Author: Lornet LD team Reuse freely – Just quote Learning Design based on Graphical Knowledge- Modeling LICEF-CIRTA, Télé-Université Learning Design based

Author: Lornet LD teamReuse freely – Just quote

Learning Design based Learning Design based on Graphical Knowledge-on Graphical Knowledge-

ModelingModeling

LICEF-CIRTA, Télé-Université LICEF-CIRTA, Télé-Université _________________________________

Michel LéonardUNFOLD Workshop

Valkenburg, sept, 21-22, 2005


The LD Research Team

Gilbert Paquette, Gilbert Paquette, Scientific Director and ID SpecialistScientific Director and ID Specialist

Stefan Mihaila, Denis Gareau, Stefan Mihaila, Denis Gareau, System DesignerSystem Designer

Ileana de la Teja, Ileana de la Teja, I.D. Specialist and Competency ModelsI.D. Specialist and Competency Models

Karin Lundgren-Cayrol, Karin Lundgren-Cayrol, I.D. Specialist and Collaborative LearningI.D. Specialist and Collaborative Learning

Michel Leonard, Michel Leonard, Knowledge Modeling Expert and System DesignKnowledge Modeling Expert and System Design


Subjects:

M.O.T. M.O.T. Modeling language using Object Type

MOTPlusMOTPlus Graphic editor use to produce ‘Unit of Learning’ models and

XML-LD manifest compliant with the IMS-LD specification

MISA:MISA: Instructional Engineering Method adapted to support IMS-LD

Structured competenciesStructured competencies


R & D- Implementation - Revision

1987 - Research on knowledge based systems1987 - Research on knowledge based systems

9292//98 - Design & dev. of a pedagogical design course98 - Design & dev. of a pedagogical design course

95-98 - Development of 95-98 - Development of MISA-1, 2, 3 MISA-1, 2, 3 andand MOT MOT softw.softw.

1999 - 1999 - Development of Development of MOTPlus MOTPlus standard modelstandard model

2000 - 2000 - ADISAADISA ((MISA4MISA4 and and MOTMOT): Web ): Web WorkbenchWorkbench

04-0504-05 - - MISA4/MOTPlusMISA4/MOTPlus : :

Standard modelStandard model

Flowchart model by actorFlowchart model by actor

IMS-Learning Design model + XML-LDIMS-Learning Design model + XML-LD

Ontology model + XML-OWLOntology model + XML-OWL


Plan

1. LD Editor Graphic Representation

2. MOTPlus - LD Graphic vocabulary

3. Misa – LD Engineering process

4. Knowledge/Competency Referencing

5. Conclusion


Concepts

Procedures

Principles

Examples

Traces

Statements

Abstract knowledge Concrete facts

MOTPlus : Type of knowledge units

WHAT?Conceptual K

HOW?Procedural K

WHEN?WHY?

Conditional K


Concepts• Objects• Documents, tools• Dates• Definitions

Examples of different type of knowledge

Procedure

s • Actions• Tasks, activities• Instructions, algorithms• Steps in a scenario

Princip

les • Conditions, constraints• Rules, heuristics• Laws, theories• Decisional actors

Example: concrete object representing a concept

Trace: concrete object representing a procedure

Statement: concrete object representing a principleFacts


MOT Graphic LanguageCONCEPTS PROCEDURES PRINCIPLES

C

S

P

I/P

R

I

LINKS


Use a mountain

bicycle

Adjust Plan

RepairC C

C

Ride

C

Mountain bicycle

WheelsChain

HandlebarPedal

I/P

C

C

C

C

Use a mountain

bicycle

Adjust Plan

RepairC C

C

Ride

C

Example of Knowledge Model

Mountain bicycle

WheelsChain

HandlebarPedal

Read the User Guide

I/P

C

C

C

C

Use a mountain

bicycle

P

Mountain Bicycle User

Guide

I/P

Adjust Plan

RepairC C

C

Ride

C

Mountain bicycle

WheelsChain

HandlebarPedal

Read the User Guide

I/P

C

C

C

C

Two wheels transportation

vehicle

S

Bicycle

S

Use a mountain

bicycle

P


Guide

I/P

Adjust Plan

RepairC C

C

Ride

C

Mountain bicycle

WheelsChain

HandlebarPedal

Read the User Guide

I/P

Solid front suspension

C

C

C

C


vehicle

S

Bicycle

SR

Strongly recommanded

R

Use a mountain

bicycle

P


Guide

I/P

Adjust Plan

RepairC C

C

Ride

C

Mountain bicycle

WheelsChain

HandlebarPedal

Read the User Guide

I/P

Solid front suspension

C

C

C

C


vehicle

S

Fisher Bike

Trek 8900

Bicycle

S

I

I

R

Strongly recommanded

R

Use a mountain

bicycle

P


Guide

I/P

Adjust Plan

RepairC C

C

Ride

C


ModelTaxonomy

(Categories)

Set of Examples

Set of Traces

Set of Statements Taxonomies and

Typologies

Component Systems

Hybrid Conceptual

SystemsSeries

Procedures

Parallel Procedures

Iterative Procedures

Definitions, Norms and Constraints

Laws and Theories

Decision Trees

Control RulesProcesses

Methods

Collaborative Systems

S

SS

SS

S

S

S

S

S

S

SS

S

S

S

KnowledgeModel

Factual Models

Conceptual Models

Procedural Models

Prescriptive Models

Processes and Methods

S

S

S

S

S

LD

Ontologies


Desired Properties of a MOT GraphicRepresentation Formalism

Simplicity and User Friendliness Simplicity and User Friendliness ((win spec, only few typewin spec, only few type))

Generality Generality (structured overview of the domain)(structured overview of the domain)

Completeness Completeness (process, resources and rules in the same model)(process, resources and rules in the same model)

Has easily Interpretable graphic objects Has easily Interpretable graphic objects (only few type)(only few type)

Facilitates communication Facilitates communication (same semantic for each model)(same semantic for each model)

Allows building meta-knowledge models : Allows building meta-knowledge models : Generic Skills and CompetenciesGeneric Skills and Competencies

Makes explicit the relationship between Makes explicit the relationship between knowledge/competency and LDknowledge/competency and LD

Translates to machine (XML) formatTranslates to machine (XML) format


Plan





5. Conclusion


MOTPlus - LD Graphic Objects

RULES(Principles)

EXTENDED SPECIFICOBJECTS

(Facts)

BASIC SPECIFICOBJECTS

(Facts)

ACTORS(Principles)

ACTIONS(Procedures)

RESSOURCES(Concepts)

Index by Typeof Element

Index byElement

Index by Class

Class

Item

Metadata

Prerequisites

Learningobjectives

Oncompletion

#1

Time limit #1

Number toselect #1

Staff role #1

Learner role#1

External unitof learning

SupportActivity

LearningActivity

ActivityStructure

Act

Play

Method

Search by index

Send-Mail

Conference

Learning object oroutcome

Environment


MOT+ LD Links

C ItemItem

R

Any Action(exceptActivity

Structure andexterna UoL)

R

Any Action(exceptMethod)

R

R

Any Action(except Method,

Play, Act)

R

R Environnement

IP

Any Resource

C

Oncompletion

R ActivityStructure

Number toselect

Time limit

Staff role

Learner role

C

C

Staff role

Learner role

Staff role

Learner role

P

Any Action(except Method

and Play)

Any Action(except Method

and Play)

IP

Any Action(except Method,

Play, Act)

Environnement

C

C

C

C

C

C

C

C

C

External unitof learning

ActivityStructure

Method

SupportActivity

LearningActivity

Act

Play

C

C

C

C

C

Conference

Send-Mail

Environment

Search by index

Learning objector outcome

Environment

IP LINK

P LINK

C LINK

R LINK

Item

I

I

I

Learner role

Activity Structure,Learning and Staff

Activity

Method , learningor staff activity

I

I

Index by typeof element

I

Search by index

Index by Class

Staff role

I

I

Any Ressource(except environmentand index search)

Index byelement

I

Learningobjectives

I LINK

Prerequisites

A

SupportActivity

A

AActivityStructure

LearningActivity

SupportActivity

AA

Learner role Staff role

A

ActivityStructure,

Learning andStaff Activity

A

Any Ressource(except

environment)

A

A

Learning object oroutcome #21

Environment #12

A

Item

A

A

Prerequisites

Learningobjectives

A

AAny Action

(except externalUoL)

Any Ressource

Class

Index byElement

Metadata

A LINK


Graphic Representation of a LD


Collaboration (Versailles Scenario)

ACT5:INTRODUCTION TOMAIN NEGOTIATION

DAY

ACT6: THE MAINNEGOTIATIONS

C

ACT3:BACKGROUND

STUDY - OFFLINEACTIVITIES

C

C

C

C

ACT1: VERSAILLESOVERVIEW

ACT2:INTRODUCTION TO

PREPARATORYPHASE

PP

CC

P

ACT4: SIX NATIONONLINE STRATEGY

PREPARATION

VersaillesExpérience

P

Play

ACT8: REFLECT ONTREATY

OUTCOMES

P

P

P

ACT7: REVIEWMAIN

NEGOTIATION DAY

C

C

C

C

Send ResultsLO

IP

France-ItalyForum

IP

France-Serbia Forum

IP

Poland-FranceForum

IP US-FranceForum

IPGB-FranceForum

IPMain

NegotiatingChamber

MainNegotiation

Forum

IPSend ResultsEnv

CReturned results

IP

DISPLAYS RESULTSRETURNED TO THE

RECORDER

C

Send Resultsto Recorder

C

Read PostedResults

C

GB-FranceSide-room

C

France-SerbiaSide-room

C

France-ItalySide-room

C

Poland-FranceSide-room

C

USA-FranceSide-room

FranceNegotiation

Day

I

I-France SerbiaConfer SO

C

FRANCE-SerbiaConfer

I

FRANCE-SERBIANegotiate AD res

IPFrance-Serbia

Side-roomFrance-Serbia

Forum


Referencing LDs with an Ontology


Plan





5. Conclusion


CognitiveScience

Education Science

Software Engineering

The basis


ADDIE MISA

Comparing MISA with the ID model

AnalysisAnalysis

DesignDesign

DevelopmentDevelopmentImplementationImplementationEvaluationEvaluation

Project definitionProject definition

Preliminary solutionPreliminary solution

Architectural designArchitectural design

Instructional materials designInstructional materials design

Materials’ development & validationMaterials’ development & validation

Infrastructure planningInfrastructure planning


6 Phases 4 Axes

Contents

MaterialsStrategy

Delivery

MISA: Description

Modular structure

• Allows a flexible approach for the designers and for the administrators• Facilitate location, updates and re-use of the LS constituents in new projects.

Documentation Elements 35 textual and graphical templates

Phases 2 - 6 are structured according to specialized AXES


MISA 4.0 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 / 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 / quality management

Problem definition

100 Training system102 Training objectives

104 Target Learners106 Actual situation

108 Reference documents


MISA - Instructional Engineering Method


Plan





5. Conclusion


Structured Competencies To say that somebody needs to acquire a certain

knowledge is insufficient

What kind of generic skill and performance?• Explain or Use or Analyse or Communicate the Knowledge • In a simple or complex situation, with or without help

The generic skills’ taxonomy is based on different viewpoints : instructional objectives, generic tasks/processes, meta-knowledge

Competency = Meta-process (skill) applied to a knowledge at a certain performance level

Permits to situate knowledge acquisition goals on a competency/performance scale (to be measured or observed)


Fra

mew

ork

sGeneric Skills Taxonomy Layers

1 2 3

Active meta-knowledge

(Pitrat

Generic problems (KADS)

Cognitive objectives (Bloom)

Skills cycle (Romiszowski)

1. Pay Attention Attention

Rec

eive

2. Integrate 2.1 Identify

2.2 Memorize

Memorize Perceptual acuteness and discrimination

3. Instantiate / Specify

3.1 Illustrate

3.2 Discriminate

3.3 Explicitate

Knowledge Search and Storage

Understand Interpretation

4. Transpose/ Translate

Rep

rodu

ce

5. Apply 5.1 Use

5.2 Simulate

Knowledge Use, Expression

Apply

Procedure Recall Schema Recall

6. Analyze 6.1 Deduce

6.2 Classify

6.3 Predict

6.4 Diagnose

Prediction, Supervision, Classification, Diagnosis

Analyze Analysis

7. Repair Repair

Cre

ate

8. Synthesize 8.1 Induce

8.2 Plan

8.3 Model/ Construct

Knowledge Discovery

Planning, Design, Modeling

Synthesize

Synthesis

9. Evaluate Knowledge Acquisition

Evaluate Evaluation

Re-

inve

st

10. Self- manage

10.1 Influence

10.2 Self-control

Initiation, Continuation, Control


A Generic Skills (Meta-process) Taxonomy

S

Identify S

Illustrate

Memorize

Utilize

S

S

S

Classify

Construct

Initiate/ Influence

Adapt/ control

S

S

S

S

Discriminate

Explicitate

SimulateDeduce

S

S

Predict

Diagnose

Induce

Plan

S

S

S SS

S

Exerce a skill

Receive

Reproduce

S

Create

Self- manage

S

S

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

SGeneric skill Inputs Products

Simulate A Process and its sub-procedures, inputs, products and control principles

Trace of the procedure: set of facts obtained through the application of the procedure in a particular case

Construct Definition constraints to be satisfied such as target inputs, products or steps….

A model of the process: its inputs, products, sub-procedures each with their own inputs, products and control principles


Simulation: generic and scenario models


Plan





5. Conclusion


Conclusion1. Generic Skill’s Meta-process could be used and

reused as a basis for Learning Scenarios

2. Target competencies with its hierarchic skill structure contribute to build effective and efficient instructional scenarios

3. In a Learning Object Repository, the skill taxonomy provides a way to classify UoLs scenarios

by their association to the generic graphic knowledge based models

Through the Learning Design templates’ metadata using the main target skill and the related knowledge type


Learning Design based on Graphical Knowledge-ModelingLearning Design based on Graphical Knowledge-Modeling

IEEE ET&S journal

Address:

LICEF Reaches Center http://www.licef.teluq.uquebec.ca/eng/index.htm

MOTPlus LD Resources to download :(software, presentations and examples)http://206.167.88.22:90/cice/motplus_IMSLD/

Presented by Michel Léonard, [email protected] /ProLearn meeting , Valkenburg, sept, 21-22, 2005