EKM 2022 Abstracts

Area 1 - Educational Knowledge Management
Full Papers Short Papers

Area 1 - Educational Knowledge Management

Full Papers
Paper Nr: 3
Title:

A Self-assessment Tool for Teachers to Improve Their LMS Skills based on Teaching Analytics
Authors:

Ibtissem Bennacer, Remi Venant and Sebastien Iksal
Abstract: While learning management systems have spread for the last decades, many teachers still struggle to fully operate an LMS within their teaching, beyond its role of a simple resources repository. Moreover, there is still a lack of work in the literature to help teachers engage as learners of their own environment and improve their techno-pedagogical skills.Therefore, we suggest a web environment based on teaching analytics to provide teachers with self and social awareness of their own practices on the LMS. This article focuses on the behavioral model we designed on the strength of (i) a qualitative analysis from interviews we had with several pedagogical engineers and (ii) a quantitative analysis we conducted on teachers’ activities on the University’s LMS. This model describes teachers’ practices through six major explainable axes: evaluation, reflection, communication, resources, collaboration as well as interactivity and gamification. It can be used to detect particular teachers who may be in need of specific individual support or conversely, experts of a particular usage of the LMS who could bring constructive criticism for its improvement. While instrumented in our environment, this model enables supplying teachers with self-assessment, automatic feedback and peer recommendations in order to encourage them to improve their skills with the LMS.
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Paper Nr: 4
Title:

Teacher Educational Resources Recommendation in the COVID-19 Context
Authors:

Nader N. Nashed, Christine Lahoud and Marie-Hélène Abel
Abstract: The educational process is greatly impacted by the coronavirus pandemic (COVID-19) and this impact outreaches teachers, learners, and all participants. This pandemic is responsible for multiple modifications to the traditional teaching and learning techniques and technologies which leads to social and cultural changes. Due to the accompanied social changes, teachers are experiencing different degrees of stress, burnout, and work difficulties during learning new technologies and preparing to their courses’ contents. Teacher’s sentimental state can be represented by one’s mood and can present an accurate measurement to a teacher experiencing the mentioned difficulties. Accordingly, this study proposes a possible solution for one of the main participants in the educational process, the teacher, by recommending him educational resources to cope with stress and prevent burnout. The proposed recommender system analyses the teacher’s mood and accordingly recommends educational resources that can enhance the teacher’s sentimental state. Through the investigation of this proposal, we found that the enforcement of the sentimental state impacts the resulting recommendations that are presented to teachers.
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Short Papers
Paper Nr: 1
Title:

Towards an Adaptive Intelligent Assessment Framework for Collaborative Learning
Authors:

Asma Hadyaoui and Lilia Cheniti-Belcadhi
Abstract: Assessing in an online collaborative learning environment is a complex task due to the variety of elements and factors that intervene in how a group of learners collaborates to achieve an assessment task. This paper aims to improve both learners’ and group performance at a given activity or a set of activities by adapting the assessment process to the learner level. To that end, we propose a general framework to illustrate our adaptive approach for assessment in an online collaborative learning environment. To do so, we take the concept of adaptation, generally based on three models: the learner model, the domain model, and the adaptive model, as a point of departure and extend it by designing two other new models that are an assessment model and a group learner model. To present our assessment model, we are based on IMS/QTI standard and ontology for the formalization of the question. We aim to combine collaborative learning, assessment, and adaptation to provide an adaptive assessment, an adaptive group composition, and an adaptive collaboration.
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Paper Nr: 2
Title:

An Agile Process for an e-Training of Trainers on Online Teaching
Authors:

Mohamed A. Hadhri and Lilia Cheniti-Belcadhi
Abstract: Assessing As COVID-19 continues spreading in the world, how to keep learning in disruption has become a challenge to the global education community. Effective academic online support services are oriented for both teachers and students. In this context an agile process of "Training of Trainers" has been established to assist teachers designing online resources and e-learning scenarios. In this paper, we provide an overview of the process of e-training of training conducted during the pandemic crisis for University lecturers. We propose a formal description of this agile process based on conceptual models, and analyze activities performed by tutors. These models, evaluated by trainees, promote an in-depth analysis and a detailed description of the tasks performed by tutor’s support e-training of teachers.
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