Pierre Tchounikine


I am Professor of Computer Science at Université Grenoble-Alpes (Grenoble, France).

My research is conducted within
MeTAH, a team from the LIG laboratory.   

Contact: Pierre.Tchounikine@imag.fr
Recently published book

book

Pour les francophones, voir également : Précis de recherche en ingénierie des EIAH (2009; 109 pages)


Main Activities
What my research is about
Publications & on-line documents


Lien vers la page  "Initier les élèves à la pensée informatique et à la programmation avec Scratch"







Main activities
What my research is about (with selected publications, see complete list below)
Appropriation
New papers
  • Tchounikine P. (2016). Designing for Appropriation: A Theoretical Account. Human–Computer Interaction, DOI:10.1080/07370024.2016.1203263. Free download.
  • Tchounikine, P. (2016). Contribution to a theory of CSCL scripts: taking into account the appropriation of scripts by learners. International Journal of Computer-Supported Collaborative Learning 11 (3):349-369. DOI:10.1007/s11412-016-9240-8.
    PDFLocal file   LinkPublished version

CSCL scripts: flexibility and organizational issues
I'm interested in the issues related to CSCL scripts (collaborative learning scenarios) and their operationalisation in technological settings. The theoretical perspective underlying my work is that users (students, teachers) do not passively receive structuring devices (scripts; enactment platform; scripts editors): they actively develop their usages of these artifacts. I try to develop an understanding of the elements at stake and how one may take them into consideration when designing technology.
 
I developed a general conceptual analysis of the technological dimensions related to the operationalization of CSCL macro-scripts.
With P. Dillenbourg, we studied the pedagogical interest and necessity of scripts' flexibility. In line with these ideas, I've been working with PhD student Péricles Sobreira on a flexible editor. I also study the links between orchestration and scripting.
  • Tchounikine, P. (2016).Contribution to a theory of CSCL scripts: taking into account the appropriation of scripts by learners. International Journal of Computer-Supported Collaborative Learning 11 (3):349-369. DOI:10.1007/s11412-016-9240-8. PDFLocal file   LinkPublished version
  • Sobreira, P., Tchounikine, P. (2015). Table-Based Representations Can be Used to Offer Easy-to-use, Flexible, and Adaptable Learning Scenario Editors Reference. Computers & Education 80, p. 15-27. PDFLocal file LinkPublished version
  • Prieto, L. P., Tchounikine, P., Asensio-Perez, J. I., Sobreira, P., & Dimitriadis, Y. (2014). Exploring teachers' perceptions on different CSCL script editing tools. Computers & Education, 78, p. 383-396. PDFLocal file  LinkPublished version
  • Tchounikine, P. (2013) Clarifying Design for Orchestration: Orchestration and Orchestrable Technology, Scripting and Conducting. Computers & Education 69, p. 500-503. PDFLocal file  LinkPublished version
  • Sobreira, P., Tchounikine, P. (2012) A model for flexibly editing CSCL scripts. International Journal of Computer-Supported Collaborative Learning 7 (4) p. 567-592. PDFLocal file   LinkPublished version
  • Tchounikine, P. (2008), Operationalizing macro-scripts in CSCL technological settings. International Journal of Computer-Supported Collaborative Learning 3(2), Springer, p. 193–233. PDFLocal file   LinkPublished version
  • Dillenbourg, P., Tchounikine P. (2007), Flexibility in macro-scripts for CSCL. Journal of Computer Assisted Learning 23(1), p. 1-13. PDFLocal file   LinkPublished version
Part of this work focuses on supporting learners self-organization and, in particular, interfaces supporting learners in making their organization explicit and adapting it in context.
  • Moguel, P., Tchounikine, P., Tricot, A. (2011) Interfaces Leading Groups of Learners to Make Their Shared Problem-Solving Organization Explicit. IEEE Transactions on Learning Technologies  5(3), p. 199 - 212 PDFLocal file  LinkPublished version       [see more focused conference-papers in the complete list of publications]
  • Betbeder, M-L., Tchounikine, P. (2003), Symba: a Framework to Support Collective Activities in an Educational Context. In: International Conference on Computers in Education (ICCE 2003), 2-5 décembre 2003, Hong-Kong (Chine), p. 188-196. PDFLocal file
  • Betbeder, M-L., Tchounikine, P. (2003), Symba: a tailorable framework to support collective activites in a learning context. In: CRIWG, 9th International Workshop on Groupware, 28 septembre - 2 octobre 2003, Autrans (France), Lectures Notes in Computer Science, Springer Verlag, p. 90-98. PDFLocal file

Methodological issues in Technology Enhanced Learning (TEL)
I'm interested in the methodological (trans)disciplinary issues related to the design of educational software.
I wrote different texts from which a book:
  • Tchounikine, P. (2011) Computer Science and Educational Software Design - A Resource for Multidisciplinary Work in Technology Enhanced Learning. Springer. DOI 10.1007/978-3-642-20003-8_6. LinkLink  to specific page
See also (in French):
  • Tchounikine, P. (2009). Précis de recherche en ingénierie des EIAH (in French; 2009; 109 pages)   LinkPage spécifique
  • Tchounikine P. (2002), Pour une ingénierie des Environnements Informatiques pour l'Apprentissage Humain. In: Revue I3 Information Interaction Intelligence Vol. 2, n°1, p. 59-95. PDFLocal file
  • Tchounikine, P. (2002), Quelques éléments sur la conception et l'ingénierie des EIAH. In: Actes du GDR I3, p. 233-245, Cepadues Editions. PDFLocal file
  • Tchounikine, P. (2002), Conception des environnements informatiques d’apprentissage : mieux articuler informatique et sciences humaines et sociales. In: Les technologies en éducation : Perspectives de recherche et questions vives, Baron G.L., Bruillard E. (ed.), p. 203-210, Edité par Paris : INRP - MSH - IUFM de Basse Normandie. PDFLocal file
  • Tchounikine, P., Baker, M., Balacheff, N., Baron, M., Derycke, A., Guin, D., Nicaud, J.-F., Rabardel, P. (2004). Platon-1 : quelques dimensions pour l'analyse des travaux de recherche en conception d'EIAH, Rapport d'Action Spécifique du CNRS.  PDFLocal file
And:
  • Tchounikine, P., Rummel, N. & McLaren, B.M. (2010) Computer Supported Collaborative Learning and Intelligent Tutoring Systems. In: Nkambou, R., Mizoguchi, R. & Bourdeau, J. (Eds.): Advances in Intelligent Tutoring Systems, SCI 308, Berlin: Springer-Verlag, 447–463.
  • Tchounikine, P., Mørch, A.I., Bannon, L. (2009), A computer science perspective on TEL research. In : N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, S. Barnes (Eds) Technology-Enhanced Learning – Principles and Products, p271-284, Edité par Springer.

Text-based communication (structuration by threads, structuration by speech-acts)
(presently not very active)

The objective of these works was to explore how technologies may help structuring communication in learning situations.
T
wo directions were explored:

1. Coherence issues in threaded conversations (Forums) taking place in virtual learning communities
We identified two situations which discourage the emergence of learning conversations taking place in threaded based tools: “interactional incoherence” and “sequential incoherence”. For each of these identified drawbacks, we conceive mechanisms which intend to surmount these incoherencies: first, the localization of topics in a message, based on the “what you answer is what you link” criteria; second, a visualization that allows merging in a single view the time order and the thread order of the messages. We also studied mining data produced by students with Social Network Analysis techniques to highlight structural properties of learning conversations based on a relational perspective (analysis of chains of references).
  • Reyes, P., Tchounikine, P. (2005), Mining learning groups' activities in Forum-type tools. In: International Conference on Computer Supported Collaborative Learning CSCL’2005 (CD-Rom), Taiwan.  PDFLocal file    LinkPublished version
  • Reyes, P., Tchounikine, P. (2004), Redefining the turn-taking notion in mediated communication of virtual learning communities. In: ITS'2004 (Intelligent Tutoring Systems) (Brasil), p. 295-304, Springer Verlag, Lectures Notes in Computer Science.
  • Reyes, P., Tchounikine, P. (2003), Supporting emergence of threaded learning conversations through augmenting interactional and sequential coherence. In: International Conference on Computer Supported Collaborative Learning CSCL’2003, Norvège, p. 83-92. Best PhD student paper Award. PDFLocal file

2. Structuration of textual communication through Chats or Forums
With colleagues, we designed a framework based on the speech-acts theory to structure communication as a means to (1) support students involved in collective activities and (2) support the tutor in the perception of these activities. 
  • DeLium, C. (collective name) (2003), OSCAR: a framework for structuring mediated communication by speech acts. In: IEEE International Conference on Advanced Learning Technologies (ICALT'2003), Athenes (Greece), p 229-233. PDFLocal file   LinkPublished version 


Recommender systems
(presently not very active)
We explored how to plug on top of an existing system (“epiphyte approach”) a recommender system.

We applied the approach to enhance the adaptivity of an existing Website by plugging on top of it a recommender system that displays additional tips and functionalities in a separate window. The recommender system analyzes the way the user browses through the Website according to predefined prototypical ways of using the Website (“models of use”) and then proposes information or features that appear useful according to this model.

We also applied the approach to help learners appropriate a Web-based learning curriculum and become active participants in their learning. The approach is based on a detailed modeling of the curriculum and intends to equip the learners with different computer-based tools facilitating a multiple point of view perception of the curriculum, while promoting self evaluation and self regulation of the learners’ curriculum performance. The proposed architecture is generic and can be used in the context of an already existing Web-based learning system.

We also studied general methodological issues.
 
  • Richard, B., Tchounikine, P. (2004). Enhancing the Adaptivity of an Existing Website with an Epiphyte Recommender System, In: The New Review of Hypermedia and Multimedia, Vol. 10(1), p. 31-52.   PDFLocal file  LinkPublished version
  • Rasseneur-Coffinet, D., Smyrniou, G., Tchounikine P. (2007). Supporting Learners’ Appropriation of a Web-Based Learning Curriculum, International Journal of Distance Education Technologies, 5 (4), p. 46-79. LinkPublished version (IGI Link)
  • Rasseneur, D., Jacoboni, P., Tchounikine, P. (2004). Using and Enhancing a Normalized IMS-LD Description to Support Learners in their Appropriation of a Distance-Learning Curriculum, In: IEEE International Conference on Advanced Learning Technologies (ICALT'2004), Joensuu (Finland), p. 575-579.  PDFLocal file    LinkPublished version
  • Paquette, G., Tchounikine, P. (2002). Contribution à l’ingénierie des systèmes conseillers : une approche méthodologique fondée sur l’analyse du modèle de la tâche, In: Revue Sciences et Techniques Educatives 9(3-4), p. 409-435.  PDFLocal file

Knowledge engineering, Task-method modeling
(old stuff)

The general objective of these works was to develop a flexible approach to the elaboration and operationalization of the conceptual model of a knowledge based system by data-abstraction.

We first developed a general approach (Mapcar).

We then focused on the Task–Method paradigm and providing operational but flexible high-level constructions. The developed framework proposes an operational kernel, i.e. operational but flexible high-level constructions: modelling primitives, such as task or method, and manipulation mechanisms, such as select a method. These constructions can be customized in order to better capture the paper-based model to be operationalized. This permits the construction of an implemented system that is an explicit reification of the paper-based model, and, therefore, enables to analyze the model by means of the analysis of the system. The approach facilitates the conciliation of the initial modelling phase, the model refinement phase and the operationalization phase that are achieved when constructing a KBS.

We showed that the Task/Method paradigm is adapted for modeling the problem-solving method that the teacher wants to communicate to the student as well as the pedagogical strategies that have to be put into practice for managing the interaction with the student.

  • Tchounikine, P. (1997). Mapcar: a framework to support the elaboration of the conceptual model of a Knowledge Based System. In: International Journal of Intelligent Systems 12(6) p. 441-468.
    PDFLocal file
    LinkPublished version 
  • Trichet, F., Tchounikine, P. (1999), DSTM: a Framework to Operationalize and Refine a Problem-Solving Method modeled in terms of Tasks and Methods, In: International Journal of Expert Systems With Applications (ESWA), Vol. 16, p. 105-120.PDFLocal file  LinkPublished version
  • Choquet, C., Danna, F., Tchounikine, P., Trichet, F. (1998), Modelling Knowledge-Based Components of a Learning Environment within the Task/Method Paradigm. In: Lecture Notes in Computer Science (Intelligent Tutoring Systems), ITS'98, 1998, San Antonio (USA), p. 56-65. PDFLocal file  LinkPublished version
  • Reynaud, C., Aussenac-Gilles, N., Tchounikine, P., Trichet, F. (1997). The Notion of Role in Conceptual Modeling, In: EKAW'97, Springer Verlag, Lectures Notes in Artificial Intelligence, Lectures Notes in Artificial Intelligence n°1319, p. 221-236.    PDFLocal file   LinkPublished version



Publications (complete list)
The downloadable pdf files contain pre-print versions.

Books


  • Tchounikine, P. (2011) Computer Science and Educational Software Design - A Resource for Multidisciplinary Work in Technology Enhanced Learning. Springer. DOI 10.1007/978-3-642-20003-8_6

LinkLink  to specific page
International journals

  • Tchounikine, P. (2016): Designing for Appropriation: A Theoretical Account. Human–Computer Interaction, DOI:10.1080/07370024.2016.1203263.

LinkFree download
  • Tchounikine, P. (2016). Contribution to a theory of CSCL scripts: taking into account the appropriation of scripts by learners. International Journal of Computer-Supported Collaborative Learning (to appear). Doi:10.1007/s11412-016-9240-8.

PDFLocal file
LinkPublished version
  • Sobreira, P., Tchounikine, P. (2015). Table-Based Representations Can be Used to Offer Easy-to-use, Flexible, and Adaptable Learning Scenario Editors Reference. Computers & Education 80, p. 15-27.

PDFLocal file
Link
Published version
  • Prieto, L. P., Tchounikine, P., Asensio-Perez, J. I., Sobreira, P., & Dimitriadis, Y. (2014). Exploring teachers' perceptions on different CSCL script editing tools. Computers & Education, 78, p. 383-396.

PDFLocal file
LinkPublished version
  • Tchounikine, P. (2013) Clarifying Design for Orchestration: Orchestration and Orchestrable Technology, Scripting and Conducting. Computers & Education 69.

PDFLocal file
LinkPublished version
  • Sobreira, P. & Tchounikine, P. (2012) A model for flexibly editing CSCL scripts. In: International Journal of Computer-Supported Collaborative Learning 7 (4).

PDFLocal file
LinkPublished version
  • Moguel, P., Tchounikine, P., Tricot, A. (2011) Interfaces Leading Groups of Learners to Make Their Shared Problem-Solving Organization Explicit. IEEE Transactions on Learning Technologies  5(3), p. 199 - 212.

PDFLocal file
LinkPublished version
  • Tchounikine, P. (2008), Operationalizing macro-scripts in CSCL technological settings. In: International Journal of Computer-Supported Collaborative Learning 3(2), p. 193–233.

PDFLocal file
LinkPublished version
  • Dillenbourg, P., Tchounikine, P. (2007), Flexibility in macro-scripts for CSCL. In: Journal of Computer Assisted Learning 23(1), p. 1-13.

PDFLocal file
LinkPublished version
  • Rasseneur-Coffinet, D., Smyrniou, G., Tchounikine, P. (2007), Supporting Learners’ Appropriation of a Web-Based Learning Curriculum, In: International Journal of Distance Education Technologies 5(4), p. 46-79.

LinkPublished version
  • Betbeder, M.L., Cottier, P., Schmidt, C., Tchounikine, P. (2006), Dialogue in Context, Towards a Referential Approach in Collective Learning. In: AI & Society: The Journal of Human-Centred Systems and Machine Intelligence 20(3), p. 314-330. 


  • Richard, B., Tchounikine, P. (2004), Enhancing the Adaptivity of an Existing Website with an Epiphyte Recommender System. In: The New Review of Hypermedia and Multimedia 10 (1), p. 31-52.

PDFLocal file
LinkPublished version

  • Taurisson, N., Tchounikine, P. (2004), Supporting a Learner Community with Software Agents. In: International Forum of Educational Technology & Society (IEEE Learning Technology Task Force), Vol. 7 n°2, p. 82-91.

PDFLocal file
LinkPublished version
  • Trichet, F., Tchounikine, P. (1999), DSTM: a Framework to Operationalize and Refine a Problem-Solving Method modeled in terms of Tasks and Methods. In: International Journal of Expert Systems With Applications 16, p. 105-120.

PDFLocal file
LinkPublished version
  • Tchounikine, P., Choquet, C., Istenes, Z. (1998), Elaborating the Problem-Solving Model of a Fault Diagnosis Expert System by Knowledge Level Prototyping. In: Expert Systems with Applications 14 (3), p. 303-312.


  • Tchounikine, P. (1997), Mapcar: a framework to support the elaboration of the conceptual model of a Knowledge Based System. In: International Journal of Intelligent Systems 12(6), p. 441-468.

PDFLocal file
LinkPublished version
  • Tchounikine, P. (1997), Modelling problem-solving for an educational system. In: Intelligent Tutoring Media 7(3-4), p. 83-96.


International conferences

  • Wang P., Tchounikine P., Quignard M. (2015), A Model to Support Monitoring for Orchestration in a Classroom Tablet-Based Activity. European Conference on Technology Enhanced Learning, LNCS 9307, Springer Verlag, pp. 491–496.


  • Wang P., Tchounikine P., Quignard M. (2015), Orchestration Challenges Raised by Transposing a Paper-­Based Individual Activity into a Tablet-Based CSCL Activity: An Example. 11th International Conference on Computer Supported Collaborative Learning,  pp.523-528.


  • Sobreira P., Tchounikine P. (2013), CSCL scripts: interoperating table and graph representations. In: International Conference on Computer Supported Collaborative Learning (Madison - USA), vol. 2, pp. 165-168.


  • Moguel P., Tchounikine P., Tricot A. (2010), Supporting Learners' Self-organization: An Exploratory Study. In: International Conference on Intelligent Tutoring Systems (ITS'2010, Pittsburg - USA), LNCS 6095, Springer, p. 123-133.

   
  • Moguel P., Tchounikine P., Tricot A. (2009), A Model-Based Analysis of the Organization of Students Involved in a Computer-Based Pedagogical Challenge. In: International Conference on Computer Supported Collaborative Learning CSCL’2009 (CD Rom).


  • Moguel P., Tchounikine P., Tricot P. (2008), Supporting Learners' Organization in Collective Challenges, In: P. Dillenbourg and M. Specht (Eds.):Times of Convergence. Technologies Across Learning Contexts (EC-TEL 2008), LNCS 5192, Springer Berlin / Heidelberg, p. 290–303.


  • Moguel P., Tchounikine P., Tricot P. (2008), Analyzing Learners' Self-Organization in terms of Co-Construction, Co-Operation and Co-Ordination, In: LNCS n°5091(ITS'2008) , Springer Berlin / Heidelberg, p. 743-745.


  • Tchounikine P. (2007). Directions to acknowledge learners' self organization in CSCL macro-scripts. In: Groupware: Design, Implementation and Use, LNCS n°4715, Haake J.M., Ochoa S.F., Cechich A. (eds), Springer Berlin / Heidelberg, p. 247-254.

PDFLocal file
LinkPublished version
  • Reyes P., Tchounikine P. (2006), Structural Awareness for Collaborative Learning Environments. In: IFIP World Computer Congress, 20-25 August, Santiago (Chili), p. 175-184, Édité par Springer, IFIP International Federation for Information Processing.


  • Taurisson N., Tchounikine P. (2006), Cowos: A Model of Collective Work Situations to Support Modelling and Simulation Based Approaches of Work Organisation Learning. In: IEEE International Conference on Advanced Learning Technologies (ICALT'2006), p. 383-387, Kerkrade, The Netherlands.


  • Reyes P., Tchounikine P. (2005), Mining learning groups' activities in Forum-type tools. In: International Conference on Computer Supported Collaborative Learning CSCL’2005 (CD-Rom), Taiwan.

PDFLocal file
LinkPublished version
  • Djilali Benmahamed, Jean-Louis Ermine, Pierre Tchounikine (2005), From Mask Knowledge Management methodology to learning activities described with IMS-LD. In: PKM international conference, Workshop on Learner-Oriented Knowledge Management & KM-Oriented E-Learning (LOKMOL 2005), Kaiserslauten (Allemagne), p. 165-175, Édité par Springer Verlag, Lectures Notes in Artificial Intelligence n°3782, ISBN 3-00-016020-5.

PDFLocal file
LinkPublished
  • Richard B., Tchounikine P. (2005), Assisting Analysts in the Construction of Model Based Tracking Recommender Systems. In: Proceedings of the International Conference IEEE/WIC/ACM Web Intelligence, p. 688-691, 19-22 septembre 2005, Compiègne (France).


  • Reyes P., Tchounikine P. (2004), Redefining the turn-taking notion in mediated communication of virtual learning communities. In: ITS'2004 (Intelligent Tutoring Systems) (Brésil), p. 295-304, Édité par Springer Verlag, Lectures Notes in Computer Science.


  • Rasseneur D., Jacoboni P., Tchounikine P. (2004), Using and Enhancing a Normalized IMS-LD Description to Support Learners in their Appropriation of a Distance-Learning Curriculum. In: IEEE International Conference on Advanced Learning Technologies (ICALT'2004), Joensuu (Finlande), p. 575-579.

PDFLocal file
LinkPublished version
  • Betbeder M-L., Tchounikine P. (2003), Symba: a Framework to Support Collective Activities in an Educational Context. In: International Conference on Computers in Education (ICCE 2003), 2-5 décembre 2003, Hong-Kong (Chine), p. 188-196.

PDFLocal file
  • Betbeder M-L., Tchounikine P. (2003), Structuring collective activities with tasks and plans. In: IEEE International Conference on Advanced Learning Technologies (ICALT'2003), 9-11 juillet 2003, Athènes (Grèce), p. 432-433.


  • Betbeder M-L., Tchounikine P. (2003), Symba: a tailorable framework to support collective activites in a learning context. In: CRIWG, 9th International Workshop on Groupware, 28 septembre - 2 octobre 2003, Autrans (France), Lectures Notes in Computer Science, Springer Verlag, p. 90-98.


  • Betbeder M-L., Taurisson N., Tchounikine P. (2003), An approach of tailorability within a collective activity support framework. In: AIED 2003, 20-24 juillet 2003, Sydney (Australie), p. 383-385.


  • Rasseneur D., Jacoboni P., Tchounikine P. (2003), An Epiphyte System to Facilitate Students’ Perception of a Web-based Distance Learning Curriculum. In: International Conference on Information Technology Based Higher Education and Training (ITHET'2003), 7-9 Juillet 2003, Marrakech (Maroc), p. 402-407.


  • Rasseneur D., Jacoboni P., Tchounikine P. (2003), An Approach to Distance Learning Curriculum Appropriation. In: IEEE International Conference on Advanced Learning Technologies (ICALT'2003), 9-11 juillet 2003, Athènes (Grèce), p. 234-238.


  • Rasseneur D., Jacoboni P., Tchounikine P. (2003), Enhancing a Web-based distance-learning curriculum with dedicated tools. In: International Conference IEEE/WIC Web Intelligence, 13-17 octobre 2003, Halifax (Canada), Lectures Notes in Computer Science, Springer Verlag, p. 285-291.


  • Richard B., Tchounikine P., Jacoboni P. (2003), An architecture to support navigation and propose tips within a dedicated. In: International Conference IEEE/WIC Web Intelligence, 13-17 Octobre 2003, Halifax (Canada), Lectures Notes in Computer Science, Springer Verlag, p. 278-284.


  • Taurisson N., Tchounikine P. (2003), Mixing Human and Software Agents: a Case Study. In: IEEE International Conference on Advanced Learning Technologies, 9-11 juillet, Athènes (Grèce), p. 239-243. Best Full Paper Award.


  • Taurisson N., Tchounikine P. (2003), Introducing Software Agents to Support a Web-based Collective Activity. In: International Conference IEEE/WIC Intelligent Agent Technology, October 13-17 2003, Halifax (Canada), Lectures Notes in Computer Science, Springer Verlag, p. 570-575.


  • Reyes P., Tchounikine P. (2003), Supporting emergence of threaded learning conversations through augmenting interactional and sequential coherence. In: International Conference on Computer Supported Collaborative Learning CSCL’2003, Norvège, p. 83-92. Article primé : Best PhD student paper Award.

PDFLocal file
  • DeLium C. (nom collectif) (2003), OSCAR: a framework for structuring mediated communication by speech acts. In: IEEE International Conference on Advanced Learning Technologies (ICALT'2003), Athènes (Grèce), p 229-233.

PDFLocal file
LinkPublished version
  • Tchounikine P., Luzzati D. (2000), What can we Learn from the Systems we Build ? From Providing Support to Students to Providing Support to Teachers. In: International Conference on Computers in Education (ICCE'2000), 2000, Taipei (Taiwan), p. 74-80.


  • Paquette G., Tchounikine P. (1999), Towards a Knowledge Engineering Method for the Construction of Advisor Systems. In: Frontiers in Artificial Intelligence and Applications (Artificial Intelligence in Education), S. Lajoie, M. Vivet (ed.), AI-Ed'99, 1999, Le Mans (France), p. 753-755, Edité par IOS Press, ISBN 0922-6389.


  • Trichet F., Tchounikine P. (1998), Verification and Validation Tools to Support Modeling Problem-Solving within the Task/Method Paradigm. In: Software Engineering and Knowledge Engineering (SEKE'98), 1998, San Francisco (USA), p. 343-346.


  • Choquet C., Danna F., Tchounikine P., Trichet F. (1998), Modelling Knowledge-Based Components of a Learning Environment within the Task/Method Paradigm. In: Lecture Notes in Computer Science (Intelligent Tutoring Systems), ITS'98, 1998, San Antonio (USA), p. 56-65, Edité par Springer-Verlag.

PDFLocal file
LinkPublished version
  • Trichet F., Tchounikine P. (1997), Reusing a Flexible Task-Method Framework to Prototype a Knowledge Based System. In: Software Engineering and Knowledge Engineering (SEKE'97), 1997, Madrid (Espagne), p. 192-199.


  • Choquet C., Tchounikine P., Trichet F. (1997), Reflective Tools to Analyse Student's Actions and Support Knowledge Acquisition. In: Frontiers in Artificial Intelligence and Applications (Artificial Intelligence in Education), AI-Ed'97, 1997, p. 662-664, Edité par IOS Press.


  • Choquet C., Tchounikine P., Trichet F. (1997), Training Strategies and Knowledge Acquisition: using the same reflective tools for different purposes. In: Lectures Notes in Artificial Intelligence, EPIA'97, 1997, p. 119-129, Edité par Springer Verlag.


  • Reynaud C., Aussenac-Gilles N., Tchounikine F., Trichet F. (1997), The Notion of Role in Conceptual Modeling. In: Lectures Notes in Artificial Intelligence, EKAW'97, 1997, p. 221-236, Edité par Springer Verlag.


  • Trichet F., Tchounikine P. (1997), Structured explanations as a support to model problem-solving in a Task-Method paradigm. In: Frontiers in Artificial Intelligence and Applications, SCAI'97, 1997, p. 131-143, Edité par IOS Press.


  • Istenes Z., Tchounikine P. (1996), Dynamic Selection of Tasks and Methods as a Knowledge Level Reflective activity. In: Frontiers in Artificial Intelligence and Applications, Aimsa'96, 1996, p. 168-177, Edité par IOS Press.


  • Istenes Z., Tchounikine P. (1996), Zola: a language to Operationalise Conceptual Models of Reasoning. In: Journal of Computing and Information 2(1) ; numéro spécial, actes de la conférence internationale ICCI'96, 1996, p. 689-706.


  • Istenes Z., Trichet F., Tchounikine P. (1996), Using Zola to model dynamic selection of tasks and methods as a knowledge level reflective activity, 9th European Knowledge Acquisition Workshop (EKAW'96), p.42-53.


  • Tchounikine P., Choquet C. (1995), Fault diagnosis expert system for robots: a knowledge level prototyping experience. In: Software Engineering and Knowledge Engineering (SEKE'95), 1995, Washington (USA), p. 268-274.


  • Tchounikine P., Istenes Z., Rideau S., Trichet F. (1994), Mapcar: a production rule reflexive language for expert knowledge representation, ECAI'94, Workshop on Formal specification methods for knowlegde based systems.


  • Tchounikine P., Istenes Z., Rideau S., Trichet F. (1994), Prototyping at the knowledge level with the Mapcar reflexive language, 8th European Knowledge Acquisition Workshop (EKAW'94).


  • Tchounikine P. (1992), Criteria, problems and approaches for solving a problem in an educational system using an expert system. In: East-West conference on emerging computer technologies in education, 1992, Moscou (URSS), p. 301-306.


  • Tchounikine P. (1990), Manipulating reasoning processes for educational software in technical domains. In: CATS'90, 1990, Barcelone (Espagne), p. 154-160.


  • Tchounikine P., (1990), Representing and activating knowledge in educational software for a human instructor-like reasoning-process justification. In: Advanced Research on Computers in Education (ARCE), 1990, Tokyo (Japon), p. 129-134.


  • Tchounikine P. (1990), Representing the expert's strategies by defining explicit and specific inference mechanisms. In: Expert Systems Applications (EXPERSYS'90), 1990, Grenoble (France), p. 21-26.


Editions

  • Eberle, J., Lund, K., Tchounikine, P., & Fischer, F. (Eds.). (2015). Grand Challenge Problems in Technology-enhanced Learning II: MOOCs and Beyond: Perspectives for Research, Practice, and Policy Making Developed at the Alpine Rendez-Vous in Villard-de-Lans. Springer.


  • Charlet J., Teulier R., Tchounikine P. (2005), Ingénierie des connaissances, Édité par L'Harmatan (505 pages), ISBN 2-7475-8240-X.

 
  • Tchounikine P., Joab M., Trouche L. (2005), Actes de la conférence EIAH'2005, Édité par INRP (478 pages), ISBN 2-7342-0999-3.


  • Tchounikine P. (2000), Actes des journées Francophones d'Ingénierie des Connaissances (344 pages).


  • Baron M., Tchounikine P. (1996), Explications et EIAO, Actes de la journée du 26 janvier 1996 (PRC-GDR IA), Paris 6, Laforia 96/33.


Book chapters

  • Tchounikine P., Tricot A. (2011) Environnements informatiques et apprentissages humains. In C. Garbay & D. Kayser (eds), « Informatique et Sciences Cognitives : influences ou confluences ? », collection « cogniprisme », Ophrys/MSH, 153-186.

 
  • Tchounikine P., Rummel N. & McLaren B.M. (2010) Computer Supported Collaborative Learning and Intelligent Tutoring Systems. In: Nkambou, R., Mizoguchi, R. & Bourdeau, J. (Eds.): Advances in Intelligent Tutoring Systems, SCI 308, Berlin: Springer-Verlag, 447–463.


  • Tchounikine P., Mørch A.I., Bannon L. (2009), A computer science perspective on TEL research. In : N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, S. Barnes (Eds) Technology-Enhanced Learning – Principles and Products, p271-284, Edité par Springer.


  • Cottier P., Choquet C., Tchounikine P. (2008). Repenser l’ingénierie des EIAH pour des enseignants concepteurs. In: J. Dinet (ed.) « Usages, usagers et compétences informationnelles au XXIème siècle », p159-193, édité par Hermès-Lavoisier.


  • Tchounikine P. (2006), Introduction à l'ingénierie des EIAH. In: Environnements informatiques pour l’apprentissage humain, Grandbastien M., Labat J.M. (ed.), Traité IC2 Information Commande Communication, p. 141-160, Édité par Hermes, ISBN 2-7462-1171-8.


  • Charlet J., Teulier R., Tchounikine P. (2005), L’ingénierie des connaissances : nouvelles perspectives. In: Ingénierie des connaissances, nouvelles perspectives, Charlet J., Teulier R., Tchounikine P. (eds.), Ingénierie des connaissances, Édité par L'Harmatan.


  • Betbeder M-L., Tchounikine P. (2005), Conception d’activités collectives dans un contexte d’apprentissage. In: Ingénierie des connaissances, nouvelles perspectives, Charlet J., Teulier R., Tchounikine P. (eds.), Ingénierie des connaissances, Édité par L'Harmatan.


  • Tchounikine P. (2002), Quelques éléments sur la conception et l'ingénierie des EIAH. In: Actes du GDR I3, p. 233-245, Cepadues Editions.

PDFLocal file
  • Tchounikine P. (2002), Conception des environnements informatiques d’apprentissage : mieux articuler informatique et sciences humaines et sociales. In: Les technologies en éducation : Perspectives de recherche et questions vives, Baron G.L., Bruillard E. (ed.), p. 203-210, Edité par Paris : INRP - MSH - IUFM de Basse Normandie.


  • Tchounikine P., Istenes Z., Trichet F. (2000), Zola : un langage permettant une approche flexible de l'opérationalisation du modèle conceptuel d'un Système à Base de Connaissances. In: Ingénierie des Connaissances : évolutions récentes et nouveaux défis, Jean Charlet, Manuel Zacklad, Gilles Kassel, Didier Bourrigault (ed.), p. 129-144, Edité par Eyrolles, ISBN 2-212-09110-9.


National journals

  • Tchounikine P. (2002), Pour une ingénierie des Environnements Informatiques pour l'Apprentissage Humain. In: Revue I3 Information Interaction Intelligence Vol. 2, n°1, p. 59-95.

PDFLocal file
  • Bataille E., Oussalah M., Tchounikine P. (2002), Vers le concept de document sémantique. In: Document Numérique, Vol. 6, n°1-2, p. 99-114, Edité par Hermès.


  • Paquette G., Tchounikine P. (2002), Contribution à l’ingénierie des systèmes conseillers : une approche méthodologique fondée sur l’analyse du modèle de la tâche. In: Revue Sciences et Techniques Educatives, Vol. 9, Edité par Hermès.

PDFLocal file
  • Teutsch Ph., Cruaud N., Tchounikine P. (2002), MANO, un environnement d'apprentissage du français écrit pour les enfants sourds. In: ALSIC Apprentissage des Langues et Systèmes d'Information et de Communication, Vol. 5, n°2.


  • Tchounikine P. (1994), Elaboration d'un modèle de raisonnement par prototypage à un niveau connaissance. In: Sciences et Techniques Educatives, Vol. 4, n°1, p. 483-501, Edité par Hermès.


National conferences

  • Taurisson N., Tchounikine P. (2005), Une approche de l'apprentissage de l'organisation du travail collectif par la simulation. In: Environnements Informatiques pour l'Apprentissage Humain 2005, p. 153-164, 25-29 mai 2005, Montpellier (France).

 
  • Taurisson N., Tchounikine P. (2005), COWOS : un modèle des situations de travail coopératif pour l’apprentissage de l’organisation. In: Actes des 16e journées francophones d’Ingénierie des connaissances, 12 pages, 30 mai - 3 juin 2005, Nice (France).


  • Betbeder M-L., Tchounikine P. (2004), Modélisation et perception de l’activité dans l’environnement Symba. In: Actes de la conférence RFIA’2004, Janvier 2004, Toulouse (France), p. 1217-1225.


  • Richard B., Tchounikine P. (2004), Une approche centrée modèle pour la construction d’un système conseiller pour un site Web. In: Actes de IC 2004, 5-6-7 mai 2004, Lyon (France), p. 151-162.


  • Rasseneur D., Jacoboni P., Tchounikine P. (2003), Saafir, un outil de perception d’une FOAD. Actes de la conférence EIAH’2003 (Strasbourg), p. 559-562.


  • DeLium C. (nom collectif) (2003), OSCAR, un environnement de communication médiatisée structurée par les actes de langage. Actes de la conférence EIAH’2003 (Strasbourg), p. 127-138.


  • Bataille E., Oussalah M., Tchounikine P. (2002), Relations sémantiques pour l'ingénierie documentaire. In: Inforsid, Nantes (France), ISBN 2-906855-18-9.


  • Betbeder M-L., Tchounikine P. (2002), Une expérience d'activité collective médiatisée via le Web dans une FOAD. In: 3ème Colloque International sur les Technologies de l'Information et de la Communication dans les Enseignements d'Ingénieurs et dans l'Industrie, TICE'2002, 13-15 nov. 2002, Lyon (France), p. 263-271.


  • Betbeder M-L., Tchounikine P. (2001), Analyse d'une activité médiatisée collective visant à favoriser la création d'une communauté d'apprenants. In: Ingénierie des Connaissances, Jean Charlet (ed.), Actes de IC 2001, 25-27 Juin 2001, Grenoble (France), p. 389-408, Edité par PUG, ISBN 2 7061 1026 0.


  • Paquette G., Tchounikine P. (1999), Une approche méthodologique pour la construction de systèmes conseillers. In: Journées Ingénierie des Connaissances (IC'99), 1999, Ecole Polytechnique, Palaiseau (France), p. 1-12.


  • Choquet C., Tchounikine P., Trichet F. (1997), La modélisation de la méthode de résolution de problème dans le système Emma. In: Environnements Interactifs d'Apprentissage avec Ordinateur, EIAO'97, 1997, Cachan (France), p. 263-275, Edité par Hermes.


  • Aussenac-Gilles N., Reynaud C., Tchounikine P., Trichet F. (1997), Associer un type de raisonnement à un domaine : une question de rôle ? In: Journées Ingénierie des Connaissances (JICAA), 1997, Roscoff (France), p. 345-361.


  • Trichet F., Tchounikine P. (1997), DSTM : une approche de l'opérationalisation fondée sur la réutilisation d'un noyau opérationnel. In: Journées Ingénierie des Connaissances (JICAA), 1997, Roscoff (France), p. 317-330.


  • Trichet F., Tchounikine P. (1996), Des explications pour le concepteur d'un Système à Base de Connaissances. In: Journées Explication'96, 1996, Sophia-Antipolis (France), p. 214-229.


  • Choquet C., Tchounikine P., Trichet F. (1995), Exploitations pédagogiques d'un modèle de raisonnement : une expérience en milieu industriel. In: Environnements Interactifs d'Apprentissage avec Ordinateurs - Tome 2, EIAO'95, 1995, Cachan (France), p. 101-112, Edité par Eyrolles.


  • Tchounikine P. (1993), Représentation d'un raisonnement pédagogique et spécificité des mécanismes d'inférence et de contrôle. In: Environnements Interactifs d'Apprentissage avec Ordinateurs - Tome 1, EIAO'93, 1993, Cachan (France), p. 253-264, Edité par Eyrolles.


  • Tchounikine P. (1993), Acquisition des mécanismes de raisonnement du module expert d'un Tuteur Intelligent. In: ACTI'93, 1993, Clermont-Ferrand (France), p. 197-209.





Other on-line documents
Document méthodologique sur l'ingénierie des EIAH (repris et complété depuis).
Ce document synthétise les résultats de l'atelier de réflexion prospective sur les EIAH (Environnements Informatiques pour l’Apprentissage Humain) qui s’est tenu dans le cadre du programme ANR PIRSTEC (Prospective Interdisciplinaire en Réseau pour les Sciences et TEchnologies Cognitives ; Thème « Apprentissage et Cognition » - Atelier pilote n°1).
Ce document synthétise les résultats de l'Action Spécifique "Fondements théoriques et méthodologies de la conception des EIAH" du département STIC du CNRS (travail repris et complété depuis).


Oct. 2014