ISiS (Intentions, Strategies, and interactional Situations) is a conceptual framework elaborated to structure and support practitioners-designers in the design of blended learning scenarios. This framework is based on a goal-oriented approach and proposes a specific identification of the intentional, strategic, and tactical dimensions of a scenario. ISiS was co-elaborated in a participative design approach with experimented and inexperienced teachers mainly at French secondary school. This research work is part of "visual instructional design languages" research, the purpose here is to combine two approaches in the teacher’s designing process: (a) to organize the scenario by eliciting formally the intentions of the designer and by representing explicitly the learning strategies chosen and (b) to favour exploration of reusable components in specific libraries adapted to specific communities of teachers.
This model is based on a goal-oriented approach and proposes a specific identification of the intentional, strategic, tactical and operational dimensions of a scenario. ISiS aims to capture the teachers’ intentions and strategies in order to better understand scenarios written by others and to favour sharing and reuse practices. Part of the work with teachers is to formalize and design patterns of learning scenarios, teaching methods and recurrent interactional situations.
ScenEdit is a web-based graphical authoring envrionment dedicated to the design of learning scenarios that implements the three dimensions defined in ISiS.
ScenEdit allows teacher-designers to structure the design of scenarios by eliciting intentions, strategies and interactions included in the ISIS framework. ScenEdit aims to favour sharing and reusing practices by providing patterns for each type of component (intention, strategy and interactional situation) elaborated from best-practices found in the literature or within communities of practice.
Demo, sandbox :
Pérez-Sanagustín, M..; Emin, V. & Hernández-Leo, D. (2012), Considering the space in the design of learning activities: the ISIS and 4SPPIces models applied to science inquiries, in 'ICALT 2012' proceedings, to be published.
Bénech, P., Emin, V.,Trgalova, J. & Sanchez, E., (2011). Role-Playing Game for the Osteopathic Diagnosis, Lecture Notes in Computer Science, Volume 6964/2011, 495-500,Springer.
Emin V., Pernin J.-P. and Aguirre J.-L. (2010)ScenEdit: An Intention-Oriented Authoring Environnment to Design Learning Scenarios. In M. Wolpers, P. Kirschner, M. Scheffel, S. Lindstaedt, and V. Dimitrova, editors, Sustaining TEL: From Innovation to Learning and Practice, volume 6383 of Lecture Notes in Computer Science, pages p. 626--631. Springer Berlin / Heidelberg, 2010. 10.1007/978-3-642-16020-2‑65.
Emin V.; Pernin J.-P.; Guéraud V.; Model and tool to clarify intentions and strategies in learning scenarios design. In Cress U.; Dimitrova V., Specht M. (Eds), Learning in the Synergy of Multiple Disciplines, vol. 5794 of Lecture Notes in Computer Science, pp. 462-476.. Springer Berlin / Heidelberg, 2009.
Pernin J.-P., Emin V., Guéraud V.(2008), ISiS: An Intention-Oriented Model to Help Teachers in Learning Scenarios Design, EC-TEL 2008 Proceedings, in "Times of Convergence. Technologies Across Learning Contexts ", Lecture Notes in Computer Science, Springer, Volume 5192/2008, p.338-343, 2008
Emin V., Pernin J.-P., Guéraud V.(2008), Goal-oriented authoring approach and design of learning systems, 2nd International Workshop on Requirements, Intentions and Goals in Conceptual Modeling (RIGiM), In conjunction with the 27th International Conference on Conceptual Modeling (ER 2008)
Valérie Emin, valerie.emin@ens-lyon.fr
Jean-Philippe Pernin, jean-philippe.pernin@imag.fr