an approach for pedagogical hypermedia design stéphane crozat, philippe trigano
TRANSCRIPT
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An approach for pedagogical hypermedia design
Stéphane Crozat, Philippe Trigano
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Index
1 - Introduction
2 - Concepts for structuring
3 - Design method
4 - Conclusion and perspectives
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Index
1 - Introduction
2 - Concepts for structuring
3 - Design method
4 - Conclusion and perspectives
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Introduction
New demands in education One of the solutions : The hypermedia Question : How to design ? Problem : No experience to base on, tentation to
copy other supports method
Solution : Think support specificity to propose a specific method
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Index
1 - Introduction
2 - Concepts for structuring
3 - Design method
4 - Conclusion and perspectives
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Information-Unit (Definition)
Numeric documents are based on calcul [Bachimont 99] Numeric information is not linear : need for a non linear
représentation Manipulation of numeric information is not specified :
need for an explicit description of manipulation possibilities
An autonomous Information-Unit : necessary and sufficient for reading
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Information-Unit (Properties)
An IU is defined by : An internal structure (structure of the multimedia contents) An external structure (structure of conceptual links with
other IU of the hypermedia) A set of associated actions (available functions for the
manipulation of the contents)
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Pedagogical hypermedia (Definition)
We define a structured pedagogical hypermedia as : as a set of IU with structured contents a set of conceptual links between IU a set of executable actions for each IU
IU
IU
IUIU
IU
IU
IU
IUIU
ContentsActionsLinks
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Index
1 - Introduction
2 - Concepts for structuring
3 - Design method
4 - Conclusion and perspectives
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General approach description
Information structure
Associated pedagogical actions
define constraint
3. CONTENTS DRAFTING
Information
produce
2. MODELING CONTENTS / ACTIONS
specify
4. HYPERMEDIA EDITION
specify
1. PEDAGOGICAL SURVEY
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1. Pedagogical survey
Role : Explicit the pedagogical relationship which involve the hypermedia
Approach : Description of the relationship with the pedagogical acts theory [Ghitalla 00])
Example :
The teacher defines a conceptThe students annotate the contentsThe teacher gives examplesThe teacher gives exercices
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2. Modelling
Role : Define the IU structure in order to represent the previously described pedagogical interaction (step 1)
Approach : Translation of pedagogical acts in a IU grammar (XML / OOA)
Example :
IU ExpositionInternal structure : Definition, Example+External structure : Exercise+, Exposition+Associated actions : Read(), Annotate()
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3. Drafting
Role : Produce multimedia contents following the defined structure (step 2)
Approach : Guidelines in order to choose media depending on the pedagogical goals and the multimedia interactions
Example :
Exposition1.xml<Exposition><Definition>An algorithm is ...</Definition><Example>The factorial function ...</Example><Example>The equation ...</Example><Link>Exposition2.xml</Link><Link>Exercice1.xml</Link></Exposition>
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4. Edition
Role : Realize a Human-Machine Interface in order to provide access to contents and to associated actions
Approach : Programming classes of objects corresponding to the model (step 2) and instantiation of these classes with the contents (step 3).
Example :
Definition : An algorithm ...Example : The factorial function ...Example : The equation ...
Exercise 1Cours Suivant
Cours PrécédantAnnotate
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Example
1. Pedagogical survey
The teacher defines a conceptThe teacher reformulates a conceptThe students annotate the contentsThe teacher illustrates with examplesThe teacher gives an exercise
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Example
<MODEL Name="Exposition">
<INTERNAL_STRUCTURE><!ELEMENT exposition (title, contents)><!ATTLIST exposition Type (definition | example)> <!ELEMENT title (#PCDATA)> <!ELEMENT contents (main, reformulation?)> <!ELEMENT main (written_text | didactical_image)> <!ELEMENT reformaulation (speech | vidéo)></INTERNAL_STRUCTURE
</EXTERAL_STRUCTURE>
<rdf:PropertyType ID="IsFollowedBy"><rdfs:domain resource="#Exposition"/><rdfs:range rdf:Resource="#Exposition"/></rdf:PropertyType><rdf:PropertyType ID="IsIllustratedBy"><rdfs:domain resource="#Exposition"/><rdfs:range rdf:Resource="#Example"/></rdf:PropertyType><rdf:PropertyType ID="IsApplicatedBy"><rdfs:domain resource="#Exposition"/><rdfs:range rdf:Resource="#Exercise"/></rdf:PropertyType></EXTERNAL_STRUCTURE>
<ASSOCIATED_ACTIONS><ACTION Name="Read" Actor="Learner" Beneficiary="User" In="Contents" Out="None"><ACTION Name="Annotate"Actor="Learner" Beneficiary="User" In="None" Out="Text"></ASSOCIATED_ACTIONS>
2. Modeling
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Example
3. Drafting
<EXPOSITION Type="definition" Id="Exposition1">
<INTERNAL_STRUCTURE><TITLE>Definition of an algorithm</TITLE><CONTENTS><MAIN>An algorithm is...</MAIN><REFORMULATION>In other words...</REFORMULATION></CONTENTS</INTERNAL_STRUCTURE>
</EXTERAL_STRUCTURE><IsFollowedBy rdf:Resource="#Exposition2"><IsIllustratedBy rdf:Resource="#Example1"><IsApplicatedBy rdf:Resource="#Exercise1"></EXTERNAL_STRUCTURE>
</EXPOSITION>
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Example
4. Editing
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Index
1 - Introduction
2 - Concepts for structuring
3 - Design method
4 - Conclusion and perspectives
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Relation to ITS
From Structured Pedagogical Hypermedia to ITS :
Having a SPH, adding an AI layer is made easier (structured information is easier to manipulate)
Making generalist AI engines that could be reused within distinct structured hypermedias (which is possible when the information is structured)
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Perspectives
Our approach models the spatial representation of information, we want to also model the temporal aspects
Implementing an environment that assists in applying the method and automates
Developing further examples of learning software Study the problem of reuse of the contents (a
priori facilitated by the IU structuring)