{"id":1056,"date":"2020-06-22T10:13:49","date_gmt":"2020-06-22T08:13:49","guid":{"rendered":"https:\/\/blog.unifr.ch\/create\/?p=1056"},"modified":"2020-06-22T10:22:31","modified_gmt":"2020-06-22T08:22:31","slug":"eprouver-les-promesses-de-ladaptive-learning","status":"publish","type":"post","link":"https:\/\/blog.unifr.ch\/create\/eprouver-les-promesses-de-ladaptive-learning\/","title":{"rendered":"\u00c9prouver les promesses de l&#8217;adaptive learning"},"content":{"rendered":"<p>En juin 2020, le CRE\/ATE a particip\u00e9 au colloque\u00a0ITS2020 (intelligent tutoring system) en pr\u00e9sentant un papier (<a href=\"https:\/\/link.springer.com\/chapter\/10.1007%2F978-3-030-49663-0_2\" target=\"_blank\" rel=\"noopener noreferrer\">lien<\/a>). L\u2019intention \u00e9tait simple\u2009: proposer une m\u00e9thode rigoureuse pour \u00e9prouver les promesses de l\u2019adaptive learning, car \u00e0 notre connaissance, ce travail manque actuellement. \u00c7a a \u00e9t\u00e9 chose faite \u00e0 l\u2019aide d\u2019un protocole exp\u00e9rimental \u00e0 cas uniques avec lignes de base multiples dont voici une visualisation (Figure 1).<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-1058 alignnone\" src=\"https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/sites\/6\/2020\/06\/sced_adaptivelearning.png\" alt=\"\" width=\"226\" height=\"303\" srcset=\"https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/2020\/06\/sced_adaptivelearning.png 1506w, https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/2020\/06\/sced_adaptivelearning-768x1029.png 768w, https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/2020\/06\/sced_adaptivelearning-149x200.png 149w, https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/2020\/06\/sced_adaptivelearning-299x400.png 299w, https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/2020\/06\/sced_adaptivelearning-597x800.png 597w\" sizes=\"auto, (max-width: 226px) 100vw, 226px\" \/><\/p>\n<h6>Figure 1. Protocole exp\u00e9rimental \u00e0 cas uniques avec lignes de base multiples randomis\u00e9es entre les cohortes<\/h6>\n<p>Imaginez un logiciel qui promet d\u2019envoyer les bonnes (re)m\u00e9diations \u00e0 chaque \u00e9l\u00e8ve, individuellement, selon les besoins identifi\u00e9s. Nous aurions donc une phase A durant laquelle cette individualisation induite par la machine est \u00e9teinte. L&#8217;\u00e9l\u00e8ve suit donc un parcours standardis\u00e9. Ensuite, une phase B durant laquelle cette individualisation est soumise \u00e0 l\u2019enseignant\u00b7e qui choisit d\u2019activer ou pas les (re)m\u00e9diations propos\u00e9es. Finalement, la phase B&#8217; contourne l\u2019enseignant\u00b7e et soumet les (re)m\u00e9diations directement \u00e0 l\u2019\u00e9l\u00e8ve.<\/p>\n<p>Les 4 cohortes sont : (1) des \u00e9l\u00e8ves tout-venant, (2) des \u00e9l\u00e8ves au b\u00e9n\u00e9fice d&#8217;un suivi logo ou portant un diagnostic de dyslexie, (3) des \u00e9l\u00e8ves dont le fran\u00e7ais est la langue 2, et (4) des \u00e9l\u00e8ves scolaris\u00e9s en institution sp\u00e9cialis\u00e9e pour des raisons d&#8217;adaptations importantes de leur cursus. Ainsi, le mot &#8220;adaptive&#8221; doit \u00eatre pens\u00e9 largement.<\/p>\n<p>Les variables mesur\u00e9es it\u00e9rativement sont multiples\u2009: le temps de r\u00e9alisation des t\u00e2ches, le nombre d\u2019erreurs, le nombre de (re)m\u00e9diations sollicit\u00e9es par l\u2019\u00e9l\u00e8ve, le temps pass\u00e9 sur la (re)m\u00e9diation, le score aux exercices\u2026 Le passage d\u2019une phase \u00e0 l\u2019autre et la collecte continue de ces variables permettront d\u2019identifier l\u2019existence d\u2019un lien fonctionnel entre l\u2019introduction de l\u2019adaptive learning et l\u2019\u00e9volution des comp\u00e9tences de l\u2019\u00e9l\u00e8ve.<\/p>\n<p>C\u2019est pos\u00e9! Maintenant, on retourne au d\u00e9veloppement de cette machine qui promet en th\u00e9orie, en gardant en t\u00eate qu\u2019elle va devoir montrer sa pertinence au travers d\u2019un filtre rigoureux et syst\u00e9matique, tel que pr\u00e9sent\u00e9 dans ce papier. On ne va pas pouvoir chaumer.<\/p>\n<p>&nbsp;<\/p>\n<hr \/>\n<p><em>Abstract<\/em><\/p>\n<p>The article presents a methodological approach thought to monitor, and assess adaptive learning impact on teaching and learning French to a diversity of pupils. First, the development process of the web platform is detailed, including the didactic foundation. Second, the single-case experimental design elaborated for the testing phase is presented. Four cohorts of pupils with various profiles \u2013 including special needs \u2013 will participate. So, the assessment of the adaptive learning potential to respond to every need will be systematically documented.<\/p>\n<p>Alvarez, L., &amp; Geoffre, T. (2020). Adaptive learning to support reading skills development for all : using a single-case experimental design to monitor, describe, and assess the impact of adaptive learning on language development of a diversity of k-12 pupils. In V. Kumar, &amp; C. Troussas (Eds.), <em>Intelligent Tutoring Systems. ITS 2020. Lecture Notes in Computer Science <\/em>(vol. 12149, pp. 11-16). Cham : Springer. Retrieved from: <a href=\"https:\/\/doi.org\/10.1007\/978-3-030-49663-0_2\">https:\/\/doi.org\/10.1007\/978-3-030-49663-0_2<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>En juin 2020, le CRE\/ATE a particip\u00e9 au colloque\u00a0ITS2020 (intelligent tutoring system) en pr\u00e9sentant un papier (lien). L\u2019intention \u00e9tait simple\u2009: proposer une m\u00e9thode rigoureuse pour \u00e9prouver les promesses de l\u2019adaptive learning, car \u00e0 notre connaissance, ce travail manque actuellement. \u00c7a a \u00e9t\u00e9 chose faite \u00e0 l\u2019aide d\u2019un protocole exp\u00e9rimental \u00e0 cas uniques avec lignes de [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":1059,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1056","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-non-classe"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v25.3.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>\u00c9prouver les promesses de l&#039;adaptive learning | CRE\/ATE<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blog.unifr.ch\/create\/eprouver-les-promesses-de-ladaptive-learning\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"\u00c9prouver les promesses de l&#039;adaptive learning | CRE\/ATE\" \/>\n<meta property=\"og:description\" content=\"En juin 2020, le CRE\/ATE a particip\u00e9 au colloque\u00a0ITS2020 (intelligent tutoring system) en pr\u00e9sentant un papier (lien). L\u2019intention \u00e9tait simple\u2009: proposer une m\u00e9thode rigoureuse pour \u00e9prouver les promesses de l\u2019adaptive learning, car \u00e0 notre connaissance, ce travail manque actuellement. \u00c7a a \u00e9t\u00e9 chose faite \u00e0 l\u2019aide d\u2019un protocole exp\u00e9rimental \u00e0 cas uniques avec lignes de [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/blog.unifr.ch\/create\/eprouver-les-promesses-de-ladaptive-learning\/\" \/>\n<meta property=\"og:site_name\" content=\"CRE\/ATE\" \/>\n<meta property=\"article:published_time\" content=\"2020-06-22T08:13:49+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2020-06-22T08:22:31+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/blog.unifr.ch\/create\/wp-content\/uploads\/sites\/6\/2020\/06\/tailored001.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"1280\" \/>\n\t<meta property=\"og:image:height\" content=\"1917\" \/>\n\t<meta property=\"og:image:type\" 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