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"Trestini, Marc"
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Modeling of next generation digital learning environments : complex systems theory
The emergence of social networks, OpenCourseWare, Massive Open Online Courses, informal remote learning and connectivist approaches to learning has made the analysis and evaluation of digital learning environments more complex. Modelling these complex systems makes it possible to transcribe the phenomena observed and facilitates the study of these processes with the aid of specific tools. Once this essential step is taken, it then becomes possible to develop plausible scenarios from the observation of emerging phenomena and dominant trends. This book highlights the contribution of complex systems theory in the study of next generation digital learning environments.
Book
Modeling of Next Generation Digital Learning Environments
The emergence of social networks, OpenCourseWare, Massive Open Online Courses, informal remote learning and connectivist approaches to learning has made the analysis and evaluation of Digital Learning Environments more complex.
eBook
Modeling of numerical learning environments of new generation: theory of complex systems
The emergence of social networks, OpenCourseWare, Massive Open Online Courses, informal remote learning and connectivist approaches to learning has made the analysis and evaluation of Digital Learning Environments more complex. Modeling these complex systems makes it possible to transcribe the phenomena observed and facilitates the study of these processes with the aid of specific tools. Once this essential step is taken, it then becomes possible to develop plausible scenarios from the observation of emerging phenomena and dominant trends.This book highlights the contribution of complex systems theory in the study of next generation Digital Learning Environments. It describes a realistic approach and proposes a range of effective management tools to achieve it.
eBook
Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students
The purpose of this research is, on the one hand, to analyze the self-perception of future teachers of childhood education and primary education, and those studying for a master’s degree in secondary education teacher training on their Teacher Digital Competence (TDC), as well as the potential influence of gender, country and university institution of origin in their representations. On the other hand, it seeks to analyze the perception of future teachers on the TDC of their university trainers (formative perception). In accordance with these aims, a quantitative methodology of a non-experimental nature and of a prospective cross-sectional ex post facto approach has been used. A total of 428 students from two Spanish universities and from a French university agreed to participate in the research. The results report a positive and differential self-perception by gender of the TDC acquired and unfavorable perceptions of the digital competences of their teachers. These results confirm the need to improve the technological-manipulative and didactic training of university teachers, and to adapt the teaching competences to the demands of the Information and Communication Society (ICS) and to the guidelines of the Common Digital Competence Framework.
Journal Article
Modeling of Next Generation Digital Learning Environments
The emergence of social networks, OpenCourseWare, Massive Open Online Courses, informal remote learning and connectivist approaches to learning has made the analysis and evaluation of Digital Learning Environments more complex. Modeling these complex systems makes it possible to transcribe the phenomena observed and facilitates the study of these processes with the aid of specific tools. Once this essential step is taken, it then becomes possible to develop plausible scenarios from the observation of emerging phenomena and dominant trends.This book highlights the contribution of complex systems theory in the study of next generation Digital Learning Environments. It describes a realistic approach and proposes a range of effective management tools to achieve it.
eBook
Models of Instrumented Activity Challenged by Technopedagogical Innovations
This chapter accounts for the limits of the design and analysis models when confronted with changing external conditions. The technopedagogical innovations that have swept over the education and training scene have been an unforgiving test for the models that claim to represent virtual learning environments, because these innovations change the context in which the models are introduced. Vygotsky's model essentially tells us that knowledge emerges from human activity, which is mediated by artifacts (tools) and signs. The triadic representation that he proposes perfectly reflects this idea. The use of a digital workspace (DWS) in a school establishment could be questioned in terms of the organization and the institution of engineering, pedagogy, student learning or even the place where parents follow up on their child/children's progress. Educational innovations, including the arrival of active pedagogies in e‐learning, have probably been the main cause of the many inflections of models.
Book Chapter
Modeling and Simulation of an MOOC: Practical Point
Modeling an Massive Open Online Courses (MOOCs) in its complexity involves modeling a system of actions, in other words, identifying and formulating the functions performed by the system. Object‐oriented modeling (OOM) and programming of the same name are perfectly suited to the study of complex systems. The usefulness of class diagrams, from the perspective of a simulation, is that they allow the definition of different “objects” involved in the activity. Sequence diagrams allow for the representation of collaborations between objects from a temporal point of view. These diagrams do not describe an object's state, they focus on the expression of interactions. Simulation is fundamentally based on the previous systemic model. It concretely formulates in an object‐oriented programming language. The program structure reflects the structure of the MOOC studied. The script takes place in three significant times as well as the temporal dimension of the simulation.
Book Chapter