1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

Cognitive engineering

Conditioned Reflexes; an Investigation of the Physiological Activity of the Cerebral Cortex.

The study of graph structure has advanced in recent years with great strides: finite graphs can be described algebraically, enabling them to be constructed out of more basic elements. Separately the properties of graphs can be studied in a logical language called monadic second-order logic. In this book, these two features of graph structure are brought together for the first time in a presentation that unifies and synthesizes research over the last 25 years. The author not only provides a thorough description of the theory, but also details its applications, on the one hand to the construction of graph algorithms, and, on the other to the extension of formal language theory to finite graphs. Consequently the book will be of interest to graduate students and researchers in graph theory, finite model theory, formal language theory, and complexity theory.

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Graph Structure and Monadic Second-Order Logic: A Language-Theoretic Approach

In this experiment, seven software teams developed versions of the same small-size (2000-4000 source instruction) application software product. Four teams used the Specifying approach. Three teams used the Prototyping approach. The main results of the experiment were the following. 1) Prototyping yielded products with roughly equivalent performance, but with about 40 percent less code and 45 percent less effort. 2) The prototyped products rated somewhat lower on functionality and robustness, but higher on ease of use and ease of learning. 3) Specifying produced more coherent designs and software that was easier to integrate. The paper presents the experimental data supporting these and a number of additional conclusions.

Prototyping versus specifying: A multiproject experiment.

This paper presents the “Multi-Role Project” method (MRP), a broadly applicable project-based learning method, and describes its implementation and evaluation in the context of a Science, Technology, Engineering, and Mathematics (STEM) course. The MRP method is designed around a meta-principle that considers the project learning activity as a role-playing game based on two projects: a learning project and an engineering project. The meta-principle is complemented by five principles that provide a framework to guide the working practices of student teams: distribution of responsibilities; regular interactions and solicitations within the team; anticipation and continuous improvement; positive interdependence and alternating individual/collective work; and open communication and content management. This paper presents the implementation of MRP in a course teaching software engineering, UML language, and project management. The results show that MRP helped the course's students to acquire important professional knowledge and skills, experience near-real-world professional realities, and develop their abilities to work both in teams and autonomously.

Multi-Role Project (MRP): A New Project-Based Learning Method for STEM

The changing profile of students, the expectations of business and the capabilities offered by Information and Communication Technologies (ICT) makes it necessary to change teaching practices, particularly in higher education. This paper proposes a methodological framework destined to force disciplinary course modules to evolve in order to integrate high-level cognitive skills and professional competencies. In this paper, we examine this framework in terms of the primary currents in educational psychology: behaviorism, cognitivism, constructivism and social constructivism. We present and analyze three case studies showing the evolution of three disciplinary course modules. We show that the lessons taught in these three modules are more motivating and more efficient, producing results that are closer to what employers are asking of their employees.

Framework for the evolution of acquiring knowledge modules to integrate the acquisition of high-level cognitive skills and professional competencies: Principles and case studies

In this paper, a project-based collaborative learning (PBCL) meta-model is proposed. It allows a teacher to build up a PBCL scenario and to implement it in a learning system which is not designed to this learning method. A MDA (model driven architecture) approach is described to elaborate transformation rules between the PBCL metamodel and that of the learning system. Moodle platform, used in the UIT of Laval, is the chosen case study.

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Models Transformation to Implement a Project-Based Collaborative Learning (PBCL) Scenario: Moodle Case Study

In this paper, we study planar directed ordered connected acyclic graphs, in particular graphs that can be built over a (finite) doubly ranked alphabet by parallel and serial composition. On the one hand we introduce finite automata on graphs and, on the other hand, rational expressions that involve union, nondeterministic parallel composition, serial composition, and the iterations of these compositions. We prove a Kleene Theorem linking these two characterizations of sets of graphs.

A Kleene Theorem for a Class of Planar Acyclic Graphs

In this paper, we first demonstrate that an instructional design process of Technology Enhanced Learning (TEL) systems based on a Model Driven Approach (MDA) addresses the limits of Learning Technology Standards (LTS), such as SCORM and IMS-LD. Although these standards ensure the interoperability of TEL systems across different Learning Management Systems (LMS), they are generic and lack expressiveness. In addition, the use of LTS limits designers to using a compliant LMS. MDA addresses these limits by allowing pedagogic modeling based on specific modeling languages and by ensuring interoperability across Learning Management Systems based on model transformations. In the context of an MDA-based design process, we propose a novel approach, named ACoMoD, to help designers to bridge the gap between pedagogic modeling and LMS specifications, based on graphic and interactive model transformations. Our approach, implemented with a tool called Gen-COM, enables designers to choose more effective LMS tools, based on a contextual recommendation of best practice for LMS tool use. Gen-COM and its evaluation with designers are described in this paper. The main results show, first, the usefulness of tailoring pedagogy with LMS tools based on the proposed solution. Second, the results show different levels of usefulness of the proposed assistance according to different situations that will be detailed. Some improvements are suggested and are in progress concerning the extension of Gen-COM to offer assistance to designers based on their profiles.

Bruno Warin

Papers

Multi-Role Project (MRP): A New Project-Based Learning Method for STEM

Framework for the evolution of acquiring knowledge modules to integrate the acquisition of high-level cognitive skills and professional competencies: Principles and case studies

Models Transformation to Implement a Project-Based Collaborative Learning (PBCL) Scenario: Moodle Case Study

A Kleene Theorem for a Class of Planar Acyclic Graphs

Contextualizing Learning Scenarios According to Different Learning Management Systems