Managing learning content and digital formats Bruno Bachimont, Stéphane Crozat, Romain Mallard Université de Technologie de Compiègne Innovation Unit ICS (Content and Knowledge Engineering) & lab Heudiasyc (UMR CNRS 6599) 1 Introduction This paper presents an original contribution towards learning-content-management and reuse, based on a content-centred approach. This approach, founded on documentary engineering concepts, promotes the adaptation of content formats, in order to manage them throughout their lifecycle. Our hypothesis has been implemented in software – called SCENARI 1 – which combines a publishing chain and a Learning Content Management System (LCMS). In the first part of the paper we will describe our pedagogical hypothesis that situates content manipulation at the centre of the learning process. We then submit a reinterpretation of reuse in the context of format heterogeneity, and demonstrate both how e-learning standards can allow content to be replaced, and how a documentary approach based on logical structuring makes content adaptation possible. Finally we will demonstrate an overall solution for learning-content- management through the use of SCENARI software. 2 Pedagogical hypothesis 2.1 Content as a learning reference Our main hypothesis is that learning is a social process consisting of sharing knowledge. As a consequence, the main issues are: − How to allow a learner to create a reference point for his or her own knowledge. − How to integrate the learner within a community in which he or she can share this knowledge with other people who have similar aims or interests. The social community of learners and knowledge holders is based on knowledge that people agree to consider as building blocks of their identity as knowledge holders (for example textbooks, works of art, plays, experiments, etc.). Those “blocks” are materialized as content on physical media, (such as books, graphics, sounds, hypermedia, etc.), which are the meeting point for learners, teachers and knowledge holders. Crucially, content must remain the same for all users if they are to have a shared reference point. Shared points of reference can be useful in informing learners what they should learn and why, and teachers what should be taught and why. As a consequence our approach is “content-centred” rather than “learner-centred.” This does not mean that cognitive and psychological aspects are neglected; but since learning is fundamentally about knowledge, learners should adapt themselves to knowledge rather than adapting knowledge to learner. Therefore, our approach is based on two main research questions: − How does one materialise knowledge in identifiable and referable layouts? This issue refers to modelling content - characterising what aspects of knowledge are invariant despite differences in writing or formulating knowledge. For example, a mathematical theorem can be written according to different formulations, but some properties remain the same in all these formulations: the theorem can be recognized as such and this gives it the status of reference knowledge. − How does one present knowledge in an adapted layout to the learner, so that he or she may consider knowledge in an appropriate and intelligible formulation? The main issue here is to adapt knowledge according to its invariants, so that it remains the same and can be perceived and recognised as the same. 1 Système de Conception des Enseignements Numériques, Adaptables, Réutilisables et Interactifs (design system for adaptable, reusable and interactive digital training contents). Version en cours de finalisation et de publication