Download - TeleLearning Models and Strategies
TeleLearning Modelsand Strategies
TeleLearning Modelsand Strategies
Dr Gilbert Paquette
http://licef.teluq.uquebec.ca/gphttp://licef.teluq.uquebec.ca/gp
Centre de recherche LICEF-CIRTATélé-université
Ed-Media 2000 - Montreal, June 29
Signets 1972: Fondation de la Télé-université 1973: Formation en ligne des enseignants (LOGO) 1975: Cours Plato, systèmes auteurs,…. 1986: Groupe sur les outils intelligents dans l’apprentissage 1987: Groupe Micro-Intel Inc 1992: LICEF, Centre de recherche de la Télé-université 1995: AGD, MOT, Campus virtuel 1998: MISA 3.0, Explora - Centres virtuels d’apprentissage 1999: Implantations/transfert: TELUQ, Hydro, Eduplus, Corporations professionnelles,
Technomédia, Bell Canada, Canal Savoir
1- Megatrends and ISD Exponential growth of information Knowledge Management Networks, Distributed Learning Multi-agents Systems Construction of Higher-order skills Diversity of Models and Transitions Paradigm shift
Expert
Learner
Learner
Learner
Learner
Expertise
Information
Rumors
A New ISD Effort is Needed
Exponential growth of information
increases training needs
US training expenses 1997: 58,6
billions $US
Distance learning expenses in 2000:
10-25 billions $US
Knowledge Management entails
knowledge intensive training
“Nano-seconds development” is
imposed by competition
32%
27%7%6%
5%6%
7%10%
Classroom Tech Classes CBT MultimediaEPSS WBTTV Training Kits
« The Corporate University: Learning Tools for Success », 1998
Design methodologies are Design methodologies are put aside to accelerate put aside to accelerate
delivery delivery
Trainer
Learner
Learner
Learner
Learner
On-line teaching
Learner
Server
Learner
Server
Hypermedia self-training
2- 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
Virtual Learning Centers
http://www.licef.teluq.uquebec.ca/exploraDemo
1
Accessing a course2
Multiple Media and Ressources
Different Actor’s Environments
http://www.licef.teluq.uquebec.ca/exploraDemo
Virtual LearningCentre
Virtual LearningCentreOrganization’s
Resource BankOrganization’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
Larger set of decisions What kind of TeleLearning model? Anywhere, anytime, any place, anybody? What kind of interactivity, collaboration? Predefined multi-path or learner-constructed
scenarios? Which actors, what roles, what resources? Multimedia or pluri-media materials? How to manage resources? Interoperability and
scalability? How to take in account techno-diversity? Reusability, Sustainability, Affordability?
3- Instructional Engineering
KnowledgeModel
InstructionalDesign
MaterialsDesign
DeliveryDesign
InstructionalEngineering
Integration and
delivery
Selection ofresources
ActorsEnvironments
Web site andLearning materials
Production
Basis for the MISA Methodology
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 be applied to the design of telelearning systems
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
Design Documents
DD -224
UA-3 Les représentations logiques
DD -222
CoursInf-5100
Travaux 1-2-3
Travaux 4-5
Travaux 6-7
UA-1
UA-2
UA-3
UA-4
UA-5
UA-6
UA-7
Models:Knowledge, Scenarios
Materials, Delivery Process
Systematic documentationObjects typologies
Actors roles and environnement
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 can support central tasks of ISD methods : content, activities, media and delivery processes
ADISA and MOT Support Tools
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
LEARNERS
TRAINERS
MANAGERS
DESIGNERS
INFORMERS(SME’s)
Interaction Spaces & Agents
InformationProduction
Self-management
Assistance
Assistance
Collaboration
Process Based Learning Scenarios
EVALUATE
SYNTHETIZE
ANALYZE
APPLY
UNDERSTAND
MEMORIZE
JUST IN CASEINFORMATION
JUST IN TIMEINFORMATION
Process-based learning scenarios help guide information search and the construction of new knowledge
Generic and Specific Skills
First level skills Second level skills Third level skills
Pay attention IdentifyReceive Integrate Memorize
IllustrateDiscriminateMake explicit
Transpose/ translateUse
Reproduce
Apply SimulateDeduceClassifyPredict
Analyze
DiagnoseRepair
InducePlan
Produce / create
SynthesizeModel/Build
EvaluateInitiate/InfluenceSelf-manage Self-controlSelf-adapt/Control
Simulate aprocess
Design aprocess
Instantiate / refine
Design aprocess
A
Competency: skill applied to knowledge
Search forinformation
on the Internet
Open abrowser and a search engine
Identifyinteresting
information
Transferinformation in a text editor
Build asearchrequest
Refine therequest
Request
Web sites
Requestrefinementprinciples
Searchsubject
ResultinginfoI/P I/P
C
C C
I/PR
I/P
Simulate aprocess
A
I/P
I/P
I/P
PP
C
Execute therequestI/P
I/P
Competency-based Learning Scenarios
Activity #5Refine the first
request
Activity #3Build a first
search request onthe subject
Informationon what is a
request
I/P
I/P
I/P
Request
I/P
I/P
Activity #1Open a browser
and a searchengin
Information on the process I/P
Activity #2Choose asubject
C
Subject I/P
Activity #4Execute a
search request
Web sitesidentified
I/P
I/P
I/P
I/P
Activity #6 Transfer interesting
information in a text editor
Activity Report
Activity #7Report on yoursearch process
I/P
P
Find nextapplicableprocedure
Find nextapplicableprocedure
Choose a simulation
caseAssembleexecution
trace
Execute nextapplicableprocedure
4- Principles for TeleLearning Design
1- Self-Management and MetaCognition
2- Information Processing
3- Significant Collaboration
4- Personalized Assistance
Self-management of learning
Self-Management principles
Principle 1 - Competency and goal based
scenarios
Principle 2 - Knowledge related to skills
Principle 3 - Open and adaptable learning
scenarios
Principle 4 - Learning scenarios built
upon a skill’s generic process
Principle 5 - Tools to support self-
management (and metacognition)
Information Availability
Information Processing
Principle 6 - Rich and diversified information resources
Principle 7 - Dynamic information resources (MM and courseware can help)
Principle 8 - Process-based scenarios guiding information search
Principle 9 - Search, annotation, and rebuilding tools
Principle 10 - Production tools adapted to generic tasks
Learner Collaboration
Significant CollaborationPrinciple 11 - Collaborative and individual activities
sustaining one another
Principle 12 - Collaboration adapted to the generic
process in a learning unit
Principle 13 - Coordinated synchronous and
asynchronous interactions
Principle 14 - Management tools for coordination by
peer learners
Assistance from facilitators
Personalized Assistance
Principle 15 - Sparse assistance, mainly at
the learner’s initiative
Principle 16 - Timely, based on principles
ruling the generic processes
Principle 17 - Heuristic and
methodological guidance
Principle 18 - Multiple facilitators
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
Support to peer collaboration
Computarizedsearch advisor
FAQfrom content
expert
Tutor validating
Tutor validating
Tutor coaching
Multiple assistance
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 Support to self-management of learning
scenarios and environments Integrate multiple assistance agents: co-
learners, SMEs, coaches, managers, FAQ, Intelligent Help Systems...
Closer & InteractiveEducation
… Wherever We Are
Distance EducationDistance Education
TeleLearning Models and Strategies
TeleLearning Models and Strategies
Dr Gilbert Paquette
http://licef.teluq.uquebec.ca/gphttp://licef.teluq.uquebec.ca/gp
Centre de recherche LICEF Télé-université
Ed-Media 2000, Montreal June 28