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Design Methods for Effective Telelearning Systems. Presented by Gilbert Paquette, Ph.D. and Françoise Crevier, Ph.D. LICEF Research Center Télé-université. TL-NCE Wokshop, November 14, 1998. LICEF Research Center. (Cognitive Computing and Learning Environment Labs). - PowerPoint PPT Presentation
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Design Methods for
Effective Telelearning Systems
Design Methods for
Effective Telelearning Systems
LICEF Research CenterLICEF Research Center
Télé-universitéTélé-université
Presented by Presented by
Gilbert Paquette, Ph.D. Gilbert Paquette, Ph.D.
and and
Françoise Crevier, Ph.D.Françoise Crevier, Ph.D.
TL-NCE Wokshop, November 14, 1998TL-NCE Wokshop, November 14, 1998TL-NCE Wokshop, November 14, 1998TL-NCE Wokshop, November 14, 1998
LICEF Research CenterLICEF Research Center
Télé-université‘s Research CenterTélé-université‘s Research Center 92 members: Education, Computer Science, 92 members: Education, Computer Science,
Telecom, Psychology, Linguistic, Telecom, Psychology, Linguistic, CommunicationCommunication
Mission: Develop models, methods and Mission: Develop models, methods and tools to help organizations build TL tools to help organizations build TL systemssystems
Montréal labs (6) and Québec labs(1)Montréal labs (6) and Québec labs(1) External fundsExternal funds
1992-931993-941994-951995-961996-971997-98
126 950585 201
6183852 484 322
2 100 000
2 600 000
(Cognitive Computing and Learning Environment Labs)
Research ResultsResearch Results
MOT:MOT: Graphic Knowledge Editor Graphic Knowledge Editor
MISAMISA: Learning Systems Engineering Method: Learning Systems Engineering Method
Nomino: Workbench for Text Analysis and Textual Nomino: Workbench for Text Analysis and Textual
Search Engine on the InternetSearch Engine on the Internet
AGDIAGDI - Workbench for Engineering Learning Systems - Workbench for Engineering Learning Systems
Virtual Campus ModelsVirtual Campus Models
HyperGuides / Explora (assistance on the web)HyperGuides / Explora (assistance on the web)
Innovative courses: FrancoRéso, Médivision-Innovative courses: FrancoRéso, Médivision-
formation, CIVIC, Introduction to Multimedia, formation, CIVIC, Introduction to Multimedia,
Instructional DesignInstructional Design
OverviewOverview
Overview of MISA-3Overview of MISA-3 Classifying the MISA productions Classifying the MISA productions (exercise)(exercise)
Navigating within MISANavigating within MISA Discovering MOTDiscovering MOT (exercise: knowledge (exercise: knowledge
modeling)modeling)
Five Examples of MOT Modeling within Five Examples of MOT Modeling within MISA-3MISA-3
Fundamental Principles of MISA-3Fundamental Principles of MISA-3 Questions and CommentsQuestions and Comments
1987 Telematics and Knowledge Based Learning1987 Telematics and Knowledge Based Learning
1991 First Authoring System for KB Learning1991 First Authoring System for KB Learning
1992 - LICEF is created, first HyperGuide course1992 - LICEF is created, first HyperGuide course
AGD (an ISD EPSS) development startsAGD (an ISD EPSS) development starts
1994 First ISA workbench (AGD) and 1994 First ISA workbench (AGD) and MISA 1MISA 1
1995 - Validation in nine organizations 1995 - Validation in nine organizations
1996 - MOT 2.0 (Knowledge Editor) and MISA 2.0 1996 - MOT 2.0 (Knowledge Editor) and MISA 2.0
19981998 - - Second ISA workbench (AGDI) in alpha versionSecond ISA workbench (AGDI) in alpha version
MISA 3.0 in Hypertext FormMISA 3.0 in Hypertext Form
BookmarksBookmarks
AGD/MISA Field TestsAGD/MISA Field Tests
DMR Group for an R&D projectDMR Group for an R&D project
Télé-université Télé-université
Tecsult-EduplusTecsult-Eduplus
DMR for a project at EricssonDMR for a project at Ericsson
Bank of Montreal, the Learning InstituteBank of Montreal, the Learning Institute
Transit Ressources Transit Ressources
Teledac for a project at Bell CanadaTeledac for a project at Bell Canada
US Air Force: Armstrong Lab US Air Force: Armstrong Lab
SIDOCI - Training for a health plan SIDOCI - Training for a health plan
softwaresoftware
Some Users ’ CommentsSome Users ’ Comments
““AGD enabled the layout of the design AGD enabled the layout of the design framework in probably framework in probably one-tenthone-tenth the the time our process requires and was also time our process requires and was also more thorough.”more thorough.”
““The system of linkages requires you to The system of linkages requires you to document each step, whereas a document each step, whereas a designer may keep the same thing in designer may keep the same thing in her/his head, believing it to be self her/his head, believing it to be self evident (…)”evident (…)”
Institute for Learning Institute for Learning
Bank of Montreal, TorontoBank of Montreal, Toronto
A Specialist ’s commentsA Specialist ’s comments
““I was able to use AGD with minimal guidance I was able to use AGD with minimal guidance and training and generate an initial course and training and generate an initial course plan and analysis in three days (…)”plan and analysis in three days (…)”
““The ISD model implemented in AGD is recent, The ISD model implemented in AGD is recent, up-to-date, comprehensive and quite robust”up-to-date, comprehensive and quite robust”
““AGD has broken new grounds by AGD has broken new grounds by implementing a portion of Tennyson’s ISD4 implementing a portion of Tennyson’s ISD4 and Duchastel’s Design Critic.”and Duchastel’s Design Critic.”
Dr Michael Spector, ID Senior Dr Michael Spector, ID Senior ScientistScientist
Armstrong Lab. US Air ForceArmstrong Lab. US Air Force
Actors and Interaction Actors and Interaction SpacesSpaces
LEARNER
TRAINER
MANAGERDESIGNER
CONTENTEXPERT
Information/Production
Navigation
Assistance
Assistance
Collaboration
Learning System
Learning System
Know
ledg
e A
xis
Expressing the knowledge to be learned from the
SME’s point of view.
Know
ledg
e A
xis
Inst
ruct
ional A
xis
Learning SystemDefining the
structure of the LS, the materials and
the tasks to be done by the actors
(the scenarios).
Know
ledg
e A
xis
Inst
ruct
ional A
xis
Media
A
xis
Learning SystemDefining the
physical aspects of each learning
material of the learning system.
Know
ledg
e A
xis
Inst
ruct
ional A
xis
Media
A
xis
Deliv
ery
A
xis
Learning SystemPlanning the delivery
of the learning system and its maintenance.
Know
ledg
e A
xis
Inst
ruct
ional A
xis
Media
A
xis
Deliv
ery
A
xis
Learning System
1: Defining the problem
First phase: collecting data about the training objectives, the target audiences, the context…
Know
ledg
e A
xis
Inst
ruct
ional A
xis
Media
A
xis
Deliv
ery
A
xis
Learning System
2: Defining a preliminary solution
Second phase: analyzing the training problem and evaluate the feasibility of preliminary solutions.
Know
ledg
e A
xis
Inst
ruct
ional A
xis
Media
A
xis
Deliv
ery
A
xis
Learning System
3: Develop the Architecture
Third phase: Assigning knowledge units to each learning unit and developing the instructional scenarios. Planing the delivery.
Learning System
4: Designing the materials
Fourth phase: Assigning knowledge units to each material, defining the materials (content and form).
Know
ledg
e A
xis
Inst
ruct
ional A
xis
Media
A
xis
Deliv
ery
A
xis
Know
ledg
e A
xis
Inst
ruct
ional A
xis
Media
A
xis
Deliv
ery
A
xis
Learning System
5: Production and testing
Fifth phase: revising the materials from three points of view: the content, the instructional unfolding, the interface.
Know
ledg
e A
xis
Inst
ruct
ional A
xis
Media
A
xis
Deliv
ery
A
xis
Learning System
6: Preparing the delivery
Sixth phase: Preparing implantation and planing the evolution of the learning system (evaluation and maintenance).
Know
ledge
Axis
Inst
ruct
ional
Axi s
Media
Axis
Deliv
ery
Axis
Phase 6
Phase 5
Phase 4
Phase 3
Phase 2
Phase 1
Exercise
Distributing the MISA productions in their axes and in their phases.
Navigating within MISANavigating within MISA
A Demo…A Demo…
Discovering MOTDiscovering MOT
Knowledge Modeling
Exercise
Assuming that you are a SME in Assuming that you are a SME in project managementproject management,,use MOT to express your knowledge in the domain.use MOT to express your knowledge in the domain.
Fundamentals of MISA-3Fundamentals of MISA-3A Cognitive Science Approach to ISDA Cognitive Science Approach to ISD
Module 1
Module 2
Module 3
Distribution
Course
Five Examples of MOT Five Examples of MOT Modeling within MISA-3Modeling within MISA-3
Knowledge ModelKnowledge Model Instructional ModelInstructional Model
– Instructional StructureInstructional Structure– ScenariosScenarios
Media ModelMedia Model Delivery Model Delivery Model
Example of a Knowledge ModelExample of a Knowledge Model
Searchingfor a job
Diagnosing thesituation
Plan the job search
Revise the situation
C
C
Execute the job search
plan
C
C
State the job objective
C
Job profile
I/P
I/P
Job objective
I/PI/P
Search plan and materials
I/P I/P
Job search results
I/P
I/P
State your job objective
according to your job profile
R
Plan your job search keeping
YOUR job objective in mind
R
Analyze
AP
Analyze
AP
Apply
APPlan
AP
Évaluate
AP
Knowledge ModelKnowledge Model
Represents graphically the content of a Learning system Represents graphically the content of a Learning system
as linked knowledge units of different types: facts, as linked knowledge units of different types: facts,
concepts, procedures, principles and skillsconcepts, procedures, principles and skills
Links represent relations between knowledge units: Links represent relations between knowledge units:
instantiation, specialization, composition, precedence, instantiation, specialization, composition, precedence,
input-product, regulation input-product, regulation
Skills applied (AP link) to knowledge unit specify the Skills applied (AP link) to knowledge unit specify the
target competencies according to the training needs of target competencies according to the training needs of
target populationtarget population
Skills can be decribed precisely as generic processesSkills can be decribed precisely as generic processes
Knowledge model is reusable because of its independence Knowledge model is reusable because of its independence
towards pedagogic, media and delivery decisions.towards pedagogic, media and delivery decisions.
Example of an Instructional Model Example of an Instructional Model (LEN)(LEN)
2.1 Define your
interests
2.2 Identify your skills
2.3 Learn about job choice
2.4 Assessing which
jobs are in demand
2.5 Learn how to interview
others
2.6 Validate your job objective
2.7 Create Calling Cards
P
P
PP
R
R
P
P
R
R
R
Choose any order for 2.3,
2.4 and 2.5
Choose any order for 2.1
and 2.2
MODULE 1:Get Organised
MODULE 2: Analyse Yourself
MODULE 3:Find Job Leads
MODULE 4:Write Resumés
and Cover Letters
MODULE 5: Contact
Employers
MODULE 6: PrepareJob Interviews
MODULE 7:Follow-up
P
P P
PP
P
P
Example of an Instructional Model Example of an Instructional Model (Scenario) (Scenario)
Read about job
descriptions
Job description sample
I/P
Read about the National
Occupational Classification
Matrix
Job description forms
Internet site NOC
Job Futures (volume 1)
CareerDirections
I/P
Your Occupational
Group
Fill out the job description
form
P
File your job descriptions
P
Define your job family
PDefine
your job category
Define your skill level
P
P
I/P
I/P
I/P
Consult publications
I/P
I/P I/P
Define your skill type
PI/P I/P
P
I/P
Employer file
I/P
UA 2.3 Learn about job choice
Instructional ModelInstructional Model
Distributes knowledge in a network of learning events Distributes knowledge in a network of learning events for different target population according to target for different target population according to target competenciescompetencies
Supports many levels of learning events: programs, Supports many levels of learning events: programs, courses, modules, activities.courses, modules, activities.
Learning unit scenarios are defined as processes into Learning unit scenarios are defined as processes into which the learner and the trainer can navigate to which the learner and the trainer can navigate to achieve their learning or training tasksachieve their learning or training tasks
Scenarios are based on generic processes.Scenarios are based on generic processes. Scenarios specify resources, productions, and Scenarios specify resources, productions, and
assistance for each acitivity assistance for each acitivity Each activity is defined by task, collaboration, Each activity is defined by task, collaboration,
evaluation and adaptation assignmentsevaluation and adaptation assignments
Example of a Media Example of a Media ModelModel
Link to List of
publications
I/P
Link to NOC
Link to Job Futures Volume 1
Link to Carerer
Directions
I/P I/P I/P
NOCHome page
(Other web site)
List of publication
Job Futures(PDF files)References
segmentURL
segment
C C
I/P
I/P
I/P
CareerDiredtions(PDF files)
I/P
LayoutNorms
R
Graphic access to LEN over
the title
Module, activity and
page identification
upward, centerText below
title
Access to Module and
activity on left banner
C
C
CC
Link to other Module 2 activities
Link to other Modules
I/P
I/PCourseLEN
I/P
I/P
Navigation area
C
CLink to Job
Description
Job Description sample Page
Static text
Linked text
I/P
C
C
Text file JDS.doc
Link to Job Description
Sample Form
I/P
Job Description sample Form
I/P
Assignment page C
Module 2Activity 3
Page
I/P
Text file A23.doc
C
Media ModelMedia Model
Describes in a unified way the structure of different types Describes in a unified way the structure of different types
of learning of learning materialsmaterials: web-based, multimedia, CBTs, audio-: web-based, multimedia, CBTs, audio-
videos, texts.videos, texts.
Defines precisely the navigation through transition links, Defines precisely the navigation through transition links,
organization rules and templates without prejudging media organization rules and templates without prejudging media
decisionsdecisions
Define the content of each learning material component by Define the content of each learning material component by
associating it with content objects from the knowledge associating it with content objects from the knowledge
model and the instructional model.model and the instructional model.
A media element matrix groups all the media components A media element matrix groups all the media components
that will have to be designed and developped by graphic that will have to be designed and developped by graphic
designers, media producers and programmers. designers, media producers and programmers.
Developped MaterialDevelopped Material
Delivery ModelDelivery Model
Software and Video
Learners in the classroom
Get thePrinted Materials
R
I/P
I/P
R
Computers
Television andVideo
I/P
I/P
Multimedia RoomI/P
In Classroom
PrintedMateriaals
I/P
Get thePrinted Materials
I/PI/P
Distance Learnerswithout computers Receiving
materials
R
PostalDistribution
I/P
RR
Cablo- distribution
I/P
Delivery Services
Shipping thematerials
R
I/P
ShippingClerk
R
I/P
I/P
I/P
Teachers
Distance Learnerswith access to
the network
Printed Materials,
Video and SoftwareOn the server
Requiring from
the server
R
I/P
HyperGuide TutorAnd Materials
R
E-mailI/P
TutoringManager
RTeleconference
AZIMUT
I/P
I/P
At Home
I/P
Technical Support (telecom)
Technician
Offeringtechnicalsupport
R
I/P
R
I/P
I/P
I/PI/P
Requiring from
the server
Delivery ModelDelivery Model
Specifies the technological and administrative Specifies the technological and administrative
infrastructure necessary to support the delivery of a infrastructure necessary to support the delivery of a
learning system.learning system.
Assigns to each learning event one or many delivery Assigns to each learning event one or many delivery
mode: distance education on the web or through mail, mode: distance education on the web or through mail,
self-training, EPSS or classroom training.self-training, EPSS or classroom training.
Defines an implementation plan and a maintenance Defines an implementation plan and a maintenance
plan for a learning system.plan for a learning system.
Provides essential data structures and information Provides essential data structures and information
required by any system for computarized management required by any system for computarized management
of instruction (CMI)of instruction (CMI)
MISA and the Virtual MISA and the Virtual CampusCampus
LEARNER
TRAINER
MANAGERDESIGNER
CONTENTEXPERT
Knowledge ModelResources in a
scenarioMedia Model
Assistance scenariosTutoringMaterial
Assistance scenarioDeliveryModel
InstructionalModel
Learning Material
Collaborativeassignments
Communication resources
MISA-3 PrinciplesMISA-3 Principles
General principlesGeneral principles
Adaptation of the methodAdaptation of the method
Progress within phasesProgress within phases
Coordination between axesCoordination between axes
GeneralGeneral PrinciplesPrinciples The method favors information processing and The method favors information processing and
knowledge building by the learnerknowledge building by the learner
The method promote variety in tasks, strategies The method promote variety in tasks, strategies and media and media
LS can be autonomous or integrated within a LS can be autonomous or integrated within a performance support system performance support system
Learning can be document centered or Learning can be document centered or interaction centeredinteraction centered
Documents and interactions can be textual, Documents and interactions can be textual, audio or visual, available locally or on the audio or visual, available locally or on the networksnetworks
The method is TeleLearning centered but can The method is TeleLearning centered but can also deliver training using other delivery modelsalso deliver training using other delivery models
Examples of Adaptation Examples of Adaptation PrinciplesPrinciples
If the delivery mode is mainly text based, develop If the delivery mode is mainly text based, develop
mainly the knowledge model axis mainly the knowledge model axis
If classroom training is the main delivery mode, If classroom training is the main delivery mode,
reduce the productions in the media and delivery reduce the productions in the media and delivery
modelmodel
If self-training is the main delivery mode, If self-training is the main delivery mode,
eliminate assistance scenario and technology eliminate assistance scenario and technology
infrastructure tasks and productionsinfrastructure tasks and productions
If the LS is a large curriculum with many courses: If the LS is a large curriculum with many courses:
emphasize the knowledge modeling axis and the emphasize the knowledge modeling axis and the
first two phases, then restart the process for each first two phases, then restart the process for each
course.course.
Progress Principles within Progress Principles within PhasesPhases
The preliminary analysis phase should end with applying The preliminary analysis phase should end with applying the adaptation principles and choosing how to use the the adaptation principles and choosing how to use the method according to the project main features.method according to the project main features.
The global process starts from abstract specifications in The global process starts from abstract specifications in the first phase and by successive approximation in the the first phase and by successive approximation in the following phases, build more and more concrete following phases, build more and more concrete specifications until the final artefact (the LS) is built. specifications until the final artefact (the LS) is built.
Progression is non linear and spirals through the four Progression is non linear and spirals through the four axes up to the final artefact. axes up to the final artefact.
Complex learning systems should be decomposed in many Complex learning systems should be decomposed in many deliveries, the first one being a prototype to evaluate deliveries, the first one being a prototype to evaluate more precisely the needed resources and costs.more precisely the needed resources and costs.
From phase 2 to phase 4, orientation principles are first From phase 2 to phase 4, orientation principles are first stated for the four models; then more precise rules stated for the four models; then more precise rules constrain the learning units and materials; finally, precise constrain the learning units and materials; finally, precise assignments or material specifications are stated at the assignments or material specifications are stated at the activity level.activity level.
Coordination Principles between Coordination Principles between AxesAxes
Independance and interdependance Independance and interdependance
between the 4 models:between the 4 models:
The knowledge model defines target competencies, The knowledge model defines target competencies,
independantly from following instructional or media independantly from following instructional or media
decisions.decisions.
The instructional model describes tasks and The instructional model describes tasks and
resources according to the type of knowledge and resources according to the type of knowledge and
skill without prejudging their media implementation.skill without prejudging their media implementation.
The media model describes the structure of learning The media model describes the structure of learning
material according to the knowledge and material according to the knowledge and
instructional decisions, taking in account delivery instructional decisions, taking in account delivery
constraints. constraints.
The delivery model is chosen taking in acount the The delivery model is chosen taking in acount the
instructional and media modelinstructional and media model
Coordination Principles between Coordination Principles between AxesAxes
The knowledge model has an important coordination role. It The knowledge model has an important coordination role. It provides coherence between the other MISA productions. It is provides coherence between the other MISA productions. It is distributed into the learning units of the instructional model distributed into the learning units of the instructional model and, within a learning unit, it is associated to instruments and and, within a learning unit, it is associated to instruments and the learning materials that correspond to instruments in the the learning materials that correspond to instruments in the media model. media model.
The instructional model provides the media model with a The instructional model provides the media model with a general plan and a context of use.general plan and a context of use.
The models are synchronized in each of the phases:The models are synchronized in each of the phases:
In the Preliminary Design phaseIn the Preliminary Design phase: initial knowledge model, : initial knowledge model, network of learning events, media and delivery orientation network of learning events, media and delivery orientation principlesprinciples
In the Architecture phaseIn the Architecture phase: layered knowledge : layered knowledge model, learning unit submodels, learning scenarios and model, learning unit submodels, learning scenarios and delivery principlesdelivery principles
In the Material Design phaseIn the Material Design phase: instruments knowledge sub-: instruments knowledge sub-models and plans, learning material models and tools, models and plans, learning material models and tools, communication and organization infrastructures in the communication and organization infrastructures in the delivery modeldelivery model
First Graphic
KnowledgeEditor
for InstructionalDesign
First Graphic
KnowledgeEditor
for InstructionalDesign
TrainingProblemTrainingProblem
TeleLearningSystem
TeleLearningSystem
First knowledge based ISD Method for Engineering TeleLearning Systems
QuestionsQuestionsandand
comments…comments…
LICEF Research CenterLICEF Research Center
Télé-universitéTélé-université
1001 Sherbrooke est, Montréal1001 Sherbrooke est, Montréal
1-514-522-35401-514-522-3540
gpaquett@teluq.uquebec.cagpaquett@teluq.uquebec.ca
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