[IAEP] Hilaire Fernandes learning system

[Bill Kerr]

thanks for improving the translation, Edward

Hilaires sent me a link to a (very interesting) pdf in english (on the
squeak list) which explains the concepts more:
https://gforge.inria.fr/docman/view.php/1308/5741/istoa-exercises.pdf

this ties in with some of the other recent threads about developing quality
activities

On Wed, Dec 24, 2008 at 10:42 AM, Edward Cherlin <echerlin at gmail.com> wrote:

> On Tue, Dec 23, 2008 at 3:00 PM, Bill Kerr <billkerr at gmail.com> wrote:
> > from walter's sugar digest:
> > 6. Hilaire Fernandes, who brought us DrGeo, has <a
> > href="http://www.istoa.net">a new project</a> underway:
>
> Thank you. This is excellent.
>
> > :I am working on a learning system written in Smalltalk. The contents
> > is only in French for now, and only cover multiplication learning, but
> > I am planing for more in various subjects. Underneath the curriculum
> > is in a graph to help situating the learning progression of the
> > learner.
> >
> >
> > I've done an english translation of the main page using google translate
> -
> > I'm not certain but it could be Hilaire's intention to eventually develop
> a
> > computer mentoring system - identified by alan kay as the main thing
> missing
> > from his dynabook vision (40th anniversary presentation)
> >
> > if anyone improves the translation please send me a copy
>
> Below.
>
> > activité (étayage) = activity (shoring) ???
>
> Pedagogical support seems to mean lesson plans.
>
> > ABOUT
> >
> >
> >
> > iSTOA.net is a research project to build a platform for interactive
> teaching
> > and monitoring the Internet. It is free and cross-licensed MIT.
>
> iSTOA.net is a research project to build a platform for interactive
> teaching and for following it on the Internet. It is multi-platform,
> and under a Free MIT license.
>
> > Some aspects of iStoa.net:
>
> Some particular points about iStoa.net:
>
> > * Interactive exercises for students is important (see this article on
> the
> > artifacts).
>
> * Interactive exercises for students are important (see this article
> on the exercises so far constructed)
> \
> > * Modeling of the field of learning
>
> Modeling of the subject matter to be learned
>
> > * The construction of a knowledge model of learning as part of its
> > activities with the software
>
> * Construction of a model of the learner's understanding as he or she
> works with the software
>
> > * A remediation when the student is in trouble
>
> * A help system for when the student is having trouble
>
> > We are building a community around this project, to help us build it,
> join
> > us! You can also reach OFSET (Organization for Free Software in Education
> > and Teaching), which supports the project on its list of discussion.
>
> We are building a community around this project; to help us build it, join
> us!
> http://istoa.gforge.inria.fr/forge.php
>
> You can also join OFSET (Organization for Free Software in Education
> and Teaching),
> http://www.ofset.org/
>
> which supports the project on its mailing list.
> http://lists.ofset.org/subscribe/ofset
>
> MISSING
>
> Functional environment
> iSTOA is multiplatform : GNU/Linux, Mac OS X and Windows.
>
> Development environment
> The Pharo environment for Smalltalk development.
>
> > NEW IN VERSION 8.12-ALPHA1
> >
> >
> >
> > Intermediate version. Includes editor notional network, database, web
> > console, the student, the application of test exercises:
>
>  Intermediate version. Includes an editor for virtual networks(?),
> database, student software, test and exercise software.
>
> > * Resolution bug # 6936, # 6937, # 6973, # 6939 List of bugs
> > * Version based Pharo # 10192: font rendering plugin with FreeType,
> > verifications and modifications Pharo for compatibility with the latest
> > stable version 41.1 of Magma.
> > * Refactoring code. Correction on some exercises.
>
> ok
>
> > The console's web master and the students with recording traces are
> present.
>
> The master Web console and student application with the ability to
> create records are provided.
>
> > However, some simple operations are necessary to activate them. If you
> want
> > to test, ask on the mailing list.
>
> ok
>
> > Since its interactive teaching file, ISTO provides access to a set of
> > scaffolding materials. Each shoring is an activity that addresses one or
> > more educational themes and includes a series of exercises. The shoring
> are
> > classified according to the classification of items of educational
> > curricula. It includes more than 40 educational shoring with more than
> 160
> > years.
>
> In addition to the interactive education application file, iSTOA
> provides access to a collection of lesson plans. Each plan consists of
> an activity that addresses one or more educational themes, and
> includes a series of exercises. The plans are classified according to
> the names of subjects in the curriculum. The collection includes more
> than 40 plans containing more than 160 exercises.
>
> > PROJECT DESCRIPTION
>
> ok
>
> > The platform is aimed at teaching math and French cycle 3 of primary
> school.
> > Its use is multiple use in the classroom, use at home or remediation
> > monitoring with deferred by the teacher.
>
> The platform is aimed at teaching arithmetic and French in third
> grade. It has multiple uses: in the classroom, at home, and in
> remedial instruction, with appropriate follow-up by the instructor.
>
> > Each act of the learner is stored in a database, in a local network or
> the
> > Internet. Of course, use offline mode is possible, there is no case in
> this
> > recording traces
>
> Each step taken by the student can be stored in a database, locally or
> on the Internet. Naturally, offline use is possible, but without the
> possibility of recording progress.
>
> > Features
> > ISTO is divided into four main parts:
>
> ok
>
> > 1. A modeling tool in the field of learning.
>
> A modeling tool for the field of study.
>
> > 2. A corpus of interactive and dynamic.
>
> A body of interactive, dynamic exercises.
>
> > 3. A system for recording acts of learning.
>
> A system for recording steps in learning.
>
> > 4. A Web console of the teacher to see the traces of learners.
>
> A teacher's console for examining student records.
>
> > These revolve around large parts of modeling the domain of learning. The
> > exercises are the learner according to a part of this model, and partly
> of
> > his learning.
>
> These parts of the system are organized around the model of the field
> of study. Exercises are presented to the learner partly in accordance
> with this model, and partly in accordance with his progress in
> learning.
>
> > The exercises of the body are modular and configurable objects. They are
> > grouped by activity (shoring). The chart below shows in detail some of
> these
> > relationships:
>
> The exercises in this suite are parametrized, modular objects. They
> are grouped into activities (lesson plans).  The chart below shows in
> detail some of these relationships:
>
> > DIAGRAM
>
>
> > Domain de reference: programmes scolaires = Domain of reference:
> curricula
> >
> > Graphe de competences = Graph of competences
>
> Connections of capabilities
>
> > Graphe d'etayage = Graphe shoring
>
> Connections of lessons
>
> > Apprenant = Learner
> >
> > Modele de connaissance = Model knowledge
>
> Model of understanding
>
> > decrit = described
> >
> > Fait evoluer = Changed
> >
> > modelise = modeled
> >
> > Corpus d'exercices = Corpus exercises
>
> Suite of exercises
>
> > pilote = pilot
> >
> > Traitement erreur = Treatment error
>
> Processing error (?)
>
> > Domaine de reference: savoir-faire pedagogique = Area of reference:
> > educational know-how
> >
> >
> >
> > The project
> >
> > The outline of the model are in place. The body of exercises is to
> increase,
> > for a school it takes several hundreds of interactive exercises. But for
> > them, we develop artifacts that are reusable components from one year to
> > another, this reduces the development time necessary.
>
> The outline of the functional model is in place. The suite of
> exercises has to be expanded, because several hundred interactive
> exercises are needed for each grade. However, in order to create them,
> we are building software as reusable components that can be recombined
> into new lessons for each grade, reducing the needed development time.
>
> > To learn more about the project, visit the state of the project. If you
> wish
> > to participate in the project, also visit the PARTICIPATE IN ISTO.
>
> To learn more about the progress of the project, visit the Web page
> STATE OF THE PROJECT.
>
> http://istoa.gforge.inria.fr/roadmap.fr.php
>
> If you would like to participate, similarly visit the page PARTICIPATE IN
> iSTOA.
>
> http://istoa.gforge.inria.fr/help.fr.php
>
> --
> Silent Thunder (默雷/धर्ममेघशब्दगर्ज/دھرممیگھشبدگر ج) is my name
> And Children are my nation.
> The Cosmos is my dwelling place, The Truth my destination.
> http://wiki.sugarlabs.org/go/User:Mokurai
>
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