1. Designing pedagogical hypermedias An information-centered approach. Stéphane Crozat

2. 2 Index 1 - Introduction 2 - Concepts for structuring 3 - Design method 4 - Conclusion and perspectives

3. 3 Index 1 - Introduction 2 - Concepts for structuring 3 - Design method 4 - Conclusion and perspectives

4. 4 Introduction  New demands in education  One of the solutions : The hypermedia  Question : How to design ?  Problem : No experience to base on, tentation to copy other supports method  Solution : Think support specificity to propose a specific method

5. 5 Index 1 - Introduction 2 - Concepts for structuring 3 - Design method 4 - Conclusion and perspectives

6. 6 Information-Unit (Definition)  Numeric documents are based on calcul [Bachimont 99]  Numeric information is not linear : need for a non linear représentation  Manipulation of numeric information is not specified : need for an explicit description of manipulation possibilities  An autonomous Information-Unit : necessary and sufficient for reading

7. 7 Information-Unit (Properties) An IU is defined by :  An internal structure (structure of the multimedia contents)  An external structure (structure of conceptual links with other IU of the hypermedia)  A set of associated actions (available functions for the manipulation of the contents)

8. 8 Pedagogical hypermedia (Definition) We define a structured pedagogical hypermedia as :  as a set of IU with structured contents  a set of conceptual links between IU  a set of executable actions for each IU

9. 9 Index 1 - Introduction 2 - Concepts for structuring 3 - Design method 4 - Conclusion and perspectives

10. 10 General approach description Information structure Associated pedagogical actions define constraint 3. CONTENTS DRAFTING Information produce 2. MODELING CONTENTS / ACTIONS specify 4. HYPERMEDIA EDITION specify 1. PEDAGOGICAL SURVEY

11. 11 1. Pedagogical survey  Role : Explicit the pedagogical relationship which involve the hypermedia  Approach : Description of the relationship with the pedagogical acts theory [Ghitalla 00])  Example : The teacher defines a concept The students annotate the contents The teacher gives examples The teacher gives exercices

12. 12 2. Modelling  Role : Define the IU structure in order to represent the previously described pedagogical interaction (step 1)  Approach : Translation of pedagogical acts in a IU grammar (XML / OOA)  Example : IU Exposition Internal structure : Definition, Example+ External structure : Exercise+, Exposition+ Associated actions : Read(), Annotate()

13. 13 3. Drafting  Role : Produce multimedia contents following the defined structure (step 2)  Approach : Guidelines in order to choose media depending on the pedagogical goals and the multimedia interactions  Example : Exposition1.xml An algorithm is... The factorial function... The equation... Exposition2.xml Exercice1.xml

14. 14 4. Edition  Role : Realize a Human-Machine Interface in order to provide access to contents and to associated actions  Approach : Programming classes of objects corresponding to the model (step 2) and instantiation of these classes with the contents (step 3).  Example : Definition : An algorithm... Example : The factorial function... Example : The equation... Exercise 1 Cours Suivant Cours Précédant Annotate

15. 15 Example 1. Pedagogical survey The teacher defines a concept The teacher reformulates a concept The students annotate the contents The teacher illustrates with examples The teacher gives an exercise

16. 16 Example </INTERNAL_STRUCTURE 2. Modeling

17. 17 Example 3. Drafting Definition of an algorithm An algorithm is... In other words... </CONTENTS

18. 18 Example 4. Editing

19. 19 Index 1 - Introduction 2 - Concepts for structuring 3 - Design method 4 - Conclusion and perspectives

20. 20 Relation to ITS From Structured Pedagogical Hypermedia to ITS :  Having a SPH, adding an AI layer is made easier (structured information is easier to manipulate)  Making generalist AI engines that could be reused within distinct structured hypermedias (which is possible when the information is structured)

21. 21 Perspectives  Our approach models the spatial representation of information, we want to also model the temporal aspects  Implementing an environment that assists in applying the method and automates  Developing further examples of learning software  Study the problem of reuse of the contents (a priori facilitated by the IU structuring)