INSTRUCTIONAL ENGINEERING FOR LEARNING OBJECTS REPOSITORIES NETWORKS Gilbert Paquette Centre de recherche CIRTA (LICEF) Télé-université du Québec

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


Activity 2:







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



Activity 2:








domain

Laboratoryprocesses

descriptionI/P

I/P

Informationon Lab

Operations

I/P


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


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



Activity 2:








domain

Laboratoryprocesses

descriptionI/P

I/P

Informationon Lab

Operations

I/P


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


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)





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