MOOCAT: A visual authoring tool in the cMOOC context

Bakki, Aicha; Oubahssi, Lahcen; George, Sébastien; Cherkaoui, Chihab

doi:10.1007/s10639-018-9807-2

Cited by 11 publications

(6 citation statements)

References 15 publications

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“…As a matter of fact, the value orientation of AI applications' design and development should be people-oriented, serving people's will and expectations. In this case, some AI authoring tools are dedicated to stimulating teachers' initiative and innovation in the use of AI (Bakki et al, 2018). The authoring tool solved the issue of knowledge requirements for designing or developing AI applications, especially for the teachers who lack expertise in information technology tools, thereby reducing the total cost involving AI application design and technical requirements.…”

Section: The Relationship Between Teachers and Machinesmentioning

confidence: 99%

Identification and analysis of core topics in educational artificial intelligence research: A Bibliometric analysis

Pua¹,

Ahmad²,

Khambari³

2021

CJES

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Educational artificial intelligence (EAI) means an integration of artificial intelligence (AI) and educational science that is going to serve as an authoritative element of the education system in the future. However, limited bibliographic analysis study have been carried out with the purpose of conceptualising the advancements in this field of educational billiography This study aim is to identify and analysis the core topics using keywords. The method of study is using the Keywords and cluster analysis by conducting a bibliometric review of 8,660 articles that have been published from 2000 to 2020 with the help of CiteSpace software. The results reveal that EAI research primarily encompasses three controversial topics. There is controversy about the AI application to students, AI does not replace teachers and AI algorithms have great contribution in the development of education sector. Study concluded that, AI applications can improve the effectiveness of students’ learning, AI can replace part of the teachers’ work, the relationship between the teacher and the machine should be cooperation, not the relationship between replacement and being replaced, under the premise that teachers give full play to their initiative and innovation. Keywords: Educational artificial intelligence, core topics, Bibliometric analysis, CieSpace, Interactive learning environments

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Section: The Relationship Between Teachers and Machinesmentioning

confidence: 99%

Identification and analysis of core topics in educational artificial intelligence research: A Bibliometric analysis

Pua¹,

Ahmad²,

Khambari³

2021

CJES

View full text Add to dashboard Cite

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“…These languages can, therefore, be seen as Domain Specific Modeling (DSM) languages for specifying formal models about instructional designs such as learning scenarios. Some approaches that the MDE paradigm applies were found in the literature: the Learning Design Language (LDL) language [35], a domainspecific language to model collaborative learning activities; the Instructional Modeling Language (IML) [36], a modeling language that is aimed to teach MDE at the university level; the Massive Open Online Courses (MOOC) Authoring Tool (MOOCAT) [37,38], based on Business Processing Modeling Notation (BPMN) (https://www.bpmn.org/, accessed on 11 March 2021), a visual authoring tool for conceiving pedagogical scenarios in a simple way through graphical representation; the CaVa DSL [39], aiming the generation of Virtual Learning Spaces for the use of the responsible of institutional archives or museums; INDIeAuthor [40], which allows authors with no programming knowledge to produce rich digital content for online publication, similar to that of the most common Learning Management Systems (LMS) such as Moodle (https://moodle.org/, accessed on 11 March 2021); or two EMLs such as PoEML [41], a process-oriented EML, and the [42] approach, an activity-oriented proposal based on Physics of Notations (PoN) [43]. Nonetheless, similar to works presented in the first lines of this section, none of them offers an adequate support to collaborative aspects such as awareness, nor to aspects related to the usability during the development of the learning tools or scenarios (neither technological nor pedagogical).…”

Section: Related Workmentioning

confidence: 99%

Learn-CIAM: A Model-Driven Approach for the Development of Collaborative Learning Tools

et al. 2021

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This paper introduces Learn-CIAM, a new model-based methodological approach for the design of flows and for the semi-automatic generation of tools in order to support collaborative learning tasks. The main objective of this work is to help professors by establishing a series of steps for the specification of their learning courses and the obtaining of collaborative tools to support certain learning activities (in particular, for in-group editing, searching and modeling). This paper presents a complete methodological framework, how it is supported conceptually and technologically, and an application example. So to guarantee the validity of the proposal, we also present some validation processes with potential designers and users from different profiles such as Education and Computer Science. The results seem to demonstrate a positive reception and acceptance, concluding that its application would facilitate the design of learning courses and the generation of collaborative learning tools for professionals of both profiles.

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“…Some improvements have been already identified, such as the deployment of the last phase of the co-design process. On the basis of previous work and the needs identified in the learning design domain [57][58], we intend to develop a graphic author tool to help the designer team to design a JEN scenario model based on the statement of work developed with ADDEGames. We should then be able to propose some services to operationalise these models in the Play Management System.…”

Section: Figure 11 the Agile Co-design Processmentioning

confidence: 99%

From Design to Management of Digital Epistemic Games

Oubahssi

Piau-Toffolon²,

Loup³

et al. 2020

IJSG

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The development of pedagogies that can provide alternatives to traditional approaches is becoming increasingly important as a means of enhancing the attractiveness of training courses, appealing to new types of learners and designing learning systems that help to develop multidisciplinary skills. In this context, the JEN.lab project aims to offer innovative perspectives for learning based on the design of digital epistemic games (JENs in French). The research effort presented in this paper is part of the JEN.lab project. We aim to study problems related to the modelling and design of digital epistemic games. We propose a co-design process and an assistant tool supporting this process to guide teachers in designing digital epistemic games called ADDEGames (Assistance Design tool for Digital Epistemic Games). Our approach is based on: (i) the learners and the situation that emerges when they play the game, rather than the device used to play; and (ii) the teachers who want to manage a game-based learning situation. The iterative and participative development process and acceptance test using an agile approach are presented.

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MOOCAT: A visual authoring tool in the cMOOC context

Cited by 11 publications

References 15 publications

Identification and analysis of core topics in educational artificial intelligence research: A Bibliometric analysis

Identification and analysis of core topics in educational artificial intelligence research: A Bibliometric analysis

Learn-CIAM: A Model-Driven Approach for the Development of Collaborative Learning Tools

From Design to Management of Digital Epistemic Games

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