Médiations éducatives et culturelles centrées sur les apprenants. Un outil de génération de cours virtuels adaptatifs.
Résumé
We present in this paper a system able to construct multiple educational and cultural mediations. This system is based on a particular approach of the mediation, seen as a special case of interpretation. In the first part we discuss the very concept of mediation, where we see a hermeneutical procedure of accessing cultural topics. The cultural and educational mediation is understood as assistance in reading, interpreting and finally understanding a topic belonging to some artistic, scientific and technical heritage. We show that what is important in mediation is to (learn to) make sense of what we see/read. In the second part we argue that mediation could not (and should not) be the same for all. We argue that it is possible, from a technical point of view, to overcome the constraint of a public considered as a homogeneous learning mass and to take into account the diversity of profiles, practices, goals and expectations. In the third part we present the basic features of the developed system, in terms of conceptualization and design. We also mention the key elements of the underlying knowledge organization and specify the notions of "learning profile", "point of view", and "knowledge depth levels". We also present the principle of path construction and path coherence. Finally, we conclude with an application example, where we show the adaptability of the system, in terms of content, layout and architecture.
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