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Rainer Knauf - One of the best experts on this subject based on the ideXlab platform.
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Modeling Didactic Knowledge by Storyboarding
Journal of Educational Computing Research, 2010Co-Authors: Rainer Knauf, Yoshitaka Sakurai, Setsuo Tsuruta, Klaus P. JantkeAbstract:University education often suffers from a lack of an explicit and adaptable didactic design. Students complain about the insufficient adaptability to the learners' needs. Learning content and services need to reach their audience according to their different prerequisites, needs, and different learning styles and conditions. A way to overcome such deficiencies is representing the didactic design explicitly. A modeling approach called storyboarding is introduced here. Storyboarding is setting the stage to apply Knowledge Engineering Technologies to verify and validate the Didactics behind a learning process. Moreover, Didactics can be refined according to revealed weaknesses and proven excellence. Successful didactic patterns can be inductively derived by analyzing the particular knowledge processing and its alleged contribution to learning success.
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toward making Didactics a subject of knowledge engineering
International Conference on Advanced Learning Technologies, 2007Co-Authors: Rainer Knauf, Yoshitaka Sakurai, Setsuo TsurutaAbstract:Learning systems suffer from a lack of an explicit and adaptable didactic design. A way to overcome such deficiencies is (semi-) formally representing the didactic design. A modeling approach, storyboarding, is outlined here. Storyboarding is setting the stage to apply knowledge engineering technologies to verify, validate the Didactics behind a learning process. As a vision, Didactics can be refined according to revealed weaknesses and proven excellence. Furthermore, successful didactic patterns can be inductively inferred by analyzing the particular knowledge processing and its alleged contribution to learning success.
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didactic design through storyboarding standard concepts for standard tools
WISICT '05 Proceedings of the 4th international symposium on Information and communication technologies, 2005Co-Authors: Klaus P. Jantke, Rainer KnaufAbstract:The current state of affair in e-learning world-wide shows a reluctance to didactic design. Learners frequently complain and scientists discuss about insufficient adaptivity of e-learning offers to the learners' needs. Didactics is badly underestimated.High quality didactic design is seen as a crucial aspect of dissemination. E-learning content and services need to reach their audience properly. Learners with different prerequisites, with different needs, with different expectations and under varying context conditions have to be addressed appropriately. Didactic design is seen as an issue of quality assurance in e-learning.As well-known from quality management, high quality requirements and related measures towards quality assurance may turn out to be obstacles to dissemination, because quality may turn out to be expensive. The related answer are solutions frequently called quick and dirty. This does apply to e-learning as well.The authors' own storyboard concept is introduced. Its reach goes far beyond the limits of current practices in e-learning systems and service development. The modeling concepts required are standard: annotated graphs. The software in use is standard as well: Visio. Emphasis is put on the investigation of how a suitable usage of the concepts allows for an expressive didactic design.To sum up, the authors' intended contribution is twofold. First, they want to encourage didactic design through storyboarding in e-learning. Concepts are introduced and applications are demonstrated. Second, with the dissemination problem in mind, they want to show that concepts are crucial, but not tools. One can exploit advanced concepts toward sophisticated didactic design without an urgent need for costly software.
Luc Trouche - One of the best experts on this subject based on the ideXlab platform.
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Revisiting the French Didactic Tradition through Technological Lenses
Mathematics, 2021Co-Authors: Michèle Artigue, Luc TroucheAbstract:There is, in France, a long-term tradition of research in the Didactics of mathematics. In this paper, we revisit this tradition using, as a specific lens, the research carried out on the educational use of digital tools and resources for teaching and learning mathematics. We first briefly introduce this tradition and the three main theories at the base of it: the theory of didactical situations, the theory of conceptual fields, and the anthropological theory of the didactic. Then, considering three different technological lenses, i.e., dynamic geometry environments, computer algebra systems, and digital resources, we show how these theories and the long-term connection established in this tradition with the fields of cognitive ergonomics and computer sciences have influenced technological research and its outcomes. We also show that, conversely, didactic technological research has led to original and influential theoretical constructions, such as the instrumental approach and the documentational approach to Didactics, and that it has contributed in a substantial way to the opening of this didactic tradition to other didactic cultures and other communities, beyond the didactic one.
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Studying mathematics teachers interactions with curriculum materials through different lenses: Towards a deeper understanding of the processes at stake
International Journal of Educational Research, 2019Co-Authors: Luc Trouche, Verônica Gitirana, Takeshi Miyakawa, Birgit Pepin, Chongyang WangAbstract:In this study we explore the interactions between teachers and resources during lesson preparation from different perspectives. We ask in which ways the crossing of perspectives help to develop deeper understandings of teacher interactions with curriculum resources. For doing this, we have chosen the following three theoretical frames: (1) Documentational Approach to Didactics (DAD); (2) Anthropological Theory of the Didactic (ATD); and (3) Cultural-Historical Activity Theory (CHAT). We chose data concerning two experienced mathematics teachers (at lower secondary school level) working together, preparing lessons on the topic of “algorithmics”, a topic newly introduced in grade 6 of the French curriculum, and hence a topic they had never taught before.
Setsuo Tsuruta - One of the best experts on this subject based on the ideXlab platform.
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Modeling Didactic Knowledge by Storyboarding
Journal of Educational Computing Research, 2010Co-Authors: Rainer Knauf, Yoshitaka Sakurai, Setsuo Tsuruta, Klaus P. JantkeAbstract:University education often suffers from a lack of an explicit and adaptable didactic design. Students complain about the insufficient adaptability to the learners' needs. Learning content and services need to reach their audience according to their different prerequisites, needs, and different learning styles and conditions. A way to overcome such deficiencies is representing the didactic design explicitly. A modeling approach called storyboarding is introduced here. Storyboarding is setting the stage to apply Knowledge Engineering Technologies to verify and validate the Didactics behind a learning process. Moreover, Didactics can be refined according to revealed weaknesses and proven excellence. Successful didactic patterns can be inductively derived by analyzing the particular knowledge processing and its alleged contribution to learning success.
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toward making Didactics a subject of knowledge engineering
International Conference on Advanced Learning Technologies, 2007Co-Authors: Rainer Knauf, Yoshitaka Sakurai, Setsuo TsurutaAbstract:Learning systems suffer from a lack of an explicit and adaptable didactic design. A way to overcome such deficiencies is (semi-) formally representing the didactic design. A modeling approach, storyboarding, is outlined here. Storyboarding is setting the stage to apply knowledge engineering technologies to verify, validate the Didactics behind a learning process. As a vision, Didactics can be refined according to revealed weaknesses and proven excellence. Furthermore, successful didactic patterns can be inductively inferred by analyzing the particular knowledge processing and its alleged contribution to learning success.
Brigitte Gruson - One of the best experts on this subject based on the ideXlab platform.
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Do teachers make their students play the same learning games? A comparative study of learning games in Biology and English as a second language
Teaching Education, 2016Co-Authors: Brigitte Gruson, Corinne MarlotAbstract:This article, based upon the field of comparative Didactics, seeks to contribute to the identification of generic and specific features in the teaching and learning process. More particularly, its aim is to examine, through the study of two different school subjects: biology and English as a second language, how passive didactic differentiation (Sensevy et al., 2008) can develop and account for the gap in progress growing between more able and less-able students. For our analysis, we adopt a didactic viewpoint basing our study on what is going on in the class when the teacher and her students interact and use notions borrowed from the Joint Action Theory in Didactics (Sensevy & Mercier, 2007; Sensevy, 2011a, 2011b, 2012). At the end of the article, we mainly argue that more teacher training focused on ‘objects of learning’ and ‘knowledge-in-use’ is necessary if we want teachers to be able to produce didactic milieus adapted to students with mixed abilities and, more generally, if we want to increase epistemic access (Morrow, 2007).
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On the Nature of the Semiotic Structure of the Didactic Action: The Joint Action Theory in Didactics Within a Comparative Approach
Interchange, 2015Co-Authors: Gérard Sensevy, Brigitte Gruson, Dominique ForestAbstract:In this paper, we first sketch the joint action theory paradigm from a general viewpoint in sciences of culture. Then we specify this generic description by focusing on the joint action theory in Didactics (JATD). We elaborate on three currently developed elements of the theory: the reticence-expression dialectics; the contract-milieu dialectics, through what we call the equilibration process; the didactic semiosis. The empirical part of this paper aims at presenting two empirical studies, which may function as exemplars for JATD, relating to the three aforementioned elements. In the concluding part, we produce a brief synthesis of the main features of our paper, by reframing our empirical analysis. We argue that the didactic contract can be seen as common background in the semiosis process, we show the entanglement between the two kinds of semiosis that we previously delineated, and we conclude by making explicit some features of the comparative approach in Didactics.
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Do teachers make all their students play the same learning games? A comparative study of learning games in Biology and English as a second language.
2015Co-Authors: Brigitte Gruson, Corinne MarlotAbstract:This article, based upon the field of comparative Didactics, seeks to contribute to the identification of generic and specific features in the teaching and learning process. More particularly, its aim is to examine, through the study of two different school subjects: biology and English as a second language, how passive didactic differentiation (Sensevy et al., 2008) can develop and account for the gap in progress growing between more able and less-able students. For our analysis, we adopt a didactic viewpoint basing our study on what is going on in the class when the teacher and her students interact and use notions borrowed from the Joint Action Theory in Didactics (Sensevy & Mercier, 2007; Sensevy, 2011a, 2011b, 2012). At the end of the article, we mainly argue that more teacher training focused on ‘objects of learning’ and ‘knowledge-in-use’ is necessary if we want teachers to be able to produce didactic milieus adapted to students with mixed abilities and, more generally, if we want to increase epistemic access (Morrow, 2007).
Gérard Sensevy - One of the best experts on this subject based on the ideXlab platform.
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Form of schooling and didactic time
2019Co-Authors: Gérard SensevyAbstract:The article aims to show how the classical form of schooling is first of all a temporal form, structured by the classical didactic time. It argues that this form, in its temporalization process, is a matrix of reification and alienation, in that it determines people’s practical epistemology – a theory of knowledge, builded through and for practice – in school and outside of school, in educational processes and beyond. A better social and political life actually asks for the reconstruction of the form of schooling, of the form of education, and of their temporality. This reconstruction requires the invention of new temporal forms, based on the continuity of experience within a didactic time that takes the form of inquiry, fostering new patterns of culture, as the joint action theory in Didactics argues.
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On the Nature of the Semiotic Structure of the Didactic Action: The Joint Action Theory in Didactics Within a Comparative Approach
Interchange, 2015Co-Authors: Gérard Sensevy, Brigitte Gruson, Dominique ForestAbstract:In this paper, we first sketch the joint action theory paradigm from a general viewpoint in sciences of culture. Then we specify this generic description by focusing on the joint action theory in Didactics (JATD). We elaborate on three currently developed elements of the theory: the reticence-expression dialectics; the contract-milieu dialectics, through what we call the equilibration process; the didactic semiosis. The empirical part of this paper aims at presenting two empirical studies, which may function as exemplars for JATD, relating to the three aforementioned elements. In the concluding part, we produce a brief synthesis of the main features of our paper, by reframing our empirical analysis. We argue that the didactic contract can be seen as common background in the semiosis process, we show the entanglement between the two kinds of semiosis that we previously delineated, and we conclude by making explicit some features of the comparative approach in Didactics.
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characterizing teaching effectiveness in the joint action theory in Didactics an exploratory study in primary school
Journal of Curriculum Studies, 2014Co-Authors: Gérard SensevyAbstract:This paper presents an exploratory study of two consecutive reading sessions conducted in primary school by two different teachers. Our purpose is twofold. From a theoretical viewpoint, we propose a tentative set of conditions of teaching effectiveness by relying on the Joint Action Theory in Didactics. From a methodological viewpoint, drawing on a conjectural paradigm, we attempt to articulate various types of analysis (didactic analyses, speech analyses, statistic analyses), in order to test the putative conditions. We consider two generic factors in teachers’ effectiveness: how they manage to expose students to the core meanings of the relevant content; and how they maintain a relevant dialectic between uncertainty and certainty in the argumentation process in order to increase the deliberative quality of the constructed certainty.
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About the Joint Action Theory in Didactics.
Zeitschrift für Erziehungswissenschaft, 2012Co-Authors: Gérard SensevyAbstract:Didactics describes the teaching-learning process which can be conceptualised as a system comprising three subsystems: the teacher, the student and the knowledge at stake, definable as the power of acting. Within this framework, joint action is understood as a unit of the joint attention of teacher and students, joint affordance, and common ground. An analysis of the grammar of didactic action identifies the specific cooperation of the teacher and students. Under this condition, a didactic contract identifies a system of (largely implicit) expectations, and the didactic milieu identifies the structure of the problem at stake, which can be viewed as antagonistic elements producing resistance to the students’ action, particularly in some designed cases.
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About the Joint Action Theory in Didactics.
Zeitschrift für Erziehungswissenschaft, 2012Co-Authors: Gérard SensevyAbstract:Didactics describes the teaching-learning process which can be conceptualised as a system comprising three subsystems: the teacher, the student and the knowledge at stake, definable as the power of acting. Within this framework, joint action is understood as a unit of the joint attention of teacher and students, joint affordance, and common ground. An analysis of the grammar of didactic action identifies the specific cooperation of the teacher and students. Under this condition, a didactic contract identifies a system of (largely implicit) expectations, and the didactic milieu identifies the structure of the problem at stake, which can be viewed as antagonistic elements producing resistance to the students' action, particularly in some designed cases. Contract and milieu allow us to model didactic activity with learning games which can be seen as a way of modelling the learning process, whereas epistemic games can be seen as a way of modelling the knowledge practice at stake. The examples given show this and how the teacher and students depend on each other. The Joint Action Theory in Didactics (JATD) is descriptive insofar as it allows the identification and description of the logical structure of didactic processes, and at the same time it is normative by allowing the descriptions to be refined. Analysing didactic joint action calls for the cooperation of teachers and researchers, and it needs students as inquirers.