TeleLearning Models and Strategies

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Ed-Media 2000 - Montreal, June 29. TeleLearning Models and Strategies. Dr Gilbert Paquette http://licef.teluq.uquebec.ca/gp Centre de recherche LICEF-CIRTA Télé-université. Signets. 1972: Fondation de la Télé-université 1973: Formation en ligne des enseignants (LOGO) - PowerPoint PPT Presentation

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  • TeleLearning Modelsand StrategiesDr Gilbert Paquette

    http://licef.teluq.uquebec.ca/gp

    Centre de recherche LICEF-CIRTATl-universitEd-Media 2000 - Montreal, June 29

  • Signets1972: Fondation de la Tl-universit1973: Formation en ligne des enseignants (LOGO)1975: Cours Plato, systmes auteurs,.1986: Groupe sur les outils intelligents dans lapprentissage 1987: Groupe Micro-Intel Inc1992: LICEF, Centre de recherche de la Tl-universit1995: AGD, MOT, Campus virtuel1998: MISA 3.0, Explora - Centres virtuels dapprentissage1999: Implantations/transfert: TELUQ, Hydro, Eduplus, Corporations professionnelles, Technomdia, Bell Canada, Canal Savoir

  • 1- Megatrends and ISDExponential growth of informationKnowledge ManagementNetworks, Distributed LearningMulti-agents SystemsConstruction of Higher-order skillsDiversity of Models and TransitionsParadigm shift

  • A New ISD Effort is NeededExponential growth of information increases training needsUS training expenses 1997: 58,6 billions $USDistance learning expenses in 2000: 10-25 billions $USKnowledge Management entails knowledge intensive trainingNano-seconds development is imposed by competition32%27%7%6%5%6%7%10%Tech Classes CBTMultimediaEPSSWBTTVTraining KitsThe Corporate University: Learning Tools for Success, 1998Design methodologies are put aside to accelerate delivery

  • 2- Distributed Learning Models

  • Virtual Learning Centershttp://www.licef.teluq.uquebec.ca/exploraDemo

  • Accessing a course

  • Multiple Media and Ressources

  • Different Actors Environmentshttp://www.licef.teluq.uquebec.ca/exploraDemo

  • An Open Architecturehttp://www.licef.teluq.uquebec.ca/exploraDemo

  • Larger set of decisionsWhat 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

  • Basis for the MISA Methodology

  • Information Systems 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

  • DPDDDMDCPhase 1 - Problem definition folderPhase 5 - Production and validation folderPhase 6 - Final delivery folderPhase 4 - Design folder Phase 3 - Architecture folderPhase 2 - Preliminary analysis folder106 Actual situation102 Training objectives100 Organizations training system442 Actors and materials446 Services and locations210 Knowledge modeling principles212 Knowledge model214 Target competencies222 Learning events network240 Delivery principles230 Media development principles242 Cost-benefit analysis340Deliveryplanning444 Tools and telecom310 Learning unit content410 Learning instrument content420 Learning instruments properties432 Models of materials 320 Instructional scenarios432Media elements640 Maintenance and quality management610 Knowledge and comptency management630 Learning system and ressource management620 Actors and group management 440Deliverymodels434Sourcedocuments330 Development infrastructure108 Reference documentss104 Target populations430 List of learning materials 224 Learning units properties220 Instructional principles322 Learning activities propertiesPRODUCTIONOF THEMATERIALSTESTS540 Assessment planning542 Revision folderMISA 4.0Instructional Engineering Method

  • ID Task representation

  • Design DocumentsModels:Knowledge, ScenariosMaterials, Delivery ProcessSystematic documentationObjects typologiesActors roles and environnement

  • Knowledge-Based ISDThe 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 viewA 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

  • Interaction Spaces & AgentsLEARNERSTRAINERSMANAGERSDESIGNERSINFORMERS(SMEs)

  • Process Based Learning ScenariosEVALUATESYNTHETIZEANALYZEAPPLYUNDERSTANDMEMORIZEProcess-based learning scenarios help guide information search and the construction of new knowledge

  • Generic and Specific Skills First level skillsSecond level skillsThird level skillsPay attentionIdentifyReceiveIntegrateMemorizeIllustrateDiscriminateMake explicitTranspose/ translateUseReproduceApplySimulateDeduceClassifyPredictAnalyzeDiagnoseRepairInducePlanProduce / createSynthesizeModel/BuildEvaluateInitiate/InfluenceSelf-manageSelf-controlSelf-adapt/ControlInstantiate / refine

  • Competency: skill applied to knowledgeSearch forinformationon the InternetOpen abrowser and a search engineIdentifyinterestinginformationTransferinformation in a text editorBuild asearchrequestRefine therequestRequestWeb sitesRequestrefinementprinciplesSearchsubject ResultinginfoI/PI/PCCCI/PRI/PI/PI/PI/PPPCExecute therequestI/PI/P

  • Competency-based Learning ScenariosChoose a simulation caseAssembleexecutiontraceExecute nextapplicableprocedure

  • 4- Principles for TeleLearning Design1- Self-Management and MetaCognition2- Information Processing3- Significant Collaboration4- Personalized Assistance

  • Self-management of learning

  • Self-Management principlesPrinciple 1 - Competency and goal based scenariosPrinciple 2 - Knowledge related to skills Principle 3 - Open and adaptable learning scenariosPrinciple 4 - Learning scenarios built upon a skills generic processPrinciple 5 - Tools to support self-management (and metacognition)

  • Information Availability

  • Information ProcessingPrinciple 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 toolsPrinciple 10 - Production tools adapted to generic tasks

  • Learner Collaboration

  • Significant CollaborationPrinciple 11 - Collaborative and individual activities sustaining one anotherPrinciple 12 - Collaboration adapted to the generic process in a learning unitPrinciple 13 - Coordinated synchronous and asynchronous interactionsPrinciple 14 - Management tools for coordination by peer learners

  • Assistance from facilitators

  • Personalized AssistancePrinciple 15 - Sparse assistance, mainly at the learners initiativePrinciple 16 - Timely, based on principles ruling the generic processesPrinciple 17 - Heuristic and methodological guidance Principle 18 - Multiple facilitators

  • Learning Event Scenario BuildingConsult writing methods and normsSketch and send the document planDistribute writing assignmentsWrite the document's sectionsIntegrate sectionsRevise textValidate text and send evaluationPPDocument planWork planPreliminary textValidationFileI/PI/PI/PI/PI/PI/PI/PI/PInformation baseI/PNorms andmethodsI/PSearch for useful informationI/PI/P

  • In summary.More systematic, structured and visual ISDKnowledge engineering to support higher order knowledge and skills acquisitionDefinition of multi-agent systems for useful interactionsSupport to self-management of learning scenarios and environmentsIntegrate multiple assistance agents: co-learners, SMEs, coaches, managers, FAQ, Intelligent Help Systems...

  • Closer & InteractiveEducation Wherever We AreDistance Education

  • TeleLearning Models and StrategiesDr Gilbert Paquette

    http://licef.teluq.uquebec.ca/gp

    Centre de recherche LICEF Tl-universitEd-Media 2000, Montreal June 28

    1- small knowledge units, isolated knowledge units or a list of unstructured subjects will not leave enough room for meaningful interactions. not a single small concept, small procedure single principle, but a set of related principles linked to the procedures they regulate or the concepts they define implicitly.2- Knowledge and metaknowledge are being constructed at the same time. A learning unit without an associated skill is like a set of data without any process acting on it. A skill brings dynamism to the knowledge to which it applies, favoring deeper interaction of the learner with the knowledge3- Involve the learner in information processing activities directly related to the skills to develop skills like classification, diagnosis, induction or modeling, we should propose classification, diagnosis, induction and modeling problems or projects to the learner.4- Importnat interaction will consist in the learner managing the succession of his activities within the scenario; coaching or contextual help instead of too precise activity assignments5- The learner, alone or with the help of a trainer, could be authorized to rearrange the order of the learning activities, learner constructs his own personalized scenario. These interactions with the scenario encourage the learner to evaluate regularly his progress. This metacognitive activity is essential to learning in a specific domain, but also to learn how to learn better.6- su