【導(dǎo)讀】以IMS-LD或LDL的形式實行。教育建模語言的主要挑戰(zhàn)是提出一個能夠表達學(xué)習(xí)情。境的最廣泛領(lǐng)域并在學(xué)習(xí)管理系統(tǒng)領(lǐng)域許可自動生效的中立并共享形式主義。以及學(xué)習(xí)情境必須的環(huán)境和資源之間的關(guān)系的定義。為了讓設(shè)計者表達他們基于他們自己的商業(yè)導(dǎo)向語言和共享練習(xí)的要求并低價。提高他們自己的情境，具體制作系統(tǒng)是必需的。這個規(guī)劃主要有兩個相連的目標(biāo)：。導(dǎo)被認(rèn)為是軟件系統(tǒng)規(guī)程的入口點。我們的目的是提供制作工具，使得那些緊密聯(lián)。這項工作引導(dǎo)我們研究當(dāng)前共。名單場景索引由不同主題的場域而定。這些設(shè)計者正是被要求在學(xué)術(shù)方面--更確切的說是在法國中學(xué)教育體制（包。了教授領(lǐng)域的知識，或者可稱他們?yōu)檫@些領(lǐng)域的專家。他們要掌握由國家認(rèn)證機構(gòu)規(guī)定的一系列基本技能。設(shè)計的學(xué)習(xí)單元的演員，這一特殊性源于在運行階段決定的精確設(shè)計。例如，在MAP模式中[8]，一般認(rèn)為目標(biāo)和意圖的概念是一樣的。

　　

【正文】 luence on current intensity”. After having elicited his intention, the teacherdesigner may choose the appropriate strategy he wants to use to reach this goal. In our example, the didactical intention is implemented with a specific didactical strategy called “scientific investigation strat egy” posed of four phases: hypothesis elaboration, solution elaboration, hypothe sis testing and conclusion as you can see on figure 1. Each phase can be performed through various pedagogical modes and can be re fined by another intention according to the type of activity, the availability of puter services, etc.. In our example, the first didactical phase “hypothesis elaboration” is refined by a pedagogical intention called “increase the ability to work in a collabo rative way”. This intention is implemented with a strategy called “elaborating a pro posal by making a consensus” posed of two phases: “Make an individual proposal” and “Confront proposals. Obtain a consensus”. For each phase, an interac tional situation can be defined: “Individual proposal on a wiki” and “Argued debate on a forum with consensus”. During these two phases the teacher has an activity of “Group management” symbolized by an interactional situation called “Group management”. In the following section, we present more formally ISiS conceptual model. Implementation of ISiS Model: Towards Flexible and Continued Design Processes ISiS framework is not properly a method and does not propose a specific order to bine design steps. ISiS is based on the hypothesis that all dimensions of a sce nario (intentions, strategies, situations, activities, resources) must be elicited and interlinked in order to make easier design, appropriation, sharing and reuse. In our experimentations, we have analyzed the tasks led by teachersdesigners [10]. Several design processes may be considered as shown by different studies we have led with teachersdesigners. Some teachers may choose a topdown approach by hierarchically defining their intentions, strategies, situations, etc., while others may prefer to adopt a bottomup approach by “rebuilding” a scenario from resources or patterns that they want to integrate. Then, one of our hypotheses is that the design of learning scenario cannot be modeled as a linear process without significantly reduce designers’ creativ ity. According to the designer type, according to the uses within a precise munity of practice, several kinds of objects or methods are shared. So, resources, pedagogical methods, typical situations could constitute an entry point from which design steps will be bined. From this entry point (for example typical interactional situations), the designer may alternatively and recursively perform design tasks. From these prin ciples, ISiS model has been implemented successively by different kinds of tools (diagram designer or mind mapping software). In a first step, we have elaborated paper forms to express the different dimensions of the design (knowledge context, situational context, intentions, strategies, interactional situations, activities, etc.). We have also adapted mind mapping software where each node represents a concept (. strategies, phases, interactional situation) and can be edited with a specific electronic 本科畢業(yè)設(shè)計（論文）外文翻譯 10 form. 4 Conclusion In this paper, we have presented an overview of ISiS Model, a “businessoriented process” whose purpose is to assist teachers in the design of learning scenarios and to favour sharing and reuse practices. The model, coelaborated with panel of users, seems to be efficient, according first experimentations. Our actual priority is to experiment the dedicated authoring environment we have developed from our concep tual model. This experimentation aims essentially to validate the visual representation of a scenario we propose and to enhance the system with patterns or ponents allowing new effective practices of sharing and reuse.