• A Generic Framework for Remote Practicals: Application to Computer Science and early feedbacks 

    Bouabid, Mohamed Amine
    In : Rapports de recherche internes, (CERIST, Alger, 2012)
    In this paper we present a model-driven based framework to guide efficiently the design and integration of remote computer experiments into distant learning curricula taking into the account the related educational considerations (especially efficient online teamwork and tutoring support). Our approach is centered on a ...
  • A Generic Model-driven Architecture for Online Lab-works: Application to Computer Science 

    Bouabid, Mohamed Amine; Vidal, Phillipe; Broisin, Julien
    In : Rapports de recherche internes, (CERIST, Alger, 2012-04)
    In this paper we present a model-driven engineering approach to transparently and efficiently integrate remote computer experiments into distant learning curriculums. The originality of this framework stands on a middleware layer linking between existing Learning Management Systems and remote laboratories. Based on ...
  • A Layered Architecture for online Lab-works: Experimentation in the Computer Science Education 

    Bouabid, Mohamed Amine; Vidal, Phillipe; Broisin, Julien
    In : Rapports de recherche internes, (CERIST, Alger, 2012)
    Practical competencies are key components of any computing education curriculum. Today, several computer experiment tools exist, however, these tools are originally intended to experts, and do not integrate very well into the existing online learning environments, in particular, they lack efficient support for teamwork, ...
  • Integrating Learning Management Systems and Practical Learning Activities: the case of Computer and Network Experiments 

    Bouabid, Mohamed Amine; Vidal, Phillipe; Broisin, Julien
    In : Rapports de recherche internes, (CERIST, Alger, 2009-04)
    Even if virtualization technologies are mature enough to deliver remote experiment in a distance-learning context, they are not well-integrated into existing learning environments; as a consequence, they do not provide teachers with any mechanisms to get feedbacks on actions handled by learners. To tackle these issues, ...