Modeling tracks for the model driven re-engineering of a TEL system

Journal of Interactive Learning Research

Volumn 18, Issue 2, 2007, Pages 161-184

  Choquet, Christophe ^a   Iksal, Sebastien ^a  

^a UNIVERSITÉ DU MAINE   (France)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 39749091672     PISSN: 1093023X     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Conference Paper

References (31)

1. Barré, V., & Choquet, C. (2005). Language independent rules for suggesting and formalizing observed uses in a pedagogical re-engineering context. IEEE International Conference on Advanced Learning Technologies (ICALT'2005), 550-554.
2. Barré, V., El Kechaï, H., & Choquet, C. (2005). Re-engineering of collaborative e-learning systems: Evaluation of system, collaboration and acquired knowledge qualities. AIED'05 Workshop: Usage Analysis in Learning Systems, 9-16.
3. Bazsaliscza, M., & Naim, P. (2001). Data mining pour le web. Paris: Eyrolles Eds.
4. Berners-lee, T. (1999). Weaving the web. San Francisco: Harper Eds.
5. Betheder, M.-L., & Tchounikine, P. (2003). Symba a framework to support collective activities in an educational context. ICCE'2003, 188-196.
6. Brocke, J. V. (2001). Freestyle learning - Concept, platforms, and applications for individual learning scenarios. 46th International Scientific Colloquium, 149-151.
7. Champin, P.-A., Prié, Y., & Mille, A. (2003). MUSETTE: Modeling USEs and tasks for tracing experience. Workshop 'From Structured Cases to Unstructured Problem Solving Episodes For Experience-Based Assistance, ICCBR'03, 279-286.
8. Corbière, A., & Choquet, C. (2004a). Re-engineering method for multimedia system in education. IEEE Sixth International Symposium on Multimedia Software Engineering (MSE), 80-87.
9. Corbiere, A., & Choquet, C. (2004b). A model driven analysis approach for the re-engineering of e-learning systems. ICICTE'04, 242-247.
10. Cottier, P., & Schmidt, C. (2005). Le dialogue en contexte: Pour une approche dialogique des environnements d'apprentissage collectif. Revue d'intelligence artificielle, 19(1-2), 235-252.
11. DIPULS (2005). Design patterns for recording and analysing usage of learning systems. Consulted May, 2006, from http:// www.noe-kaleidoscope.org
12. Egyed-Zsigmond, E., Mille, A., & Prié, Y. (2003). Club (Trèfle): A use trace model. 5th International Conference on Case-Based Reasoning, 146-160.
13. El Kechaï, H., & Choquet, C. (2006). Understanding the collective design process by analyzing intermediary objects. The 6th IEEE International Conference on Advanced Learning Technologies (ICALT'2006). Submitted for publication.
14. Grob, H. L., Bensberg, F, & Dewanto, B. L. (2004). Developing, deploying, using and evaluating an open source learning management system. Journal of Computing and Information Technology, 12(2), 127-134.
15. Hanson S.-J., Kraut R.-E., & Farber J.-M, (1984). Interface design and multivariate analysis of UNIX command use. ACM Transactions on Information Systems (TOIS), 2(1), 42-57.
16. IA (2005). Interaction analysis. Consulted May, 2006, from http:// www.noe-kaleidoscope.org
17. (ICALTS, 2004). Interacdon & collaboration analysis' supporting teachers & students' self-regulation. Consulted May, 2006, from http://www.noe-kaleidoscope.org
18. IMS (2006). IMS Global Learning Consortium. Consulted May, 2006, from http://www.imsglobal.org/
19. IMS/LD (2003). IMS Learning Design. Consulted May, 2006, from http://www.imsglobal.org/learningdesign/index.html
20. Kaleidoscope (2004). Consulted May, 2006, from http:// www.noe-kaleidoscope.org
21. Kaleidoscope (n.d.). State of the art: Interaction analysis indicators. Available at hftp://www.rhodes.aegean.gr/LTEE/ Kaleidoscope-Icalts/
22. Koper, R., Olivier, B., & Anderson, T. (2003). IMS learning design information model (version 1.0). IMS Global Learning Consortium, Inc.
23. Laforcade, P., & Choquet, C. (2006). Next step for educational modeling languages: The model driven engineering and re-engineering approach. The 6th IEEE International Conference on Advanced Learning Technologies (ICALT'2006) Submitted for publication.
24. Lejeune, A., & Pernin, J-P. (2004). A taxonomy for scenario-based engineering. Cognition and Exploratory Learning in Digital Age, (CELDA 2004), 249-256.
25. LOM (2002). Draft standard for learning object metadata. (IEEE).
26. Mostow, J. (2004). Some useful design tactics for mining ITS data. Proceedings of the ITS2004 Workshop on Analyzing Student-Tutor Interaction Logs to Improve Educational Outcomes, 20-28.
27. Reffay. C., & Chanier, T. (2003). How social network analysis can help to measure cohesion in collaborative distance-learning. Proceedings of Computer Supported Collaborative Learning Conference (CSCL'2003), 343-352.
28. Seel, N., & Dijkstra, S. (11997). General introduction. Instructional design: International perspectives, 2, 11-113. Hillsdale, NJ, Lawrence Erlbaum Associates.
29. Teubner, A., & Vaske, J. (1988). Monitoring computer users' behaviour in office environments. Behaviour and Information Technology 7, 67-78.
30. TRAILS (2004). Personalised and collaborative trails of digital and non-digital learning objects. Consulted May, 2006, from http:// www.noe-kaleidoscope.org
31. Zheng, C., Fan, L., Huan, L., Yin, L., Wei-Ying, M., & Liu, W. (2002). User intention modeling in web applications using data mining. World Wide Web: Internet and Web Information Systems, 181-191.