Abstract
This chapter clarifies the concept of engineering as a vector for addressing (and elaborating knowledge related to) complex artifacts design, and how this may be applied to educational software. In the conclusion, the relationships between TEL and CS research are questioned again, in the light of this analysis.
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Notes
- 1.
Simon, H. (1969 and following editions). The Sciences of the Artificial. Cambridge: MIT Press.
- 2.
See for example approaches such as UML (Unified Modeling Language; http://www.uml.org; retrieved November 11, 2010) or MDA (Model Driven Architecture; http://www.omg.org/mda/; retrieved November 11, 2010).
- 3.
See for example Tchounikine, P. (2008). Operationalizing macro-scripts in CSCL technological settings. International Journal of Computer-Supported Collaborative Learning, 3(2), 193–233.
- 4.
Brousseau, G. (1997). Theory of Didactical Situations in Mathematics. Dordrecht: Kluwer.
- 5.
See for example Wang, F. & Hannafin, M.J. (2005). Design-based research and Technology-Enhanced Learning Environments. Educational Technology Research and Development, 53(4), 5–23.
- 6.
By definition, educational software’s objective is that users’ (learners’) activities and knowledge evolve.
- 7.
A provocative way to highlight this dimension is to suggest that some dimensions of CS may be viewed as part of the Human and Social Sciences.
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© 2011 Springer-Verlag Berlin Heidelberg
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Tchounikine, P. (2011). Educational Software Engineering. In: Computer Science and Educational Software Design. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-20003-8_6
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DOI: https://doi.org/10.1007/978-3-642-20003-8_6
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