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Valerie Emin and Jean-Philippe Pernin: ScenEdit: an intention-oriented learning design authoring tool

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Yishay Mor
5 October 2011

This paper presents the ScenEdit authoring environment, a graphical tool dedicated to the design of learning scenarios. The environment is based on the ISiS (Intentions, Strategies, and interactional Situations) intention-oriented conceptual model co-elaborated with teachers-designers. 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). We present here the main functionalities of the environment through an example.

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Installation Instructions

ScenEdit is an on-line tool. It is hosted at http://eductice.inrp.fr/EducTice/projets/en-cours/scenario/scenedit, a demo account can be accessed at http://scenedit.imag.fr/demo using the user name demo_scenedit

Yishay Mor
14:26 on 7 October 2011

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Donatella Persico
9:43am 14 October 2011 (Edited 9:45am 14 October 2011)


(this is Francesca Pozzi writing, using Donatella's account)

In my opinion, the most interesting feature provided by ScenEdit is the possibility for the teacher to think and describe his/her scenario in terms of INTENTIONS and STRATEGIES.

WhatI I find more difficult is the interface: somtimes you have to select items from lists which are not so intuitive (the meaning of the various items is not always clear and can be mis-interpreted). An onlie Help might be useful. 

I haven't really understood whether and how it is possible to upload 'concrete resources' (for example the text of an exercise). I have only seen the possibility to provide links. 

Overall the experience was positive! ;-)

Adi Kidron
9:49am 14 October 2011


i was trying to implement my LD for a specific lesson as part of the instruction of a topic in Geometry for elementry school.

the tool offers a variaty of aspects that might be helpful to represent the LD, but i felt they had to be exposed graduallyenabling me to work freely, according to my way of thinking. enforcing me to think of aspects (by making them mandatory) confused me.

on the other hand, once i "crossed the barrier" i found myself with lots of freedom to describe my LD in my own way. at this stage it might have been helpful to support a generalization: help me understand that what i'm going to represent is actually a generic strategy.

the time wasnt enough so i'm sure i'll continue to explore the tool! 

Adi Kidron
9:49am 14 October 2011


i was trying to implement my LD for a specific lesson as part of the instruction of a topic in Geometry for elementry school.

the tool offers a variaty of aspects that might be helpful to represent the LD, but i felt they had to be exposed graduallyenabling me to work freely, according to my way of thinking. enforcing me to think of aspects (by making them mandatory) confused me.

on the other hand, once i "crossed the barrier" i found myself with lots of freedom to describe my LD in my own way. at this stage it might have been helpful to support a generalization: help me understand that what i'm going to represent is actually a generic strategy.

the time wasnt enough so i'm sure i'll continue to explore the tool! 

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