Nour Mawas

Nour Mawas
Institut Mines-Télécom | telecom-sudparis.eu · Département Informatique (Bretagne)

PhD degree in Computer Science

About

55
Publications
4,572
Reads
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137
Citations
Introduction
Nour Mawas holds a PhD degree in Computer science (2013), a engineering degree in Telecommunication (2010). She joined LIUM lab, France, between 2013 and 2015, as a post-doctoral researcher. Since September 2015, she has been working at Telecom Bretagne, France, as a research Associate. Her research interests include Technology Enhanced Learning, Instructional Design and Learning Scenarios, Learning Management System, Serious games, Massive Open Online Course, and Knowledge engineering.
Additional affiliations
January 2016 - present
Université de Bretagne Occidentale
Position
  • Lecturer
Description
  • Web sémantique, Ontologies /Modélisation des connaissances, réalité virtuelle et médiations
September 2015 - present
Institut Mines-Télécom
Position
  • Research Associate
Description
  • Projet : MOOCTab
October 2013 - August 2015
Université du Maine
Position
  • PostDoc Position
Description
  • Projet : Graphit
Education
October 2010 - September 2013
Université de Technologie de Troyes
Field of study
  • Computer Science
October 2009 - October 2010
AZM University
Field of study
  • Cisco CCNA 1-2-3-4
October 2005 - September 2010
Université libanaise faculté de génie
Field of study
  • Computer Science and Telecommunications

Publications

Publications (55)
Chapter
Nowadays, Machine Learning (ML) techniques play an increasingly important role in educational settings such as behavioral academic pattern recognition, educational resources suggestion, competences and skills prediction, or clustering students with similar learning characteristics, among others. Knowledge Tracing (KT) allows modelling the learner’s...
Chapter
While setting up a Massive Open Online Course for Lifelong Learners, the choice of the most adequate Learner Model for this most current context is paramount: not all Learner Models are created equal, despite their overall added value to facilitate the learner’s follow-up, course content personalization and trainers/teachers’ practices in various L...
Chapter
Individuals including adults would mostly need to keep their knowledge and skill updated in order to maintain or advance in their job. Computational Thinking (CT) is considered as one of the 21st century skills that adults must learn or develop. There exists some challenges in promoting adults’ CT, including lack of suitable methods that take into...
Chapter
Nowadays medical errors are one of incidents and death causes involving nurses with poor clinical reasoning skills. Teachers in nursing schools need to improve these skills. Existing research works show the role of game-based learning to increase the students’ learning. Furthermore, many game design software exist, they are available and easy-to-us...
Conference Paper
Lifelong Learning encompasses vast learning opportunities and MOOCs are a learning environment that can be up to the challenge ifcurrent modeling challenges are addressed. Studies have shown the importance of modeling the learner for a more personal and tailored learning experience inMOOC. Furthermore, Open Learner Models have proven their added va...
Article
Full-text available
Students education in various fields (such as science, technology, engineering, and mathematics) is constantly looking for ways and techniques on how to motivate students to learn, how to increase their engagement and how to increase the e ciency of knowledge acquisition. Information and communication technologies are developing at a very rapid spe...
Chapter
Most of the time, lifelong learners have different backgrounds, abilities, experiences and prior knowledge. This is especially true in case of MOOCs that can reach a large number of learners but the same content is proposed for learners. According to the low average completion rate for MOOCs, the “one size fits all” policy is not relevant. This pap...
Chapter
Nowadays school curriculum is changing and more and more teachers are incorporating STEM content and themes into their classrooms. Students need to be proficient in STEM fields in order to be ready for the new technology driven society. Game-based learning and the latest visual technologies such as Augmented Reality, Virtual Reality and Virtual Lab...
Conference Paper
Full-text available
The professional development presents many difficulties related to speed of change and the explosion of knowledge that requires people to learn at many intervals throughout their lives. This study proposes a combined Self-Regulated Learning Process, functional and technical architectures in a Lifelong Learning perspective. The Self-Regulated Learni...
Article
Full-text available
The use of Learning Management Systems presents many difficulties for teachers in thinking about and designing their courses. These are related to the operationalization of learning scenarios and the appropriation of corresponding tools. The research presented in this paper aims to help trainers to control the mediated learning situations. For this...
Conference Paper
Full-text available
Nowadays, the lifelong learning is a key issue in our life. Learners have their personal learning data scattered on different platforms and websites without any control on them and without any defined access duration. In this paper, we propose to explore the feasibility of Personal information manager systems in the Open Learner Model context that...
Conference Paper
Teacher’s expertise on using Learning Management Systems (LMS) is tightly coupled to how they design their online courses. The GraphiT project aims to help teachers in specifying of pedagogically sound learning scenarios that can be technically executable for automatically setting-up the related LMS course. We intend to provide teachers with LMS-sp...
Conference Paper
Many universities have adopted Learning Management Systems (LMSs) to offer teachers a range of pedagogical and administrative tools for supporting teaching and learning activities. However, many teachers have difficulty using these LMSs; they have to encompass the LMS technical features and services in order to understand the underlying way of desi...
Article
The pedagogical expressiveness of designed courses using Learning Management Systems (LMS) is highly dependent on the teachers' expertise about how to use the LMS at their disposal. The GraphiT project aims to help teachers in focusing on the specification of pedagogically sound learning scenarios that can be technically executable for automaticall...
Article
The use of existing LMSs presents many difficulties related to the design and operationalization of learning scenarios. Teachers have to encompass the LMS technical features and services in order to understand the underlying way of designing. Generic instructional design editors fail in bridging the gap between how they design a learning scenario a...
Conference Paper
The research presented in this paper aims to support teachers design learning scenarios with a context-sensitive tool exploiting a library of patterns. This research was carried out in partnership with PARTAGE an association that offers professional training for jobseekers in a design-based research approach. The goal is to assist the association’s...
Conference Paper
Full-text available
In recent years, researchers have begun to formalize LMSs instructional languages in order to specify models in conformance with their underlying infrastructure. To our knowledge, there is no proposition that focuses on identifying an explicit process to formalize such languages. The research presented in this paper aims to define the necessary ana...
Article
Full-text available
The design of Serious Games for training in complex areas of expertise presents many difficulties related to trainers’ participation in the design phase, the formalization of scenarios describing highly complex situations, the limited number of scenarios in Serious Games due to their high costs, and the low re-use level of real-life scenarios. This...
Conference Paper
In this paper we present the "Architecture for Representations, Games, Interactions, and Learning among Experts" (ARGILE) suitable for "participatory and knowledge-intensive" serious games. It proposes solutions within the context of targeted learning, concerning scenarios, in which conception of serious games, and their utilization through a bette...
Thesis
Cette thèse identifie et vise à affronter certains verrous scientifiques concernant la conception des scenarios des serious games, leurs utilisations par un meilleur partage entre les concepteurs dans des contextes d’apprentissage ciblés. Les constats motivant ce travail sont (1) la participation indispensable des formateurs dans la phase de concep...
Conference Paper
Numerous studies have explored the process of learning and its effectiveness in training and education. Training in the Emergency Medical Services (EMS) field requires a combination of approaches and techniques to acquire medical skills with unanticipated events and to develop the capability to cooperate and coordinate individual emergency activiti...
Conference Paper
Full-text available
Rules are used by Computer Games to evaluate losses, gains, changing items and actions of the players. In addition, they reinforce realism and playability, especially in training situations where Knowledge is complex and expert (e.g. best practices acquisition in crisis management, decision making in complex socio-technical systems…). To evaluate i...
Conference Paper
We propose the "Architecture for Representations, Games, Interactions, and Learning among Experts" (ARGILE) for participatory and knowledge -intensive serious games. Faced with the problem of training on professional practices in areas of advanced expertise, reference knowledge are neither stabilized nor unanimous, but rather dynamic and continuous...
Conference Paper
Full-text available
We propose the Architecture for Representations, Games, Interactions, and Learning among Experts (ARGILE) for participatory and knowledge - intensive serious games. Faced with the problem of training in the areas of advanced expertise and practices, reference knowledge is neither stabilized nor unanimous, but rather dynamic and continuously evolvin...
Article
Efficient categorization is supposed to smooth knowledge sharing and information searching in communities by providing well-structured tags. Whereas, more and more issue on languages and diverse shared themes is being confronted to create such collaborative categorization. In this paper, an iconic system will be introduced which aims to improve tex...
Conference Paper
Full-text available
To complete the “Pandora21” project, that tackles the issue of creating awareness and action concerning sustainability by using “serious games”, we propose a methodological and technical solution to make the space of the game massively “participative”, at the scale of a city or of a territory. Such a space has to propose rich functions allowing not...
Article
Full-text available
Nous proposons l’architecture ARGILE (Architecture for Representations, Games, Interactions, and Learning among Experts) adaptée au jeu sérieux « participatif et intensif en connaissances ». Elle s’adresse à la formation dans les domaines d’expertise et de pratique complexe, où les connaissances de référence ne sont ni stabilisées ni unanimes, mais...
Conference Paper
Full-text available
Cet article présente une méthodologie de validation d’algorithmes de sélection d’action pour la modélisation décisionnelle de personnages virtuels autonomes. La prise de décision de ces per- sonnages est fonction de leurs caractéristiques internes, de l’environnement et de la tâche à exé- cuter. L’objectif de ce travail est de démontrer la validité...

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Cited By

Projects

Projects (8)
Project
NEWTON (http://www.newtonproject.eu/) is a large European innovation action project that seeks to explore the use of the latest technological innovations to help students learn about science, technology, engineering and mathematics (STEM). The project is funded by the EU Horizon 2020 programme and involves 14 academic and industry project partners from around Europe. The NEWTON project partners have designed different innovative technologies and were deployed and tested in various learning environments. NEWTON technologies include solutions for adaptation and personalisation of content creation, distribution and presentation in order to increase learner quality of experience, improve learning process, and potentially increase learning outcome. Games and gamification are used to stimulate and motivate students. Augmented reality technology is used to allow learners to access computer generated models of scientific content, while interactive avatars guide students with special learning needs in a manner which suits them the best. Virtual and Fabrication Labs allow students to experiment in simulated environments and eventually transform their solutions into real life products. Finally and not the least important, multi-sensorial media (or “mulsemedia”) helps engage three or more human senses in the learning process, including smell and touch. Innovative pedagogies such as 3D interactive educational game, flipped classroom, virtual labs-based teaching and learning, enhanced learning experiences through augmented and virtual reality, gamification, and personalised learning path through educational content are used by NEWTON learners. Fundamentally, in the NEWTON project, these new technologies are deployed under the same umbrella: there is a newly built common platform called NEWTELP (http://newtelp.eu). NEWTELP allows educational content to be stored and delivered to learners using these NEWTON technologies as part of real life pilots NEWTON pilots target primary and secondary schools, university and vocational institutions. There are over thirty NEWTON pilots on various technologies, among which three are large-scale deployments on Computer Programming, Earth Course and GAM Lab. Some of these pilots were adapted to be suitable for students with special educational needs.
Project
NEWTON is a large-scale EU Horizon 2020 project that aims to develop, integrate and disseminate innovative technology-enhanced learning (TEL) methods and tools, and create new or inter-connect existing state-of-the art teaching labs. Moreover, NEWTON aims to build a large pan-European learning platform that links all stakeholders in education, supports fast dissemination of STEM learning content to a wide audience in a ubiquitous manner, enables content reuse, supports generation of new content, increases content exchange in diverse forms, develops and disseminates new teaching scenarios, and encourages new innovative businesses. The NEWTON platform integrates and deploys many novel and emerging mechanisms and TEL methodologies including: inter-connected fabrication labs and virtual labs, multimedia and multi-sensorial media distribution, augmented reality, gamification, game-based learning, and self-directed learning pedagogies (e.g., flipped classroom, online problem-based learning, and e-practice testing). Additionally, the NEWTON platform performs personalization and adaptation of content delivery and presentation to address the individual learner needs including their physical disabilities, to improve the learning process, and to increase the learning outcomes and learner quality of experience.
Archived project
Multidisciplinary project SEDELA, aims to design, develop, experiment and evaluate an improved model of Self Regulated Learning Process, supported by Semantic Open Learner Models, Trusted collaborative services and an experimental infrastructure, in a lifelong learning and trusted perspective.