Browsing by Author "Encelle, Benoît"

Now showing 1 - 4 of 4
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    A Framework for Usage-based Document Reengineering
    (ACM New York, NY, USA, 2013-09) Sadallah, Madjid; Encelle, Benoît; Maredj, Azze-Eddine; Prié, Yannick
    This ongoing work investigates usage-based document reengineering as a means to support authors in modifying their documents. Document usages (i.e. usage feedbacks) cover readers' explicit annotations and their reading traces. We first describe a conceptual framework with various levels of assistance for document reengineering: indications on reading, problem detection, reconception suggestions and automatic reconception propositions, taking our example in e-learning document management. We then present a technical framework for usage-based document reengineering and its associated models for documents, annotations and traces representation.
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    Leveraging Learners' Activity Logs for Course Reading Analytics Using Session-Based Indicators
    (Inderscience, 2019) Sadallah, Madjid; Encelle, Benoît; Maredj, Azze-Eddine; Prié, Yannick
    A challenge that course authors face when reviewing their contents is to detect how to improve their courses in order to meet the expectations of their learners. In this paper, we propose an analytical approach that exploits learners' logs of reading to provide authors with insightful data about the consumption of their courses. We first model reading activity using the concept of reading-session and propose a new and efficient session identification. We then elaborate a list of indicators computed using learners' reading sessions that allow to represent their behaviour and to infer their needs. We evaluate our proposals with course authors and learners using logs from a major e-learning platform. Interesting results were found. This demonstrates the effectiveness of the approach in identifying aspects and parts of a course that may prevent it from being easily read and understood, and for guiding the authors through the analysis and review tasks.
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    Towards Reading Session-based indicators in Educational Reading
    (CERIST, 2015-06) Sadallah, Madjid; Encelle, Benoît; Maredj, Azze-Eddine; Prié, Yannick
    It is a challenging task to identify eLearning courses parts that have to be revised to best suit learners’ requirements. Reading being one of the most salient learning activities, one way of doing so is to study how learners consume courses. We intend to support course authors (e.g. teachers) during courses revision by providing them with reading indicators. We use the concept of reading session to denote a learner’s active reading period, and we provide several associated reading indicators. In our server-side approach, reading sessions and indicators are calculated using web server logs. We evaluate the relevance of our proposals using logs from a major French eLearning platform. Results are promising: calculated reading sessions are theoretically more precise than other best applicable approaches, and course authors consider suggested indicators to be appropriate to courses revision. Using reading sessions and associated indicators could facilitate authors’ work of course reengineering.
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    Towards reading session-based indicators in educational reading analytics
    (Springer, 2015-09) Sadallah, Madjid; Encelle, Benoît; Maredj, Azze-Eddine; Prié, Yannick
    It is a challenging task to identify eLearning courses parts that have to be revised to best suit learners' requirements. Reading being one of the most salient learning activities, one way of doing so is to study how learners consume courses. We intend to support course authors (e.g. teachers) during courses revision by providing them with reading indicators. We use the concept of reading session to denote a learner's active reading period, and we provide several associated reading indicators. In our server-side approach, reading sessions and indicators are calculated using web server logs. We evaluate the relevance of our proposals using logs from a major French eLearning platform. Results are promising: calculated reading sessions are theoretically more precise than other best applicable approaches, and course authors consider suggested indicators to be appropriate to courses revision. Using reading sessions and associated indicators could facilitate authors' work of course reengineering.