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Implementing a Virtual Learning Center in an
Organization
Implementing a Virtual Learning Center in an
Organization
Dr Gilbert PaquetteProfessor, Télé-université du Québec
Director of CIRTACenter for Inter-university Research
in Telelearning Applications
http://licef.teluq.uquebec.ca/gphttp://licef.teluq.uquebec.ca/gp
ITHET-2001, Kumamoto, Japan, July 2001
Presentation Plan
1. Presentation
2. Distance Education Models
3. Explor@ Virtual Learning Center
4. Instructional Engineering
5. Principles for Implementation
6. Questions
1- Télé-université du Québec (TELUQ) First totally distance university in Canada and in the francophone worldFirst totally distance university in Canada and in the francophone world
Has trained over 200 000 students since 1972Has trained over 200 000 students since 1972
90% are adults workers: teachers, administrators,…90% are adults workers: teachers, administrators,…
Delivers 300 courses in 32 programsDelivers 300 courses in 32 programs
Plurimedia and web support in all coursesPlurimedia and web support in all courses
40 full web courses40 full web courses
CAERENAD – International effort by 6 universities including Chile, CAERENAD – International effort by 6 universities including Chile, Brazil and Costa RicaBrazil and Costa Rica
TeleLearning Network of Centers of Excellence (TL-NCE)
Université de l’AlbertaUniversité de l’Alberta
Université AthabascaUniversité Athabasca
Université deUniversité deSaskatchewanSaskatchewan
Université deUniversité deWinnipegWinnipeg
Bureau deBureau degestion (SFU)gestion (SFU)
Ontario Institute forOntario Institute forStudies in EducationStudies in Education
University of TorontoUniversity of TorontoUniversité de WaterlooUniversité de Waterloo
Université de GuelphUniversité de GuelphUniversité Wilfrid LaurierUniversité Wilfrid Laurier
Université YorkUniversité York
UniversitéUniversitéWestern OntarioWestern Ontario
Université BrockUniversité BrockUniversité Queen’sUniversité Queen’s
Université d’OttawaUniversité d’OttawaUniversité CarletonUniversité Carleton
Télé-universitéTélé-universitéUniversité de MontréalUniversité de MontréalUniversité McGillUniversité McGill
Université du Québec à MontréalUniversité du Québec à MontréalUniversité ConcordiaUniversité ConcordiaUniversité BishopsUniversité Bishops
Université du QuébecUniversité du Québecà Chicoutimià Chicoutimi
Université LavalUniversité Laval
Université duUniversité duNouveau-BrunswickNouveau-Brunswick
Université AcadiaUniversité Acadia
UniversitéUniversitéMemorialMemorial
CIRTA
Simon FraserSimon FraserUniversité de laUniversité de la
Colombie BritanniqueColombie Britannique
LICEF/CIRTA Research Centre
LICEF -Télé-université‘s Research Center (1992) CIRTA –Researchers in 9 Québec universities Multidisciplinary teams: Education, Computer
Science, Telecom, Psychology, Linguistic, Groups 120 members, permanent staff of 40 full-
time, plus professors and students Largest Research Center in Distance Education in
Québec and Canada Mission: To create knowledge TeleLearning
models, methods and technologies to help people and organizations gain knowledge and skills
Bookmarks1972: Télé-université is created.
1973: Training teachers On-line to LOGO, CBT Authoring…
1986: GOIA: Knowledge-based training and Micro-Intel Inc:
1992: LICEF Research Center is created.
1995: AGD/MOT Knowledge Editor, Virtual Campus Model.
TL-NCE starts
1998: Explor@ – Virtual Learning Centers.
MISA 3.0 – Instructional Engineering Method.
1999: Implementation: Universities and Companies.
2000: SavoirNet Project
MISA 4.0 – ADISA – Explor@-II
CIRTA is created + International Research Chair
2- Distance Education Models
Exponential growth of information -Increased training needs
Knowledge Management - Knowledge intensive learning
“Nano-seconds development” constraints Information access is fast – Learning takes
time
Expert
Learner
Learner
Learner
Learner
Expertise
Information
Rumors
Trainer
Learner
Learner
Learner
Learner
On-line teaching
Learner
Server
Learner
Server
Hypermedia self-training
Distributed Learning Models
Learner
Learner
Learner
Trainer
Learner
Distributed classroom
Learner
Task
Learner
Learner LearnerCommunity of practice
Learner
Server
TaskLearner
ServerServer
Performance support
Learners
High-tech classroom
Trainer
Actors in a VLC
Informationprocess
RInformer
I/P
I/P
INFORMATIONINFORMATION
COLLECTIVEKNOWLEDGECOLLECTIVEKNOWLEDGE
I/P
Learningprocess
LearnerR
PERSONALKNOWLEDGEPERSONAL
KNOWLEDGEI/P
Trainingprocess
Designprocess
Managingprocess
Facilitator
S
S
S
Manager
DesignerR
R
R
Trainer
ManagementSupport
ManagementSupport
LearningSystem LearningSystem
PedagogicAssistancePedagogicAssistance
Actors Function and RolesActor/Function Examples of rolesLEARNER:transforms informationinto knowledge
Navigates the learning scenarioConsult information resourcesProduces a solution
TRAINER:facilitates learning
Diagnoses the difficultiesCoaches the learnerEvaluates learner’s progress
INFORMER:provides information
Presents informationDisplays digitized informationAnswers content questions
MANAGER:manages actorsand events
Creates and manages groups Organizes deliveryManages the actors network
DESIGNER:builds and maintains thelearning system
Analyzes learning needsModels the knowledge Designs and develops the system
EXPLORAServer
(Html \ Java)
Persons and
GroupsResources
INTERNET
Courses
3- The Explor@ VLC support system
ADMINISTRATORS
TRAINERS
CONTENT EXPERT
LEARNERSDESIGNERS
Administrator’s environment
Designer’s environment
Redesigning for the Web
Printed Guide (80 pages) Manual (560 pages) Eight 30 min. Videos Six CBT ’S Tutors on the phone Individualized learning Communication through
mail,telephone,TV
Web Site Manual + PDF
Video stream or CD or VHSIntegrated to the web site
Telematic tutoring+ collaboration
Complete telematic communication
Artificial Intelligence Course
Learner’s environement
Trainer’s environment
Professional Education
Technician training at Hydro-Québec
Explor@TL operating
system
Explor@TL operating
systemOrganization’s Resource Bank
Organization’s User’s Bank
Reusable Learning Materials
Web SiteWeb Site Web SiteWeb Site Web SiteWeb Site
Actor’s environments
An Open Architecture
http://www.licef.teluq.uquebec.ca/exploraDemo
4 – Instructional Engineering
TeleLearning model?
Anywhere, anytime, any pace, anybody?
Inter-activity, collaboration?
Actors, roles, resources?
Resource management, inter-operability,scalability?
Knowledge and competence management?
Learners diversity,pedagogy, technology?
Economics: Reusability, Sustainability, Affordability?
LARGE SET OF DECISIONS TO MAKE
Information Selection
Process-guided Information RetrievalSearch, Annotation and Rebuilding tools
PRODUCTION AND INFORMATION SPACES
Learner Collaboration
Process Oriented; Collaboration model; Visualization & management tools
COLLABORATION SPACE (Synchronous, Asynchronous)
Assistance from facilitators
Caring heuristic assistance; Learner’s initiative; Multiple facilitators
ASSISTANCE SPACE
Self-management of learning
Competency-focused, Open/Adaptable Learning Scenarios; Metacognitive Tools
SELF-MANAGEMENT SPACE
Learning Event Scenario Building
Consult writing methods and
norms
Sketch and send the
document plan
Distribute writing
assignments
Write the document's
sections
Integrate sections
Revise textValidate text and send evaluation
P
P
Document plan
Work plan
Preliminary text
ValidationFile
I/P
I/P I/P
I/P
I/P
I/P
I/P
I/P
Information base
I/P
Norms andmethods
I/P
Search for useful
information
I/P
I/P
SearchEngine
SearchEngine
IdeatorIdeator
Access tocontent expert
Access tocontent expert
Annotation tool
Annotation tool
Collaborative text editor
Collaborative text editor
Support to information processing
R
Client(a learner)Project
leader
Team ofwriters
Individuallearner
Individuallearner
R
R
RR
R
R
R
Collaboration scenarioProblem Process
definition
PComputarizedsearch advisor
FAQfrom content
expert
Tutor validating
Peer validating
Tutor coaching
Multiple assistance
DP
DD
DM
DC
Phase 1 - Problem definition
folder
Phase 5 - Production and validation folder
Phase 6 - Final delivery folder
Phase 4 - Design folder
Phase 3 - Architecture folder
Phase 2 - Preliminary analysis
folder
106 Actual situation
102 Training objectives
100 Organization’s training system
442 Actors and
materials
446 Services and
locations
210 Knowledge modeling principles
212 Knowledge
model
214 Target
competencies
222 Learning events
network
240 Delivery principles
230 Media
development principles
242 Cost-benefit
analysis
340Deliveryplanning
444 Tools and
telecom
310 Learning unit
content
410 Learning
instrument content
420 Learning
instruments properties
432 Models of materials
320 Instructional
scenarios
432Media
elements
640 Maintenance and quality management
610 Knowledge and
comptency management
630 Learning system and ressource
management
620 Actors and group
management
440Deliverymodels
434Source
documents
330 Development infrastructure
108 Reference
documentss
104 Target
populations
430 List of learning materials
224 Learning units
properties
220 Instructional
principles322
Learning activities properties
PRODUCTIONOF THE
MATERIALS
TESTS
540 Assessment
planning
542 Revision
folder
MISA 4.0
Instructional Engineering Method
ID Task representation
430Construct
list ofmaterials
420Define
properties ofactivities
410Define
k. modelsof instruments
440
322Define
properties ofinstruments
Constructdeliverymodels
S
A
A
A
I
320Instructional
scenarios
Defineinstructional
scenariosA
310214
222
240230
I
220 I
212
I
I I I
Activities
Resources
Productions
Links
C
ADISA/MOT ISD Workbench
Learning Units Properties
Delivery Models
5- Principles for implementation
Instructional Design
Knowledge
EngineeringInfo
rmatio
n
Systems
Engineering
InstructionalEngineering
SYSTEM DESIGN METHODOLOGIES
Information System’s Approach
A Telelearning system is an information
system, a complex array of software tools,
digitized documents and communication
services, more diversified than in the past
Artisanal construction of web based
materials is insufficient. Software
engineering approaches should inspire a
design method for TL
Knowledge-Based ISD
The actual emphasis on knowledge
management recognizes the importance of
knowledge and higher order skills, as
opposed to simple data or information
acquisition
Knowledge engineering must support
central tasks of ISD methods : content,
activities, media and delivery processes
Multi-Agent view
A Telelearning system at delivery time is a
multi-agent society (modularity, sociability,
distribution of control, message propagation)
An ISD method should identify clearly the
actors , their roles and their interactions,
together with the tools and resources that
should compose their environment
Process Based Learning Scenarios
EVALUATE
SYNTHETIZE
ANALYZE
APPLY
UNDERSTAND
MEMORIZE
JUST IN CASEINFORMATION
JUST IN TIMEINFORMATION
Process-based situated learning scenarios help guide information search and the construction of new knowledge
In summary….
More systematic, structured and visual ISD. Knowledge engineering to support higher
order knowledge and skills acquisition. Definition of multi-agent systems for useful
interactions at delivery. Support to self-management of learning
scenarios and environments for meta-cognition.
Integration of multiple assistance agents into process-based scenarios: co-learners, SMEs, coaches, managers, FAQ, Intelligent Help Systems...
IN A VIRTUAL LEARNING CENTER
Reduce Distance
Closer Educational
Systems
Reduce Distance
Closer Educational
Systems
Dr Gilbert Paquette
http://licef.teluq.uquebec.ca/gphttp://licef.teluq.uquebec.ca/gp
Centre de recherche LICEF-CIRTATélé-université
ITHET-2001, Kumamoto, Japan, July 2001