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