Introduction Dans leur texte de cadrage, Peraya et Peltier (2020) rappellent combien les fondements de l’ingenierie pedagogique au travers des evolutions technologiques, societales, et des pratiques individuelles et collectives des etudiants et enseignants, ont ete de nombreuses fois remis en cause et interroges. Dans le contexte de la pandemie mondiale que nous traversons, ils sont cette fois fortement secoues, voire destabilises. Invitee en pleine pandemie a repondre aux questions posees pa...

This article describes the modelling and implementation of a document analysis learning object. Actually, the objective of this research is double : providing models and tools to teachers allowing them to produce learning objects and building a publishing chain which can be applied to other kinds of learning objects. Implementation choices rely on interoperability and use of standard.

Cette contribution s’inscrit dans la continuite des recherches sur les dispositifs de formation hybrides et, plus particulierement, de celles qui s’attachent a definir ces dispositifs et a analyser leurs effets sur les differents acteurs impliques dans leur experimentation (apprenants, enseignants et institutions). La typologie que nous presentons ici constitue une evolution de celle deja presentee en 2011 dans la premiere phase du projet europeen Hy-Sup, dedie a l’etude des dispositifs hybrides et de leurs effets. Chaque configuration de dispositif est ainsi definie et illustree par des exemples concrets. Ces configurations ont ete regroupees selon le degre d’exploitation du potentiel technopedagogique de ces dispositifs. Enfin, une metaphore est attribuee a chaque configuration, dans le but de faciliter la comprehension et l’appropriation de cette typologie, notamment a des fins de formation.

This paper is intended for trainers interested in the implementation of a partially automated, online human support scheme as part of distance learning. It presents an instructional design method based on scenarios and illustrates it through providing support to gain better understanding of text summaries. This situation was tested in an online application before being implemented in an academic course.

Most e-learning systems engage successively students in reading, writing and assessment activities. In the third phase, the teacher gives feedback on student comprehension, which is often processed a long time after the others, letting the students alone with their difficulties. Thus, there is room to devise automated assessment systems on course comprehension, based on NLP techniques such as latent semantic analysis (LSA). The aim of this paper is to present some systems devised to complete this aim, which implement LSA to model learners' comprehension and/or to compare reading material (e.g., course text) with learners' summaries about it, select reading materials and predict student processes from their summaries.

This report presents Version 1.5 of the Learning support and feedback services (delivering recommendations based on interaction analysis and on students’ textual production) that can be integrated within an e-learning environment.

Cet article s’adresse a un public de formateurs interesses par la mise en place d’un dispositif d’accompagnement humain en ligne et partiellement automatise dans le cadre d’une formation a distance. Son propos est de presenter une methode de design pedagogique basee sur les scenarios, et d’en illustrer l’expression dans le cadre de la conception d’une situation d’assistance a la tâche de comprehension de syntheses de textes. Cette situation a ete implantee dans une application en ligne afin de pouvoir etre mise en œuvre en situation de formation universitaire.

We describe the main tasks students usually complete when working in an e- learning platform, across five mean features that have to be taken into account in research efforts (writing-based activities, individual/collective level, knowledge/ pedagogy orientation, feedback, multiple stakeholders account). Ways to analyse and assist these tasks by (semi)-automatic assessments using NLP techniques is discussed. Two services aiming to assist writing-based tasks are presented along with their first validation.

In a life-long learning context, learners have to perform a lot of writing-based activities, like document analysis, that are seldom assessed by teachers or tutors because this assessment is time-consuming. We introduce a service, Pensum, integrated in a PLE that helps students to understand a course content through writing a synthesis, as well as teachers and tutors to manage this activity. Based on natural language processing techniques, Pensum proposes just-in-time and reflexive feedback on a complex writing task.