From Electronic Documents to Problem-Based Learning Environments: An Ongoing Challenge for Educational Modeling Languages

Abstract : This work reports an evaluation of two Educational Modeling Languages for the design of environments dedicated to Problem-Based Learning (PBL) situations. Firstly, we assess the expressivity of the IMS-LD language against the requirements of the Smash case-study. Considering the limits of the IMS-LD language, we present some capabilities of the CPM language to describe other views representing contextual didactic choices (actions and events) that IMS-LD cannot afford. An analysis of the details of these CPM views has shown that they refer to learning/tutoring actions to be performed from the semantics of the electronic documents exploited in the Smash situation. Since it is a widely shared tendency to specify learning activities that take advantage of the information embedded in documents, we present some techniques, methods and tools to engineer together the educational capabilities of a corpus of electronic documents and the dynamics of learning activities enhancing the value of such a corpus. The only documents addressed by these research works are those embedding spatial and temporal information. \textcopyright 2006 IEEE.
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https://hal-univ-pau.archives-ouvertes.fr/hal-01912908
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Thierry Nodenot, Pierre Loustau, Mauro Gaio, Christian Sallaberry, Philippe Lopistéguy. From Electronic Documents to Problem-Based Learning Environments: An Ongoing Challenge for Educational Modeling Languages. 7th International Conference on Information Technology Based Higher Education and Training, ITHET, 2006, Sydney, Australia. pp.280-291, ⟨10.1109/ITHET.2006.339776⟩. ⟨hal-01912908⟩

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