L’avènement des Technologies de l’Information et de la Communication (TIC) représente une véritable opportunité dans la diffusion des ressources numériques et des connaissances pour tous. De nombreux résultats ont déjà été obtenus dans le cadre de l’étude de plates-formes informatiques numériques. Elles visent essentiellement à faciliter la mise à disposition des contenus numériques, accompagner l’utilisateur en lui offrant des modalités d’interaction avec le système et dans un contexte de formation, valider les connaissances acquises. Le déploiement large et massif des systèmes d’information de gestion de contenus numériques constitue une première génération d’outils de gestion. Dans ce cadre, des travaux de thèse ont été réalisés au sein du laboratoire L3I dans l’objectif de permettre à ces environnements de gérer efficacement l’interactivité avec leurs utilisateurs et d’adapter leurs exécutions en fonction des profils et du contexte de leurs utilisateurs. Certains résultats de ces travaux ont été mis en œuvre sur la plate-forme POLARIS du laboratoire. Ce contexte a créé un climat qui favorise la production massive et hétérogène de documents numériques dont la gestion (la conception, l’organisation, la sélection et l’usage) pose de nouveaux problèmes. L’objectif général de la thèse consiste à proposer des solutions permettant aux utilisateurs des applications interactives, de gérer leurs documents numériques afin d’éviter qu’ils ne soient submergés par l’immense quantité de documents qu’ils produisent et utilisent quotidiennement. En effet, pour mieux gérer ces documents, nous les encapsulons dans des structures complexes que nous appelons « ressources numériques ». Cela nous permet de mettre en œuvre nos mécanismes d’adaptation : pré-sélectionner les ressources numériques les plus adaptées aux activités de l’utilisateur et adapter les ressources numériques sélectionnées en fonction des caractéristiques de l’utilisateur et de son activité. Les contributions des travaux réalisés dans cette thèse se décrivent sur quatre niveaux. Premièrement, nous proposons un modèle de représentation des données qui caractérisent un utilisateur dans un système de gestion de ressources numériques. Deuxièmement, nous proposons des algorithmes et des mécanismes pour permettre à un utilisateur de sélectionner les ressources numériques pertinentes lors de la réalisation d’une activité. Les mécanismes de sélection proposés permettent une gestion consolidée des ressources numériques, parce qu’ils tiennent compte de la cohérence entre les ressources de l’activité afin de permettre une meilleure utilisation et maintenir une exécution cohérente de son activité. Troisièmement, nous proposons un modèle de ressources numériques qui s’adapte en fonction des caractéristiques de l’utilisateur et de l’activité. Quatrièmement, nous proposons un modèle d’architecture logicielle pour la conception d’une application interactive à exécution adaptative centrée sur la gestion des ressources numériques. Pour expérimenter et valider nos propositions, nous avons développé un prototype logiciel d’une plate-forme pour la gestion personnalisée et collaborative de ressources numériques dédié aux chercheurs appelé PRISE (PeRsonal Interactive Research Smart Environment). / The emergence of Information and Communication Technology (ICT) represents a real opportunity for spreading digital resources and knowledge for all. Many results have already been achieved through the study of digital computing environments. They primarily aim at facilitating the provision of digital content, supporting users by ensuring interaction means with the system, and validating the knowledge acquired. The broad and massive deployment of digital content management information systems has left its mark as first generation of digital document management tools. In this context, PhD thesis researches have been carried out in the laboratory L3i to enable these environments to manage interactivity with their users and adapt their performances to users’ profiles and usage contexts. Some results of these works have been implemented within the laboratory platform called POLARIS. This latter has created a climate that fosters the production of massive heterogeneous digital resources which their management (organization, selection, and use) raises new challenges. The main aim of the thesis is to propose solutions that enable users of interactive applications to manage their digital documents in such a way that they are not overwhelmed by the large amount of material they produce and use everyday. In other terms, to better manage these documents, we encapsulate them in complex structures named digital resources. That allows us to implement our adaptation mechanisms : to pre-select the most relevant digital resources to the user’s activities and adapt the selected digital resources to both user and activity characteristics.The contributions of our thesis can be described in four levels. First of all, we propose a data representation model that characterizes a user in a digital resources management system. Secondly, we propose algorithms and mechanisms to enable a user to select relevant digital resources when performing an activity. Selection mechanisms we proposed allow consolidated management of digital resources, since they take into account the consistency among the resources being used in a given activity to enable better use and maintain coherent execution of the activity. Thirdly, we propose a model for digital resources that adapts itself based on both user and activity characteristics. Finally, we propose a software architecture model for the design of an interactive application with adaptive execution centered on digital resource management. To experiment and validate our proposals, we developed a prototype of a platform for personalized and collaborative management of digital resources dedicated to researchers called PRISE (PeRsonal Interactive Research Smart Environment).

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2016-04-20T12:28:59Z No. of bitstreams: 1 PDF - Verônica Lima de Almeida Caldeira.pdf: 2611929 bytes, checksum: 7d1de9b91c9b260d4dc781382a9d76a1 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-22T20:26:57Z (GMT) No. of bitstreams: 1 PDF - Verônica Lima de Almeida Caldeira.pdf: 2611929 bytes, checksum: 7d1de9b91c9b260d4dc781382a9d76a1 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-22T20:27:05Z (GMT) No. of bitstreams: 1 PDF - Verônica Lima de Almeida Caldeira.pdf: 2611929 bytes, checksum: 7d1de9b91c9b260d4dc781382a9d76a1 (MD5) / Made available in DSpace on 2016-07-22T20:27:05Z (GMT). No. of bitstreams: 1 PDF - Verônica Lima de Almeida Caldeira.pdf: 2611929 bytes, checksum: 7d1de9b91c9b260d4dc781382a9d76a1 (MD5) Previous issue date: 2014-12-01 / This paper aims to analyze the contributions of the digital to analog resources in fostering learning of geometry, mediated pounds for deaf students. Our research is supported by the theoretical principles of Personal Construct Theory of George Kelly (1963) and was developed through the following conduct: an outline of the history of education of the deaf and their identity construction. In the second phase, the teaching of mathematics to deaf students, in which we present some research. Followed by talking briefly about the features analog and digital resources, move forward with a succinct approach to Personal Construct Theory of George Kelly and finalized with the analysis of the intervention, whose theme is the teaching regular convex polygons, which is subsidized in Corollary Experiment conducted by Cycle Experience Kellyana. The research subjects are 8th graders of elementary school of EDAC. The records were made using photos, video footage and field notes. Participant observation of this case study has revealed that learning of deaf students is closely related to proficiency in Pounds, knowledge of the history of education of the deaf and the deaf community belonging to the ruling by the subject teacher. As considerations emphasize the importance of the use of specific methods, as in this case with the use of digital and analog features which favor the realization of geometrical abstract concepts often the possibility of visual exploration. / Este trabalho se propõe a analisar as contribuições dos recursos digitais aos analógicos no favorecimento da aprendizagem da Geometria, mediada pela Libras para alunos surdos. Nossa investigação está apoiada nos pressupostos teóricos da Teoria dos Construtos Pessoais de George Kelly (1963) e foi desenvolvida por meio da seguinte condução: um recorte sobre a história da educação do surdo e sua construção identitária. No segundo momento, o ensino de matemática para alunos surdos, em que apresentamos algumas pesquisas. Seguimos discorrendo concisamente sobre os recursos analógicos e os recursos digitais, avançamos com uma sucinta abordagem sobre a Teoria dos Construtos Pessoais de George Kelly e finalizamos com a análise da intervenção, cujo tema é o ensino de polígono convexo regular, que se encontra subsidiado no Corolário da Experiência conduzida pelo Ciclo da Experiência Kellyana. Os sujeitos da pesquisa são alunos do 8º ano do Ensino Fundamental da EDAC. Os registros foram feitos por meio de fotos, filmagens e notas de campo. A observação participante deste estudo de caso nos revelou que a aprendizagem do aluno surdo está intimamente relacionada à proficiência em Libras, ao conhecimento da história da educação do surdo e o pertencimento à comunidade surda por parte do professor regente da disciplina. Finalizamos, destacando a importância do uso de metodologias específicas e de recursos digitais e analógicos que possibilitem associar a imagem à Libras para favorecer a compreensão de conceitos geométricos muitas vezes abstratos pela exploração do visual.

L’accélération des changements techniques et l’intégration des TIC dans la vie quotidienne renouvellent la problématique de la formation à l’ère du numérique. Il est largement admis aujourd’hui que les technologies transforment les pratiques sociales à un rythme exponentiel, mais il est cependant moins reconnu que ce sont les personnes elles-mêmes qui façonnent les usages en fonction de leurs goûts ou leurs intérêts. Or la logique de l’usager et les pratiques de détournement des outils techniques confirment cette place centrale de l’acteur dans l’exploitation finale des ressources (Perriault, 2008). Parallèlement un mouvement de recherche dévoile le fait que les personnes n’apprennent pas que dans les lieux formels de formation (Brougère & Ulmann, 2010 ; Carre & Charbonnier, 2003). Ces mutations ouvrent des perspectives de transformation radicale des pratiques d’apprentissage qui nous ont amenée à réfléchir à la question centrale des usages des ressources numériques chez les jeunes en partant du « comment » des usages (De Certeau, 1980 ; Perriault, 1989 ; Proulx, 2005) pour essayer de comprendre le « pourquoi » des pratiques (Lahire, 2012). Notre recherche utilise le principe de la triangulation des méthodes : une première démarche de nature web documentaire a permis d'établir une synthèse du rapport des jeunes au numérique. La seconde, qualitative, menée auprès de 12 jeunes de 15, 20 et 25 ans, nous a permis d’établir, des portraits numériques et de les confronter à l’observation de pratiques : recherche sur le web, Serious Game, module e-Learning et jeu vidéo. La troisième démarche, quantitative, repose sur deux études conduites à partir de questionnaires numériques. L’un a réuni un corpus de 845 répondants de 15 à 78 ans, de toutes origines sociales et l’autre, 51 jeunes de 18 à 24 ans sortis du système éducatif intégrés dans des Ecoles de la deuxième chance. Les conclusions de ce travail de recherche portent sur le rôle des contextes numériques familiaux, des dynamiques personnelles d’usage et des pratiques d’autoformation numérique, dans l’essor de conduites d’apprenance tout au long de la vie. / The acceleration of technical change and integration of information and communication technologies in everyday life renew the issue of learning and training in the digital age. Although it is now widely accepted that technology is changing social practice at an exponential rate, it is less known that the people themselves play an essential role in shaping the uses of such tools according to their tastes or interests. However the notion of “user’s logic” and practices of diverting technological tools from their original purpose both confirm the actor’s essential role in the final use of the resource (Perriault, 2008). Simultaneously, a consistent research trend on both sides of the Atlantic confirms that people do not learn only in formal training situations (Brougère & Ulmann, 2010 ; Carre & Charbonnier, 2003). These changes provide opportunities for a radical transformation of training and learning practice that led us to investigate the central question of the uses of digital resources among young people by starting with the "how" of uses (De Certeau, 1980 ; Perriault, 1989 et Proulx, 2005) in order to understand the “why” of social practice (Lahire, 2012). Our research uses the principle of methodological triangulation: first, a web-based documentary search allowed us to draw an initial picture of young people’s relation to digital resources. The second, qualitative enquiry was conducted with 12 young people of 15, 20 and 25 years of age. It has enabled us to establish “digital portraits” and link them to the observation of actual practice, using 4 artifacts (web search, serious game, e-learning program and digital game). The third approach was based on two quantitative studies conducted with Internet-based questionnaires. The first study gathered a corpus of 845 people from 15 to 78 years from all social backgrounds and the second, a group of 51 underprivileged respondents from 18 to 24 years of age, enrolled in “Second Chance Schools”. The findings of this research underline the role of family contexts with regard to technology, the personal dynamics of digital uses and the growing importance of digital self-directed learning in promoting learning readiness in today’s society.

Este trabalho apresenta uma experiência que analisa as contribuições que o uso integrado de recursos manipulativos digitais e não-digitais podem trazer para o ensino-aprendizado de geometria, mais especificamente na compreensão de conceitos sobre polígonos. O estudo foi desenvolvido durante o ano de 2012, com duas turmas de 6ª série de uma escola da rede privada de Porto Alegre, no horário regular de aula. Apoiada na Teoria dos Campos Conceituais, de Gérard Vergnaud, e utilizando o estudo de caso como metodologia, a presente pesquisa aponta que os estudantes podem construir seu próprio conhecimento, quando lhes são oferecidas diversas possibilidades de conceitualização, em diferentes âmbitos educativos. Os resultados mostram estudantes mais críticos, autônomos e com maior poder de argumentação. / This paper presents an experience which analyzes the contributions that the integrated usage of manipulative digital and non-digital resources may bring to the teaching-learning of geometry, specifically on understanding concepts of polygons. The study was developed in 2012, with two groups of 6th graders from a private school in Porto Alegre during the regular school schedule. Supported by the Theory of Conceptual Fields, by Gérard Vergnaud, and using the case study as methodology, this research points that students can construct their own knowledge when various possibilities of conceptualization are offered to them, in different areas of education. The results show more critical, autonomous students, with a bigger argumentative power.

Submitted by Fernando Souza (fernandoafsou@gmail.com) on 2017-07-31T12:30:03Z No. of bitstreams: 2 arquivototal.pdf: 2451234 bytes, checksum: 122597edc63cbb82168d5aa4c923004b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-31T12:30:03Z (GMT). No. of bitstreams: 2 arquivototal.pdf: 2451234 bytes, checksum: 122597edc63cbb82168d5aa4c923004b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-17 / In this work, we discuss some of the results obtained from the implementation of the intervention project with Portuguese Language Teachers, which were held at a Public School in the municipality of Tabira-PE, Sertão Pernambucano. The qualitative research was supported by a collaborative ethnographic approach on the training of the Portuguese Language teacher and his teaching practice, seeking to investigate if the Information and Communication Technologies (ICTs) and their collaborative conception are integrated to the teachers' practice In this context, in the present study, we verified how technologies impacted changes in the teaching and learning processes of the Portuguese Language course. Data collection was done through qualitative research: through the structured interview, recorded in an audio recorder and later transcribed. As research participants, there are five professors of Portuguese Language, of High School. In order to base the study, we take as reference the studies of Levy (2010), Rojo (2013), Ferreiro (2013), Gomes (2009), Araújo (2016), Moran (2013) and Gabriel Guide literacy studies and analyze the strategies used to integrate technologies into practical classroom activities. According to data collected, the results of the intervention proposal in the present study point to the importance of knowledge about the use of ICTs in the teaching and learning process and reveal that different writing technologies generate different states or conditions in those that use them in their Reading and writing practices. The research also reveals that the uses of the Digital Educational Resources, asynchronous, develop the multisemiotic literatures, and can also be an incentive to the students' textual production and authorship, besides motivating the teaching and learning process of the contents, arousing the interest , Participation and collaboration, motivating the students to glimpse new concepts of production and collaborative authorship in Portuguese Language classes with uses of technologies. / Neste trabalho, discutimos alguns dos resultados obtidos a partir da execução do projeto de intervenção com professores de Língua Portuguesa, lotados em uma Escola Pública do Ensino Médio no município de Tabira-PE, no Sertão Pernambucano. A investigação, de caráter qualitativo, foi amparada por uma abordagem etnográfica colaborativa sobre a formação do professor de Língua Portuguesa e seu exercício docente, procurando investigar se as Tecnologias de Informação e de Comunicação (TICs) e sua concepção colaborativa estão integradas à prática dos docentes de Língua Portuguesa, Nesse contexto, no presente estudo, verificamos de que forma as tecnologias impactaram mudanças nos processos de ensino e de aprendizagem da disciplina de Língua Portuguesa. A coleta de dados deu-se por meio da pesquisa com abordagem qualitativa: através da entrevista estruturada, registrada em gravador de áudio e, posteriormente, transcrita. Como participantes de pesquisa, estão cinco professores de Língua Portuguesa, do Ensino Médio. Para fundamentar o estudo, tomamos como referência os estudos de Levy (2010), Rojo (2013), Ferreiro (2013), Gomes (2009), Araújo (2016), Moran (2013), Gabriel (2013), entre outros, que norteiam os estudos sobre letramentos e análise das estratégias utilizadas para integrar as tecnologias às atividades práticas em sala de aula. Conforme dados coletados, os resultados da proposta de intervenção no presente estudo apontam para a importância do conhecimento sobre o uso das TICs no processo de ensino e de aprendizagem e revelam que diferentes tecnologias de escrita geram diversos estados ou condições naqueles que delas fazem uso em suas práticas de leitura e escrita. A pesquisa revela, também, que os usos dos Recursos Educacionais Digitais, assíncronos, desenvolvem os letramentos multissemióticos, podendo também ser um incentivo à produção textual e a autoria dos estudantes, além de motivar ao processo de ensino e aprendizagem dos conteúdos, despertando o interesse, a participação e colaboração, motivando os alunos a vislumbrar novos conceitos de produção e de autoria colaborativa nas aulas de Língua Portuguesa com usos das tecnologias.

Este trabalho apresenta uma experiência que analisa as contribuições que o uso integrado de recursos manipulativos digitais e não-digitais podem trazer para o ensino-aprendizado de geometria, mais especificamente na compreensão de conceitos sobre polígonos. O estudo foi desenvolvido durante o ano de 2012, com duas turmas de 6ª série de uma escola da rede privada de Porto Alegre, no horário regular de aula. Apoiada na Teoria dos Campos Conceituais, de Gérard Vergnaud, e utilizando o estudo de caso como metodologia, a presente pesquisa aponta que os estudantes podem construir seu próprio conhecimento, quando lhes são oferecidas diversas possibilidades de conceitualização, em diferentes âmbitos educativos. Os resultados mostram estudantes mais críticos, autônomos e com maior poder de argumentação. / This paper presents an experience which analyzes the contributions that the integrated usage of manipulative digital and non-digital resources may bring to the teaching-learning of geometry, specifically on understanding concepts of polygons. The study was developed in 2012, with two groups of 6th graders from a private school in Porto Alegre during the regular school schedule. Supported by the Theory of Conceptual Fields, by Gérard Vergnaud, and using the case study as methodology, this research points that students can construct their own knowledge when various possibilities of conceptualization are offered to them, in different areas of education. The results show more critical, autonomous students, with a bigger argumentative power.

Este trabalho apresenta uma experiência que analisa as contribuições que o uso integrado de recursos manipulativos digitais e não-digitais podem trazer para o ensino-aprendizado de geometria, mais especificamente na compreensão de conceitos sobre polígonos. O estudo foi desenvolvido durante o ano de 2012, com duas turmas de 6ª série de uma escola da rede privada de Porto Alegre, no horário regular de aula. Apoiada na Teoria dos Campos Conceituais, de Gérard Vergnaud, e utilizando o estudo de caso como metodologia, a presente pesquisa aponta que os estudantes podem construir seu próprio conhecimento, quando lhes são oferecidas diversas possibilidades de conceitualização, em diferentes âmbitos educativos. Os resultados mostram estudantes mais críticos, autônomos e com maior poder de argumentação. / This paper presents an experience which analyzes the contributions that the integrated usage of manipulative digital and non-digital resources may bring to the teaching-learning of geometry, specifically on understanding concepts of polygons. The study was developed in 2012, with two groups of 6th graders from a private school in Porto Alegre during the regular school schedule. Supported by the Theory of Conceptual Fields, by Gérard Vergnaud, and using the case study as methodology, this research points that students can construct their own knowledge when various possibilities of conceptualization are offered to them, in different areas of education. The results show more critical, autonomous students, with a bigger argumentative power.

Désormais partie intégrante de notre quotidien, le numérique figure au cœur d’un nombre croissant d'activités. Les pratiques de magasinage n’échappent pas à la règle. Si les recherches en marketing qui explorent ce phénomène sont nombreuses, notre examen de la littérature met en évidence deux écueils récurrents : d’un côté, une tendance à morceler le numérique en mettant l’emphase sur une technologie spécifique et, de l’autre, une mise en retrait de la façon dont les individus se saisissent de ces ressources et les intègrent à leurs habitudes d’achat. Dans ce contexte, nous nous appuyons sur la sociologie des usages et, plus particulièrement, sur le concept de numérimorphose, pour donner du corps à l’usage des ressources digitales et apprécier les transformations engendrées par leur intégration plus ou moins durable aux pratiques de magasinage. Compte tenu de la diversité des pratiques d’achat, nous prenons le parti de nous focaliser sur une entrée empirique relativement peu abordée en marketing : les courses. Afin de nous positionner au plus près des individus lorsqu’ils assurent l’approvisionnement de leur foyer et rendre compte de leurs comportements effectifs, nous optons pour une méthodologie qualitative. Notre analyse aboutit à la mise en évidence d’un cadre analytique pour apprécier la numérimorphose des courses qui se décline sur trois axes : (1) le cadre communautaire qui aborde les courses en tant que pratique collective ; (2) le cadre spatiotemporel qui aborde les courses en tant que pratique située ; (3) le cadre marchand qui aborde les courses à partir de la relation entre l’offre et la demande. / Deeply embedded in our daily lives, digital technology appears as an essential component of our era. In our mind, this phenomenon is largely addressed by marketing research but remains affected by several limits. On the one hand, we notice that most researches focus on a specific technology. This results in a partial approach of practice’s digital shift. On the other hand, we argue that researches approaching digital shift in a larger scope fail to give social thickness to the use of technology. With this in mind, we adhere to the principles of « sociologie des usages » theoretical framework to enlighten the integration of digital devices into shopping practices. In order to face theoretical challenges related to the practice’s digital shift we introduce the concept of digimorphosis in marketing research. Given the diversity of shopping practices, we propose an application of the concept to grocery shopping. In order to position ourselves as close as shoppers, we opt for a qualitative methodological positioning. Here as well, the challenges related to the digital shift require reconsidering the techniques traditionally used to collect data, bring new ones and combines them to enrich our understanding of shopper’s behavior in a connected world. Our analysis leads to the identification of a three axes analytical framework designed to appreciate the digimorphosis of shopping practices: (1) the community axe which address shopping as a collective practice; (2) the spatio-temporal axe which address shopping as a situated practice; (3) the mercantile axe which address shopping as a practice based on value creation.

In digital-classroom practices, pupils design their learning processes in collaboration with their peers, employing different semiotic resources when representing signs of learning in a constant flow. There still remain differences, however, between learning practices and the way pupils are formally tested. During tests, knowledge is regularly represented individually and often by delimited resources in contrast to digital learning practices where technologies enable redesign with a broader mix of written text, images, colours, graphs etc. In this thesis I investigate the increased access to and the frequent use of digital resources in schools and how these challenges contribute to tensions between and among school practices. In addition I discuss how digitalised learning environments can be studied in educational research. The aim of my thesis is to add to the existing knowledge about how the use of digital resources shapes knowledge representations and also the pupils’ possibilities to represent their knowledge. Knowledge representations are seen partly as an expression of the pupils’ knowledge in school and partly as an expression of products that are designed to be used in education such as digital educational games, two of which I will study in this thesis. My theoretical understanding draws on a design-oriented multimodal perspective on learning. Findings are discussed in relation to didactic design and Learning Design Sequence model (LDS). A developed LDS model is presented that summarises and highlights my findings. In the thesis I also discuss some of the challenges for a researcher when studying learning in a digitalised school with a focus on interaction and communication and how multimodal data can be transcribed, analysed and presented in a publication. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 4: Manuscript.</p>

Today more and more courses at both universities and at the municipal adult educations (Komvux) are given as distance courses. Therefore, the need for good digital resources is ever growing, to provide the same standard of education at the distance courses as it is on the regular courses. The following study is an investigation of some of the digital resources available for both aid in information intake and subject understanding, and also on the resources available for social interactions with other students as well as teachers during the courses. The study is conducted as a systematic literature study with a thematic analysis. The resources studied are LMS, virtual classrooms, the flipped classroom model and digital textbooks and libraries. Also, the importance of adaptive digital resources as well as how digital resources are best implemented are studied. Conclusions made shows that much can be improved in the distance courses and that a combination of flipped classroom presentations together with a program for social interactions (such as Edmodo) could be a better solution. For the parts of the courses in Biology where a more in depth understanding of processes is necessary, special model building programs would be favorable. Since the possibilities for individual adaptions is very limited in distance courses it would also be advantageous with adaptive digital resources, to increase the possibilities for a student to pass the course.