Teaching Electricity Between Pedagogy and Technology

Moroccan high school students find major difficulties in understanding the concepts related to electricity. The problem lies not only in the knowledge itself but also in the teaching practices. Even worse, in the Moroccan educational system, the lack of experimental activities and the low rate of integration of educational technologies hinder an effective teaching of these concepts. Indeed, the lack of these experimental activities is the main cause of the introduction of the erroneous conceptions. This lack can be remedied through simulation. The simulation is the one-off solution for the phenomena invisible to the human eye. In this chapter, the authors review the literature of the main pedagogical approaches used to facilitate the acquisition of phenomena of electricity and specially the historical investigation approach based on collaborative learning. Also, they highlight the added value of the combination of the investigation and simulation of phenomena of electricity.

Indexing Serious Games to Meet Adaptive E-Learning System Needs

This chapter aims to strengthen the integration of serious games in the educational field by providing tools to monitor and assist the progress of learners/players. The main idea is to address the integration aspects and the deployment of serious games in adaptive e-learning systems based on the automatic package and the export of serious games as reusable learning objects (LO). This integration will allow SGs to benefit from the tracking and support features offered by the LMS. On the other hand, LMS can supplement their training offer and reach a certain maturity. The approach aims to meet the specific needs of SGs in terms of metadata so that they can be described, indexed, and capitalized. This is a new application profile of the IEEE LOM standard entitled “SGLOM” integrating fields to describe SGs not only in a technical sense but also by examining the pedagogical and playful criteria. The authors also focus on the integration and extraction aspects of SGs in an LMS using the ADL SCORM 2004 data model that defines how content can be packaged as a SCORM PIF (package interchange file).

Evaluating the Quality of Serious Games as Modern E-Learning Environments

This chapter focuses on aspects of the integration of serious games in the field of education by examining the quality of serious games intended to be integrated into education. This review process must take into account the coherence between all the aspects constituting the serious games as they are characterized by their diversity in terms of content and quality. By conducting a comparative study based on the various studies of evaluation and classification of serious games already carried out, the authors have focused their research effort in this chapter on the design of a tool for the evaluation of serious games quality intended to be used in the field of education. A tool that determines if the learning methods related to games are correlated with pedagogical aspects and contributes to the knowledge of serious games and promote their use in the educational sphere. The study offers two levels of evaluation, global and specific; the overall level allows a global judgment unlike the specific evaluation that ensures that there is always a balance between different aspects of serious games.

Technology, Creativity, and Learning

The concept of creativity is the expression of the tendency for man to overcome his limits and go beyond himself to invent new tools that are the technological and cultural extensions of his body. This creativity is often seen as innovation, technology, and learning. So why are technologies, creativity, and learning associated in the same proposal? Creativity and learning are basically processes of meaning, and technologies are places where sense is generated. Therefore, using a theory of meaning is necessary to understand the complexity of the relationships between technology, creativity, and learning. The authors will not take position with the ICTE as a practitioner or as a teacher concerned with improving learners' learning. They will try to take an external view at the notions of technology, creativity, and learning, starting from an analytical model that has the main concern to question the relationships between facts, objects, and concepts, and that puts into perspective the subject in a continuous quest for sense.

The Pedagogy That Makes the Students Act Collaboratively and Open Educational Practices

Web 2.0 has transformed the way people interact in the internet, creating new challenges to the production and sharing of information and knowledge. This need is also felt in the educational context, as teachers have to adapt their strategies and methodologies to the digital information and communication technologies in order to take advantage of the tools of collaborative work. To stimulate discussion and fomentation of pedagogical use of DICT, the authors present in this chapter the experience of collective construction of teaching materials that involved the blog as a tool, which allows relational connectivity, hypertextuality, and interactivity between subjects of synchronous and/or asynchronous mode. The study is exploratory and documental in nature, which include the areas of studies on ICT, Web 2.0, and blog use by teachers and students.

Learning Management Systems

This chapter deals with several details related to e-learning represented in the concept of learning management systems, types of learning management systems in terms of learning management system and course management system, learning and content. The authors will clarify the importance of e-learning management systems in the educational process and features of e-learning management systems. In addition, the authors will explain the steps chosen for e-learning management systems with inference on some examples of e-learning management systems. At the end of the chapter, they will talk about learning management systems in Arab universities in the education process.

Towards a Model for Online Pedagogical Support

During recent years, the notion of pedagogical support is very widespread. Learners who encounter difficulties during their learning process use the pedagogical support to overcome these difficulties. Even learners who don't have any difficulty or are in full academic success use it to increase their grades and/or to provide for important competitions and exams. Several kinds of research reveal that the major problem of the adaptation into e-learning systems is due to the fact that the accent is put mainly on the technological tools to the detriment of the pedagogical aspect. In this chapter, authors present a model of an online pedagogical support based on a combination of different pedagogical approaches that marked the teaching-learning process in recent decades to present an efficient assessment which allow to diagnose learners' cognitive state and to offer adapted remediation according to the two main facets of a learner model, which are the cognitive state and the learning styles.

Between Pedagogy and Andragogy

In this chapter, the authors define pedagogy after having given an insight into so-called new pedagogies, comparing them with traditional pedagogy. Then they define the different types of pedagogies by offering examples each time. And they then define andragogy after proposing a historical overview of the concept. Then the authors define the principles of andragogy. Finally, they propose a comparison between pedagogy and andragogy according to the researchers' points of view by first proposing a comparison between the child and the adult.

Contribution of Ontologies and Utilities of Interoperability Standardization in E-Learning

In this chapter, the authors divide their work into three parts. The first part deals with the contributions of ontologies in e-learning systems and at the same time identifies the important role played by interoperability to make different systems work together based on norms and standards. The second part concerns the proposal of examples of practices of standards and standards in e-learning in institutions of higher education. Indeed, four broad categories of needs justify the use of standards and standards of e-learning based on the six fundamental characteristics sought by different actors in terms of standardization in e-learning. In the third part, they build the importance of interoperability in the development of e-learning from standards and standards especially in higher education. Thus, they deal with the planning of the enhancement of an ILE, the writing and presentation of teaching materials, the management of identity and access to resources, the sharing and archiving of teaching materials, and in the end, the addition of new technopedagogical tools to EIAH.

Design, Modeling, and Implementation of the COPROLINE (Collaborative Project Online) System

This chapter attempts to provide teachers with an easy way to create and administer virtual spaces to create online collaborative educational content. This tool will generate and edit educational content that provides better adaptation of courses and activities with a collaborative teaching and learning style. The socio-constructivist approach aims at concentrating the activities on the learners and facilitating the synchronous and asynchronous collaboration between them. At this level, it is therefore necessary to find a method that favors all types of collaborative activities.