Lahcen Oubahssi

Claudine Piau-Toffolon

Jean-Pierre Clayer

Fatma Kammoun

Design and operationalization of patterns: Case of a training situation of personal assistance for public in professional integration

Keywords: Technology-Enhanced-Learning Systems, Pattern, Pedagogical Scenario, Operationalization, Professional integration, Training Development, Instructional Design

The research presented in this paper aims to offer support to the activity of designing to teacher or a community of teachers by a context-sensitive tool exploiting a library of patterns. This paper presents work carried out in the context of a partnership with an association (PARTAGE) promoting the professional integration of the jobseekers. This work aims to make a contribution to assist the association pedagogical team (trainers and designers) to formalize the pedagogical scenarios describing their learning situations. We analyzed their process guiding the jobseeker course and formalized some of their training practices in the form of patterns. We have studied the feasibility of operationalizing techniques in a learning management system platform like Ganesha.

INTRODUCTION

In France, as in many countries, the training needs for the professional integration of jobseekers continue to evolve in all domains, because training is a factor of social progress, technological development and economic growth. Whether presential, distance or hybrid, professional training is required to innovate, to gain interest and efficiency. Changing the apprentices requirements brought new challenges. It is in particular to provide training solutions combining educational effectiveness and the participants involvement. These issues, combined with the current socio-technological context, turn towards more use of new learning support and Learning Management Systems (LMS). This approach necessarily influenced the practicing teachers and trainers responsible for identifying new teaching strategies within training organizations.

This paper presents a research realized as part of a partnership with an association (PARTAGE) promoting the jobseekers professional integration. This work aims to make a contribution to assist the association pedagogical team (trainers and designers) to formalize the pedagogical scenarios describing their learning situations. The findings motivating this research are: the growing need for the association pedagogical team to formalize scenarios describing computerized educational situations, the nonadequacy of the educational modeling languages (EML) [START_REF] Koper | Learning Design : A Handbook on Modelling and Delivering Networked Education and Training[END_REF] [START_REF] Vignollet | LDL: An Alternative EML[END_REF] for a public of designers and the low level of reuse of existing educational practices.

The main objective of this work is to help the teacher / trainer and his community to control the mediated learning situations. For this purpose, we propose to provide tools and methods to assist them all along their instructional design process. To this end, this research builds on the work of the educational re-engineering of Technology-Enhanced-Learning (TEL) systems [START_REF] Choquet | Ingénierie et réingénierie des EIAH : l'approche REDiM[END_REF], a patternbased visual approach [START_REF] Hernandez-Leo | A multicase study for the evaluation of a pattern-based visual design process for collaborative learning[END_REF] and learning scenarios operationalization [START_REF] Oubahssi | Reengineering of the Apprenticeship Electronic Booklet : Adaptation to new users requirements[END_REF]. Our aim is to specify and formalize learning scenarios and the learning pedagogical language used to express them as patterns for their operationalization. To carry out this work, we studied the existing educational practices of the association, which enabled identifying a process, we call it jobseekers course. We present this process in section 3 of this document, we describe in particular an example of pedagogical activity of the process ie the individual evaluation/ training session. This analysis also helped us to identify the various concepts related to the pedagogical language of the association trainers. We present the results of this formalization and its operationalization in section 4. Our design approach is guided by an engineering design process framework based on patterns. Before presenting this result, we present in section 2 the theoretical framework of our design approach. Finally, we conclude this paper with a discussion related to work and prospects.

RESEARCH CONTEXT

Many research works propose models, methods or design tools to analyze, implement and operate models describing learning situations with scenarios [START_REF] Alexander | A pattern language: town, buildings, construction[END_REF] [START_REF] Vignollet | LDL: An Alternative EML[END_REF][START_REF] Martel | Modeling collaborative learning activities on e-learning platforms[END_REF] [START_REF] Oubahssi | Reengineering of the Apprenticeship Electronic Booklet : Adaptation to new users requirements[END_REF]. Learning Scenarios are designed according two types of approaches. The first one is a well-known modeling approach based on Educational Modeling Languages (EML), as the IMS Learning Design specification [START_REF] Koper | Representing the Learning Design of Units of Learning[END_REF]) leads to enable the design of computational models (in the meaning of understandable by a computer) which could be enacted by compliant systems. However these specifications are not really usable by teachers and do not enforce design processes that support the creation of pedagogically sound designs [START_REF] Hernandez-Leo | A multicase study for the evaluation of a pattern-based visual design process for collaborative learning[END_REF]. A second approach is to allow designers (may be assisted by modeling specialists) to define their own EML by specifying a domain-specific language and to use it for building their scenarios (El Kechaï & Choquet, 2007) while ensuring the possibility of translation of the formalism to a standard language. This approach permits to exceed the expressiveness limits of the previous one [START_REF] Kelly | Domain Specific Languages vs. Generic Modelling Languages[END_REF]. Our research work is based on this second approach. We propose a teachers centered design approach and state that teachers are able to build their learning scenarios by the use of patterns. We intend to help a teacher/trainer or a community of teachers/ to formalize their educational needs in the form of patterns and operationalize in TEL (Technology-Enhanced-Learning) systems without any assistance of a pedagogical engineer or an expert.

Design and Patterns

The pattern approach is not new. Patterns have been used in the late seventies in the field of building architecture, by [START_REF] Alexander | A pattern language: town, buildings, construction[END_REF]. Several repositories of patterns exist for various disciplines and offer design expertise reuse to the corresponding communities. In particular, in design based research education, a pattern's approach is well-suited as it is sensitive to complexity and context-dependence [START_REF] Mor | Design approaches in technology enhanced learning[END_REF]. According to Laurillard's works [START_REF] Laurillard | Teaching as a Design Science, Building Pedagogical Patterns for Learning and Technology[END_REF], this approach is immediately relevant to teachers as it presents means by which a community can participate in design. This formalism offer the opportunity to the teacher to externalize his knowledge [START_REF] Goodyear | Educational design and networked learning: Patterns, pattern language and design practice[END_REF] and it can be formally expressed. Patterns are semi-structured description of an expert's method for solving a recurrent problem which includes a description of the problem itself and the context in which the method is applicable [START_REF] Mor | Design approaches in technology enhanced learning[END_REF]. They capture the best practices to answer to problems in a particular context. By their formalism, patterns support the design creativity without constraints. Users are guided rather than forced in the use of patterns [START_REF] Rohse | Design Patterns for Complex learning[END_REF]. In the literature, many types of patterns has been developed to solve different kind of problems: analysis patterns, implantation patterns, process patterns, architecture patterns and design patterns. Their formalisms differ depending of the type of problems to solve. In educational and TEL domain, many projects as Pedagogical Patterns Project (PPP, 2011) or Design Patterns for recording and analyzing Usage of Learning Systems (DPULS -Kaleidoscope Learning Patterns project) (DUPLS, 2005) proposed a catalogue of patterns which concern learning strategies types of problem. So pedagogical practitioners, especially inexperienced designers, during the design stage, through use of catalogue of patterns can take advantage of previous design expertise (E-LEN / Pedagogical Patterns Collector) (E-LEN, 2012) [START_REF] Delozanne | A Structured set of Design Patterns for Learners' Assessment[END_REF]. Researchers in education get increasing interest with pattern-based design approach. COLLAGE, a collaborative learning flow pattern (CLFP) editor (Hernandez- LeoO & al, 2006) proposes a pattern based visual design approach implemented in RELOAD. This approach is based on the IMS LD specification which enables the modeling of learning processes. The MDEduc project proposes a Pedagogical Patterns Editor for the design of learning scenario using the formalism and syntax of patterns [START_REF] De | Conceiving and Implementing a language-oriented approach for the design of automated learning scenarios[END_REF]. ScenEdit and the model ISIS support also a pattern based approach to design learning scenarios [START_REF] Emin | Times of Convergence. Technologies Across Learning Contexts[END_REF]. These approaches present interesting methodological way to formalize or interpret different learning issues but some limitations and shortcomings have been identified to deal with the practicing teachers design activity. Patterns are not always well-suited to the learning design situation. Teachers cannot express their needs with their own business language. The lack of sharing, reuse strategy and learning design processes support and guidance are other shortcomings of those existing approaches. Our approach will provide help to teachers in the building of their solution step by step with patterns as scenario chunks, according to their own design approach, called pedagogical design schemes. Teachers are free to express patterns in their own business language (e.g. pedagogical concepts and method) (El Kechaï & Choquet, 2007). A pedagogical situation is composed of different elements defining a scenario: Learning strategies, Learning situations, Objectives, Activities, Human resources, Material resources. We take into account these elements within four categories of pedagogical problem: Activity design, Learning situations design, Resources design and Pedagogy design. According to the design problems highlighted in teaching domain, [START_REF] Clayer | A pattern-based and teacher-centered approach for learning design[END_REF] explored the TEL engineering domain best practices [START_REF] Mor | Design approaches in technology enhanced learning[END_REF] [START_REF] Mor | Embedding Design Patterns in a Methodology for a Design Science of e-Learning[END_REF] [START_REF] Laurillard | Teaching as a Design Science, Building Pedagogical Patterns for Learning and Technology[END_REF] [START_REF] Rohse | Design Patterns for Complex learning[END_REF] [START_REF] Bergin | Pedagogical Patterns: Advice for Educators, Pedagogical Pattern Editorial Board[END_REF]) and the software engineering patterns solutions implemented in the information system domain [START_REF] Fowler | Analysis Patterns[END_REF] (Amber, 98) (Gamma & al,95). These authors identified four formalisms of patterns to solve the four types of problem: Pedagogical patterns; Analysis Patterns, Process Patterns and Design Patterns. [START_REF] Clayer | A pattern-based and teacher-centered approach for learning design[END_REF]) defined a pattern's metamodel describing a language for composing or merge the different patterns. This metamodel conforms to MOF (Meta-Object Facility), is used to generate an editing tool. We used this metamodel to formalize the educational scenarios of different situations of the PARTAGE association within the learning concepts in use in the community of trainers. Our aim is to operationalize patterns and scenario resulting in an TEL systems.

Operationalization of pedagogical scenarios

The operationalization of the learning scenarios consists in implementing teachers-intended scenarios on one TEL environment. It resumes some manipulations as creation of activities, selection of participants, allocation of roles and selection of required services and content for scenarios (e.g. pedagogical resources) [START_REF] Martel | Modeling collaborative learning activities on e-learning platforms[END_REF]. However, the operationalization of learning scenar-ios is not only an engineer activity. It aims to translate teacher's intention and relative pedagogical semantics on a TEL system. There are two types of approaches to operationalize pedagogical scenarios: a manual approach and an automated approach. [START_REF] Abedmouleh | Operationalization of learning scenarios on existent Learning Management Systems: the Moodle casestudy[END_REF] classified the existing approaches to operationalize into four categories: Standard oriented approach (as IMS-LD [START_REF] De Vries | Future developments of IMS Learning Design tooling[END_REF] or CopperCore [START_REF] Berggren | Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS[END_REF]; Practitioners oriented approaches (as COLLAGE (Hernández & al, 2006) or LDL [START_REF] Martel | Modeling collaborative learning activities on e-learning platforms[END_REF]; Approaches proposed for specific platforms (as LAMS (Delziel & al, 2006)) and Hybrid approaches based on Model Driven Engineering techniques (as Bricoles [START_REF] Caron | Bricolage and Model Driven Approach to design distant course[END_REF]). The analysis of these approaches leads us to observe that The different proposed solutions do not fit with the teachers-designers needs. The COLLAGE proposition is interesting because the collaborative design patterns proposed to practitioners have been specified and developed on top of the IMS-LD standard: semantics about concepts/relations transformations have been taken into account when building the patterns; these patterns are fully-compatible with IMS-LD. In the other hand, operationalizing COLLAGE models relies on operationalizing IMS-LD ones. Unfortunately, most of existing platforms are still not compatible with this standard [START_REF] Berggren | Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS[END_REF]) [START_REF] Burgos | A First Step Mapping IMS Learning Design and Moodle[END_REF]. We describe in this paper an example of formalization and operationalization (automated approach) of a learning situation based on a pattern design approach.

PEDAGOGICAL PRACTICES ANALYSIS OF "PARTAGE" ASSOCIATION

To analyze the pedagogical practices of the association "PARTAGE", we have participated in various workshops set up to accommodate the jobseeker. This analysis is carried out into three steps. The first step is to clarify the association needs. The aim of this step is on the one hand to improve the supports of the existing training approach, but also to permit the introduction of computerized training. The public is composed of adults most of the time not always comfortable with trainings and traditional paper and pencil assessment test. They often have low education level, have difficulty to express themselves, are sometimes illiterate or do not speak the language of the country. The training needs range from the evaluation of capacity and competencies of the people arriving in the association to the professional learning certification.

In a second step, we prepared a questionnaire in which we highlighted the different phases of the accompanying process of the jobseeker (performances referred, solutions, resources used, association challenges, public, skills, training objectives, functioning of the association,...). In a third time, we have carried out the pedagogical practices of the association on the basis of the questionnaire. For the purposes of the survey, we assisted to several formative assessment sessions / training proposed by the association to future members. Following this discussion, we have identified a set of information about: the goal of each phase and the major steps as well as the issues discussed; the tools and supports used; the date, the frequency, the duration of each step; the participants, their numbers, their role; the pedagogical concepts covered; the problems and difficulties for trainers and jobseeker and solutions addressed; the pedagogical approach used; the approach and the rhythm imposed; the structure of the training, its contents; the type of support, the assessment, the activities, the criteria for success, etc.

The study and analysis of the results of this survey allowed to identify and describe the different phases of the jobseekers course (Fig. 1).

The jobseekers course

To facilitate the jobseekers professional integration, the PARTAGE association proposes an accompaniment process illustrated in Fig. 1. The jobseeker arrives to the association home service where it is proposed to benefit from personalized assistance until it can be integrated into the labor force. If he/she is interested by the PARTAGE services, he/she follows a predefined process which consists essentially of three main phases: The first phase consists in the registration process. It is composed of three phases. The objective of the first step is to inform the jobseekers about the association and its functioning and permits to the pedagogical team to make an initial assessment of the jobseekers. The second phase is an individual interview, during which the trainer evaluates the jobseekers motivation degree to work in the domestic employment, to identify the constraints, to be aware of the importance of training, to be evaluated in work environment, to identify their strengths and weaknesses, etc. In a third time, the PARTAGE pedagogical team studies and validates the jobseekers registration form. Then as a members of the association he may follow the rest of the process. The pedagogical team will specify the training course and formative assessment session will be proposed before the employment. The third step is the employment. At this level, several types of evaluations / training can be proposed: the validation of professional skills, a support specific to the jobseekers, etc. After the validation of professional skills, the jobseeker may leave PARTAGE partially while maintaining contact with the association or definitely when reintegrated in a professional environment. In some special cases, the jobseekers may move to a direct employment after an initial interview and a pedagogical team decision.

In other cases, the jobseekers can participate in several types of training and as much as necessary before their employment. In case where it seems impossible to the jobseeker adapt to the job proposed, the PARTAGE pedagogical team may decide to refuse the jobseeker registration and orients him /her to other structures of help. The analysis of pedagogical practices of PARTAGE helped to define the objectives of the association, to identify the problematic and propose solutions to improve existing scenarios. We chose to detail in the following section, the example of the individual evaluation/training session.

EXAMPLE OF FORMALIZATION AND IMPLEMENTATION OF A LEARNING SITUATION

Description of an individual evaluation/training session

A jobseeker who would like a domestic employment proposed by the association may /have to follow a learning session before its employment. The learning scenario of this session is composed of many phases intertwining theoretical and practical activities (done in a pedagogical apartment). The activities of this session are organized according to the motivation of the jobseekers. The table below (Table 1) illustrates the main phases of the session progress.

Table 1 : Main phases of the individual evaluation/training session

Phase 1 : Individual positionnement interview

The trainer use the individual positioning interview to define the jobseeker's course in order to organize the session and its content according to its skills. He/she gives some recommendations to explain some basic concepts in relation to PARTAGE. Then he/she proposes a first assessment based on paper-and-pencil test. This kind of learning exercise is a sort of "skills assessment". Phase 2 : Analyzing and answering to questions According to candidate skills (writing and reading), the test is operated alone or accompanied. Some exercises are explained to the job seeker (questions that may be not clear, without influencing the answers). This intervention may be as neutral as possible. Other exercises are realized as practical evaluation in a pedagogical apartment using necessary tools and products to realize the mission.

Phase 3 : Correction

The correction is progressing in two steps : the first one is done on the basis of interviews centered on apprenticeship 's difficulties. It offers the possibility to the trainer with the jobseeker to analyze the problem situation in order to identify the causes and choose a relevant and effective remediation. During the second session, the trainer ensure the monitoring of the jobseeker, try repeat the erroneous part of the test to measure the impact of the adjustment and help build their apprenticeship to a higher level.

Phase 4 : Synthesis of the individual summative evaluation

After the evaluation correction and the achievement of practical activities, the trainer propose a summative evaluation of the jobseeker where he/she can note some points identified during discussions with the jobseeker during the training session as punctuality, communication control, following the instructions, organization, control of different techniques specific to the required job.

Analysis of the individual evaluation/training session

The analysis of this session permit identifying the following difficulties : (1) Training scenarios are paper-based and limiting their evolution and reuse as trainers are often changing. (2) An assortment of strategies and tools, from questions' reading to direct assistance is required to adapt to an adult varied audience.

(3) The training materials used by learners are not sufficiently expressive, often expressed in ambiguous terms or not into usual vocabulary of jobseekers, requiring trainers to offer more help during the training session. This context raises the question of adaptability of the training material to the audience. ( 4) At the end of each session, a summative evaluation is done on paper or in part transformed into digital format. The jobseeker follow-up is not easy in the long term.

To improve instructional practices and supports with intend of improving pedagogical practices of the individual evaluation training session, we should develop a computer artefact that meets the following requirements: (1) Capitalize on the experience and skills acquired by the jobseekers during their training course, in order to use the resulting knowledge.

In a technology enhanced learning environment, a formative evaluation for training approach should permit to record the jobseekers skills required for the job during training activities. This can permit further to validate these skills and provide a certificate of skills acquisition to the job seekers.

(2) Another objective could be the stabilization of the PARTAGE process (reuse of learning contents) ; (3) Capitalization of the trainers know-how ; (4) Improving the knowledge and information supply of the association (providing a attestation/certificate to validate the skills, the jobseekers training course, the support, etc.) ; (5) Use of different training supports (photo, video sound, animation, etc.) and, (6) Adapting existing support for future audiences.

FORMALIZATION OF THE INDIVIDUAL EVALUATION / TRAINING SESSION

We based the design and formalization of the individual formative assessment training session on the patterns' metamodel of [START_REF] Clayer | A pattern-based and teacher-centered approach for learning design[END_REF] and its process design framework. They identify four patterns types: pedagogical pattern, analysis pattern, process pattern and design pattern. Each pattern is associated to a pedagogical element of a learning situation (objective and strategy, activity, human and material resource, actor role). To design a learning scenario, a trainer or a teacher can design a solution with the four types of patterns proposed with the metamodel. Trainers/ practicing teachers may follow an iterative design process framework [START_REF] Clayer | A pattern-based and teacher-centered approach for learning design[END_REF] supported by an editing tool, composed of four main steps: specification of the pedagogical needs, creation/choice of patterns, merge or composition of patterns, collect of the design context information and adaptation of the solution to this context. In the following, we present an example of a design session in the case of an individual formative evaluation training session. We present two patterns resulting from this design session. The first one formalizes the training progress and the second one the creation of an assessment test.

Specification of the pedagogical needs

Trainer has to define the different elements of its pedagogical situation in terms of objectives/goals, resources, pedagogical strategy, actors and roles, etc.

Objectives/goals definition: The objective of the session is to evaluate/assess the jobseekers according to the following points: making the difference between different domestic employments, respecting hygiene standards , taking appropriate initiatives, be able to properly organize the tasks required, etc.

Definition of pedagogical resources: Within the session, a resource or a pedagogical tool may be : module content, training room, pedagogical apartment, paper based support for training session, real tools and cleaning products, etc.

Definition of a strategy: To provide a general presentation of the session, assessment of the job seeker level, formative evaluation, summative evaluation of the jobseeker (its weaknesses and strengths) , etc.

Definition of the actors and roles: The two main actors participating to the session are the trainer and the job seeker.

Creation / Selection of Patterns

To design scenario of the training session, we create patterns associated to each elements of the training situation. We present in this section two examples of patterns. The first one, a design pattern describes the evaluation session phases from the trainer's point of view. Formalism of design pattern needs the specification of the following items: problem, motivation, context, participants, collaboration between participants, solution, consequences and implementation of the session. Before trying to develop a TEL systems that takes into account the current teaching practices of the PARTAGE association, and their future needs, we studied with the PARTAGE educational team the various existing solutions, especially two systems Moodle (Moodle) and Ganesha (Ganesha). The analysis of these platforms has enabled to choose the platform Ganesha as a test environment to experiment the operationalization of different patterns that formalize the training session and individual assessment. The choice of the PARTAGE educational team is explained by the ergonomic and functionality of the system Ganesha that appear to meet the needs in the overall process of the jobseekers. After studying the different solutions to test the patterns implementation that formalize the training and evaluation session, we opted for the following solution:

Generate a pattern in XML format via the patterns' editor [START_REF] Clayer | A pattern-based and teacher-centered approach for learning design[END_REF]. In this case, we seek to operationalize the quiz pattern by a questionnaire (Fig. 4), Develop a GANESHA internal service which can import and operationalize this XML file.

CONCLUSION

The aim of this work is to help the teacher / trainer and his community to control the mediated learning situations. In this paper, we addressed the problem of the specification and instructional design using patterns in the field of the professional training. The aim of the research work is to propose a support for the design activity of a teacher or a community of teachers by a context-sensitive tool exploiting a library of patterns. The design process proposes teachers to design learning situation from patterns according to their own design approach identified as pedagogical design scheme. The PARTAGE association dealing with professional integration in the domestic employment, provided to us a field of experimentation. We analyzed their process guiding the jobseekers course and formalized some of their pedagogical practices in the form of patterns. We studied the technical feasibility of the operationalization to a Ganesha platform. Further works consist in the development of methods and tools in order to better support the trainers' learning design activity. We intend to experiment our approach and the reuse of the patterns in other learning contexts. We are currently studying the operationalization of some activities of their general process on tablets (operationalization of the jobseekers intake form and some formative assessment test).

Figure 1 :

 1 Figure 1 : The jobseekers course. The second step is the jobseekers evaluation / training, it can be conducted in several ways depending on the capacity and the competencies of jobseekers. There are three types of training : the individual training in the presence of the jobseekers and trainer, the collective training with presence of the trainer and a group of six people maximum. These first two types of training can occur in a theoretical way in a classroom and / or in the practical situation of the pedagogical apartment. The third type of training consists in preparation to go back to work. It can take the form of an oral interview where the trainer provides educational resources to the jobseekers that will serve them in their employment.The third step is the employment. At this level, several types of evaluations / training can be proposed: the validation of professional skills, a support specific to the jobseekers, etc. After the validation of professional skills, the jobseeker may leave PARTAGE partially while maintaining contact with the association or definitely when reintegrated in a professional environment. In some special cases, the jobseekers may move to a direct employment after an initial interview and a pedagogical team decision. In other cases, the jobseekers can participate in several types of training and as much as necessary before their employment. In case where it seems impossible to the jobseeker adapt to the job proposed, the PARTAGE pedagogical team may decide to refuse the jobseeker registration and orients him /her to other structures of help. The analysis of pedagogical practices of PARTAGE helped to define the objectives of the association, to identify the problematic and propose solutions to improve existing scenarios. We chose to detail in the following section, the example of the individual evaluation/training session.

Figure 2 :

 2 Figure 2 : Design pattern of the individual training session. The figure 2 gives a « simple » representation of the design pattern (specifying only three items: problems, context and solution on a graphical format). It describes in the solution part the training evaluation session activities and sub-activities.

Figure 3 :

 3 Figure 3: Process pattern for questionnaire creation The second figure (figure 3) represents an example of process pattern. It formalizes an evaluation test creation in the current individual evaluation training session. This simplified representation describes the solution (in a graphical form) of the elaboration/preparation of the training session. The solution permits the elaboration of a level test by a questionnaire. These two patterns take place in the accompaniment process of a jobseeker. This process is represented within a more general pattern illustrating the solution of the association to the problem of organization of the jobseeker accompaniment process. The formalization of the different training session of a jobseeker is based on patterns creation design activity. Each pattern proposes a solution for some pedagogical situation. In the next section, we study the feasibility of the operationalization of a learning scenario based on patterns : Creation of a test on the Ganesha platform.

Figure 4 :

 4 Figure 4: Pattern process: Create questionnaire in GANESHAThe operationalization process is described in four steps illustrated in Figure5. The first step defines the scenario (eg, a scenario which formalizes the evaluation creation). The second step formalizes this scenario in the XML-formatted file using the patterns editor. The third step applies the transformation rules on the XML file that conforms to the use of GANESHA platform schema, and the fourth step imports the XML file (after the application of transformation rules) in the platform data base, which provides a new scenario on this platform.

Figure 5 :

 5 Figure 5: Operationalization process of design pattern in GANESHA


Jean-Pierre Clayer
email: jean-pierre.clayer@lium.univ-lemans.fr

Claudine Toffolon
email: claudine.piau-toffolon@lium.univ-lemans.fr

Christophe Choquet
email: christophe.choquet@lium.univ-lemans.fr

Towards a Pattern-based adaptive approach for Instructional Design Based on Teacher's Pedagogical Design Scheme

Keywords: Instructional Design, Pattern, Pedagogical Design Scheme, Design Based Research approach

Learning is changing in deep, activities of teaching practitioners have to evolve. They need to structure and formalize their internal designs as models to be implemented but do not have competences in instructional design. We propose to use patterns, semi-structured description of an expert's method for solving a recurrent problem to elicit and express theirs needs. We propose an engineering design process framework based on patterns, and pedagogical design schemes to support instructional design. A tool has been developed to support this process. We experiment a design session with two trainers of an association dedicated to back-to-work programs within an iterative co-participant design based research method.

I. INTRODUCTION

Learning and teaching is changing due, on one hand to the evolutions of the society expectations and, on another hand to the widely spreading of new technologies. Teaching, an unstructured, informal world of much professional practice need design principles. Designing learning is a complex task [START_REF] Rohse | Design Patterns for Complex learning[END_REF]. Teaching practitioners need to structure and formalize their scenarios (lessons plans) as models to be implemented but do not have specific designer competence to easily achieve it. To design, they require a mean to elicit and express their needs [Bonnardel 2009]. The research field has produced a set of design process, methods and tools offering effective mechanisms and notations to design different issues in pedagogical or instructional topics. We get attention in particular to those approaches which deal the instrumentation of instructional design, specifically learning scenarios centered. The wellknown modeling approach by the help of Educational Modeling Languages (EML), as the IMS Learning Design specification [START_REF] Koper | Representing the Learning Design of Units of Learning[END_REF] leads to enable the design of computational models (in the meaning of understandable by a computer) which could be enacted by compliant systems. However these specifications are not really usable by teachers, need pedagogical engineering expertise and do not enforce design processes that support the creation of pedagogically sound designs [START_REF] Hernandez-Leo | A multicase study for the evaluation of a pattern-based visual design process for collaborative learning[END_REF]]. Some limitations and shortcomings have been identified to deal with the teaching practitioners new tasks of learning design. Teachers found difficult to express their needs or to reuse their design products. Most of the time, not enough assistance and guidance are provided. A second approach is to allow designers (may be assisted by modeling specialists) to define their own EML by specifying a domain-specific and to use it for building their scenarios [El-Kechaï & Choquet 2006]. Our research work is based on this second approach and states that teachers are able to build their learning scenarios by the uses of patterns.

We adopt a practitioner-centered point of view to deal with the learning design activity based on patterns approaches [START_REF] Hernández-Leo | COLLAGE: A collaborative Learning Design editor based on patterns[END_REF]][De Moura 2008[START_REF] Emin | ScenEdit: an intentionoriented authoring environnment to design learning scenarios[END_REF]. Patterns are semistructured description of an expert's method for solving a recurrent problem which includes a description of the problem itself and the context in which the method is applicable [Mor & Winter, 2007]. Patterns are "good solutions" to deal with complexity characterizing the education field [START_REF] Rohse | Design Patterns for Complex learning[END_REF]. According to Laurillard's works [START_REF] Laurillard | Teaching as a Design Science, Building Pedagogical Patterns for Learning and Technology[END_REF]], this approach is immediately relevant to teachers as it presents means by which a community can participate in design. This formalism offer the opportunity to the teacher to externalize his knowledge [START_REF] Goodyear | Educational design and networked learning: Patterns, pattern language and design practice[END_REF] and to express his practice which can become a best-practice.

We propose an engineering design approach based on pattern notation to benefit its potential to facilitate the expression of pedagogical concerns for teaching practitioners. We defined an engineering iterative design process framework and an associated tool to support the design activity of practicing teachers. This tool may support the design activity of scenario of teacher by proposing adaptations, according to the design context and pedagogical design scheme. We experiment a design session with the trainers of an association dedicated to back-to work programs within a design research based approach.

In the next section we present the research context. The concepts of patterns and pedagogical design schemes are explained in the third section. Then we propose our engineering design process framework. Next we present the three main steps of the experiment with trainers of the association. Then we discuss the resulting set of design research guidelines produced for researchers and teachers.

II. THE RESEARCH CONTEXT

Patterns have been used in the 70's in the field of building architecture, by Christopher Alexander [Alexander & al, 1977]. Several repositories of patterns exist for various disciplines and offer design expertise reuse to the corresponding communities as the object oriented programming community or the HCI community. A pattern is defined by three main properties: a problem, a context of this problem and a solution [Alexander & al, 1977] [E-LEN, 2012]. Each pattern captures the best practice to answer to a problem in a particular context. The formalism of patterns differs depending on the type of problem that the pattern solves. Each formalism adds specific information for the category of problem to solve. By their formalism, patterns support the creativity without constraints. Users are guided rather than forced in the use of patterns [START_REF] Rohse | Design Patterns for Complex learning[END_REF]. This approach is particularly interesting with novice teachers. A pattern language describes the relations between patterns (associate, compose of…) that captures the whole design process and can guide the designer through step-by-step design guidelines [Alexander & al, 1977].

In particular in the e-learning community many projects as Pedagogical Patterns Project [PPP, 2011] or Design Patterns for recording and analyzing Usage of Learning Systems [DPULS, 2005] proposed a catalog of patterns concerning learning strategies types of problem. In this way designers of new or existing LMS, especially inexperienced designers, through the use of catalog of patterns can take advantage of previous design expertise [PPC, 2012] [E-LEN, 2012] [Delozanne & al, 2007].

Researchers in education get increasing interest with pattern-based design approach. COLLAGE, a collaborative learning flow pattern (CLFP) editor [Hernandez-leo, 2006] proposes a pattern based visual design approach implemented in RELOAD. This approach is based on the IMS-LD specification which enables the modelling of learning processes. The MDEduc project proposes a Pedagogical Patterns Editor for the design of learning scenario using the formalism and syntax of patterns [De Moura, 2008]. ScenEdit and the model ISIS support also a pattern based approach to design learning scenarios [Emin & al 2008]. These approaches help teachers to better express their pedagogical needs but they still lack process and tool support for the design activity of learning scenarios. They are also based on existing design plan. We deal with these limitations in the next part of the paper.

According to the design problems highlighted previously in teaching domain, we explored the TEL engineering domain best practices and the software engineering patterns solutions implemented in the information system domain. A pedagogical situation is composed of different elements defining a scenario: Learning strategies, Learning situations, Objectives, Activities, Human resources, Material resources. We take into account of these elements within four categories of pedagogical problem: Activity design, Learning situations design, Ressources design and Pedagogy. We identify four formalisms of patterns to solve the four types of problem.

Pedagogical patterns are describing learning strategies and objectives. These types of patterns seem to us well suited to present the information on the pedagogical method in use [Bergin, 2000].

Analysis Patterns are well-suited to describe material and human resources because of their structure which allows defining the use of a material or a role [START_REF] Fowler | Analysis Patterns[END_REF].

Process Patterns are well-suited to describe pedagogical activities and tasks realized as a workflow of the actions or sub-tasks [Amber, 1998].

Design Patterns are well-suited to describe learning situations. as they are used to resolve a problem of learning design [START_REF] Gamma | Design Patterns: Elements of Reusable Object-Oriented Software[END_REF].

Teaching design depends on learning theories. For a learning theory, many approaches may be defined. Project-based learning is a kind of pedagogical approach related to the active learning theory. A typology [START_REF] Villiot-Leclercq | Modèle de soutien à l'élaboration et à la réutilisation de scénarios pédagogiques[END_REF] distinguishes the different approach for each learning theory. A set of methods and tools are defined for a specific pedagogical approach and underpinned the creation of the scenario and its pedagogical elements. The choice of the pedagogical approaches and the learning strategies allows identifying the type of learning scenarios [START_REF] Paquette | Instructional engineering for learning objects repositories networks[END_REF].

The design process of a scenario according to a specific pedagogical approach defines what we named pedagogical design schemes (PDS). A pedagogical design scheme is the approach for designing a course, in our context, a learning scenario.

Early instructional design approach developed concepts for systematically designing instructional materials. The IMSL-LD specifications are based on a learner activity driven approach [Koper & Oliver 2004]. This type of languages provides best practices guides driven by the efficiency of the modeling rather than pedagogical design schemes. Editors/tools developed for these languages instrument usually the modeling activity guided by a given design approach, underlying implicitly the interfaces design.

Most of pattern-based design approaches are driven by PDS. In [START_REF] Emin | ScenEdit: an intentionoriented authoring environnment to design learning scenarios[END_REF], the design process supported by the ISIS model is driven by a strategies and intentions pedagogical design scheme, that mean the design of scenario is driven by intentions and strategies. The COLLAGE approach with the collaborative learning flow patterns is driven by the learning activities PDS [Hernandez-Leo 2006].

The design of pedagogical scenario is constrained in these approaches by a specific PDS.

When teaching practitioners design a learning scenario with the same objective and learning situation, their pedagogical design schemes may not always be the same. For the same design problem, many pedagogical design schemes may exist.

III. PATTERNS, PEDAGOGICAL DESIGN SCHEMES AND DESIGN PROCESS

A. Patterns

According to the DSM approach, a meta-model [Clayer et al. 2012] has been defined to describe the language of patterns. This language use four formalisms of patterns: Pedagogical Patterns, Analysis Patterns, Process Patterns and Design Patterns. According to this language, we represent the pedagogical elements of a scenario with these formalisms.

The figure 1 illustrates the simplified graphical form of a pattern. This form presents only the most important element of a pattern: a name, a problem, a context and a solution.

B. Pedagogical Design Schemes (PDS)

To assist the designers, we identify their learning design activity based on their PDS. PDS is defined by an oriented graph of the pedagogical elements. The beginning of the oriented graph and the first pedagogical element give the orientation of the PDS. For example, figure 2 illustrates a pedagogical design scheme collected during the experiment. This pedagogical design scheme is driven by the objective.

The oriented graph contains only one occurrence of each pedagogical element. Designers can't design each type of pedagogical elements when they are applying a given PDS. The link between the pedagogical elements give us the next possible design activity for the current design activity. The design activity is identified to know the next and the previous design activity in order to anticipate the next action of the designer and propose assistance (the selection of the next pedagogical element according to the pedagogical design scheme identified) or guidance (invite the designer to check its current design).

C. Design Process

We propose an engineering design framework to support the design process based on patterns. The design process is compliant with any kind of pedagogical design scheme and support the identification of the current activity and design context to offer guidance to the designer based on adaptive rules. The design process is iterative and consists of the following steps (Figure 3):

1. Instantiate the specifying requirements pattern: as designer, the teacher/trainer has to define the requirements of the pedagogical situation (objectives, resources, tools, learning strategy, actors, roles, etc.); 2. Select a pedagogical element: the designer can choose an existing pattern or creates a new one. Designer does not manipulate patterns but the pedagogical element represented by the patterns. The pattern complexity is hidden to the designer. According to the learning context, the designer defines parameters to select the most relevant pedagogical element. He can choose one element among the pedagogical elements proposed by the editor: learning situations, human or material resources, activities, pedagogical strategies or objectives.

3. Merge the element: The designer has to associate the selected element to the ones he has already selected during previous iterations. The scenario is updated with the selected element and both user's actions and element properties are collected to be analyzed.

4. Collect information: The information collected are analyzed. According to this analysis, the design context is updated and the adaptation rules could be fired.

5. Adapt the solution: A set of possible adaptations is proposed to the designer, according to the fired rules set. Adaptations could lead to provide some recommendations on the design method, or to propose pedagogical element related to the user's action, better suited for the design context.

D. Editing Tool for Pedagogical Scenario

We develop an editing tool to support the design process. The editor is generated into the EMF-GMF framework [START_REF] Kelly | Domain Specific Languages vs. Generic Modelling Languages[END_REF], from the meta-model of Patterns [Clayer et al., 2012]. The adaptation part of the process has not been implemented yet in the editing tool. It will consist in an adapting system based on the design context and able to adapt the domain specific-models and the editing interface according to the DSM features. The interface of the tool allows the designer to visualize the patterns (pedagogical elements) he instantiates as frames divided in four boxes: one for the pattern name, one for the context, one for the statement of the problem and one for the graphical representation of the solution (Figure 4-A). A toolbox (Figure 4-B) provides the design primitives (pedagogical elements: objective, pedagogical strategy, material resource, human resource, activity, learning situation). Finally, information concerning the pattern is also accessible through the tab property (Figure 4-C).

IV. EXPERIMENT

We have realized an experiment with the professional trainers of a registered association PARTAGE dealing with professional integration, in charge with back-to-work programs. PARTAGE provides trainings essentially based on formative evaluations supported by classical pedagogical resources and methods (teacher-learner based strategy). Supports for trainings are not always welladapted to the public. The public is composed of adults sometimes not always comfortable with trainings and classical paper-based support. The association also faces many changes within its trainers staff.

PARTAGE has expressed to us their needs based on two aspects. Firstly, they would like to produce computerized pedagogical materials in order to facilitate reuse and adaptation. Secondly, they were interested by a tool to support their design sessions in order to produce scenarios better adapted to their heterogeneous public. They would like to capitalize the training practices of the constantly evolving trainers staff and get assistance when designing the training scenarios, and share those practices between them.

We worked with two trainers within an iterative participatory design based research approach. Trainers took part in the activities of analysis and design many times in a collaborative work with the research team. Trainers arrived with scenario paper based written scenario and follow the design process proposed in previous section in an iterative way.

A. Design of PARTAGE Patterns

During this first session, we have observed the practices of the association during working meetings and trainings. The association has defined a process for their professional integration programs. The main outcome of this process is to provide employment to their members depending on their individual profile and skills.

One of the steps of this process is composed of training, most of the time based on evaluation. During this training evaluation step, the skills of learners are evaluated, according to a category of work, by a trainer with the support of different pedagogical resource/material.

The trainer prepares the evaluation training according to the learner abilities and the available resources. The trainer designs a learning scenario on paper to describe the learning situation and the pedagogical elements associated.

We have collected information on the association practices by the observation and interviews of trainers in a need's analysis report. On the basis of this report, we have designed some patterns (Figure 1).

A set of patterns which describes the learning situations, the pedagogical elements and some scenarios we observed has been proposed to the trainer in charge with the association.

We have proposed other set of patterns to the association leader. She approved this representation of their practices within patterns. She reports that "the design approach based on patterns forced the trainers to have more rigor and help them to express their needs". Nevertheless, she noticed some difficulties to understand some part of the patterns formalism. Some terms used to define a section of patterns were not familiar to the trainers. They recommended us to support the design of pattern with a textual description.

B. Prototyping tool demonstration

We have developed a first version of the editor prototype to support our engineering design framework. To reify the design approach, we planned a working meeting to present the prototype, and resulting patterns and scenarios designed in the first step of the experiment. We asked them to evaluate the resulting scenarios and the tool implementing them, an attention was given to the pedagogical design scheme.

We have demonstrated the design of a scenario with the tool to the trainer. After the demonstration, we asked for an evaluation of the tool. The trainer noticed the lack of user friendliness of this first version prototype. Despite these limits the trainer has appreciated the opportunities of formalization of the pedagogical scenario and the expressiveness of the artifacts resulting from the editing session.

C. Collecting PARTAGE Pedagogical design schemes

We have improved the prototype to take into account observations made by the trainer during the previous session. Use of patterns is not explicit for designers, they handle elements of scenario of the learning situation : define activity, actors, resources, and so on.

In a third session we proposed to the trainer to implement a scenario of a new session of their training programs using the editing tool. This time two trainers were implicated. They aimed to implement the same learning situation but we noticed that they had two different way of formalizing it. We identified different pedagogical design schemes for the same learning situation.

They designed a complete scenario of the learning situation but following different types of pedagogical design schemes (PDS).

We noted that trainers were able to handle the prototype of the editing tool in only thirty minutes despite a lack of user friendliness of the tool.

D. Discussion

Communities of practice in teaching are usually associated to a given group of practicing teachers working with a given set of learners identified by an academic level, by same learning objectives or by skills to acquire, in the same pedagogical context, including teaching strategies: within these communities, the same pedagogical method is generally adopted, emerged by a consensus or recommended by a hierarchy. But the way and the means used for preparing a course, what we call a Pedagogical Design Scheme, could vary from a teacher to another and, even, could depend from many variables. We assume that practicing teachers have many pedagogical design processes in mind. The instantiation of these schemes on a given course design depend all together from the learning situation, the context of design and the profile of the designer.

We have underpinned this hypothesis by the help of experimentation with the association PARTAGE. It was particularly interesting to work with the trainers employed by this association because they share in their community a very well described and tooled pedagogical approach, well-suited both for their learners characteristics and for the learning domain (concrete basic skills and procedures). This context allows us to presume on the effectiveness of teaching community of practice.

Nevertheless, the part of the experimentation related supra has proven that, confronted to the same deign task of a given learning scenario, two trainers of the teaching community have instantiated two different pedagogical design schemes, objectives driven for one and skills driven for the other.

Thus, when one wants to define methods and tools to instrument the design process of a learning scenario in a teaching community, he should support in fact more than one design process, each of them relevant from a given pedagogical design scheme.

V. CONCLUSION

Our engineering approach is based on patterns as a way to express teachers' pedagogical needs. Many experiments have proven the relevance of patterns in the learning scenario design activity. Our experiment allowed us to design patterns and collect pedagogical design schemes emerged from a community of trainers. Within this community, the trainers were being able to express a scenario with the editing tool we proposed and scenarios resulting were selfexpressive.

We proposed an engineering framework process and an editing tool to manage this design activity,

Figure 1 :

 1 Figure 1: Simplified Graphical Form of Process Pattern We represents the activity "Realize an individual evaluation/training" by a process-pattern according to the meta-model [Clayer et al. 2012]. The problem and context are in a textual form. The solution is composed with a list of activities and the role of participant.

Figure 3 :

 3 Figure 3: Engineering design framework

Figure 4 :

 4 Figure 4: Editing tool

able to support different pedagogical design schemes.

We experienced the capacity of patterns to represent pedagogical situation and capitalize schemes of a practice of design through pedagogical design.

Further research work will be dedicated to providing support to the designer with proposal of adaptation during the design activity. This adaptation of the pedagogical scenario design activity should take into account the design context and different pedagogical design schemes. We are developing a context-awareness and user-awareness editing tool adaptable to user's pedagogical design schemes and able to let him regulate the tool assistance.


Jean-Pierre Clayer
email: jean-pierre.clayer@lium.univ-lemans.fr

Claudine Toffolon
email: claudine.piau-toffolon@lium.univ-lemans.fr

Christophe Choquet
email: christophe.choquet@lium.univ-lemans.fr

Patterns, Pedagogical Design Schemes and Process for Instructional Design With a Pattern-based and Teacher-centered Approach

Keywords: Instructional Design, Pattern, Pedagogical Design Scheme, Participatory design experiment I

Learning is changing in deep, activities of teaching practitioners have to evolve. They need to structure and formalize their internal designs as models to be implemented but do not have competences in instructional design. We propose to use patterns, semi-structured description of an expert's method for solving a recurrent problem to elicit and express theirs needs. We propose an engineering design process framework based on patterns, and pedagogical design schemes to support instructional design. A tool has been developed to support this process. We experiment a design session with the trainers of an association dedicated to back-towork programs within an iterative co-participant research method.

INTRODUCTION

Learning and teaching is changing due, on one hand to the evolutions of the society expectations and, on another hand to the widely spreading of new technologies. Teaching, an unstructured, informal world of much professional practice need design principles. Designing learning is a complex task [START_REF] Rohse | Design Patterns for Complex learning[END_REF]. Teaching practitioners need to structure and formalize their scenarios (lessons plans) as models to be implemented but do not have specific designer competence to easily achieve it. To design, they require a means to elicit and express their needs [Ref Bonnardel].

The research field has produced a set of design process, methods and tools offering effective mechanisms and notations to design different issues in pedagogical or instructional topics [Ref SenEdit,Collage,MDeduc, IMSLD]. But most of the time these solutions need pedagogical engineering expertise. Some limitations and shortcomings have been identified to deal with the teaching practitioners new tasks of learning design [Ref Emin]. Teachers found difficult to express their needs or to reuse their design products. Most of the time, not enough assistance and guidance are provided.

In this work we adopt a practitioner-centered point of view and propose to support the learning design activity. We focus on learning design approaches based on patterns. Patterns are semi-structured description of an expert's method for solving a recurrent problem which includes a description of the problem itself and the context in which the method is applicable [START_REF] Mor | Design approaches in technology enhanced learning[END_REF]. Patterns are "good solutions" to deal with complexity characterizing the education field [START_REF] Rohse | Design Patterns for Complex learning[END_REF]. According to Laurillard's works [START_REF] Laurillard | Teaching as a Design Science, Building Pedagogical Patterns for Learning and Technology[END_REF], this approach is immediately relevant to teachers as it presents means by which a community can participate in design. This formalism offer the opportunity to the teacher to externalize his knowledge [START_REF] Goodyear | Educational design and networked learning: Patterns, pattern language and design practice[END_REF] and to express his practice which can become a best-practice.

We propose an engineering design approach based on pattern notation to benefit its potential to facilitate the expression of pedagogical concerns for teaching practitioners. We defined an engineering iterative design process framework and an associated tool to support the design activity of practicing teachers. This tool may adapt the design to the designer context, faced to different pedagogical design schemes. We experiment a design session with the trainers of an association dedicated to backto work programs within an iterative co-participant research method.

In the next section we present the research context. The concepts of patterns and pedagogical design schemes are explained in the third section. Then we propose our engineering design process framework. Next we present the three main steps of the experiment with trainers of the association. Then we discuss the resulting set of design research guidelines produced for researchers and teachers.

II. THE RESEARCH CONTEXT

Patterns have been defined in the 1970's in the field of building architecture, by Christopher Alexander [START_REF] Alexander | A pattern language, town, buildings, constructions[END_REF]. Several repositories of patterns exist for various disciplines and offer design expertise reuse to the corresponding communities as the object oriented programming community or the HCI community. A pattern is defined by three main properties: a problem, a context of this problem and a solution [1] [6]. Each pattern captures the best practice to answer to a problem in a particular context. The formalism of patterns differs depending on the type of problem that the pattern solves. Each formalism adds specific information for the category of problem to solve. By their formalism, patterns support the creativity without constraints. Users are guided rather than forced in the use of patterns [START_REF] Rohse | Design Patterns for Complex learning[END_REF]. A pattern language describes the relations between patterns (associate, compose of…) that captures the whole design process and can guide the designer through step-by-step design guidelines [START_REF] Alexander | A pattern language, town, buildings, constructions[END_REF].

In particular in the e-learning community many projects as Pedagogical Patterns Project [START_REF]Pedagogical Patterns Project[END_REF] or Design Patterns for recording and analyzing Usage of Learning Systems [START_REF] Dpuls | DPULS Design Patterns Browser, Action du réseau d'Excellence Européen Kaleidoscope[END_REF] proposed a catalog of patterns concerning learning strategies types of problem. In this way designers of new or existing LMS, especially inexperienced designers, through the use of catalog of patterns can take advantage of previous design expertise [START_REF]Pedagogical Patterns Collector[END_REF] [6] [START_REF] Delozanne | Design Patterns en EIAH : vers un langage de Patterns pour l'évaluation des apprenants[END_REF].

Researchers in education get increasing interest with pattern-based design approach. COLLAGE, a collaborative learning flow pattern (CLFP) editor [START_REF] Hernández-Leo | COLLAGE: A collaborative Learning Design editor based on patterns[END_REF] proposes a pattern based visual design approach implemented in RELOAD. This approach is based on the IMS LD specification which enables the modelling of learning processes. The MDEduc project proposes a Pedagogical Patterns Editor for the design of learning scenario using the formalism and syntax of patterns [START_REF] De Moura | Conceiving and Implementing a languageoriented approach for the design of automated learning scenarios[END_REF]. ScenEdit and the model ISIS support also a pattern based approach to design learning scenarios [START_REF] Emin | Technologies Across Learning Contexts, Lecture Notes In Computer Science, chapter ISiS: An Intention-Oriented Model to Help Teachers[END_REF].

According to the design problems highlighted in teaching domain, we explored the TEL engineering domain best practices and the software engineering patterns solutions implemented in the information system domain. The pedagogical elements of the scenario (Learning strategies, Learning situations, Objectives, Activities, Human resources, Material resources) are separated in our approach in four categories of problem (activity, design of situation, ressources and pedagogy). We identify four formalisms of patterns the most representative to solve the four type of problem..

Teaching design depends on learning theories. For a learning theory, many approaches may be associated/defined. Project-based learning is a kind of pedagogical approach related to the active learning theory. A typology [START_REF] Villiot-Leclercq | Modèle de soutien à l'élaboration et à la réutilisation de scénarios pédagogiques[END_REF] distinguishes the different approach for each learning theory. A set of methods and tools are defined for a specific pedagogical approach and underpinned the creation of the scenario and its pedagogical elements. The choice of the pedagogical approaches and the learning strategies allows identifying the type of learning scenarios [START_REF] Paquette | Instructional engineering for learning objects repositories networks[END_REF].

The design process of a scenario according to a specific pedagogical approach defines what we named pedagogical design schemes (PDS). A pedagogical design scheme is the approach for designing a course, in our context, a learning scenario.

Early instructional design approach developed concepts for systematically designing instructional materials. The IMSL-LD specifications are based on a learner activity driven approach [START_REF] Koper | Representing the Learning Design of Units of Learning[END_REF]. This type of languages provides best practices guides driven by the efficiency of the modeling rather than pedagogical design schemes. Editors/tools developed for these languages instrument usually the modeling activity guided by a given design approach, underlying implicitly the interfaces design.

Most of pattern-based design approaches are driven by PDS. In [START_REF] Emin | Technologies Across Learning Contexts, Lecture Notes In Computer Science, chapter ISiS: An Intention-Oriented Model to Help Teachers[END_REF], the design process supported by the ISIS model is driven by a strategies and intentions pedagogical design scheme, that mean the design of scenario is driven by intentions and strategies. The COLLAGE approach with the collaborative learning flow patterns is driven by the learning activities PDS [START_REF] Hernández-Leo | COLLAGE: A collaborative Learning Design editor based on patterns[END_REF].

The design of pedagogical scenario is constrained in these approaches by a specific PDS.

When teaching practitioners design a learning scenario with the same objective and learning situation, their pedagogical design schemes may not always be the same. For the same design problem, many pedagogical design schemes may exist.

III. PATTERNS, PEDAGOGICAL DESIGN SCHEMES AND DESIGN PROCESS

A. Patterns

According to the DSM approach, a meta-model [START_REF] Clayer | A pattern-based and teachercentered approach for learning design[END_REF] has been defined to describe the language of patterns. This language use four formalisms of patterns: Pedagogical Patterns, Analysis Patterns, Process Patterns and Design Patterns. According to this language, we represent the pedagogical elements of a scenario with these formalisms.

The figure 1 illustrates the simplified graphical form of a pattern. This form presents only the most important element of a pattern: a name, a problem, a context and a solution. We represents the activity "Realize an individual evaluation/training" by a process-pattern according to the meta-model [START_REF] Clayer | A pattern-based and teachercentered approach for learning design[END_REF]. The problem and context are in a textual form. The solution is composed with a list of activities and the role of participant.

B. Pedagogical Design Schemes (PDS)

To assist the designers, we identify their learning design activity based on their PDS. PDS is defined by an oriented graph of the pedagogical elements. The beginning of the oriented graph and the first pedagogical element give the orientation of the PDS. For example, figure 2 illustrates a pedagogical design scheme collected during the experiment. This pedagogical design scheme is driven by the objective.

The oriented graph contains only one occurrence of each pedagogical element. Designers can't design each type of pedagogical elements when they are applying a given PDS. The link between the pedagogical elements give us the next possible design activity for the current design activity. The design activity is identified to know the next and the previous design activity in order to anticipate the next action of the designer and propose assistance (the selection of the next pedagogical element according to the pedagogical design scheme identified) or guidance (invite the designer to check its current design).

C. Design Process

We propose an engineering design framework to support the design process based on patterns. The design process is compliant with any kind of pedagogical design scheme and support the identification of the current activity and design context to offer guidance to the designer based on adaptive rules. . The design process is iterative and consists of the following steps (Figure 1):

1. Instantiate the specifying requirements pattern: as designer, the teacher/trainer has to define the requirements of the pedagogical situation (objectives, resources, tools, learning strategy, actors, roles, etc.); 2. Select a pedagogical element: the designer can choose an existing pattern or creates a new one. Designer does not manipulate patterns but the pedagogical element represented by the patterns. The pattern complexity is hidden to the designer. According to the learning context, the designer defines parameters to select the most relevant pedagogical element. He can choose one element among the pedagogical elements proposed by the editor: learning situations, human or material resources, activities, pedagogical strategies or objectives.

Merge the element:

The designer has to associate the selected element to the ones he has already selected during previous iterations. The scenario is updated with the selected element and both user's actions and element properties are collected to be analyzed.

4. Collect information: The information collected are analyzed. According to this analysis, the design context is updated and the adaptation rules could be fired.

Adapt the solution:

A set of possible adaptations is proposed to the designer, according to the fired rules set. Adaptations could lead to provide some recommendations on the design method, or to propose pedagogical element related to the user's action, better suited for the design context.

D. Editing Tool for Pedagogical Scenario

We develop an editing tool to support the design process. The editor is generated into the EMF-GMF framework [START_REF] Kelly | Domain Specific Languages vs. Generic Modelling Languages[END_REF], from the meta-model of Patterns [START_REF] Clayer | A pattern-based and teachercentered approach for learning design[END_REF]. The adaptation part of the process has not been implemented yet in the editing tool. It will consist in an adapting system based on the design context and able to adapt the domain specific-models and the editing interface according to the DSM features. The interface of the tool allows the designer to visualize the patterns (pedagogical elements) he instantiates as frames divided in four boxes: one for the pattern name, one for the context, one for the statement of the problem and one for the graphical representation of the solution (Figure 4-A). A toolbox (Figure 4-B) provides the design primitives (pedagogical elements: objective, pedagogical strategy, material resource, human resource, activity, learning situation). Finally, information concerning the pattern is also accessible through the tab property (Figure 4-C).

IV. EXPERIMENT WITH PARTAGE

We have conducted an experiment with the professional trainers of a registered association PARTAGE dealing with professional integration, in charge with back-to-work programs. PARTAGE provides trainings essentially based on formative evaluations supported by classical pedagogical resources and methods (teacher-learner based strategy). Supports for trainings are not always well-adapted to the public. The public is composed of adults sometimes not always comfortable with trainings and classical paper-based support.

PARTAGE has expressed to us their needs based on two aspects. Firstly, they would like to produce computerized pedagogical materials in order to facilitate reuse and adaptation. Secondly, they were interested by a tool to support their design sessions in order to produce scenarios better adapted to their heterogeneous public. They would like to capitalize the training practices of the constantly evolving trainers staff and get assistance when designing the training scenarios, and share those practices between them.

We worked with some trainers within an iterative participatory design approach/methodology. Trainers took part in the activities of analysis and development many times.

A. Design of PARTAGE Patterns

During this first session, we have observed the practices of the association during working meetings and trainings. The association has defined a process for their professional integration programs. The main outcome of this process is to provide employment to their members depending on their individual profile and skills.

One of the steps of this process is composed of training, most of the time based on evaluation. During this training evaluation step, the skills of learners are evaluated, according to a category of work, by a trainer with the support of different pedagogical resource/material.

The trainer prepares the evaluation training according to the learner abilities and the available resources. The trainer designs a learning scenario on paper to describe the learning situation and the pedagogical elements associated.

We have collected information on the association practices by the observation and interviews of trainers in a need's analysis report. On the basis of this report, we have designed some patterns (Figure 1).

A set of patterns which describes the learning situations, the pedagogical elements and some scenarios we observed has been proposed to the trainer in charge with the association.

We have proposed other set of patterns to the association leader. She approved this representation of their practices within patterns. She told us that "the design approach based on patterns forced the trainers to have more rigor". Nevertheless, she noticed some difficulties to understand some part of the patterns formalism. Some terms used to define a section of patterns were not familiar to trainer. They recommended us to support the design of pattern with a textual description.

During this first step of the experiment, we have collected a lot of practices and captured them in patterns.

B. Prototyping tool demonstration

We have developed a first version of the editor prototype to support our engineering design framework. To reify the design approach, we planned a working meeting to present the prototype, and resulting patterns and scenarios designed in the first step of the experiment. We asked them to evaluate the resulting scenarios and the tool implementing them, an attention was given to the pedagogical design scheme.

We have demonstrated the design of a scenario with the tool to the trainer. After the demonstration, we asked for its evaluation of the tool. The trainer noticed the lack of user friendliness of this first version prototype. Despite these limits she has appreciated the opportunities of formalization of the pedagogical scenario and the expressiveness of the artifacts resulting from the editing session.

C. Collecting PARTAGE Pedagogical design schemes

We have improved the prototype to take into account observations made by the trainer during the previous session.

In a third session we proposed to the trainer to implement a scenario of a new session of their training programs using the editing tool. This time two trainers were implicated. They aimed to implement the same learning situation but we noticed that they had two different way of formalizing it. We identified different pedagogical design schemes for the same learning situation. They designed a complete scenario of the learning situation with all pedagogical elements with different types of pedagogical design schemes (PDS).

We noted that trainers were able to take the control of the prototyping tool in only thirty minutes despite a lack of user friendliness of the tool.

V. CONCLUSION

Our engineering approach is based on patterns as a way to express teachers' pedagogical needs. Many experiments have proven the relevance of patterns in the learning scenario design activity. Our experiment allowed us to design patterns and collect pedagogical design schemes emerged from a community of trainers. Within this community, the trainers were being able to express a scenario with the editing tool we proposed and scenarios resulting were self-expressive.

We propose an engineering framework process and an editing tool to manage this design activity, able to support different pedagogical design schemes.

We experienced by this methodology of research, the capacity of patterns to represent at the same time pedagogical elements of the scenarios and to capitalize through pedagogical design schemes a practice of conception(design).

In the continuity in this work, we are actually focusing on the necessity of adaptation during the design activity. This adaptation of the pedagogical scenario design activity should take into account the design context and the pedagogical design scheme. We are developing a contextawareness and user-awareness editing tool adaptable to user's pedagogical design schemes and able to let him regulate the tool assistance.

Figure 1 :

 1 Figure 1: Simplified Graphical Form of Process Pattern

Figure 3 :

 3 Figure 3: Engineering design framework

Figure 2 :

 2 Figure 2: Objectives Driven PDS

Figure 4 :

 4 Figure 4: Editing tool