment of students' individual involvement and performance is then shifted to the engagement of students to contribute and participate into a learning community. The goal is to create an enabling environment to stimulate learning by peer sharing and formative feedback. This paper describes the approach, the online learning platform and some of the latest results
Nous présentons un modèle générique d'assistance aux acteurs du téléapprentissage. Le modèle permet de décrire des systèmes d'assistance pour tout système informatisé distribué ou non, quel que soit le domaine de connaissances et quel que soit l'acteur du téléapprentissage (apprenant, concepteur, formateur-tuteur, etc.) qui utilise l'assistance. Le système d'assistance peut aider ces usagers en leur offrant des conseils et en adaptant l'interface en fonction de leurs caractéristiques propres ou de celles de leur groupe de travail, de leur progression dans la tâche, de leurs interactions et de l'historique de l'assistance déjà offerte. Le modèle générique identifie les diverses composantes d'un tel système d'assistance (mode d'accès à l'assistance, objets, buts et thèmes d'assistance, conditions et actions d'assistance, etc.). Un exemple de l'application de ce modèle générique est présenté pour l'assistance à l'acteur concepteur dans un campus virtuel, et plus spécifiquement aux usagers de l'atelier distribué d'ingénierie pédagogique ADISA.
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