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Mawas N.E.,CNRS Informatics Laboratory of Du Maine University | Oubahssi L.,CNRS Informatics Laboratory of Du Maine University | Laforcade P.,CNRS Informatics Laboratory of Du Maine University
2015 International Conference on Collaboration Technologies and Systems, CTS 2015 | Year: 2015

The use of existent LMSs presents many difficulties related to the design and operationalization of learning scenarios. Teachers have to encompass the LMS technical features and services in order to understand the underlying way of designing. Generic instructional design editors fail in bridging the gap between how they design a learning scenario and how the learning session can be set up within the target LMS. If LMSs could be able to explicit their intrinsic and implicit learning design model, it can be exploited as a proprietary format to build tools and facilities dedicated to this LMS. The research presented in this paper aims to present our method in terms of necessary analysis and steps for the identification and the formalization of Moodle instructional design language. The method takes into account three different viewpoints: a viewpoint centered on the LMS macro-HMIs (Human-Machine Interfaces), a functional viewpoint and a micro viewpoint. We validate the proposed method by applying this formalization on two versions of Moodle. © 2015 IEEE.


Carlier F.,CNRS Informatics Laboratory of Du Maine University | Renault V.,CNRS Informatics Laboratory of Du Maine University
Proceedings - 10th IEEE International Conference on Advanced Learning Technologies, ICALT 2010 | Year: 2010

In the context of educational devices, and of Web portals in particular, the learner and the tutor can be confused by the sheer volume of information available, the evolution of the educational practices in relation to mobile supports and the problems of asynchronous interactions. Our task is to find a way to augment the Web's educational portals using animated characters and mobile supports with a view to relocating synthetic information adapted to the active user (learner or tutor) in a particular context. We present an epiphyte architecture which works with an existing educational portal. We illustrate this work using a scenario in which a mobile system, such as an iPhone, allows the teacher to see the progress of his students, in real time, during practical sessions. © 2010 IEEE.


Riedhammer K.,Friedrich - Alexander - University, Erlangen - Nuremberg | Riedhammer K.,International Computer Science Institute | Favre B.,International Computer Science Institute | Favre B.,CNRS Informatics Laboratory of Du Maine University | Hakkani-Tur D.,International Computer Science Institute
Speech Communication | Year: 2010

We analyze and compare two different methods for unsupervised extractive spontaneous speech summarization in the meeting domain. Based on utterance comparison, we introduce an optimal formulation for the widely used greedy maximum marginal relevance (MMR) algorithm. Following the idea that information is spread over the utterances in form of concepts, we describe a system which finds an optimal selection of utterances covering as many unique important concepts as possible. Both optimization problems are formulated as an integer linear program (ILP) and solved using public domain software. We analyze and discuss the performance of both approaches using various evaluation setups on two well studied meeting corpora. We conclude on the benefits and drawbacks of the presented models and give an outlook on future aspects to improve extractive meeting summarization. © 2010 Elsevier B.V.


El Mawas N.,CNRS Informatics Laboratory of Du Maine University | Oubahssi L.,CNRS Informatics Laboratory of Du Maine University | Laforcade P.,CNRS Informatics Laboratory of Du Maine University
Communications in Computer and Information Science | Year: 2016

Many universities have adopted Learning Management Systems (LMSs) to offer teachers a range of pedagogical and administrative tools for supporting teaching and learning activities. However, many teachers have difficulty using these LMSs; they have to encompass the LMS technical features and services in order to understand the underlying way of designing. Despite the use of external editors, instructional engineers don’t see the relationship between “how they design a learning scenario” and “how the learning session can be set up within the target LMS”. If LMSs could be able to make explicit their intrinsic and implicit learning design model, it can be exploited as a proprietary format to build tools and facilities dedicated to this LMS. The research presented in this paper aims to present our method in terms of necessary analysis and steps for the identification and the formalization of such LMSs’ instructional design languages. The method takes into account three different viewpoints: a viewpoint centred on the LMS macro-HMIs (Human-Machine Interfaces), a functional viewpoint and a micro viewpoint. We validate the proposed method by applying this formalization on two versions of Moodle. © Springer International Publishing Switzerland 2016.


Loiseau E.,CNRS Informatics Laboratory of Du Maine University | El Mawas N.,CNRS Informatics Laboratory of Du Maine University | Laforcade P.,CNRS Informatics Laboratory of Du Maine University
Communications in Computer and Information Science | Year: 2016

Teacher’s expertise on using Learning Management Systems (LMS) is tightly coupled to how they design their online courses. The GraphiT project aims to help teachers in specifying of pedagogically sound learning scenarios that can be technically executable for automatically setting-up the related LMS course. We intend to provide teachers with LMS-specific instructional design languages and editors. To achieve this goal, we have to raise the LMS semantics in order to enrich the pedagogical expressiveness of the produced models. We propose a specific LMS-centered approach for abstracting the low-level and turning these semantics into higher-level pedagogical building blocks. We present and illustrate our propositions focused on Moodle. In this paper, we focus on the first abstraction level: identifying pedagogical activities according to recurrent uses of Moodle activities. © Springer International Publishing Switzerland 2016.


El Mawas N.,CNRS Informatics Laboratory of Du Maine University
2014 International Conference on Collaboration Technologies and Systems, CTS 2014 | Year: 2014

In this paper we present the Architecture for Representations, Games, Interactions, and Learning among Experts (ARGILE) suitable for participatory and knowledge-intensive serious games. It proposes solutions within the context of targeted learning, concerning scenarios, in which conception of serious games, and their utilization through a better share by designers is considered. In this work, we are interested in the training of advanced expertise and complex practices (e.g. best practices acquisition in crisis management, decision making in complex socio-technical systems.) where the transmitted knowledge is in the form continuous evolution. The rules and the game objects are directly generated from a special discussion forum, which contains successive versions of the textual rules/items continuously discussed, co-built by the designers' community, and in strong relation with the players' community. We suggest a set of criteria, methodology and experiments to verify that the rules and game objects are easily annotated, discussed and modified by trainers and experts of the field using ARGILE. That will be illustrated concretely, using the ideas presented on an example in sustainability. © 2014 IEEE.


Mauclair J.,CNRS Informatics Laboratory of Du Maine University | Pinquier J.,CNRS Toulouse Institute in Information Technology
European Signal Processing Conference | Year: 2015

This work addresses the soundtrack indexing of multimedia documents. We present a speech/music classification system based on three original features: entropy modulation, stationary segment duration and number of segments. They were merged by basic score maximisation with the classical 4 Hertz modulation energy. We validate this fusion approach with the use of the probability theory and the evidence theory. The system is tested on radio corpora. Systems are simple, robust and could be improved on every corpus without training or adaptation. © 2004 EUSIPCO.


Ouali M.A.,CNRS Informatics Laboratory of Du Maine University | Iksal S.,CNRS Informatics Laboratory of Du Maine University | Laforcade P.,CNRS Informatics Laboratory of Du Maine University
Proceedings - 2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT 2013 | Year: 2013

Many researches are interested in the observation of learners' activities within a Technology-Enhanced Learning environment. This work is about how observation can be improved. We originally propose the concept of observation strategy. Such approach leads teachers-designers to design and specify the targeted observation, and all its components, as a dedicated artifact in relation with a learning scenario. We present and discuss in this paper the issues and challenges of the research work we are conducting. © 2013 IEEE.


Loiseau E.,CNRS Informatics Laboratory of Du Maine University | Laforcade P.,CNRS Informatics Laboratory of Du Maine University
ICSOFT 2013 - Proceedings of the 8th International Joint Conference on Software Technologies | Year: 2013

This paper presents a 6-month explorative research work about the specification of specific instructional design languages. These languages have to tackle a double objective: capturing teachers-designers' needs and practices and guarantee a model in conformance with an existent Learning Management System. Domain Specific Modeling techniques are used to both specify these languages and to provide practitioners with some graphical authoring-tools. This explorative research work has been conducted in relation with a pedagogical engineering team, specialized in Moodle, from Le Mans University. Three different DSM approaches have been experimented and analyzed. This research is part of the French ANR GraphiT Project. Copyright © 2013 SCITEPRESS.


Auxepaules L.,CNRS Informatics Laboratory of Du Maine University | Py D.,CNRS Informatics Laboratory of Du Maine University
Proceedings - 10th IEEE International Conference on Advanced Learning Technologies, ICALT 2010 | Year: 2010

This paper reports the first evaluation of a diagnostic module, called ACDC (Automatic Class Diagrams Comparator) since its integration into Diagram, a learning environment for UML class diagrams. ACDC is an hybrid matcher that compares the student diagram with a reference diagram and tries to match them. It produces a list of structural and content differences between these two diagrams. These differences are then analysed by the pedagogical component of Diagram for producing appropriate feedbacks. The evaluation of ACDC system was conducted using diagnosis traces and student diagrams collected in a Diagram experimentation during Fall 2008 with students in a UML course. For evaluating the quality of ACDC, we use four match quality measures: Precision, Recall, F-Measure and Overall. The evaluation results show that the diagnosis are fairly well but requires to be improved in some specific situations. © 2010 IEEE.

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