An approach for pedagogical hypermedia design

1. An approach for pedagogical hypermedia design Stéphane Crozat, Philippe Trigano

2. 1 - Introduction 2 - Concepts for structuring 3 - Design method 4 - Conclusion and perspectives Index

3. 1 - Introduction 2 - Concepts for structuring 3 - Design method 4 - Conclusion and perspectives Index

4. 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 Introduction • Solution : Think support specificity to propose a specific method

5. 1 - Introduction 2 - Concepts for structuring 3 - Design method 4 - Conclusion and perspectives Index

6. 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 Information-Unit (Definition) • An autonomous Information-Unit : necessary and sufficient for reading

7. 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) Information-Unit (Properties)

8. 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 Pedagogical hypermedia (Definition)

9. 1 - Introduction 2 - Concepts for structuring 3 - Design method 4 - Conclusion and perspectives Index

10. specify 2. MODELING CONTENTS / ACTIONS 3. CONTENTS DRAFTING define constraint Information structure produce Information Associated pedagogical actions specify 4. HYPERMEDIA EDITION General approach description 1. PEDAGOGICAL SURVEY

11. Role : Explicit the pedagogical relationship which involve the hypermedia Approach : Description of the relationship with the pedagogical acts theory [Ghitalla 00]) Example : 1. Pedagogical survey The teacher defines a concept The students annotate the contents The teacher gives examples The teacher gives exercices

12. 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 : 2. Modelling IU Exposition Internal structure : Definition, Example+ External structure : Exercise+, Exposition+ Associated actions : Read(), Annotate()

13. 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 : 3. Drafting 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>

14. 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 : 4. Edition Definition : An algorithm ... Example : The factorial function ... Example : The equation ... Exercise 1 Cours Suivant Cours Précédant Annotate

15. Example 1. Pedagogical survey The teacher defines a concept The teacher reformulates a concept The students annotate the contents The teacher illustrates with examples The teacher gives an exercise

16. Example 2. Modeling <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>

17. 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>

18. Example 4. Editing

19. 1 - Introduction 2 - Concepts for structuring 3 - Design method 4 - Conclusion and perspectives Index

20. 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) Relation to ITS

21. 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) Perspectives