eLearning Reality, eLearning Reality, ID processes and ID processes and

Pedagogical ObjectsPedagogical Objects

eLearning Reality, eLearning Reality, ID processes and ID processes and

Pedagogical ObjectsPedagogical Objects

Presented by Karin Lundgren-Cayrol Presented by Karin Lundgren-Cayrol

http://www.lornet.org http://www.licef.teluq.uquebec.ca

LORNET 6.3 Theme and co-authorsLORNET 6.3 Theme and co-authorsDiane RuellandIleana de la Teja AngelesFrance HenriMarc CoutureSpecial thanks: Marcello Maina, Ph.D. student

OverviewOverviewOverviewOverview Research Objectives Conceptual Framework Research Method Preliminary Results Recommendations Conclusion and Next Steps

Research ObjectivesResearch ObjectivesResearch ObjectivesResearch Objectives

Describe practitioners ID processes

Identify potential pedagogical objects

Extract common ID tendencies

Conceptual FrameworkConceptual FrameworkConceptual FrameworkConceptual FrameworkInstructional

Design Models

Pedagogical Objects

MISA Engineering Method

eLearning Reality

Standard Constraints

Theories of Learning

Multiple Case StudyMultiple Case StudyMultiple Case StudyMultiple Case Study

Pedagogical Objects

List of Tendencies

4. Identify Pedagogical Objects

List of Needs

5. IdentifyTendencies

Characteristics

Set of Processes

1. Create Case Profiles

2. Map Processes to MISA Method

3. Isolate Needs

6 PractitionerInterviews

1. 1. Designer ProfilesDesigner Profiles1. 1. Designer ProfilesDesigner Profiles1. Designer’s expertise

4 Content / 1 Pedagogical / 1 Technology2. Course Context

3 University / 2 College / 1 Highschool3. Course Design Environment

5 imposed / 1 free to choose4. Type of Design Assistance

2 None / 2 Technologist / 2 Team 5. Course Delivery Mode

4 Blended / 1 Online with tutor / 1 Self-directed with peers

2. Mapping to the MISA Method2. Mapping to the MISA Method2. Mapping to the MISA Method2. Mapping to the MISA Method

MISALearning System

Engineering

Project Management

DeliveryManagement

Material Production

Decisions Regarding Approach

Requests for Changes

Defining Tests

1 2 3 4 56

TendenciesTendenciesTendenciesTendenciesPractitioners ID processes can be mapped onto the MISA phases,but also include external processes such as production, delivery and management

Subject matter issues come first

Instructional, media and delivery planning processes merge

Technological innovations require interdisciplinary teamwork

Pedagogical objects appears to be needed

ID processes and MISA AxesID processes and MISA AxesID processes and MISA AxesID processes and MISA Axes

PedagogicalAxis (6/6)

MaterialModelDelivery

Model

Processes Mapped to MISA Axes

Content Axis (5/6)

Instructional Structure

Content Structure

Course

Rapid Prototyping

Inferred NeedsInferred NeedsInferred NeedsInferred Needs

Course examples to stimulate design Community of Domain Practices to discuss

teaching/learning problems Media support to facilitate course production Easily applicable Copyright Tools to ease

reuse Monitoring tools to improve learning quality

during delivery

Potential Pedagogical Potential Pedagogical ObjectsObjectsPotential Pedagogical Potential Pedagogical ObjectsObjects

Content Axe Domain Content & Competency Repositories, Concept

Maps, Domain Glossaries

Pedagogical Scenario Axe Strategy Classified Instructional Scenarios, Communities

of Practices, «My Repository », Generic Information modules, Introductory Activities etc.

Media Scenario AxeUserfriendly WebDesign Graphics and Animation Bank, Software, Course Simulation Tools

Delivery & Quality Control Axe Montitoring Tools, Interactive Evaluation Forms, etc.

RecommendationsRecommendations RecommendationsRecommendationsProvide practitioners with a flexible methodology that

Ensures coherence among content, instructional

strategy, media choice and delivery system

Provides the possibility of starting with content

issues

Provides online resources and Communities of

Practice

Allows instructional principles to guide delivery

scenarios

Recommendations (2)Recommendations (2)

Reusability of Pedagogical objects requires:

evaluation criteria and tools to measure the

quality of a reusable pedagogical object

processes and rules to protect and manage

intellectual property

proper referencing and indexing of pedagogical

objects

Conclusions & Next Conclusions & Next StepsSteps

Conclusions & Next Conclusions & Next StepsSteps1. Adapting the MISA method to match practitioners

processes preserving its powerful framework to ensure ID quality

Principles that ensure coherence among the four axes

Systematic and systemic method (Iterative cycles)

2. Provide POs Repositories including Evaluation criteria and tools to facilitate choice

Comprehensive classification schemes for retrieval

3. Provide Instructional Design Support to contribute reusable POs to course design community

Thank You!Thank You!Thank You!Thank You!

Contact person:klundgre@licef.teluq.uquebec.ca

LORNEThttp://www.lornet.org

Pedagogical Objects Pedagogical Objects DefinitionDefinitionPedagogical Objects Pedagogical Objects DefinitionDefinition“Any resource or asset, digital or otherwise, that has been used in a learning or learning design context, and has potential for reuse.

It must have metadata, be discoverable through a digital repository, and it can – by

itself or through its representation – be displayed using an eLearning application.”

Couture, Henri, Ruelland & Chabour, 2003

MISALearning System

Engineering

Project Management

DeliveryManagement

Material Production

430

434

432

436

Project Manager

R

Content Experts

Instructional Designers

Media Production Specialists

Delivery Manager and

Staff

R

R R

R

630620

440

444

442

446

Decisions Regarding Approach

Requests for Changes

Defining Tests

640610

340

108

330

542540

242

1 23 4 5

6

eLearning RealityeLearning RealityeLearning RealityeLearning Reality

The course designer is faced with powerful LCMS and

Repositories, which demands special computer knowledge.