Educational data mining (EDM) is an emerging interdisciplinary research area that deals with the development of methods to explore data originating in an educational context. EDM uses computational approaches to analyze educational data in order to study educational questions. This paper surveys the most relevant studies carried out in this field to date. First, it introduces EDM and describes the different groups of user, types of educational environments, and the data they provide. It then goes on to list the most typical/common tasks in the educational environment that have been resolved through data-mining techniques, and finally, some of the most promising future lines of research are discussed.

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Educational Data Mining: A Review of the State of the Art

This article presents GISMO, a novel, open source, graphic student-tracking tool integrated into Moodle. GISMO represents a further step in information visualization applied to education, and also a novelty in the field of learning management systems applications. The visualizations of the tool, its uses and the benefits it can bring are illustrated through adetailed case study of an online course. GISMO provides visualizations of behavioral, cognitive and social data from the course, allowing constant monitoring of students’ activities,engagement and learning outcomes.

Monitoring an Online Course With the GISMO Tool: A Case Study

This paper introduces Gridcole, a new system that can be easily tailored by educators in order to support the realization of scripted collaborative learning situations. To do so, educators can provide a script specifying the sequence of activities to be performed by learners as well as the tools and documents required to support them. Gridcole can then search for these tools in a service-oriented grid in order to integrate them so that they are available for users during the realization of the situation. Significantly, Gridcole has two features that are not supported by other tailorable systems. First, it allows the integration of tools that use supercomputing capabilities or specific hardware resources, thus enabling the possibility of supporting many situations in which this type of tools is required. Besides, Gridcole can guide learners during the realization of collaborative learning situations according to the sequences of activities specified in the scripts. This way, learners can benefit from the advantages of scripted collaborative learning. Gridcole has been evaluated using three collaborative learning situations conceived for real courses at university level. The results of the evaluation show that Gridcole does provide the desired properties concerning tool integration and activity guidance as well as that the proposed system can provide adequate support for a wide range of collaborative learning situations.

Gridcole: A tailorable grid service based system that supports scripted collaborative learning

https://liris.cnrs.fr/Documents/Liris-4995.pdf

Enhancing synchronous collaboration by using interactive visualisation of modelled traces

Purpose – This paper presents a part of our research work that places an emphasis on Tracking Data Analysis and Visualization (TrAVis) tools, a web‐based system, designed to enhance online tutoring and learning activities, supported by computer‐mediated communication (CMC) tools. TrAVis is particularly dedicated to assist both tutors and students in the task of exploiting tracking data of communication activities throughout the learning process. This paper focuses on the technical aspects of TrAVis, the visualization of students' tracking data and the experiment we have conducted in an authentic learning situation.Design/methodology/approach – A mixture of iterative and participative approaches has been adopted for the design of TrAVis. Different versions of TrAVis were built during the progress of our research. The major changes in each build have particularly involved the conceptual design of data indicators of students' activities and the visualization techniques of the data indicators. Both case studi...

TrAVis to Enhance Online Tutoring and Learning Activities: Real-Time Visualization of Students Tracking Data

Synchronous Tutoring in Distance Learning.

When a tutoring system aims to provide learners with accurate and appropriate help and assistance, it needs to know what goals the learner is currently trying to achieve, what plans he is implementing and what errors he is making. That is, it must do both plan recognition and error detection. In this paper, we propose a generic framework which supports two main issues (i) the detection of learner's unexpected behavior by using the Hollnagel classification of erroneous actions and (ii) a recognition process based on a task model METISSE that we propose. This model, which is used to describe the tasks the learner has to do according to pedagogical goals, allows learner's unexpected behavior to be detected. The solutions proposed are generic because not dependent on the domain task, and they do not relate to a particular device.

A plan recognition process, based on a task model, for detecting learner's erroneous actions

Nous presentons dans cet article l'outil Reflet destine a visualiser l'etat d'avancement d'un etudiant ou d'une promotion d'etudiants en Formation Ouverte et A Distance. Cet outil generique et interoperable peut s'integrer aisement aux plates-formes de FOAD existantes. Afin de representer l'etat d'avancement d'un etudiant nous proposons le modele MAT sur lequel s'appuie Reflet et qui lui confere son aspect generique. Reflet a ete mis en œuvre dans deux FOAD, l'une a l'universite du Maine et l'autre au CNAM.

https://edutice.archives-ouvertes.fr/edutice-00000674/document

Reflet, un miroir sur la formation

In this paper, we describe the social context of a distance learning situation between teachers and learners and its cooperative learning activities. The objective is to make learners cooperate through project pedagogy. The project pedagogy is based on experiential learning and consists of learners working together in a team. During their cooperative activities, learners are supported by the system in a way that depends on the difficulties detected and the support style. When the system is no longer able to provide useful advice, learners are supported remotely by the teacher. We describe a model of multi-agent architecture providing this support. This architecture is made up of various communicating agents distributed across a network like the internet. We have developed a distance learning environment, based on this multi-agent architecture, in the field of educational robotics. We give an example to show how teachers can support learners remotely by modifying their interface or by acting on the distant physical device (a micro-robot).

Supporting learners' activities in a distance learning environment

Les environnements informatiques pour la formation a distance integrent peu les activites d'apprentissage fondees sur l'apprentissage par l'action telles que des travaux pratiques ou projets mettant en jeu des objets reels ou virtuels. La particularite des ces activites est qu'elles sont fortement interactives et demandent un suivi pedagogique synchrone de la part du tuteur afin d'eviter que les apprenants ne se retrouvent en situation d'echec. Partant de ce constat, nous proposons dans cet article un modele de suivi d'activites a distance qui decrit les fonctionnalites a integrer dans un environnement informatique de suivi pedagogique synchrone pour soutenir l'activite du tuteur. Nous presentons ensuite l'environnement ESSAIM qui a ete concu sur les bases de ce moedle de suivi. ESSAIM fournit les outils necessaires au tuteur pour supporter ces interventions aupres des apprenants et assiste ces derniers dans la realisation de tâches particulieres.

https://edutice.archives-ouvertes.fr/edutice-00000097/document

Christophe Després

Papers

Synchronous Tutoring in Distance Learning.

A plan recognition process, based on a task model, for detecting learner's erroneous actions

Reflet, un miroir sur la formation

Supporting learners' activities in a distance learning environment

Le tutorat synchrone en formation à distance : un modèle pour le suivi pédagogique synchrone d'activités d'apprentissage à distance