Volume 8, Issue 4, October 2014, Pages 1653–1668
Abderrahim El Mhouti1, Azeddine Nasseh2, and Mohamed Erradi3
1 Laboratoire de l'Informatique, Recherche Opérationnelle et Statistique Appliquée (LIROSA), Abdelmalek Essaâdi University, Faculty of Sciences, Tetouan, Morocco
2 LIROSA Laboratory, Abdelmalek Essaâdi University, Ecole Normale Supérieure, Tetouan, Morocco
3 LIROSA Laboratory, Abdelmalek Essaâdi University, Ecole Normale Supérieure, Tetouan, Morocco
Original language: English
Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The evolution of e-learning technology has pushed pedagogy actors to renew its teaching modes. However, the quality of these new forms of teaching depends on their capacity to be provided with pedagogical contents and learning paths adapted to the current e-learning context (collaborative, socioconstructivist, etc.).
This paper highlights some of the major issues faced in implementing pedagogical contents adapted to the actual context of e-learning. The aim of this research work is to propose a reference model for production of e-learning contents adapted to the socioconstructivist learning context. Thus, this work proposes to develop a Socioconstructivist Model of Collaborative Learning Design (SMC-LD) of e-learning contents, which is articulated around the two main aspects of production of learning contents: "design" and "development". At the level "design", SMC-LD suggests a collaborative design process based on the concept of life cycle. At the level "development", SMC-LD proposes a process for educational modeling, upstream of SCORM and IMS-LD standards, describing a pedagogical content using scenarios and activities. The modeling process is facilitated by an author tool to produce interoperable and reusable learning objects.
To validate its applicability, SMC-LD is implemented with Java and XML technologies and is experimented in real teaching conditions. The results found are satisfactory and encourage us to pursue this research. Teachers have appreciated the collaborative learning design approach to produce e-learning contents. On the other hand, the model has brought important educational benefits at the learners' performance.
Author Keywords: Socioconstructivism, collaborative learning design, development, learning object, e-learning, norm and standard.
Abderrahim El Mhouti1, Azeddine Nasseh2, and Mohamed Erradi3
1 Laboratoire de l'Informatique, Recherche Opérationnelle et Statistique Appliquée (LIROSA), Abdelmalek Essaâdi University, Faculty of Sciences, Tetouan, Morocco
2 LIROSA Laboratory, Abdelmalek Essaâdi University, Ecole Normale Supérieure, Tetouan, Morocco
3 LIROSA Laboratory, Abdelmalek Essaâdi University, Ecole Normale Supérieure, Tetouan, Morocco
Original language: English
Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The evolution of e-learning technology has pushed pedagogy actors to renew its teaching modes. However, the quality of these new forms of teaching depends on their capacity to be provided with pedagogical contents and learning paths adapted to the current e-learning context (collaborative, socioconstructivist, etc.).
This paper highlights some of the major issues faced in implementing pedagogical contents adapted to the actual context of e-learning. The aim of this research work is to propose a reference model for production of e-learning contents adapted to the socioconstructivist learning context. Thus, this work proposes to develop a Socioconstructivist Model of Collaborative Learning Design (SMC-LD) of e-learning contents, which is articulated around the two main aspects of production of learning contents: "design" and "development". At the level "design", SMC-LD suggests a collaborative design process based on the concept of life cycle. At the level "development", SMC-LD proposes a process for educational modeling, upstream of SCORM and IMS-LD standards, describing a pedagogical content using scenarios and activities. The modeling process is facilitated by an author tool to produce interoperable and reusable learning objects.
To validate its applicability, SMC-LD is implemented with Java and XML technologies and is experimented in real teaching conditions. The results found are satisfactory and encourage us to pursue this research. Teachers have appreciated the collaborative learning design approach to produce e-learning contents. On the other hand, the model has brought important educational benefits at the learners' performance.
Author Keywords: Socioconstructivism, collaborative learning design, development, learning object, e-learning, norm and standard.
How to Cite this Article
Abderrahim El Mhouti, Azeddine Nasseh, and Mohamed Erradi, “Towards a socioconstructivist and collaborative Learning Design approach to modeling pedagogical contents used in e-learning: Implementation and experimentation,” International Journal of Innovation and Applied Studies, vol. 8, no. 4, pp. 1653–1668, October 2014.
