Designingpedagogical hypermedias

An information-centered approach.

Stéphane Crozat

2

Index

1 - Introduction

2 - Concepts for structuring

3 - Design method

4 - Conclusion and perspectives

3

Index

1 - Introduction

2 - Concepts for structuring

3 - Design method

4 - Conclusion and perspectives

4

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

5

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)