【正文】 arios developed by others. This fact underlines the importance to dispose of a corpus of better defined concepts to generalize real practices of mutuali zation. Secondly, some scenario descriptions do not deal with domain concepts such as studied knowledge or programs. This lack makes it difficult to find relevant scenar ios in a specific subject, and to identify the designer’s intentions which aim most frequently to solve issues related to learn some particular knowledge or acquire some particular petence or knowhow. Then, for a given scenario, the pedagogical or didactical strategy is not often clarified (for example, the choice of an “expositive” approach or the choice of a more participative approach like collective problem solv ing). This lack of elicitation frequently implies a very precise analysis of the scenario to stand out the strategy or approach which could be an important criterion of choice. Finally, teachers suggest that the design task could be facilitated by providing librar ies of typical strategies, scenarios, or situations of various granularities. Each of 本科畢業(yè)設(shè)計（論文）外文翻 譯 8 these ponents should be illustrated by concrete reproducible examples. We present in the following section the theoretical background which can help to cover these needs and on which we base our approach. 3 Proposition of a Conceptual Framework All these observations lead us, not to propose an alternative solution to EMLs, but to plete them by offering models, methods and tools to sustain design and reuse by nonputer specialists. A second part of the project, not detailed here, consists in providing mechanisms to translate businessoriented models towards different EML. Theoretical Background Our research concerns the teacherdesigner activity and we base our approach on a set of plementary theoretical works concerning theory of activity: ? anization of activity, proposed by Russian psychologists such as Leontiev [11], defines hierarchical levels (activity, action, operation) which allow distinguishing intentional, strategic and tactical dimensions in the activity。 本科畢業(yè)設(shè)計（論文）外文翻 譯 6 原文： GoalOriented Authoring Approach and Design of Learning Systems 1 Introduction Since the beginning of 2021s, a set of researches in the field of Learning Design [1] concerns process modelling of learning situations integrating digital technologies. The purpose is to produce a “l(fā)earning scenario” describing anization and sched ule of learning situations implying various actors (student, teacher, tutor, designer, etc.). At international level, various proposals of Educational Modeling Languages (EMLs) have been carried out as IMSLD [2] or LDL [3]. The main challenge of EMLs is to propose a neutral and shared formalism, able to express the widest range of learning situations and to be implemented more or less automatically towards specific Information’s Systems (called Learning Management Systems). An EML allows the definition of relationships between learning goals, roles of staff and learners in the learning process, performed activities, environment and resources necessary to the learning situation. As noticed by IMSLD authors themselves [4], an EML, which mainly aims expressiveness and interoperability, is not intended to be directly manipulated by human users. Specific authoring systems [5] must be provided [6] in order to allow designers to express their requirements based on theirown businessoriented languages and shared practices, and to develop at a lower cost their own scenarios. This formulation aims two bined goals: to provide a “putable” description able to be translated in an EML and to be understood by “domain specialists” sharing mon vocabulary, disciplinary knowledge and pedagogical knowhow. Our authoring approach [5] aims to better take into account learning scenario designers’ requirements and “business process” dimensions of learning scenario design which are subjects of many works in Systems Engineering and Software Engineering. We have particularly focus our researches on works concerning GoalOriented Requirements Engineering [7] where elicitation of goals is considered as an entry point of the specification of software systems as in Rol land and Prakash MAP model [8]. Our purpose is to provide authoring tools allow ing teachersdesigners belonging to close munities of practice to design their scenarios expressing intentions and adopted strategies. This paper is anized in 4 sections following this introduction. In section 2, we describe more precisely our context, our goals and the specificity of our typical audi ence. Section 3 describes, with an example of scenario, our conceptual framework: ISiS model (IntentionsStrategiesInteractional situations) we propose to structure the design of learning scenarios. Before concluding, section 4 proposes a short pari son between ISiS and MAP model. 2 Context of Research This research, made in collaboration between Laboratoire Informatique de Grenoble and Institut National de Recherche Pedagogique, closely associates panels of teachers in charge to coelaborate and experiment models we want to implement. This work led us to study existing practices of sharing scenarios. Some international initiatives aim to propose scenarios databases in order to 本科畢業(yè)設(shè)計（論文）外文翻 譯 7 favour sharing and reuse practices between teachers, such as IDLD [9]. These databases for teachersdesigners, as the one proposed by french minister of education: EduBase and PrimTice list scenarios indexed with different fields depending on the domain or subject. Their descriptions are very heterogeneous: from practice narrations to more structured formalizations. Their diversity has led us to