Modles de Tlapprentsisage

1
CALIE-04 Conference Grenoble, February 17, 2004
INSTRUCTIONAL ENGINEERING FOR LEARNING OBJECTS
REPOSITORIES NETWORKS
Gilbert Paquette Centre de recherche CIRTA
(LICEF) Télé-université du Québec www.licef.teluq
.quebec.ca/gp
2
Research Path at LICEF-CIRTA
AGD
Virtual Campus
1992-1995
3
1- The Learning Objects Paradigm

• Not Just a new trend
• Knowledge Management
• Increasing Learning/Training Needs
• The Programmable (Semantic) Web
• Interoperating Learning Objects Repositories
• Referencing, Finding, Repurposing
• Still a challenge
• Using Learning Objects Repositories
• Simple Sequencing (SCORM) is not the last word
• Using LORs with Pedagogical Efficiency
• Educational Modeling Tool Set
• Instructional Engineering Principles

4
eduSource Architecture Overview
5
Integrating International Specifications
eduSource User Interface
Search Tools
Tagging Tools
Design Packaging Tools
Rights Mgmt Tools
ERS
6
eduSource Infrastructure
7
eduSource Actors and Use Cases
8
2- Educational Modeling Specifications
Learning System
(LS)
9
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

10
A simple IMS-LD Method
11
Leaning Design Edition A Case Study
VERSAILLES
ACT8 REFLECT
ACT1
C
ON OUTCOMES
C
OVERVIEW
C
P
P
C
C
P
VERSAILLES-1
ACT2 INTRO
ACT7 REVIEW
TO PREPARATORY
NEGOTIATION
PHASE
C
C
P
P
C
C
ACT3
ACT6 MAIN
OFFLINE STUDY
NEGOTIATIONS
P
P
ACT4
ACT5 INTRO TO MAIN
STRATEGY
PREPARATION
P
NEGOTIATION
12
Learning Design Use Cases
13
A Graphic LD Editor Based on MOTplus

• 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)

14
IMS-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_at_-II system help define any number of
  actors environments.
• Additional functionalities to exploit the
  multi-actor capabilities
• Read an IMS-LD package in the Explor_at_-II activity
  editor
• Import directly a graphic model, built with the
  MOT editor
• Towards multi-actor functional interfaces
  (LORNET/TELOS)

15
Playing an IMS-LD Method in Explor_at_-2
16
Explor_at_-2/LORNET Future LD Player
17
3- 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

18
MISA 4.0 Instructional Engineering Method
19
An integrated skills taxonomy

• 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

20
Graph Generic Skills for Scenarios
21
Principles for Pedagogy-Based Learning Designs

• Self-management Interactions
• Information processing Interactions
• Collaborative Interactions
• Assistance Interactions

22
A. Self-Management Interactions
Activity 6
Produce a report on the simulation of the
processes
Activity 4
Execute an Operation from the Process
Activity 5
If Process Incomplete Loop Back
23
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
  skills 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)

24
B. Information Processing Interactions
Activity 6
Produce a report on the simulation of the
processes
Activity 4
Execute an Operation from the Process
Activity 5
If Process Incomplete Loop Back
25
B. Information Processing Interactions

• 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

26
C. Collaborative Interactions
I/P
Information on Lab Operations
Documents
on the scientific
Activity 6
I/P
domain
Produce a report on the simulation of the
processes
I/P
Activity 4
Execute an Operation from the Process
I/P
FAQ on presentation norms
Activity 5
If Process Incomplete Loop Back
Presentation and Discussion of Completeness Princi
ples
I/P
27
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

28
D. Assistance Interactions
R
I/P
Information on Lab Operations
Documents
R
on the scientific
Activity 6
I/P
domain
Produce a report on the simulation of the
processes
I/P
Activity 4
Execute an Operation from the Process
R
I/P
R
FAQ on presentation norms
Activity 5
If Process Incomplete Loop Back
Presentation and Discussion of Completeness Princi
ples
I/P
29
D. Assistance Interactions

• Principle 15 - Provide assistance scenarios with
  multiple facilitators
• Principle 16 - Assistance should be given
  carefully, mainly at the learners 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 skills
  generic process

30
To conclude

• The Learning Object Paradigm
• Proposes to aggregate and repurpose educational
  materials in open, flexible eLearning systems
• Focus out of media authoring and broadcasting
• Opens the way to collaboration between groups
• The Learning Design Approach
• Puts more emphasis on design, on pedagogy what
  to do with the learning objects
• Values instructional methods as learning objects
  to adapt, fill with content and share
• Leads to dynamic workflows as contextual
  multi-actor interfaces
• IMS-LD is not enough
• Need for an instructional engineering methodology
  
• Integrate a semantic Web view (AIInternet)

31
CALIE-04 Conference Grenoble, February 17, 2004
INSTRUCTIONAL ENGINEERING FOR LEARNING OBJECTS
REPOSITORIES NETWORKS
Gilbert Paquette Centre de recherche LICEF
(CIRTA) Télé-université www.licef.teluq.quebec.ca
/gp