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https://ceur-ws.org/Vol-1780/invited.pdf
An Experience of use KM in Teaching at UTT
Nada Matta
ICD, University of Technologie of Troyes, Troyes, France
nada.matta@utt.fr
Problem Based learning [1][2][3][6] is used currently as a technique of active learning in which students
determine by themselves their learning environment: information, documents’ search, solutions’
evaluations, etc. In this type of learning, students work in group to solve problems close to real situations.
Tutors guide students to discover principles and theories behind problem solving strategies. We use this
technique in our university in order to teach knowledge engineering approaches. The theory behind this
module is not easy for computer engineering students who usually develop solutions starting from needs.
In knowledge engineering, the difficulty is to extract knowledge by interviewing experts who usually
tells stories about their experience, and formalize stories in semantic networks.
In general, students have to repeat problem solving in order to understand strategies. In order to eliminate
repetition, we use problem solving expertise to guide students in their activity. In fact, sheet guides [5]
have been defined for this aim; In this sheets, besides indications and results expectations, the way of
how the expert solve problems is also presented. This type of sheet shows the objectives behind problem
solving, goals to satisfy in each step and finally help students to evaluate their results (Fig1.)
This type of learning is used in our university since five years. Results are more deeply explored then
classic techniques, used before.
Verif ication product
Statement:
Once the pullover is knitted in 3D, it would be Look at the weak To verif y the product in Verif y the good
necessary to verify if it corresponds well to places f allen f rom f lattering position (smooth
machine goes well with
the wanted requirements. The exercise thus table with or without light) model or by
consists in verifying the pullover which is at wearing test
your disposal
Recommendations: Verif y the weak places: Edges Verif y the dimension in
The requirements are three sorts: Motives height, width, 1/2 scale
Armholes (crossing sleeve / body)
design, dimensions and motive Decreases
Result characteristics
The pullover has to have an important elasticity so that it marries
the shape of the body
The motive must not contain holes bigger than half of the point of
the ring finger
The motive must be very visible, attention on the dark colors
The dimensions must be respected, we can tolerate a few
differences in the body and the sleeves because of the
elasticity of the thread. However, the dimensions of the joints of
sleeves as well as the edges and the collar must be respected
Fig 1. Memory Meeting : Tagging discussions.
Theoretical courses are presented as Moocs, Students have to apply theories in Moocs directly in their
project guided by the corresponding sheet. Project deals with real problems or situation close to real
problems. In this way, problem solving [6] and contextual [4] are applied as same as knowledge sharing
techniques.
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1 Reference
[1] Azer A. (2012). "Introducing a problem-based learning program: 12 tips for success.". Medical
teacher 33 (10): 808–13. PMID 21942480. Retrieved 16 November 2012.
[2] Barrett T., Moore, S., New Approaches to Problem-Based Learning. Revitalising your practice
in higher education, Routledge, 2011.
[3] Barrows, H. & Tamblyn, R. (1980), Problem-based learning: An approach to medical education.
New York: Springer.
[4] Brown, J.S., Collins, A. et Duguid, P. (1989). Situated cognition and the culture of learning.
Educational Researcher, 18 (1), 32-42.
[5] CASTILLO-NAVETTY, O., et MATTA, N. A practical learning system for the French Textile
and Apparel Institute. GESTS International Transactions on Computer Science, 1738-6438,
December 2005, vol.24, n° 1, p. 8-20.
[6] Kwan, A. (2009). Problem-based learning. The Routledge International Handbook of Higher
Education, 91-107.
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