Innovations and Interdisciplinary Solutions for Underserved Areas. Second International Conference, InterSol 2018, Kigali, Rwanda, March 24–25, 2018, Proceedings

Research Article

Multi-scenario Modelling of Learning

  • @INPROCEEDINGS{10.1007/978-3-319-98878-8_19,
        author={Guy Mbatchou and Fran\`{e}ois Bouchet and Thibault Carron},
        title={Multi-scenario Modelling of Learning},
        proceedings={Innovations and Interdisciplinary Solutions for Underserved Areas. Second International Conference, InterSol 2018, Kigali, Rwanda, March 24--25, 2018, Proceedings},
        proceedings_a={INTERSOL},
        year={2018},
        month={9},
        keywords={Adaptation E-learning Learning scenario Instructional design Learning path},
        doi={10.1007/978-3-319-98878-8_19}
    }
    
  • Guy Mbatchou
    François Bouchet
    Thibault Carron
    Year: 2018
    Multi-scenario Modelling of Learning
    INTERSOL
    Springer
    DOI: 10.1007/978-3-319-98878-8_19
Guy Mbatchou,*, François Bouchet1,*, Thibault Carron1,*
  • 1: Sorbonne Université, CNRS, Laboratoire d’Informatique de Paris 6, LIP6
*Contact email: guy.mbatchou@lip6.fr, francois.bouchet@lip6.fr, thibault.carron@lip6.fr

Abstract

Designing an educational scenario is a sensitive and challenging activity because it is the vector of learning. However, the designed scenario may not correspond to some learners’ characteristics (pace of work, cognitive styles, emotional factors, prerequisite knowledge, …). To personalize the learning task and adapt it gradually to each learner, several scenarios are needed. Adaptation and personalization are difficult because it is necessary on the one hand to know in advance the profiles and on the other hand to produce the multiple scenarios corresponding to these profiles. Our model allows to design many scenarios without knowing the learner profiles beforehand. Furthermore, it offers each learner opportunities to choose a scenario and to change it during their learning process. The model ensures that all announced objectives have enough resources for acquiring knowledge and activities for evaluation.