Video-based Synergetic Educational Modes: Guidelines for a Profile Adapted Learning Platform.
Résumé
In this paper, we present the guidelines and some formal and functional features of a video-based learning system supporting educational activities of variable deepness. Firstly, we discuss the ideas that nourish the mediation controversy of such a system; we try, in particular, to synthesize some trends in today's learning economy. We believe that any form of educational innovation has to take them into account. The system we present subsequently is developed in response to some challenges these trends pose. Its goal is to provide cultural, scientific and technical mediation solutions by transposing virtual exposition techniques into interactive narrative- and project-based learning sessions; moreover, the aim is to foster interpretative skills and stimulate motivation for further learning. We show the way the educational material is split into modules that address levels of refinement (that actually correspond to different profiles of learners), points of view (that correspond to different analysis categories and learning topics) and educational modes (that furnish complementary learning possibilities through gaming, problem resolution environments, social sharing, collaboration, etc). In order to ensure narrative coherence, allow reuse and limit production costs, the structure follows a formal compositional schema in which each module is embedded to more developed ones. We also present the arguments underlying a basically constructivist conception of a learning session (as a combined course through narrative and/or game-based and/or problem-resolution modules). We show how well-tuned learning activities may be generated in a rather simple interactive manner. Finally, we conclude with an application example.