INSTRUCTIONAL ENGINEERING FOR LEARNING OBJECTS REPOSITORIES NETWORKS Gilbert Paquette Centre de recherche CIRTA Centre de recherche CIRTA (LICEF) (LICEF) Télé-université du Québec Télé-université du Québec www.licef.teluq.quebec.ca/gp www.licef.teluq.quebec.ca/gp CALIE-04 Conference Grenoble, February 17, 2004
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INSTRUCTIONAL ENGINEERING FOR LEARNING OBJECTS REPOSITORIES NETWORKS Gilbert Paquette Centre de recherche CIRTA (LICEF) Télé-université du Québec .
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INSTRUCTIONAL ENGINEERING FOR LEARNING OBJECTS
REPOSITORIES NETWORKS
INSTRUCTIONAL ENGINEERING FOR LEARNING OBJECTS
REPOSITORIES NETWORKS
Gilbert Paquette
Centre de recherche CIRTA (LICEF)Centre de recherche CIRTA (LICEF)Télé-université du QuébecTélé-université du Québec
MISA 3.0 Gen. softMOT plus1998-19991998-1999 Explor@-1
+ Advisor
1- The Learning Objects Paradigm
Not Just a new trend– Knowledge ManagementKnowledge Management– Increasing Learning/Training NeedsIncreasing Learning/Training Needs– The Programmable (Semantic) WebThe Programmable (Semantic) Web
Interoperating Learning Objects Repositories– Referencing, Finding, RepurposingReferencing, Finding, Repurposing– Still a challengeStill a challenge
Using Learning Objects Repositories– Simple Sequencing (SCORM) is not the Simple Sequencing (SCORM) is not the
last wordlast word Using LORs with Pedagogical Efficiency
Separate the editing tool from the content packaging tool
Need for a specialized LD viewer or a LD-aware LCMS players that can
The Explor@-II system help define any number of actor’s environments.– Additional functionalities to
exploit the multi-actor capabilities
– Read an IMS-LD package in the Explor@-II activity editor
– Import directly a graphic model, built with the MOT+ editor
– Towards multi-actor functional interfaces (LORNET/TELOS)
Playing an IMS-LD Method in Explor@-2Playing an IMS-LD Method in Explor@-2
Explor@-2/LORNET Future LD PlayerExplor@-2/LORNET Future LD Player
Essay
Produceessay
Analyze thevidéo
Video
Analysis
Coach
Forum
Profiles
Evaluateessay
Evaluation
Obtain
3- Need for LD Instructional Engineering3- Need for LD Instructional Engineering
Build a LD as a solution to learning needs, competency building and educational context
Produce a LD model through a systemic methodology
InstructionalDesign
Software
EngineeringKnowled
ge
Engineering
MISA 4.0 Instructional Engineering Method
Knowledge Modeling
210 Knowledge modeling principles212 Knowledge model214 Target competencies310 Learning units content 410 Learning instruments content 610 Knowledge and competency management
Instructional Modeling
220 Instructional principles222 Learning events network224 Learning units properties320 Instructional scenarios322 Learning activities properties420 Learning instruments properties620 Actors and group management
Materials Modeling
230 Media principles 330 Development infrastructure 430 Learning materials list 432 Learning materials models 434 Media elements 436 Source documents630 Learning system and resource management
Delivery Modeling
240 Delivery principles242 Cost-benefit analysis340 Delivery planning440 Delivery models442 Actors and user’s materials444 Tools and telecommunication446 Services and delivery locations540 Assessment planning640 Maintenance and quality management
Problem definition
100 Organization’s training system102 Training objectives
104 Target populations106 Actual situation
108 Reference documents
An integrated skills taxonomyAn integrated skills taxonomy
S
Exerce a skill
Receive
Reproduce
S
Create
Self- manage
S
S
An expandable taxonomy from general to specific
Based on Bloom, KADS, Pitrat
Ordering skills from simple to complex (on the first two layers)
Adding Performance Criteria to define competencies
1-Show awareness
S
9-Evaluate
S
4-Transpose
S
7-Repair
S
2-Internalize
S
3-Instantiate /Detail
S
5-Apply
S
6-Analyze
8-SynthesizeS
S
10-Self- manage
S
Simulate
Construct
Graph Generic Skills for ScenariosGraph Generic Skills for Scenarios
A. Self-Management InteractionsA. Self-Management Interactions
Analyse conceptsin the domain
Activity 2:
Activity 3:Activity 3: Select InputExamples
Activity 4: Execute an
Operation fromthe Process
Activity 5: If Process IncompleteLoop Back
Activity 6:Produce a report
on the simulation of the processes
Activity 1:
Choose a LabProcess
A. Self-Management Interactions
Principle 1 - Large grain knowledge objects to be scaffolded
(learner builds knowledge maps)
Principle 2 – Competency and outcomes as goals: knowledge
related to skills
Principle 3 - Learning scenarios built upon a skill’s generic
process (to practice the competency)
Principle 4 - Open scenarios : different learning paths, to address
learning style, delivery situations, different initial competencies
Principle 5 - Adaptable scenarios to give more “freedom to learn”
(Rodgers)
B. Information Processing Interactions
Analyse conceptsin the domain
Activity 2:
Activity 3:Activity 3: Select InputExamples
Activity 4: Execute an
Operation fromthe Process
Activity 5: If Process IncompleteLoop Back
Activity 6:Produce a report
on the simulation of the processes
Documents on the scientific
domain
Laboratoryprocesses
descriptionI/P
I/P
Informationon Lab
Operations
I/P
Presentation andDiscussion ofCompleteness
Principles
I/P
FAQ onpresentation
norms
I/P
Activity 1:
Choose a LabProcess
Principle 6 - Learning scenarios proposing rich and
diversified information sources
Principle 7 - Information resources providing for bi-
directional communication (some active content)
Principle 8 - Learning scenarios associate to clear
knowledge goals, to orient search and adaptation
Principle 9 - Scenarios offering tools for information
search, annotation, and aggregation
Principle 10 - Production tools well adapted to the
generic tasks in a learning scenario
B. Information Processing Interactions
C. Collaborative Interactions
Analyse conceptsin the domain
Activity 2:
Activity 3:Activity 3: Select InputExamples
Activity 4: Execute an
Operation fromthe Process
Activity 5: If Process IncompleteLoop Back
Activity 6:Produce a report
on the simulation of the processes
Documents on the scientific
domain
Laboratoryprocesses
descriptionI/P
I/P
Informationon Lab
Operations
I/P
Presentation andDiscussion ofCompleteness
Principles
FAQ onpresentation
norms
I/P
I/P
Activity 1:
Choose a LabProcess
Individual Learner
Team of 4
Group
Team of 4
R
R
R
R
C. Collaborative Interactions
Principle 11 - Collaborative and individual activities
sustaining and building on one another - learning is a
personal and social process
Principle 12 - Collaboration adapted to the generic process
defining a learning unit
Principle 13 - Well-coordinated synchronous and
asynchronous interactions
Principle 14 - Management activities and tools for
coordination of peer learners
D. Assistance Interactions
Analyse conceptsin the domain
Activity 2:
Activity 3:Activity 3: Select InputExamples
Activity 4: Execute an
Operation fromthe Process
Activity 5: If Process IncompleteLoop Back
Activity 6:Produce a report
on the simulation of the processes
Documents on the scientific
domain
Laboratoryprocesses
descriptionI/P
I/P
Informationon Lab
Operations
I/P
Presentation andDiscussion ofCompleteness
Principles
FAQ onpresentation
norms
I/P
I/P
Individual Learner
Activity 1:
Choose a LabProcess
Team of 4
Group
Team of 4
R
R
R
R
Designer
Prepare learning materials
RI/P
I/P
LabAssistant
Interact by email
R
I/P
R
Trainer
Use a forum software
Maintain a FAQI/P
R I/P
D. Assistance Interactions
Principle 15 - Provide assistance scenarios with multiple
facilitators
Principle 16 - Assistance should be given carefully, mainly at
the learner’s initiative + risk management by facilitators:
persons or agents
Principle 17- Assistance system should provide mainly
heuristic and methodological guidance instead of mini-
lectures
Principle 18 - Assistance interactions corresponding to
principles regulating a skill’s generic process
To conclude
The Learning Object Paradigm– Proposes to aggregate and repurpose educational materials Proposes to aggregate and repurpose educational materials
in open, flexible eLearning systemsin open, flexible eLearning systems– Focus out of media authoring and broadcastingFocus out of media authoring and broadcasting– Opens the way to collaboration between groupsOpens the way to collaboration between groups
The Learning Design Approach – Puts more emphasis on design, on pedagogy : what to do Puts more emphasis on design, on pedagogy : what to do
with the learning objectswith the learning objects– Values instructional methods as learning objects to adapt, Values instructional methods as learning objects to adapt,
fill with content and sharefill with content and share– Leads to dynamic workflows as contextual multi-actor Leads to dynamic workflows as contextual multi-actor
interfacesinterfaces IMS-LD is not enough
– Need for an instructional engineering methodology Need for an instructional engineering methodology – Integrate a semantic Web view (AI+Internet)Integrate a semantic Web view (AI+Internet)
INSTRUCTIONAL ENGINEERING FOR LEARNING OBJECTS
REPOSITORIES NETWORKS
INSTRUCTIONAL ENGINEERING FOR LEARNING OBJECTS
REPOSITORIES NETWORKS
Gilbert Paquette
Centre de recherche LICEF (CIRTA)Centre de recherche LICEF (CIRTA)Télé-universitéTélé-université