Pedagogically sustained Adaptive LEarning Through the exploitation of Tacit and Explicit knowledge...

Pedagogically sustained Adaptive LEarningThrough the exploitation of Tacit and Explicit knowledge

PALETTE Wrokshop LORNET, November, 2007

PALETTE WorkshopLORNET Conference

Bernadette Charlier, France Henri, Bastien Vaucher

http://palette.ercim.org

LICEF 2007 2

Planning

Introduction of the Workshop Short presentation of the PALETTE project objectives 10 min Short presentation of the PALETTE methodology 20 min

Presentation of Did@cTIC scenario Simulation session

Topic: First meeting of a CoP of developers and researchers seeking to apply PDM

Break

Discussion - analysis of the simulation

Synthesis and conclusions

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PALETTE main goal

Better knowledge of their own processes and outcomes

Appropriation of new information processing, sharing and knowledge building into their practices

PALETTE will result in a set of services and methods to support CoPs’ learning with respect to CoPs choices, objectives and constraints

Communities of practice could develop their individual and organisational learning potential through:

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PALETTE specific objectives : to develop..

Information ServicesEnhancing comprehensive representation of practices

Knowledge ServicesCollaboration ServicesKnowledge reification (inside/outside CoPs) and retrieval

Facilitating debates about practices, decision process and awareness

CoPs Learning ServicesTo support choice, adaptation and appropriation of technological services

Usability

Interoperability

Acceptability

Adaptability

Part

icip

ato

ry d

esi

gn

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Current structure of the project to reach this goal

Project coordination Karen Marache, ERCIM (project

coordinator)

Scientific coordination C. Vanoirbeek, EPFL(scientific

coordinator) B. Charlier, UNIFR (deputy director)

Workpackages leading Most of WPs are led by 2 persons

WP Leader Deputy Leader

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The consortium … as it is

Project coordination Scientific coordination

R&D Partners

- UNIFR (CH)University of Fribourg- ULG (BE)University of Liège- EM Lyon AESCRA (FR)Association de l’enseignement supérieur Commercial Rhône Alpes- GATE-cnrs (FR)University Lyon 2- CSET (UK)Lancaster University

Transfer Partners

- INRIA (FR)Institut National de Recherche en Informatique et Automatique- EPFL (CH)Ecole Polytechnique Fédérele de Lausanne- CTI (GR)Research Academic ComputerTechnology Institute- CRP-HT (LU)Centre de Recherche Public Henri Tudor- UT (DZ)University of Tlemcen

P

&

T

- ePrep (FR) TIC & Ecoles préparatoires

- MindOnSite (CH) Integral Coaching

- NISAI (UK) Support IT Ltd.

Associated Partner

- LICEF (CA) Télé-Université Québec

T

&

P

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Ten CoPs participation

Ux11

BADGE

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Initial list of services participation

Collaboration services

CoPe_it! e-Logbook

Knowledge Management ServicesSweetWiki A web service based on Corese (semantic search engine)ECCO GenerisSewese BayFac

Information services LimSee3AmayaDocReuse Palette Web portal

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Participatory Design Methodology : Main principles

Iterative negotiation process between heterogeneous actors – different from one another in respect of their disciplines, preoccupation and interests – to truly influence the design process Participatory design principles:

- Negotiation and consensual decision making;- Sharing cultural backgrounds, ideas and needs- Ongoing users’ and designers’ active participation and commitment;- Ongoing reflection on process with the designers of the methodology;- Mutual necessity to work together;- Construction of a shared language and vocabulary.

ANT Principles- To take into account all the actors of the PDM both the human and non-human ones, and to provide them with means to negotiate their interests and collaborate.- To make all the actors interested in the project actions and enrol them through negotiation and translation.- To inscribe the outcomes of the negotiation into boundary objects that can be used for further discussions and project purposes..

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The actors of the participatory design

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Participatory activities ..

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Participatory activities ..

And Flash meetings, face toFace meetings ..

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Boundary objects

• Object that can be created and used by actors to facilitate mutual understanding negotiation• Means for alignment

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Boundary objects ..

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PDM : why ?

In which conditions ? “Experts” don’t know or have the solution Uses and adaptation of new services need a real project to change one’s practice

For whom ? CoPs involved are often interested in ICT development (Form@hetice, @pretic,

Did@cTIC, LEARN-NETT, EPrep..)

Why ? Mediators and CoPs involved would be the better disseminators of our results Uses that change the practices More usability, acceptability, adaptability New development and research questions

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Design and development of the PDM (1/2) .. From ..

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Needs for clarification ..

Depict processes that are implemented concurrently and to identify their inputs and outputs which feed or result from each process

Depict the possible loops between different sub-processes

Represent the various actors involved with their roles

Represent the PD principles that informed the methodology and their concrete implementation such as the permanent negotiation with the CoPs, mutual learning, construction of a shared language, etc.

Represent the necessary and continuous reflective approach to the design and implementation of the PDM in order to update it regularly, document its

implementation and make its users actors of its design.

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Design and development of the PDM (2/2)

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Main changes applied to refine the methodology ..

The numbering of the procedures has been deleted since most of the procedures are carried out by the actors at the same time, some taking place within loops.

The former twelve processes have been grouped in four main procedures. This allows extricating four main “moments” of the PDM: analysing, participatory design for use, participatory design in use and editing and disseminating to other CoPs.

The presentation of the actors has been integrated into a sub-model The ongoing documenting of and reflection on the whole methodology has been

added as a general principle (“mediators hut”). A procedure describing the elaboration of Learning Services (LS) has been

added. Vocabulary has been adapted in order to be better anchored in the standard

vocabulary of R&D projects.

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Design “for” and “in” uses

“Design for use” is related to the initial design of services and their scenarios of uses. It generates prototypes of new artefacts as well as scenarios of uses to be trialled during a “design in use” phase.

“Design in use” consists in trialling the prototypes and their scenarios of uses, and to observe the instrumental genesis carried out by the CoPs.

Pedagogically sustained Adaptive LEarningThrough the exploitation of Tacit and Explicit knowledge

PALETTE Wrokshop LORNET, November, 2007

Let’s life a design in use experience !