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ISIS AND SCENEDIT: AN INTENTION-ORIENTED LEARNING DESIGN FRAMEWORK

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Valerie Emin
7 November 2012

This chapter presents the core concepts of ISiS (Intentions, Strategies, and interactional Situations) conceptual framework and its implementation within ScenEdit, a web-based authoring tool. The framework is based on a goal-oriented approach and proposes a specific identification of the intentional, strategic, tactical and operational dimensions of a pedagogical scenario. ScenEdit allows teacher-designers to structure the design of their pedagogical 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). Examples of how ScenEdit can be used are described along with a discussion of implications of using ISiS in for learning design.

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Valerie Emin
2:05pm 8 November 2012


As i can not add embedded content, this is the link to the pdf version via slideshare

http://fr.slideshare.net/eductice/pdf-creator11082012-150759

Donatella Persico
6:51pm 14 December 2012


Hello Valerie and Jean-Philippe!

I have read with interest your chapter...I am impressed by the amount of work you have been doing with the ISiS model and SceneEdit .

My main suggestion for your chapter is that I would make an effort to make it easier to understand also to someone who never saw ScenEdit (I am under the impression that I was facilitated in understanding by the fact that i have seen a demo of ScenEdit in London, at the ASLD workshop).

This can perhaps be addressed by expanding a bit the example on "destabilize proximity of the battery" and by getting the paper revised by a native speaker (sometimes the sentences are a bit convoluted). 

One thing is not clear is whether "scientific investigation" is a pre-defined option offered by the system or if it is defined by the designer. If it is pre-defined, it would be interesting to know what are the other options. 

One more aspect I am not sure I got right in the example is the logic behind  refining "hypothesis elaboration" by a pedagogical intention called "increase the ability to work in a collaborative way". Although I guess it is only an example, it does not make much sense to me...

In addition, suggest to enlarge fig.5, which is not readable if it is left this size. If you have not enough space you can perhaps leave out fig.3 , that doesn't add much to the textual explanation.

A last point I would like to raise is that I think there is a discrepancy between the explanation of the symbols at the end of page 7 (rounded rectangle=intention;rectangle=strategy) with the symbols actually used in fig.2. (squares for intentions and rounded rectangles for strategies). Besides, the clapperboard symbol in fig.2 is not explained.

I hope this can help! See you soon, I hope.

Donatella

 

Valerie Emin
10:19am 19 December 2012


Thanks Donatella for your feedback

How do we proceede now for the final paper?

 

Jonathan Chacón
9:33am 19 February 2013 (Edited 9:33am 19 February 2013)


This chapter describes both ScenEdit tool based on the ISiS model and the ISiS model itself. Furthermore, the chapter emphasizes how intentions and strategies could benefit practitioners during the design process by providing a vocabulary more nearer to practitioners whereas at the same time this vocabulary is described in a language computable understood by computers. The ScenEdit tool aims at enabling practitioners to design learning scenarios by explicitly expressing these intentions and pedagogical strategies using this nearer vocabulary. In conclusion, with the adaptation of these good practices it will be easer to share and reuse learning designs.

The chapters reads very well and the significance is clear. However, I think that the experiments have been developed with small groups of teachers, both: while developing the ISiS model and while implementing the ScenEdit editor. However it is noted as a future work in the conclusions.

Other minor comments:

Please, include references to papers related to the tools: CADMOS, CELS, 4Ts (beyond only naming them).

Please, note that sections are not numbered in this book format, and you are referring to the numbered sections along the text.

Valerie Emin
2:10pm 18 June 2013


The new version of our chapter is in the cloud, sorry for the delay but I was abroad without wifi.

Best

Valérie

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