31 March 2006 1 Learning design: models for computers, for engineers or for teachers? Jean-Philippe PERNIN (*,**) Anne LEJEUNE (**) (*) Institut national de recherche pédagogique, Lyon (National Institute of Educational Research ) - FRANCE ERTé e-Praxis (**) Laboratoire CLIPS-IMAG, Grenoble INRP TENCompetences Workshop “Learning Networks for Lifelong Competence Development” Sofia – 30-31 March 2006
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31 March 20061 Learning design: models for computers, for engineers or for teachers? Jean-Philippe PERNIN (*,**) Anne LEJEUNE (**) (*) Institut national.
31 March 2006J.P.Pernin et A. Lejeune3 Introduction Main challenges for learning design [Koper 2006] –use of ontologies and semantic web principles & tools related to learning design; –use of learning design patterns; –development of learning design authoring and content management systems; –development of learning design players, including the issues how to use the integrated set of learning design tools in a variety of settings.
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31 March 2006 1
Learning design: models for computers, for engineers or for teachers?
Jean-Philippe PERNIN (*,**)Anne LEJEUNE (**)
(*) Institut national de recherche pédagogique, Lyon (National Institute of Educational Research ) - FRANCEERTé e-Praxis
(**) Laboratoire CLIPS-IMAG, Grenoble
INRP
TENCompetences Workshop“Learning Networks for Lifelong Competence Development”Sofia – 30-31 March 2006
31 March 2006 J.P.Pernin et A. Lejeune 2
• Introduction– Focus on authoring approach
• Learning scenario's definition and lifecycle• Collecting practitioners needs
– Methodology– First results and analysis (in progress)
• Meta-models, languages and tools – Propositions
31 March 2006 J.P.Pernin et A. Lejeune 3
Introduction
• Main challenges for learning design [Koper 2006]– use of ontologies and semantic web principles &
tools related to learning design; – use of learning design patterns; – development of learning design authoring and
content management systems;– development of learning design players,
including the issues how to use the integrated set of learning design tools in a variety of settings.
31 March 2006 J.P.Pernin et A. Lejeune 4
Previous works on authoring approach (1995-2000)
– Main lessons :• Illusion to want to « disseminate » a complex model
only by providing « user-friendly » interfaces. Models and concepts must be mastered and accepted by users.
• Adopt an user-centered approach• For what users ?
– Teachers– Trainers– Instructional Designers– … and learners…
• In what contexts ?– Integration of activity-oriented approach in daily
practice– Distant, face-to-face, hybrid learning situations– All along the process (design, contextualisation,
exploitation, evaluation)
31 March 2006 J.P.Pernin et A. Lejeune 6
• Introduction– Focus on authoring approach
• Learning scenario's definition and lifecycle• Collecting practitioners needs
– Methodology– First results and analysis (in progress)
• Meta-models, languages and tools – Propositions
31 March 2006 J.P.Pernin et A. Lejeune 7
Our definition of a learning scenario [Pernin&Lejeune 2004]
• a learning scenario represents the description, carried out a priori, dynamically or a posteriori, of the organization of a learning situation aimed at the acquisition of a precise body of knowledge
• This organization is made in terms of roles, activities as well as in terms of knowledge resources, tools, services and results associated with the implementation of the activities
• Learning scenario's definition and lifecycle• Collecting practitioners uses and needs
– Methodology– First results and analysis (in progress)
• Meta-models, languages and tools – Propositions
31 March 2006 J.P.Pernin et A. Lejeune 10
Collecting practioners needs
• CAUSA Project (start : october 2005)
– Collecting and Analyzing Uses of Scenarization of Activities (in francophone area)– Leader: INRP (National Institute for Educational Research) – ERTé e-Praxis
(Grenoble, Lyon)– Pluridisciplinary team (researchers, teachers, engineers)
Workshops for teachers and instructional designers(14 people / each workshop)
31 March 2006 J.P.Pernin et A. Lejeune 13
Outcomes (produced by teachers)
31 March 2006 J.P.Pernin et A. Lejeune 14
Questionnaire : first results (provisional)
• Web questionnaire – Diffused on specific mailing lists– 40 questions (20 MCQ, 20 open questions)– One hour required to answer – Partially based on an example of scenario given by the
user– In three weeks : more than 130 answers (each one
with its own example of scenario)
31 March 2006 J.P.Pernin et A. Lejeune 15
• Introduction– Focus on authoring approach
• Learning scenario's definition and lifecycle• Collecting practitioners needs
– Methodology– First results and analysis (in progress)
• Meta-models, languages and tools
31 March 2006 J.P.Pernin et A. Lejeune 16
Theoretical background:Model Driven Engineering
CIMComputer
Independent Model
PIMPlatform
Independent Model
PSMPlatformSpecific Model
Metamodel Metamodel Metamodel
Languages and tools
Languages and tools
Languages and tools
conforms to
conforms to
conforms to
conforms to
conforms to
conforms to
Users,CoP
Computabilityinteroperability
Operationalization
Main challenge : automatic transformationfrom a model to another
31 March 2006 J.P.Pernin et A. Lejeune 17
Programming language
Environments and design languages (ex.: Powerpoint)
Assembly and machine languages
Analogy with programming languages
31 March 2006 J.P.Pernin et A. Lejeune 18
Specific Tool or
Language
Generic Tool or
Language
Languages for interoperability
Code forExecution
Teacher Communities of Practice
Instructional engineers
model
model
Paradigm BParadigm Bmodel
Specific Tool or
Language
Specific Tool or
Language
modelIMS LD ?
31 March 2006 J.P.Pernin et A. Lejeune 19
Current works
• Complete analysis of collected corpus (worshops and questionnaire)
• Extend questionnaire– Translate in english– Analyze cultural features.
• Have a deep reflexion about models and metamodels in scenario engineering
• Propose more consistent metamodels, adapted languages and tools