Abstract
In this paper we present research targeting distant simulation-based practical work in various scientific domains. For the 6 past years, we continuously tried to improve the FORMID environment tools that we have designed and developed for building, running and observing such learning situations. This paper focuses on FORMID-Observer which is the FORMID tool intended to provide teachers with semantic information about the learners’ progress. We present the analysis of teachers’ observation practices during a recent session involving a secondary school group of learners in a practical work in electricity. Throughout the experiment’s results, we aim at showing how teachers’ diagnosis of learners’ domain-knowledge benefit both from the general principles of FORMID-Authoring tool and from the particular features of FORMID-Observer.
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Guéraud, V., Lejeune, A., Adam, JM., Dubois, M., Mandran, N. (2009). Supervising Distant Simulation-Based Practical Work: Environment and Experimentation. In: Cress, U., Dimitrova, V., Specht, M. (eds) Learning in the Synergy of Multiple Disciplines. EC-TEL 2009. Lecture Notes in Computer Science, vol 5794. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-04636-0_55
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DOI: https://doi.org/10.1007/978-3-642-04636-0_55
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