Ce document synthétise les résultats de l'atelier de réflexion prospective sur les EIAH (Environnements Informatiques pour l'Apprentissage Humain) qui s'est tenu dans le cadre du programme ANR PIRSTEC (Prospective Interdisciplinaire en Réseau pour les Sciences et TEchnologies Cognitives ; Thème "Apprentissage et Cognition" - Atelier pilote n°1).

not available

Nowadays it is possible to disseminate information to the all world in real time using current communication tools supported mostly by the Internet. The work of several organizations reporting a multitude of problems that our society faces can be sustained by participatory platforms, which stimulate the collaboration of participants all over the world. In this paper we present a technological platform that provides a shared environment for collaborative social activism. We adapted the platform to a particular organization, MachsomWatch that reports human rights abuses in Israelis checkpoints. Finally we present some preliminary results obtained by ethnographic research using the developed platform.

Français + English Ce document est destiné aux chercheurs travaillant sur les Environnements Informatiques pour l’Apprentissage Humain (EIAH). Sa raison d’être est le constat qu’il y a une difficulté en soi à expliciter clairement les travaux de recherche liés à la conception et la construction des EIAH ou, en d’autres termes, en ingénierie des EIAH. L’objectif de ce document est de promouvoir l’idée qu’il est indispensable de mieux décrire ces travaux de recherche, et de proposer des outils pour le faire. Plus précisément, il s’agit d’aider à penser et expliciter la relation entre, d’une part, le discours sur les objectifs poursuivis et les avancées visées et, d’autre part, les modèles et les logiciels élaborés. Pour répondre à cet objectif, ce document propose une conceptualisation générale, des définitions, des éléments de caractérisation et des éléments méthodologiques permettant de mener, de décrire et d’analyser les travaux de recherche relatifs à la conception et la construction des EIAH. La conceptualisation proposée est fondée sur un ensemble de définitions (situation pédagogique informatisée, EIAH, etc.) et une vision orientée "Sciences de l'Artificiel" de la notion d'ingénierie. Les éléments de caractérisation portent sur le contexte de conception de l’EIAH et sur l’EIAH en tant que logiciel. Les éléments méthodologiques abordent notamment les questions relatives à la définition et l’évaluation des résultats, à la gestion de la complexité et des modèles, à la différenciation entre la prescription et l’usage ou encore à la X-disciplinarité. Dans la dernière partie de ce document, une perspective personnelle est développée. Methodological Elements to Conduct and Make Explicit Research related to the Design and the Implementation of Technology Enhanced Learning systems This document aims at helping researchers addressing the Technology Enhanced Learning research area (and, in particular Computer Science orientated researchers) to make explicit their research works. More precisely, its objective is to support the understanding and the explicitation of the relations between the objectives that are presented and the elaborated models and software components. For this purpose, this document proposes a general conceptualization, a set of definitions, characterization features and methodological elements that help conducting, describing and analyzing research works related to the design and the implementation of Technology Enhanced Learning systems.

The pedagogical strategy in VOEU is based upon the creation of a novel learning environment which aims to maximise the relationship between the pedagogical approaches adopted, and the tools and resources available to support them. The project therefore builds on current thinking in educational research on pedagogy, in terms of learning being situated, with learners adopting an active and constructive approach.

This position paper provides some elements about the convergence of institutional and personal learning environments based on Web 2.0 as well as pervasive learning.

Most people see learning mathematics as a demanding, even threatening, endeavour. Consequently, creating technology-enhanced environments and activities for learning mathematics is a challenging domain. It requires a synergism of several dimensions of design knowledge: usability, software design, pedagogical design and subject matter. This paper presents a set of patterns derived from a study on designing collaborative learning activities in mathematics for children aged 10-14, and a set of tools to support them.

This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project 'Scoping a vision of formative e-assessment', namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 – January 2009, aimed to identify current theories and practices relating to formative assessment of learning where technologies play a key role. The project aimed to scope the 'domain' of formative e-assessment, by developing cases of practice and identifying key formative processes within them, which are affected by the use of technologies. From this analysis, patterns were extracted to inform future software design. A discussion of the key issues emerging from the review of the literature on formative e-assessment, a full account of the project methodology – the design pattern methodology – as well as a critical discussion of the findings – namely the patterns and the role of technology – are the focus of a separate paper (see Daly et al (forthcoming). This paper documents how cases of formative e-assessment were developed during the project by a collaborative methodology involving practitioners from a range of post-16 education contexts. The cases were analysed with reference to key theoretical perspectives on formative assessment, particularly the work of Black and Wiliam (2009). In addition, Laurillard's Conversational Framework (2002, 2007) was used to locate practices of formative assessment within a wider concept of learning and teaching involving technologies, although a detailed discussion of the latter is not within the scope of this paper.