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