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Context-awareness is becoming a key aspect ofmobile learning systems. In fact, an efficient mobile learningsystem has to be sensitive to the context that characterizesthe interactions between humans, applications and thesurrounding environment. Researches in context-awaremobile learning have concentrated on how to adaptapplication to context. In this paper, we present aninnovative approach for modeling bijective adaptationsbetween learning activities and context because theyinfluence each others in learning processes. First, weidentify contextual elements and their features relevant formobile and collaborative learning. Then, we propose amulti-layer middleware that supports tasks for managingand adapting context. The originality of this middlewarecomes especially from its top-most layer which is an adaptorthat defines two classes of functionalities: the adaptation oflearning activities to context and the adaptation andupdating of context to learning activities. Finally, we presenta simulator that implements this adaptor and our bijectiveadaptation approach. This simulator based on contextawareand mobile learning scenario, makes possible theinteractions of mobile learning applications with context(environment) in such a way that they can detect thecontextual elements values changes in order to, on the oneside, adapt their learning activities to provide services moreappropriate to new values of the environment. On theother side, adapt and update contextual elements to theneeds of their learning activities and preferences of themobile user to create more adequate learning environmentwhich helps him/her concentrate better on his/her learningactivities.

This paper presents the results of our innovative approach for the realization of a model driven development framework for modeling context-aware adaptive learning activities within Context-aware and adaptive learning environments. Its core element consists of a domain specific visual modeling language called CAAML (Context-aware Adaptive Activities Modeling Language). After, we present the developed authoring tool based on CAAML language and that aims to support pedagogical designers to model context-aware adaptive learning activities and transform them into executable models represented in IMS-LD.

Our research focuses on assisting teachers to design their own learning systems in the context of model driven engineering approach. Within this approach, the teacher can create his own modeling language or reuse an existing one. However, the reuse gives rise to a lack of contextual expressiveness and requires teacher's adaptation to the language syntax and semantic. We propose a solution based on the reuse of instructional strategy modelling languages that allow their adaptation to the teacher's vocabulary and their contextual expressiveness improvement.

In this paper, we present ContAct-Us an adaptive modeler allowing the modeling and adaptation of context and activity for mobile and pervasive learning scenarios. Indeed, with the emergence of the new mobile devices and their adaptation to learning processes, we have passed from the mobile learning towards the ubiquitous and the pervasive. The study of several works in pervasive learning allowed us to conclude that the focus is particularly on the adaptation of learning activities to the context of learning. From then on, it seems necessary to widen the notion of adaptation to take into account bijective adaptations between the context and learning activities within mobile learning to ensure also the adaptation of the context of use to the requirements of the learning activities and learner's needs. To ensure this bijective adaptation, a model of context and a model of activity will be mandatory. For that purpose and in an MDD approach (Model Driven Development), ContAct-Us allows: (1) The modeling of the eventual contextual elements of pervasive learning environment as well as the relations between them; (2) The modeling of the learning activities based on the approach CTT; (3) The modeling of the various possible relations between the context and learning activities led within mobile learning scenarios, based on activity theory; (4) Bijective adaptations between context and activity.

We present in this paper the results of our study concerning the application of some techniques from complex system field (multiscale) in e-learning research. The motivation for this innovative inquiry is that we still think that complex problems related to e-learning remain in components, when they are usually in the relationships between them. We demonstrate how a complex system perspective to e-learning is promising to bring a solution for this problem.

International audience; In a context of multimodality and abstract interfaces, this paper shows ploblems related to the dynamicity of interfaces, through a case study. This one is applied to the distance learning field, which is very directed towards the traditional Internet. We show why, today, it is not possible to deploy concrete interfaces, at the same time based on a generic model, and usable on learning management systems respecting SCORM.

The rapid and accelerating move toward the adoption and use of mobile and wireless technologies creates opportunity for new research field-'mobile learning' that includes a variety of applications and new learning techniques. An efficient mobile learning system has to be sensitive to the context that characterizes the interactions between humans, applications and the surrounding environment. Researches in context aware mobile learning have concentrated on how to adapt applications to context. In this paper, we describe the design of a context aware middleware (with an emphasis on controlling the environment) with the aim of supporting M-learning. First, we identify contextual elements and their features relevant for mobile and collaborative learning. Then, we propose a middleware architecture for managing and adapting context which supports tasks including: acquiring, interpreting, modeling, storing, reasoning, updating and adapting context.

International audience; Educative platforms are at the heart of the development of online education. They can not only be reduced to technological aspects. Underlying models impact teaching and learning from the preparing of lessons to the learning sessions. Research related to these platforms are numerous and their stakes are important. For these reasons, we launched a call to a special issue on "Designs and uses of educative platforms" An educative platform is a computer system designed to automate various functions relating to the organization of the course, to the management of their content, to the monitoring of learners and supervision of persons in charge of various formations (Office de la langue française, 2005). So educative platforms are Learning Management Systems (LMS) which are specific to education contexts.

http://sticef.univ-lemans.fr/classement/speciaux.htm#Conceptionsetusages; Les plates-formes de formation sont au cœur du développement de la formation en ligne. Composantes à part entière des dispositifs de forma-tion, on ne peut les réduire aux seuls aspects technologiques. En effet, les modèles sous-jacents conditionnent la formation dans son ensemble, de la préparation des enseignements jusqu'au déroulement des sessions d'apprentissage. Les recherches liées à ces plates-formes sont nombreuses et leurs enjeux sont importants. C'est ce qui nous a incité à lancer un appel à numéro spécial sur le thème « Conceptions et usages des plates-formes de formation ».

This article presents the notion of plasticity for digital documents. We study the multiple manners to present an electronic document, in order to personalize it according to the form and to the content. This adaptation of the document can be made according to several criteria of personalization. We are interested more particularly in the methods of adaptation for the documents according to the context of use to which belong the user with her/his tasks and the device allowing to read this document. This difference between the "forms" that the same digital document can take connects with the concept of plasticity which can then be applied to a document at various stages of its life (creation, reading, modification...)., Nous présentons dans cet article la notion de plasticité des documents numériques. Il s’agit d’étudier les multiples manières de présenter des documents numériques, en les adaptant, selon différents critères, en vue d’une personnalisation de forme et de fond. Nous nous intéressons plus particulièrement à l'intérêt et aux modalités d’adaptation des documents en fonction des contextes d’utilisation et des contextes d’usage dont fait partie l’utilisateur et la tâche à réaliser. Cette différence entre les « formes » que peut prendre un même document numérique s’apparente à la notion de plasticité qui peut alors s’appliquer sur un document à différents stades de sa vie (création, lecture, modification…).

National audience; Nous commencerons par décrire les difficultés d’ingénierie des EIAH exhibées dans le cadre de l’AS avant de faire le bilan dans la section suivante des actions de recherche qui ont été menées. En conclusion, nous reviendrons de manière globale sur l’impact et les retombées que cette AS a eues sur le fonctionnement de la communauté.

This paper deals with the designing of a generic architecture which supports multi-channel interactions in the e-Services context. In a first part we present the aim of this study and his framework. In the second part, we discuss about ours first investigations for the design of this architecture using multi-agents technologies.

Work evolution implies to take new needs and new parameters into account. This article presents a new model of activity based on an event centered approach. The Reciprocity platform integrates this model in order to create a generic and reactive environment for group activities.

During collaborative learning activities, factors such as students’ prior knowledge, motivation,roles, language, behavior and interaction dynamics interact with each other in unpredictable ways, making it very difficult to predict and measure learning effects. This may be one reason why the focus of collaborative learning research shifted in the nineties from studying group characteristics and products to studying group process. With an interest in having an impact on the group process in modern distance learning environments, the focus has recently shifted again – this time from studying group processes to identifying computational strategies that positively influence group learning. This shift toward mediating and supporting collaborative learners is fundamentally grounded in our understanding of the interaction described by our models of collaborative learning interaction. In this workshop, we will explore the advantages, implications, and support possibilities afforded by the various types of computational models of collaborative learning processes.

Despite our efforts for ten years to identify and to take into account the issues of CSCW, the tailorable collaboration environments we have designed are not yet fully appropriated by final users.

This paper presents an initial study of multichannel interactions within the framework of the E-Marketing. A analysis and prediction theoretical framework, based on the one hand on concepts resulting from psycholinguistics, and the other hand on information theories, more managerial, is proposed. An initial synthesis in terms of index properties of the channels is given. Lastly, some multichannel scenarios and devices are described in detail.

The Reciprocity project aims to provide an environment for inter-organisational collaborations. The main goal of this project, based on a peer-to-peer approach, is to not bother social mechanisms that are inherent in such organisations. The major contributions of this project concern the respect of social hierarchy, resource sharing mechanisms that are less restricted and a reliable reflect of contributions of each participant.

Task oriented and object oriented traditional interactive system design methods show more and more shortcomings in the light of recent evolutions. These evolutions are both external (organisational) and internal (technological) to the developed systems. The two main problems of traditional methods are their linearity and rigidity. Once a system has been introduced, it can only evolve through maintenance. These methods follow several steps segmenting time, actors, and work to be realised. Taking results from the human sciences, and particularly from Activity Theory, we show how we have defined the co-evolution concept as a solution for the above-mentioned problems. We also present the DARE system that we have developed for supporting this concept.

Rapid progress of technology and design methodology for Human-Computer Interface will have an important impact on the future of Advanced Learning Environments. In order to set up a first research agenda and to derive the interface issues two viewpoints will be developed: one relative to a refraining of learning with its potential paradigm shift, and one relative to advances in HCL The research issues for interface of advanced learning environment based on computer will be at the cross-road of these two viewpoints. In order to avoid a unique technology-driven approach it will be take into account contribution of various fields of research about human and technology. A summary is given of the state of art of current HCl research in the perspective of the learning process and of the education context. Special emphasis is put on the design process with its new foundation, its metaphorical issues and its design language.

Des oscillateurs ou des circuits utilisant des composants actifs a l’etat solide, peuvent etre realises en ondes millimetriques par l’utilisation de modules preaccordes. Les modeles developpes dans les precedentes etudes ne sont plus valables lorsque les epaisseurs de ces modules deviennent importantes, ce qui sera le cas pour des modules monolithiques au silicium. Il est donc propose une nouvelle methode de resolution rigoureuse du rayonnement d’un guide radial arrete brutalement. Les premiers resultats obtenus sont presentes et l’extension au probleme des antennes disques circulaires ou plaquees est envisagee.

The Reciprocity project is an attempt to design new collaborative environments based on the criticisms of the more centralized approaches. The project uses the potential of new Internet peer-to-peer middleware to support fully distributed collective activities. Each activity is managed in a distributed approach, and is specified through a set of XML documents, in accordance with our metamodel for collaborative activity. Our motivations for developing this project include a desire to exploit the potential for a more active and collaborative learning process, and a need for the kind of inter-organizational exchanges that could lead to more learners becoming interested in the same topics. Our experience in the use of computer supported collaborative learning (CSCL) platforms has led us to think seriously about the social value of linking or exchanging learning resources and the necessity of collaborating across organizational boundaries. In these conditions, acknowledging the different actors' contributions becomes essential in order to encourage and empower their participation.

This document presents our works in the Technology Enhanced Learning (TEL) field. These works are structured as a scientific project named REDiM (french acronym for "Model Driven Reengineering of TEL Systems").The main aim of this project is to integrate better teachers and trainers in the design process of a TEL system. We consider the design as an iterative process which alternates usage analysis and reengineering phases of a TEL system, in a model driven approach. We are focused on a specific model of a TEL system: the pedagogical scenario.; Ce document présente nos recherches dans le domaine des EIAH (Environnements Informatiques pour l'Apprentissage Humain). Ces travaux se sont structurés en tant que projet scientifique impliquant plusieurs chercheurs. Ce projet, REDiM (Réingénierie des EIAH Dirigée par les Modèles), a pour objectif d'intégrer les enseignants et les formateurs de terrain dans le processus de conception d'un EIAH. La posture scientifique générale est de considérer la conception comme continue, supportée par un processus itératif alternant des phases d'analyse des usages et de réingénierie de l'EIAH, dans une approche dirigée par les modèles. Nous entendons en cela promouvoir une démarche d'ingénierie générative où l'EIAH est généré à partir de modèles prescriptifs (i.e. qui définissent et encadrent l'activité des acteurs de l'EIAH) ou, ad minima, prédictifs (i.e. qui décrivent et préconisent l'activité idéale que les acteurs de l'EIAH devraient avoir). Cette démarche d'ingénierie a également pour objectif de construire des modèles descriptifs qui rendent compte des situations pédagogiques observées, directement manipulables et interprétables par les concepteurs enseignants ou formateurs. Nos travaux se sont centrés sur une famille particulière de modèles d'un EIAH : les scénarios pédagogiques.La première partie de ce document se consacre à définir notre position et notre problématique scientifiques. A partir d'exemples concrets extraits de nos expérimentations, nous listons les situations de conception qu'il convient d'éviter pour impliquer les enseignants et les formateurs dans les processus actifs de l'ingénierie d'un EIAH. Nous proposons alors une première problématisation de notre objet d'étude, l'ingénierie et la réingénierie d'un scénario pédagogique, et positionnons nos travaux par rapport à ceux de la communauté nationale et internationale qui leur sont connexes. Cette première partie se conclut par une présentation de notre problématique scientifique et de notre méthodologie de recherche.La seconde partie de ce document présente nos résultats de recherche. Un premier ensemble de travaux s'est attaché à définir un modèle de l'ingénierie et de la réingénierie d'un scénario pédagogique. Ce modèle identifie les processus actifs participant au développement d'un scénario pédagogique et caractérise les flux de communication entre ces processus par les artefacts échangés. Un deuxième ensemble de travaux se centre sur l'instrumentation des activités de modélisation et d'analyse des observations de l'utilisation d'un EIAH. Nous proposons notamment un langage permettant (1) de définir ce qu'il faut observer pendant une session d'apprentissage, (2) de décrire la méthode d'analyse des observations collectées et (3) de représenter ces observations de manière à construire un ensemble de scénarios descriptifs qui rendent comptent des situations pédagogiques observées. Les caractéristiques de ce langage favorisent la capitalisation et le partage des savoir-faire d'analyse des traces d'utilisation d'un EIAH.La dernière partie de ce document fait une synthèse de nos contributions et dresse un ensemble de perspectives de recherche sur l'instrumentation de l'enseignant dans son rôle de concepteur d'un EIAH, sur la définition et l'exploitation de modèles productifs pour le développement d'un EIAH et sur les moyens et les enjeux de la capitalisation et du partage des savoir-faire en matière d'ingénierie et de réingénierie d'un EIAH.