The French Corner meeting is organized by the ORPHEE e-learning network and will take place during the EC-TEL cocktail party on Tuesday, September 13th in the evening. Room: Salon des Symboles Nord
The ORPHEE network’s ambitions are to build a french e-learning community by gathering the main actors, to structure the group’s work and to meet actual e-learning challenges. The project articulates three facets: International, Industry and Training & Experiments.
The French Corner meeting is an opportunity to discuss with various French Universities and Labs. Their research’s works will be presented under the shape of poster or demos, and will be structured according to four themes: Learning Analytics, Serious Games, Social Learning, and Learner Adaptation.
1. Learning Analytics
Presentation of a web platform dedicated to capitalize data, operators and analysis processes about man-ILE interactions (demonstration)
Université de Grenoble, Denis Bouhineau
The web platform UnderTracks for research (http://undertracks.imag.fr/) enables capitalisation and sharing of experimental data traces obtained from student's interaction with human learning environments; and design, sharing and execution of analysis processes on these data. The demonstration will show the added-value of having, at the same location, data and analysis processes to improve both.
Laalys: A Petri net-based tool to assess learner's behaviour in learning games (poster + demonstration)
Université Paris 6, Amel Yessad and Mathieu Muratet
Laalys (Learner Activity AnaLYSer) is a tool that aims to analyze and make the behavior of learners readable when they solve levels of learning games and evolves in a big state space with a large variety of possible actions. Laalys propose (1) an algorithm based on Petri nets which analyzes the learner's actions and describes them with meaningful labels and (2) a graphical metaphor based on the Source-Path-Goal approach to give a visualization of the learner behaviour, easier to understand than his path in a big state space.
Semantic analysis of learning traces (poster + demonstration)
Université de Lyon, LIRIS lab, Nathalie Guin, Rémi Casado, Pierre-Antoine Champin
We propose the notion of modeled-traces management system for learning analytics, and an open implementation of it called kTBS4LA. This system enables a semantic representation of the learners activity, and tools intended for analysts, in order to model, visualize, and query activity traces. kTBS4LA can be used to analyze uses and to compute indicators.
ReaderBench: The Learning Companion (poster + demonstration)
Université de Grenoble, Université “Politehnica” - Bucharest, M. Dascalu, P. Dessus, S. Trausan-Matu
ReaderBench is a fully functional automated software framework, designed to be an educational helper for students and tutors. The system makes uses of text-mining techniques based on advanced natural language processing and machine learning algorithms to design and deliver summative and formative assessments using multiple data sets (e.g., textual materials, behavior tracks, self- explanations).
Collecting Large Programmers' Learning Traces (poster + demonstration)
ENS Rennes, Lorraine University, INRIA, Martin Quinson, Gérald Oster, Matthieu Nicolas
The Programmer’s Learning Machine (PLM) is an interactive exerciser for learning programming in which learners can solve hundreds of playful programming assignments. This is also a scientific instrument collecting large learners' traces. Typical traces contain hundreds of attempts, during which the learners wrote thousands of lines of code.
We are looking for research partnership to enrich and exploit this corpus, that keeps growing as the PLM is freely usable online.
Identification and visualization of learners’ engagement: emotions, behaviors and cognition (poster)
Université de Lyon, LIRIS lab, Elise Lavoué
In the poster, we present some projects we have conducted to identify and visualize learners’ engaged-behaviors considering the cognitive, behavioral and emotional aspects. Within the QuEJANT project we proposed a qualitative approach to identifying users’ behavioral engagement and qualifying their engaged-behaviors from their interaction traces with a social game. The MétaEducation project aims to develop visualizations of learners’ engagement based on their interaction traces when learners construct complex knowledge representations (e.g. mind maps). The EmoViz project focuses on learners’ emotions and aims to supply learners with reflexive visualizations of their own emotions and awareness of their peers’ emotions from the analysis and combination of audio and video data, self-reported information and interaction traces.
2. Serious Games
Serious Games and Innovative User Interactions (poster + demonstrations)
Université du Maine, LIUM Lab , Sébastien George
The LIUM researchers have initiated several projects involving Serious Games, Augmented Reality, Virtual Reality, interactive tables and other advanced and collaborative interactions for learning.
EditoVILAN is an editor, which helps teachers to create educational scenarios in virtual environments for teaching orientation skills. It generates explorable virtual environments for ULIS (Local Units for School Inclusion) pupils, who suffer from various learning and physical disabilities. Different pedagogical scenarios can be implemented for the pupils: from finding their way around, using a map inside the school, to applying those skills in a real urban environment.
One of the objectives of the ReVeRIES project, is to help teachers and nature park managers to design botanical Mobile Serious Games (MSGs) adapted for their teaching goals and the local flora. To that end, we developed an authoring tool to design MSGs without programming skills, and deploy them on any type of mobile device. To enforce interoperability, the authoring tool is entirely web-based. Furthermore, the MSGs are generated in a JSON format for which we are designing a Web-based Player Engine.
Toward Meta-Design with an Authoring Tool Meant to Adapt Serious Games to Teachers Pedagogical Needs (poster + demonstration)
Université de Lyon, ICAR lab, Bertrand Marne
To enable teachers to co-design Serious Games (SGs) during the use stage, we harness the approach of meta-design. Hence, we propose a model and an authoring tool that help teachers to adapt SGs to their specific teaching contexts. MoPPLiq is a model, both formal and visual, representing the several stages of an SG. It is meant to be explicit and adaptable by teachers. APPLiq is an authoring tool meant to adapt instances of MoPPLiq models, and automatically check and compensate their inconsistencies. The demo allows you to use APPLiq to configure the progression of the serious-players in the SG Google Blockly Maze.
An authoring system for the learning game Prog&Play (poster + demonstration)
Université Paris 6, Mathieu Muratet and Amel Yessad
Prog&Play is a learning game that aims to train students on programming concepts such as: sequences, iterations and alternatives. An authoring system was developped to Help teachers adapt Prog&Play to their Educational Contexts. This authoring system allows teachers create easily new levels and helps them customize the educational scenarios of levels. The authoring system is embedded in the game and the teachers don't need any programming competences to use it. Teachers can create new game objects, add behaviours to these objects and decide which actions are performed when conditions and events appear.
3. Social Learning
COCoNotes: a platform for video annotation (poster + demonstration)
Université de Nantes, Olivier Aubert
The COCo project at University of Nantes aims at leveraging annotations in video-centered pedagogical resources, creating open multimodal content for knowledge diffusion and exploring new techniques for e-learning. We will present the experiments we have carried out and demo the COCoNotes platform that was designed based on the feedback gathered from these experiments.
Active learning to foster engagement of learners (poster + demonstration)
Université de Toulouse, Julien Broisin, Franck Silvestre, Rémi Venant
The IRIT team conducts research about the definition and design of sustainable educational strategies, supported by the conception and development of innovative learning environments. In particular, we focus on active learning to bring social interactions in different educational situations.
Tsaap-Notes brings a new way to perform formative assessment during face to face lectures. It allows students to give answers containing textual content, it automatically triggers socio-cognitive conflicts and organizes peer assessment for all student contributions.
Lab4CE is a cloud-based platform that offers an easy way to supply students with their own remote Laboratories for Computer Education, enhanced by collaborative capabilities to promote peer learning and spontaneous mutual assistance. Lab4CE also targets deep learning, with real-time analytics to provide awareness and engage reflection.
Mobile, tactile and social technologies for Learning (poster + demonstration)
Université de Lyon, LIRIS lab, Christine Michel, Audrey Serna
The affordance of mobile, tactile and social technologies offers great opportunities in learning domain. Considering the complexity of the context of use, user’s centred design and evaluation methods are required to measure the propositions in terms of relevance and impact on the learning processes. Several issues raise within these environments such as 1) the design of multi-devices and multi-users activities, 2) the observation of social interactions and regulation, and 3) the study of user experience, acceptance and appropriation.
This poster presents 4 research projects, JENLab, One, Alex, MSEco, illustrating these issues for mobile, tactile and social technologies.
4. Learner adaptation
Towards learning personalization and adaptation in social contexts (poster)
Telecom-Bretagne, Serge Garlatti
In our team, we are interested in the personalization of e-learning environments (MOOCs, PLEs,...) in social contexts where learning takes place, everywhere and anywhere, through learners interactions and communication with others. We focus on contents, activities, and collaboration.
Recommending Open Education Resources (OER) to On-line Learners (poster)
Université de Lorraine, Azim Roussanaly
This poster presents an Open Educational Resources (OER) recommender system to be integrated within an on-line learning environment benefiting of more than 30,000 EOR produced by the Thematic Digital Universities (UNR) in France.
The key idea is to add this recommender system to the private Learning Management System (LMS) of higher education institution in order to assist students by offering them personalized complementary resources.
Multitasking and remediation in a screen- based pedagogical situation (poster)
Université de Lyon, ICAR lab, Christine Develotte and Morgane Domanchin
This poster will be a means to convey our first reflections on multitasking – how do students use multitasking in a pedagogical screen-based situation ? In what ways can multitasking be used for « remediation » ? Taking the example from a student, we will suggest some research avenues in order to consider multitasking in the study of pedagogical interactions - what are the difficulties produced by this type of behavior ? How to multitask without disturbing pedagogical interactions ? To what extent is multitasking helpful for learning languages ?
MOCAH: a research team on the domain of Technology Enhanced Learning (poster)
Université Paris 6, Amel Yessad and Vanda Luengo
Mocah is a french team that leads research on computer modeling of human cognition through multidisciplinary projects. Mocah's research include the design of authoring tools for the production and the adaptation of learning resources by teachers as well as monitoring and assessing the learner and adapting pedagogical scenarios to the learner's profile.
OPEN-EAR: Open Educational Adaptive Resources (poster + demonstrations)
Ecole Centrale de Nantes, Simon Carolan
We have developed enriched multi-scale eTextbooks that allow learners to select their reading level based on their previous knowledge. We explored the possibility of creating learning resources that can be automatically adapted to the learner profile, learning outcomes and learning context. These resources rely upon domain ontologies that structure semantic wikis. We will demonstrate these developments that have been applied to the domains of materials science and virtual reality and demonstrate the perspectives for the development of these tools across the engineering sciences and potentially beyond.
Learning Design, Adaptation and Operationalisation of Learning Situations (poster)
Université du Maine, Claudine Piau-Toffolon
This communication presents the work of a part of the team IEIAH dedicated to learning design engineering of the Laboratory LIUM of the University of Maine-Le Mans-Laval. The expertise domain of the team are Learning Design, Adaptation and Reuse of learning situation and Operationalization. One of the Learning Design challenges we address consists in adapting a pedagogical intention, from a teacher perspective, to the functionalities and constraints of a targeted TEL environment.
SEPIA, an environnement to add technical and pedagogical assistance to existant applications (poster)
Université de Lyon, LIRIS lab, Stéphanie Jean-Daubias
In order to setup personalised assistance systems in any existing application, we developed the SEPIA system that consists in two main tools. An assistance editor enables assistance designers to specify the assistance they wish for the application, and a generic assistance engine executes the specified assistance in order to provide the application end-users with personalized assistance. This generic approach can especially be used in an educational context to plug pedagogical and technical assistance in applications used by learners.
Personalization of activities and learning paths based on teachers’ pedagogical strategies (poster)
Université de Lyon, LIRIS lab, Marie Lefevre
We present the PERSUA2 meta-model, which enables teachers to define pedagogical strategies that describe how to build learning paths or activities, depending on the learner profiles. These strategies are used by the system to propose to each learner personalized activites or personalized learning paths. This work has been applied in several contexts: personalization of Interactive Learning Environments, personalization of MOOCs… We also present an authoring tool using exercises generators, enabling to propose various exercices based on exercises models defined by teachers.
Adaptation mechanisms in serious games (poster + demonstration)
Université de Lyon, LIRIS lab, Karim Sehaba
The poster presents some projects on dynamic adaptation of interactive digital environments to the context of use. Especially, we focus on (1) the generation of adaptive learning scenarios in serious games (CLES Project), (2) the adaptation of gamification, and (3) the interactive extraction of adaptation knowledge from interaction traces (RoboPopuli Project). The aim of CLES (Cognitive Linguistic Elements Stimulations) project is to develop an adaptive serious game for the evaluation and training of cognitive functions. In this context, we have developed the GOALS (Generator Of Adaptive Learning Scenarios) platform, which is capable of generating learning scenarios taking into account the user profile, the pedagogical objectives and the specificities of serious games. FUI-RoboPopuli project concentrates on endowing entertainment and learning companion robots with adaptive and social behaviour.