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The relevance of the research is due to the realization of new educational technologies in the system of general education, including programmed learning. The main drawback of the development of training programs is the imperfection in IT-technologies. The purpose of the master's thesis is to create a programmed learning system. The novelty of the thesis is obtaining a package of semi-formalized and mathematical models of an automated system of programmed learning. Training programs applied in the educational process and showed an increase in the level of student learning. / Актуальность темы обусловлена реализацией в системе общего образования новых педагогических технологий, одна из которых – программированное обучение. При этом основной недостаток разработки обучающих программ – несовершенство в поддержке ИКТ. Целью магистерской диссертации является создание системы программированного обучения. Научная новизна работы заключена в получении пакета полуформализованных и математической моделей автоматизированной системы программированного обучения. На основании этих моделей получены обучающие программы, примененные в учебном процессе и показавшие рост уровня обученности учащихся. Экономическая эффективность предлагаемого решения доказана методом NPV: прогнозируемое значение показателя NPV за 12 месяцев реализации проекта перешло нулевой порог.

Esta tese propõe conceitos, processos e uma arquitetura de sistemas para Monitoração e Acompanhamento da Aprendizagem Eletrônica (MAAE). A arquitetura é definida pelo seu modelo conceitual, pela interação com os serviços externos e pela representação XML dos conceitos e dos serviços. Ela independe de abordagem pedagógica específica. O Ponto de Observação é inserido em vários locais do Conteúdo da Aprendizagem Eletrônica. Um Elemento de Observação é associado ao Ponto de Observação, e é o responsável pela captura das interações do Processo de Aprendizagem Eletrônica. O Agenciador de Observação (Agenciador de Monitoração e Acompanhamento da Aprendizagem Eletrônica) recebe os eventos e solicitações dos Elementos de Observação e interage com os serviços externos. Os eventos são gravados no Repositório de Observação. A definição dos Processos de Aprendizagem Eletrônica é útil para a definição da estratégia de monitoração (Modelagem do Processo da Aprendizagem Eletrônica). Através da inserção dos mecanismos de observação nas Atividades de Aprendizagem (Processo da Produção do Conteúdo de Aprendizagem Eletrônica) é feita a monitoração do aprendiz (Processo da Aprendizagem Eletrônica) e se obtém as informações para análise (Avaliação e Análise da Aprendizagem Eletrônica). / This thesis proposes concepts, processes and a system architecture for Monitoring and Tracking E-Learning. The architecture is defined by a conceptual model, the interaction with external services and representation XML of the concepts and the services. It does not depend on any specific pedagogical boarding. The Monitoring Point is inserted in some places of the E-Learning Content. A Monitoring Element is associated to the Monitoring Point and it is for responsible of one of the interactions of the E-Learning Process. The Monitoring Service (E-Learning Monitoring and Following Service) receives the events and requests from the Monitoring Elements and it interacts with the external services. The events are recorded in the Monitoring Repository. The E-Learning Processes definition is useful to modeling the monitoring strategy (Learning Process Modeling), and insert to the monitoring mechanisms in the E-Learning Activities (Learning Content Production Process). The learner interaction monitoring occurs by getting the information according to the previous planning (Learning Process), and the generated information (Learning Analysis and Evaluation Process) is used in the analysis of learning tracking.

Esta tese propõe conceitos, processos e uma arquitetura de sistemas para Monitoração e Acompanhamento da Aprendizagem Eletrônica (MAAE). A arquitetura é definida pelo seu modelo conceitual, pela interação com os serviços externos e pela representação XML dos conceitos e dos serviços. Ela independe de abordagem pedagógica específica. O Ponto de Observação é inserido em vários locais do Conteúdo da Aprendizagem Eletrônica. Um Elemento de Observação é associado ao Ponto de Observação, e é o responsável pela captura das interações do Processo de Aprendizagem Eletrônica. O Agenciador de Observação (Agenciador de Monitoração e Acompanhamento da Aprendizagem Eletrônica) recebe os eventos e solicitações dos Elementos de Observação e interage com os serviços externos. Os eventos são gravados no Repositório de Observação. A definição dos Processos de Aprendizagem Eletrônica é útil para a definição da estratégia de monitoração (Modelagem do Processo da Aprendizagem Eletrônica). Através da inserção dos mecanismos de observação nas Atividades de Aprendizagem (Processo da Produção do Conteúdo de Aprendizagem Eletrônica) é feita a monitoração do aprendiz (Processo da Aprendizagem Eletrônica) e se obtém as informações para análise (Avaliação e Análise da Aprendizagem Eletrônica). / This thesis proposes concepts, processes and a system architecture for Monitoring and Tracking E-Learning. The architecture is defined by a conceptual model, the interaction with external services and representation XML of the concepts and the services. It does not depend on any specific pedagogical boarding. The Monitoring Point is inserted in some places of the E-Learning Content. A Monitoring Element is associated to the Monitoring Point and it is for responsible of one of the interactions of the E-Learning Process. The Monitoring Service (E-Learning Monitoring and Following Service) receives the events and requests from the Monitoring Elements and it interacts with the external services. The events are recorded in the Monitoring Repository. The E-Learning Processes definition is useful to modeling the monitoring strategy (Learning Process Modeling), and insert to the monitoring mechanisms in the E-Learning Activities (Learning Content Production Process). The learner interaction monitoring occurs by getting the information according to the previous planning (Learning Process), and the generated information (Learning Analysis and Evaluation Process) is used in the analysis of learning tracking.

The aims of this paper are to present some of the findings about the creation and utilization of online assignments and choice of support software for several calculus classes at Simon Fraser University (SFU) by considering the needs and perspectives of the instructors, students, and administrators. The term online assignment is used for a set of problems that are posted, submitted, graded, and recorded electronically through a course learning management system (LMS) of choice. The purpose of this note is to contribute to the discussion about a common question detected among research papers on the theme of online assignments; how can technology be used in teaching so that students benefit the most? Questions are provided to guide an instructor in choosing online assignment problems, and a list of necessary skills is supplied for an instructor to be able to deal effectively with this pedagogical tool.

The aims of this paper are to present some of the findings about the creation and utilization of online assignments and choice of support software for several calculus classes at Simon Fraser University (SFU) by considering the needs and perspectives of the instructors, students, and administrators. The term online assignment is used for a set of problems that are posted, submitted, graded, and recorded electronically through a course learning management system (LMS) of choice. The purpose of this note is to contribute to the discussion about a common question detected among research papers on the theme of online assignments; how can technology be used in teaching so that students benefit the most? Questions are provided to guide an instructor in choosing online assignment problems, and a list of necessary skills is supplied for an instructor to be able to deal effectively with this pedagogical tool.

This study investigated the effect of a blended-learning approach in the learning of problem-solving skills in a first-level distance education physics module. A problem-solving type of instruction with explicit teaching of a problem-solving strategy was implemented in the module, which was presented through correspondence, online using an in-house learning management system as well as two face-to- face discussion classes. The study used the ex post facto research design with stratified sampling to investigate the possible cause-effect relationship between the blended-learning approach and the problem-solving performance. The number of problems attempted, the mean frequency of using strategy in problem solving and the achievement marks of the three strata were compared using inferential statistics. The finding of the study indicated that the blended-learning approach had no statistically significant effect in the learning of problem-solving skills in a distance education module. / Educational Studies / M. Ed. (Open and Distance Learning)

The thesis inquires into the area of electronic education in the form of educational portals. It aims to carry out a research of educational portals on the Czech market and subsequent analysis of the portals, which offer users the services for the support of education and schooling. The theoretical part of the thesis focuses on defining the terms of formal and non-formal education, describes examples of their usage. Furthermore, it deals with electronic education in the form of e-learning, defines e-learning from different points of view, and describes its historical development, forms and instruments. The work then analyses 17 portals, two of them in detail -- they represent both formal and non-formal education. The analysis offers information about portals' administrators, range of offered services as well as business models, used by the portals.

Renforcés par les avancées technologiques des « Sciences et Technologies de l’Information et de la Communication (STIC) », les Travaux Pratiques électroniques « e-TP » sont devenus un mode d’enseignement incontournable surtout dans les disciplines techniques et scientifiques. Plusieurs modes d’e-TP ont émergé : TP virtuel, TéléTP, TP présentiel assisté par ordinateur, TP en réalité augmentée... ces derniers modes nécessitant l'usage de dispositifs matériels (maquette pédagogique, appareils de mesure, robots, etc.). Dans la majorité des cas, avant ou même pendant une session d'e-TP, il est nécessaire de (re)configurer ces dispositifs selon des besoins pédagogiques. Cette reconfiguration nécessite, pour des systèmes complexes, comme les Systèmes Automatisés de Production (SAP), des compétences que l'instructeur ne possède pas systématiquement. Ce qui impose la présence d'un technicien ou limite le nombre d'instructeurs susceptibles d'utiliser la plate-forme pédagogique. Ce travail de recherche a pour objectif de faciliter la (re)configuration de systèmes complexes, particulièrement les SAP, dans le cadre d'e-TPs. Une première enquête auprès des utilisateurs de l’« AIP-Priméca-RAO » (situé à l’INSA de Lyon) a révélé les besoins et contraintes liés à une plate-forme de ce type. Il s'est avéré qu'au-delà de la (re)configuration, l'absence d'outil commun de gestion des ressources pédagogiques faisait perdre un temps précieux aux utilisateurs. Ce constat a nourri la conception d'un outil informatique gérant une chaîne éditoriale dont le but est de simplifier la création, l’édition, l’assemblage, l’organisation et la réutilisation des différentes ressources à exploiter dans une session d’e-TP. Cet outil a également pour objectif d’améliorer l’autonomie de l’instructeur lors de la préparation de sessions d’e-TP tout en réduisant le temps requis pour configurer cette session. Cela a impliqué d’automatiser le processus de reconfiguration du SAP support d'e-TP, et de publication des scénarios pédagogiques sur un système de gestion d’apprentissage « LMS » (Learning Management System). Un prototype a été développé et testé sur des e-TPs réels afin de valider cette conception. Cet outil pourrait, ultérieurement, être rendu plus générique afin de servir des e-TPs dans d'autres disciplines. / Powered by the technological advances of the “Information and communication sciences and technologies”, the Electronic Laboratory for Practical Training “ELab” (also known as ELab hands-on training) has become an inescapable teaching mode especially in the technical and scientific disciplines. Thus, several ELab modes have emerged: virtual ELab, remote ELab, Local Elab, augmented reality ELab, etc. The latter require the use of hardware devices (educational mock ups, measuring instruments, robots, etc.). In most cases, before or during an ELab session, these devices need to be reconfigured according to teaching purposes. For complex systems, like Automated Production Systems (APS), this reconfiguration process requires technical skills which the instructor does not have systematically. This imposes that a technician should be available, failing which the usage of the pedagogical platform will be limited to a few skilled instructors. Accordingly, this research aims at facilitating the reconfiguration process of complex systems (particularly the APS) featuring ELabs. A first survey designated to the users of « AIP-Priméca-RAO », located at the INSA de Lyon, has revealed the needs and constraints related to such a platform. It has been highlighted that beyond the (re)configuration process, a waste of precious time was detected. It has been established that it was due to the absence of a common tool for pedagogical resource management. This observation fed the design of a software tool managing an editorial chain aiming at simplifying creation, edition, assembling, organization, and the reutilization of different resources that can be exploited in an ELab session. This tool is also intended to improve the autonomy of the instructor during the preparation of an ELab session, by reducing the required time to configure this session. This implies to automate the reconfiguration process of an APS supporting the ELab and the publishing of the pedagogical learning scenarios on a Learning Management System (LMS). In order to validate this design, a prototype has been developed and tested on real Elab cases. Subsequently, this tool could be rendered more generic so that it can serve Elabs in different disciplines.

L'Apprentissage Par Projet (APP) est une méthode d'enseignement orientée apprenant, qui leur permet de réaliser des projets sous forme d'enquêtes approfondies. L'APP offre aux apprenants la possibilité de planifier leur projet, de collaborer avec leurs pairs et de rechercher les ressources pour atteindre les objectifs du projet. Cependant, l'APP est difficile à mettre en œuvre avec succès du fait que les apprenants manquent souvent des compétences d'autorégulation pour suivre, réfléchir, gérer et évaluer les activités durant le projet. L'apprentissage autorégulé peut aider les apprenants à acquérir ces compétences. Cependant, la plupart des environnements d'apprentissage utilisés en APP proposent surtout des matériaux d'apprentissage riches aux apprenants, et rarement les moyens de suivre et analyser leurs processus de gestion de projet et d'apprentissage. L'objectif principal de cette thèse est de soutenir l'apprentissage autorégulé en apprentisage par projet. Nous proposons une architecture générale de système de gestion des apprentissage par projet (PBLMS) qui aide les apprenants à comprendre comment réguler leurs activités d'apprentissage au cours d'un projet. Cette architecture générale intègre un système existant de gestion des apprentissages (LMS) et deux outils que nous proposons: un outil de reporting et un tableau de bord dynamique. L'outil de reporting supporte les processus de réflexion des apprenants en les amenant à décrire leurs activités non instrumentées, leurs réflexions et leurs évaluations sur les activités menées durant le projet à l'aide de phrases semi-structurées. Le système enregistre automatiquement les traces des interactions des utilisateurs avec le LMS, l'outil de reporting et le tableau de bord. Ces traces d'activité sont fusionnées avec les données autodéclarées afin que les indicateurs puissent être calculés sur la base de ces deux types d'informations. Le tableau de bord dynamique permet aux apprenants de créer des indicateurs personnalisables. Les apprenants peuvent spécifier les données à prendre en compte, le calcul et les modes de visualisation. Nous avons implémenté cette proposition théorique avec le développement de la plate-forme DDART (tableau de bord dynamique basé sur les traces d'activité et déclarées) qui intègre l'outil de reporting et le tableau de bord dynamique. Pour évaluer notre proposition, nous avons tout d'abord testé la capacité de DDART à créer un large échantillon d'indicateurs qui sont proposés dans les recherches existantes sur l'analyse des activités, la cognition, les émotions et les réseaux sociaux. De plus, une expérience a été menée afin d'évaluer l'utilisabilité et l'utilité perçue de DDART. Selon les résultats de cette expérience, nous avons constaté que DDART supporte les réflexions des apprenants sur la façon dont ils mènent leur projet et leur fournit les moyens de suivre leurs activités et apprentissages, même si la création d'indicateurs apparait difficile pour les novices. / Project-based Learning (PBL) is a learner-oriented instructional method, which enables learners to carry out challenging and authentic projects by thorough investigations. PBL affords learners the opportunities to organize and plan the project, to collaborate with peers and to look for the resources and guidance to achieve the project goals. However, PBL is difficult to implement successfully because learners often lack of the self-regulation skills required to monitor, reflect, manage and assess their project activities and learning. Self-Regulated Learning (SRL) can train learners to gain these skills. However, most learning systems used in PBL focus on providing rich learning materials to the learners but rarely offer possibilities to monitor and analyze their project and learning processes. The main goal of this thesis is to support SRL during PBL situations. We propose a general architecture of Project-based Learning Management System (PBLMS), which help learners to understand how to regulate their learning activities during the projects. This general architecture integrates an existing Learning Management System (LMS) and two tools we propose: a reporting tool and a dynamic dashboard. The reporting tool enhances learners' reflective processes by leading them to describe their non-instrumented activities, their reflections and assessments on the project activities based on semi-structured sentences. The system can record automatically the activity traces of the users' interactions with the LMS, the reporting tool and the dashboard. These activity traces are merged with the self-reporting data so that indicators can be calculated basing on this entire information. The dynamic dashboard supports learners in creating customizable indicators. Learners can specify the data to take into account, the calculation and the visualization modes. We implemented this theoretical proposition with the development of the DDART (Dynamic Dashboard based on Activity and self-Reporting Traces) platform that integrates the reporting tool and the dynamic dashboard. To evaluate the proposition, we firstly test the ability of DDART to recreate a large sample of indicators that are proposed in existing researches about the analysis of activities, cognition, emotion and social network. Furthermore, an experiment was conducted to evaluate the usability and perceived utility of DDART. According to the results of this experiment, we found that DDART supports learners' reflections on the way they carry out the project and provides them with the opportunities to monitor their activities and learning, even if the indicator creation could be difficult for the novices.