Daniel Schneider | Université de Genève (original) (raw)

Papers by Daniel Schneider

HAL (Le Centre pour la Communication Scientifique Directe), Jun 2, 2015

Dans cette étude nous explorons l'utilisation de BPMN 2.0 en tant que langage de modélisation péd... more Dans cette étude nous explorons l'utilisation de BPMN 2.0 en tant que langage de modélisation pédagogique (LMP). Cette technologie issue de l'ingénierie des processus métier peut contribuer à ouvrir l'horizon des technologies éducatives et soutenir une réflexion sur la place des intentions pédagogiques dans les processus de conception d'EIAH. Notre exploration nous a amené à déployer une plateforme de gestion de workflows à partir d'outils BPM spécialisés et à tester l'exécution de scénarios pédagogiques riches sur celle-ci. Nous présentons ici une première réflexion sur le potentiel de BPMN pour l'ingénierie de formation et son adaptation au contexte éducatif. Mots-clés. Scénarisation pédagogique, workflow, langage de modélisation pédagogique, Ingénierie des EIAH, BPMN.

Ce document présente de manière détaillée le projet de thèse de Valérie Payen Jean Baptiste. Proj... more Ce document présente de manière détaillée le projet de thèse de Valérie Payen Jean Baptiste. Projet intitulé: Processus d'apprentissages et de développement de compétences en situation informelle via l'utilisation des TIC

Dans cette etude exploratoire, nous presentons et discutons une methode de visualisation physique... more Dans cette etude exploratoire, nous presentons et discutons une methode de visualisation physique constructive pour contribuer a la gestion de projets de theses. Un(e) thesard(e) recoit un grand plateau LEGO avec un melange de briques specifiques fabriquees avec une imprimante 3D et des briques standard. Il/elle peut creer des visualisations corporelles et tangibles sur l’avancement d’une these. Cet artefact etait destine a structurer des informations sur la planification et l’avancement du projet, mais il a aussi fortement incite a « jouer » avec les problemes. Nos premieres experiences avec 4 volontaires n’etaient pas concluantes malgre leur interet prononce au depart. Une des raisons semble etre la nature envahissante de cet artefact metacognitif et une autre, le fait que ce dispositif ne permet pas le micro-management.

Journal of Science Communication, 2016

Online citizen science projects have demonstrated their usefulness for research, however little i... more Online citizen science projects have demonstrated their usefulness for research, however little is known about the potential benefits for volunteers. We conducted 39 interviews (28 volunteers, 11 researchers) to gain a greater understanding of volunteers' motivations, learning and creativity (MLC). In our MLC model we explain that participating and progressing in a project community provides volunteers with many indirect opportunities for learning and creativity. The more aspects that volunteers are involved in, the more likely they are to sustain their participation in the project. These results have implications for the design and management of online citizen science projects. It is important to provide users with tools to communicate in order to supporting social learning, community building and sharing.

Nous decrivons la mise en place d'une formation a l'epistemologie et a la methodologie de... more Nous decrivons la mise en place d'une formation a l'epistemologie et a la methodologie de la recherche dans le domaine des TICE. S'adressant a un public francophone du Sud, titulaire d'un Master et souhaitant entreprendre une these en technologie educative, la formation est equivalente a 9 ECTS, se deroule sur 6 mois, a distance, et est coordonnee par l’IFIC (Institut de la Francophonie pour l'Ingenierie de la Connaissance et la formation a distance). Elle est concue comme une passerelle methodologique entre le Master et le Doctorat et a pour objectif d’accompagner les apprenants dans la redaction de leur projet de these. Partie integrante du reseau Mise en Reseau de la Recherche en TICE (MIRRTICE), l’objectif ultime de l’incubateur est de former une releve de chercheurs en technologie educative, dans les pays francophones du Sud, capables d’adresser les problematiques propres aux contextes educatifs respectifs de chacun des pays concernes.

Computer-mediated communication (CMC) renewed the interest for collaborative learning. Empirical ... more Computer-mediated communication (CMC) renewed the interest for collaborative learning. Empirical findings show that collaborative learning is efficient, but only under some conditions. These conditions are not guaranteed by the use of CMC tools. It would be an over-generalisation to expect any type of computer-supported collaborative learning (CSCL) to be efficient. It is also difficult to translate the conditions identified in face-to-face collaboration into conditions for success of distance collaboration, because too many other factors separate face-to-face from distance interactions. However, the analysis of these conditions reveals some mechanisms which explain the effects of collaborative learning. This contribution reviews the mechanisms which have been proposed and considers to which extent these mechanisms could be triggered in CSCL. 1.

In this article, we discuss the status of student productions in learning environments and the wa... more In this article, we discuss the status of student productions in learning environments and the ways in which they can be valued as contributions, i.e., reusable resources. Through a review of the literature and case experiences, we characterize the notion of contribution in an educational context. We present a model of the processes and the contexts of their reuse, particularly with respect to the actor's roles and dissemination scope. Our proposition contributes to the implementation of a "circular economy" of learning productions in a context of active pedagogy, mass education, and open education.

This contribution attempts to define what kind of learning analytics both learners and teachers s... more This contribution attempts to define what kind of learning analytics both learners and teachers should have in various forms of project-oriented learning designs in order to enhance the learning and teaching process within learning scenarios.

Lecture Notes in Computer Science, 2016

Varying learning activities beyond existing LMS's can improve the learning experience [1]. Howeve... more Varying learning activities beyond existing LMS's can improve the learning experience [1]. However, managing student interactions and productions across multiple platforms can be very time consuming. This contribution proposes a novel approach to monitor student productions on varied online platforms, such as social networks, Wiki pages, Google Docs. We rely on a combination of techniques: data is collected through web scraping or web APIs, then synthetic information and varied analysis are applied, and finally the results are presented through a web application. We applied our approach to a course where the students contribute on a private social network, Google Docs, and on a MediaWiki. The pilot is built with the R programming language.

Distances et médiations des savoirs, 2016

Avertissement Le contenu de ce site relève de la législation française sur la propriété intellect... more Avertissement Le contenu de ce site relève de la législation française sur la propriété intellectuelle et est la propriété exclusive de l'éditeur. Les oeuvres figurant sur ce site peuvent être consultées et reproduites sur un support papier ou numérique sous réserve qu'elles soient strictement réservées à un usage soit personnel, soit scientifique ou pédagogique excluant toute exploitation commerciale. La reproduction devra obligatoirement mentionner l'éditeur, le nom de la revue, l'auteur et la référence du document. Toute autre reproduction est interdite sauf accord préalable de l'éditeur, en dehors des cas prévus par la législation en vigueur en France. Revues.org est un portail de revues en sciences humaines et sociales développé par le Cléo, Centre pour l'édition électronique ouverte (CNRS, EHESS, UP, UAPV).

Journal of Interactive Learning Research, 2014

This research concerns the design, implementation and evaluation of a blended training course for... more This research concerns the design, implementation and evaluation of a blended training course for interpreter trainers. Complex issues pertaining to professional development in a rich web-based learner-centered environment are addressed. Findings confirm a socioconstructivist design within which learners developed the expected skills and knowledge specified in the learning outcomes. Faculty, acting as cognitive and practitioner models, viewed this new teaching experience positively. The use of a design-based research approach led to the formulation of a set of design rules readily usable in similar adult training contexts. Future research will further investigate the potential of the TPaCK framework to shed light on faculty's techno-pedagogical competencies.

The present study investigated the effect of scaffolding in a learning design in which apprentice... more The present study investigated the effect of scaffolding in a learning design in which apprentices were asked to reuse workplace experience to comment on peers' written productions. Apprentices were asked to perform an authentic workplace task, to explain how they got to the solution and then to comment on a peer's solution. Two conditions of scaffolding were compared: In the high scaffold condition, guiding questions were provided both for explanation and commenting, while in the low scaffold condition, a general instruction was given. The findings showed that, for the first tasks, the high scaffold group outperformed the low scaffold one with regard to the quality of the quotes and self explanations, but that the pattern reversed by the end of the activity. These results show that scaffolding is a useful tool for supporting reflection and learning, but that it should be adapted to the different steps of the activities.

This paper describes the design of various scenarios implemented with Mediawiki software. After d... more This paper describes the design of various scenarios implemented with Mediawiki software. After discussing four case studies, we present and discuss pedagogical and technical design guidelines. This contribution is part of a long-term research and development program to design, implement and evaluate the use of ICT to support integrated scenarios for research, teaching and learning. We argue that properly configured Mediawikis are suitable tools if content production and knowledge integration are at center stage.

Proceedings of the 9th international conference on Computer supported collaborative learning - CSCL'09, 2009

Dual-T project investigates how ICT can support learning activities involving sharing and reflect... more Dual-T project investigates how ICT can support learning activities involving sharing and reflection about professional experience in order to harmonize school learning with practical experience. In this study we tested the effects of low and high scaffolding on collaborative writing activities on professional procedures. We expected longer, more correct texts to emerge from strongly scaffolded activities than from weakly scaffolded activities. Theoretical frame Recent research on initial vocational training education has shown the existence of a gap between field knowledge and knowledge taught in vocational schools (Filliettaz, 2008). One of the main issues concerns knowledge and skill transfer between school and workplace (Eraut, 2004). In our project, we are interested in identifying original technological support and pedagogical designs for professional skills learning and transfer in vocational educational training (VET). In this context, we adopt a "writing-to-learn" approach (Hayes and Flower, 1980; Hayes, 1996). It assumes that writing promotes the acquisition of knowledge, since domain knowledge should be retrieved, reorganized and incorporated into a linear and understandable form. Extending this cognitive view, Galbraith (1999) claims that knowledge transformation leads to knowledge constitution, which makes writing a promising instructional tool. Professional procedure learning and transfer is a critical issue in VET. Anderson's ACT-R (1993) model claims that procedure acquisition is based on learning from declarative traces of initial problem solving. Writing could then be a powerful tool for constructing and refining the declarative representation of procedures. Moreover, confrontation between learners' conceptions and experiences should promote reflexive thinking and epistemic monitoring, embodied in the written productions (Crook, 1994; Littleton & Light 1999; Spek, Johnson, Dice & Heaton, 1999). In addition, collaborative writing activities should support not only individual knowledge acquisition but also the collaborative dimension of domain knowledge building. Tynjälä, Mason and Lonka (2001) show that studies of the effects of collaborative writing on learning are still rare (Gielen, Dochy, Tops, Peeters, 2007; Keys, 1995). Most of the research is done on the improvement of the writing process and writing skills. We consider that a peer collaborative approach to writing-to-learn in a VET context should be valuable in terms of knowledge building, procedure understanding and acquisition. Thus, in this research we are interested in investigating the impact of collaborative writing activities on the construction of a mutual declarative representation of the procedures. This is the basis for deep understating of procedures thus for acquisition and transfer. Computer supported collaborative writing to learn activities can be supported by many types of tools. Considering our context and the population we are working with, we turned mainly towards wiki tools. One of the main advantages is the powerful information sharing and collaboration features that we used for other activities in this research project. They also afford users the added advantage of reducing the technical skill required to use these features, by allowing students to focus on the information and collaborative tasks. Using scaffolding to engage students in reflection and deeper data processing has been shown to be successful in a number of domains. Research noted that different type of scaffolds may leave to different learning effects (Ge&Land, 2004, Rosenshine, Meister & Chapman, 1996). In this study we intended to use scaffolding in order to support for better writing to learn activities thus for deeper reflection, knowledge organization and transfer. We built the guiding questions on the basis of the work of Lin & Lehman (1999) and respecting the "how", "why" main approaches.

Distances et médiations des savoirs, 2012

Barbara Class et Daniel Schneider Design, mise en oeuvre et évaluation d'une formation hybride Ét... more Barbara Class et Daniel Schneider Design, mise en oeuvre et évaluation d'une formation hybride Étude de cas dans le cadre de la formation des formateurs d'interprètes de conférence

This article concerns a new project among French speaking countries in the EMEA region. Its goal ... more This article concerns a new project among French speaking countries in the EMEA region. Its goal is to set up transitional education for doctoral applicants in the domain of educational technology, to help them write a robust PhD proposal and to enable them to apply as doctoral student in one of the partner universities. We shall discuss the first stage of an Educational Design Research (EDR) project to design a new distance teaching programme and to create a study book on research methodologies in educational technology. This EDR project is also meant to serve as a work-in-progress best practice project within the training programme to involve doctoral applicants and make research concrete. Theories and design rules from research methodologies in educational technology, textbook research, teaching research methods in the social sciences, transitional education, internationalisation, the relationship between practice and research and, finally, scientific translation will be taken into account to define the framework.

2009 Ninth IEEE International Conference on Advanced Learning Technologies, 2009

This paper explores the benefits of repertory grid technique (RGT) for research on educational de... more This paper explores the benefits of repertory grid technique (RGT) for research on educational design systems.

Proceedings of The International Symposium on Open Collaboration, 2014

We describe a framework and an implementation of learning process analytics for both learners and... more We describe a framework and an implementation of learning process analytics for both learners and teachers to enhance a selfstudy class on psychological and educational theory. The environment is implemented in a Semantic MediaWiki using Semantic Forms and Semantic Result Formats. The design is in early development, but it is deployed and operational.

Journal of Vocational Education & Training, 2010

In vocational education, a challenging issue is to help apprentices build integrated knowledge fr... more In vocational education, a challenging issue is to help apprentices build integrated knowledge from workplace training and school teaching. The present research proposes a learning design in which apprentices are required to write with a reciprocal peer-tutoring approach about situations they encountered on the workplace in order to help building such articulation. Two studies were conducted in order to investigate the effect of peer-commenting learning designs that were elaborated in close collaboration with teachers, on the basis of both theoretical assumptions and field specificities. The findings showed that in both studies, apprentices were able to provide useful comments, corrections and revisions to their peer's entries and that the productions significantly improved as a result of these interventions. Furthermore, apprentices found the writing activity useful for learning and enjoyable. These studies provided insightful information regarding the implementation of computer-supported writing activities that can actually foster professional skill acquisition and development. Moreover, they illustrate a concrete learning design that could be adapted to any vocational education level and subject matter.