Nowadays, technology-enhanced learning systems must have the ability to deal with the context and to allow dynamic adaptation based on pedagogical theories and knowledge models. The main issue is to design a generic scenario to deal with the broadest range of learning situations. From a generic scenario, the learning system will compute on the fly a scenario adapted to the current learner and its situation. Our main contribution is a semantic and didactic-based model of scenarios to design an adaptive and contextaware learning system. The scenario model is acquired from: i) the know-how and real practices of teachers ii) the theory in didactic anthropology of knowledge of Chevallard [1]; iii) a hierarchical task model.
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