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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
www.licef.teluq.quebec.ca/gpwww.licef.teluq.quebec.ca/gp
CALIE-04 Conference
Grenoble, February 17, 2004
Research Path at LICEF-CIRTA
AGD1992-19951992-1995
1995-19971995-1997 MISA 2.0MOT 2.0 ÉpitalkAdvisor
MISA 4.0 ADISA1999-20011999-2001 Explor@-2
(multi-actor)
ADISA2Explor@-2
PlayerMOT plusLD Editor
2002-20042002-2004
VirtualCampus
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
– Educational Modeling Tool SetEducational Modeling Tool Set– Instructional Engineering PrinciplesInstructional Engineering Principles
LegacyTools
Agents
Comp..
OTHERLCMS
/Agents
Portals
eduSource Architecture Overview
DigitizedResourceRepository
MetadataRepository Metadata
RepositoryServices
eLearningMiddlewareServices
ResourceManage.Services
Communication Kernel
DRMservices
LOM/OAI-DRI
IMS – LD + CP
WebServices
Integrating International SpecificationsIntegrating International Specifications
eduSource Communications Layer (ECL)
SearchTools
TaggingTools
DesignPackaging
Tools
RightsMgmtTools
RepositoryRegistry
WebServicesRegistry
Framework and Testbed
eduSource User Interface
Interoperable Metadata RepositoriesInteroperable ContentRepositories
ERS
eduSource InfrastructureeduSource Infrastructure
eduSource Actors and Use Cases
DesignerBuilder Publisher
EduSourceUse Cases
Manager Use the RIB
Users
Infoseeker
RepositoryIn-the-box
2- Educational Modeling Specifications
Learning System (LS)
Instructional Engineering Method/Tools
(MISA)
Instructional Engineering
Platforms
LCMS, LMS
(Explor@)
LS Delivery
Learning System Model
Learning System
Materials
Learning System
Environments
EML IMS-LD
LOM/CP/QTI
DRI/ENTSCORM
LIP/COMPTENCIES
What is IMS-LD ?What is IMS-LD ?
A specification for units of learning as interoperable learning components composed of actors, resources and activity descriptions
An XML file that a LMS, LCMS, platform can view and/or play
Describing an instructional method as a multi-actor activity process
An effort to integrate previous standards: MD, QTI, RDCEO, CP, SS
Inspired by Instructional Design Theories and Principles
A simple IMS-LD Method
Activity 1
Activity 2
Activity 3
P
P
P
Role 1
Role 2
Role 3
R
R
R
P
P
P
Start Act 1
End Act 1
Start Play 1
PActivity 5
Activity 6
P
P
Role 1
Role 4
R
R
P
P P
EndAct 2
StartAct 2P
End Play 1
Leaning Design Edition – A Case Study
agdi Document
ACT8: REFLECT
ON OUTCOMES
ACT7: REVIEWNEGOTIATION
ACT6: MAIN
NEGOTIATIONS
ACT5: INTROTO MAIN
NEGOTIATION
ACT4:STRATEGY
PREPARATION
VERSAILLES
OFFLINE STUDY
VERSAILLES-1ACT2: INTRO
TO PREPARATORY
PHASE
ACT1:
OVERVIEW
ACT3:
P
P
PP
P
P P
P
C
C
C C
C
CC
C
C
Learning Design Use CasesLearning Design Use Cases
LD Editor
Build a Learning Design
Designer Aggregates
LD with LOs
Retrieves a LD
Retrieves LOs
includes
includes
LO Searcher
LO Repository
Request/Deliver
Content Packager
uses
Submit/Store Package
extends
Viewer/Player Display Object
A Graphic LD Editor Based on A Graphic LD Editor Based on MOTplusMOTplus
Designers should be exempted from XML editing/reading
An alternative to UML graphs proposed in the IMS-LD best practice
All of a IMS-LD should be designed in one graphic model
Specializing MOT+ to IMS-lD Graphic models can give additional degree
of freedoms Each element can be specified by the
desginer only once (a parser can complete redundant aspects of the specification)
IMS-LD Packager/DePackagerIMS-LD Packager/DePackager
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
Choose a domain and a Lab Process
to simulate
Domain conceptsProcess componentsControl principles
I/P ProcessTraces
I/P
Produce examplesof input concepts
(variables)
Identify aproduction task
Execute theProduction task
Obeying the controlprinciples
Verify if the process is completelysimulated
Assemble theSimulation traces
And write theLab reportCase to be
simulated
A task description
Tasks' products
YesNo
I/P
I/P
I/P
I/P
I/P
I/P I/P I/P
I/P
I/P
I/P
I/P
C*
Principles for Pedagogy-Based Learning Designs
A. Self-management Interactions
B. Information processing Interactions
C. Collaborative Interactions
D. Assistance Interactions
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
www.licef.teluq.quebec.ca/gpwww.licef.teluq.quebec.ca/gp
CALIE-04 Conference
Grenoble, February 17, 2004