© licef teluq telelearning models impact on instructional technology in the 21st century dr gilbert...
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© LICEFTELUQ
TeleLearning ModelsImpact on Instructional
Technology in the 21st Century
TeleLearning ModelsImpact on Instructional
Technology in the 21st Century
Dr Gilbert Paquette
gpaquett@licef.teluq.quebec.cagpaquett@licef.teluq.quebec.cahttp://licef.teluq.quebec.ca/gphttp://licef.teluq.quebec.ca/gp
Centre de recherche LICEF, Télé-université
AERA 2000, New Orleans, April 27-28, 2000 SIG: Structural Learning, Instructional Systems and Intelligent Tutors
© LICEFTELUQ
ISD research at LICEFISD research at LICEF
AGD
1992-19951992-1995
MISA 3.0MISA form
system
1997-19981997-1998
ADISA MISA 3.51999-20001999-2000
MOT plus
1998-19991998-1999
MOT 2.0 MISA 2.0
1995-19971995-1997 1995-19971995-1997
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Megatrends and ISDMegatrends and ISD Exponential growth of informationExponential growth of information Knowledge ManagementKnowledge Management Networks, Distributed LearningNetworks, Distributed Learning Multi-agents SystemsMulti-agents Systems Construction of Higher-order skillsConstruction of Higher-order skills Diversity of Models and TransitionsDiversity of Models and Transitions Paradigm shiftParadigm shift
Expert
Learner
Learner
Learner
Learner
Expertise
Information
Rumors
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A new ISD effort is needed A new ISD effort is needed because…..because…..
Exponential growth of information Exponential growth of information
extends training needsextends training needs US training expenses 1997: 58,6 US training expenses 1997: 58,6
billions billions (Training and Development)(Training and Development)
Year 2000: Distance learning will Year 2000: Distance learning will
represent 10-25 billions US$, 30 represent 10-25 billions US$, 30
% % (Lotus Development)(Lotus Development)
Knowledge management should Knowledge management should
stimulates knowledge intensive stimulates knowledge intensive
trainingtraining
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 methods are put aside Design methods are put aside to cope with speed of to cope with speed of developmentdevelopment
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TeleLearning ModelsTeleLearning Models
““High-tech” Classooms High-tech” Classooms
Distributed ClassroomsDistributed Classrooms
Autonomous Web/MM TrainingAutonomous Web/MM Training
Asynchronous “on line” LearningAsynchronous “on line” Learning
Communities of PracticeCommunities of Practice
Performance Support SystemsPerformance Support Systems
““High-tech” Classooms High-tech” Classooms
Distributed ClassroomsDistributed Classrooms
Autonomous Web/MM TrainingAutonomous Web/MM Training
Asynchronous “on line” LearningAsynchronous “on line” Learning
Communities of PracticeCommunities of Practice
Performance Support SystemsPerformance Support Systems
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The Explor@ ImplementationThe Explor@ Implementation
http://www.licef.teluq.uquebec.ca/exploraDemo
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Web course and Actors’s Web course and Actors’s environmentenvironment
http://www.licef.teluq.uquebec.ca/exploraDemo
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Variety of Actor’s EnvironmentsVariety of Actor’s Environments
http://www.licef.teluq.uquebec.ca/exploraDemo
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Variety of ResourcesVariety of ResourcesTools, services,documentsTools, services,documents
http://www.licef.teluq.uquebec.ca/exploraDemo
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Virtual LearningCentre
Virtual LearningCentreOrganization’s
Resource BankOrganization’s
User’s Bank
Reusable Plurimedia Materials
Web SiteWeb Site Web SiteWeb Site Web SiteWeb Site
Actor’s environments
An Open ArchitectureAn Open Architecture
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Larger set of interelated Larger set of interelated decisionsdecisions
What kind of TeleLearning model? What kind of TeleLearning model? Anywhere, anytime, anypace?Anywhere, anytime, anypace? What kind of interactivity, collaboration?What kind of interactivity, collaboration? Predefined multi-path or learner-Predefined multi-path or learner-
constructed scenarios?constructed scenarios? Which actors, what roles, what resources?Which actors, what roles, what resources? Multimedia or pluri-media materials?Multimedia or pluri-media materials? How to manage resources? How to manage resources?
Interoperability and scalability?Interoperability and scalability? How to take in account techno-diversity?How to take in account techno-diversity? Reusability, Sustainability, Affordability?Reusability, Sustainability, Affordability?
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DP
DD
DM
DC
DEVIS
Phase 1 - Dossier de définition
Phase 5 - Dossier de réalisation et
de validation
Phase 6 - Dossier du plan de
diffusion
Phase 4 - Dossier de conception
Phase 3 - Dossier d'architecture
Phase 2 - Dossier d'analyse
préliminaire
106 Contexte actuel
102 Objectifs d'une
formation
100Système de
formation dans l'organisation
442Acteurs et ensembles
446 Services et
milieux
210Orientations du
modèle des connaissances
212Modèle des
connaissances
214Tableau des compétences
222Réseau des événements
d'apprentissage
240Orientations de diffusion
230 Orientations médiatiques
242Analyse coûts-
bénéfices- impacts
340Plan des livraisons
444Outils et
moyens de com.
310Contenu des
unités d'apprentissage
410Contenu des instruments
420Propriétés des instruments et
des guides
432Modèles
médiatiques
320Scénarios
pédagogiques
432Éléments
médiatiques
640Gestion de la
qualité
610 Gestion des
connaissances et des compétences
230 (2) Orientations médiatiques
240 (2)Orientations de
diffusion
630Gestion du SA et
de ses
620 Gestion des
apprenants et des facilitateurs
440Modèle de diffusion
434Documents
source
330Infrastructure de développement
108Ressources
documentaires
104Publicscibles
430Liste des matériels
224Propriétés des
UA
220 Orientations pédagogiques 322
Propriétés des activités
RÉALISATION DES
MATÉRIELS
ESSAIS ET TESTS
540 Plan des essais
et des tests
542Registre des changements
MISA 3.5: Phases, Axis and MISA 3.5: Phases, Axis and DeliverablesDeliverables
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Design DocumentsDesign DocumentsDD -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
Material, Delivery Process
Systematic documentationObjects typologies
Actors roles and environ’t
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Main Tasks in the MethodMain Tasks in the Method
Knowledge Modeling Instructional Modeling
210 Knowledge modeling principles 220 Instructional principles
212 Knowledge model 222 Learning events network214 Target competencies 224 Learning units properties
310 Learning unit content 320 Instructional scenarios
410 Learning instrument content 322 Learning activities properties
610 Knowledge management interaction 420 Learning instruments properties
620 Agents and group management
Learning Materials Modeling Delivery Modeling
230 Media principles 240 Delivery principles330 Development infrastructure 242 Cost-benefit analysis
430 Learning mateirials list 340 Delivery planning432 Learning materials models 440 Delivery models
434 Media elements 442 Actors and materials
436 Source documents 444 Tools and communication
630 Learning system and ressource management 446 Services and milieux540 Assesment planning
542 Modification register640 Maintenance and quality management
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ADISA and MOT Support ToolsADISA and MOT Support Tools
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Towards Instructional Towards Instructional Engineering Engineering
Instructional Design
Cognitive
Engineering Inform
ation
Sytems
Engineering
InstructionalEngineering
SYSTEM DESIGN METHODOLOGIES
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Information Systems’ Information Systems’ ApproachApproach
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, so is the use of simplistic authoring tools
Software engineering approaches can and must be applied to the design of telelearning systems
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Knowledge-Based ISDKnowledge-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 needs to be centrals tasks of ISD methods
The product is knowledge elicitation, as well as knowledge based design of telelearning environments
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Multi-Agent viewMulti-Agent viewMulti-agent systems is a good way to see a telelearning system at delivery time: actors, agents and their instanciation, message propagation, modularity, sociability, distribution of control
An ISD method should integrate actors definitions and interactions into its mos important tasks
This result in the design of telelearning environments adapted to the functions and roles of the different actors and agents assuming some of these roles
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Plurimedia Material Plurimedia Material SeliverySelivery
There are more content materials for learning out there (videos, textbooks, courseware,...) than new multimedia we can produce.
ISD methods should shift from a multimedia to a plurimedia emphasis….
to favor reusability and interoperability,
to facilitate work-learn integration and situated learning
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Process-Based ScenariosProcess-Based ScenariosProcess-based learning scenarios help guide information search (for J-I-T) and the construction of new knowledge
ISD methods should favor scenarios built upon a skill’s generic process and collaboration adapted to the process
ISD methods for telelearning must support self-management (and metacognition) of scenarios
ISD methods should help plan heuristic assistance based on principles ruling the generic process.
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To conclude….To conclude…. More systematic, structured and graphic More systematic, structured and graphic
form of information systems designform of information systems design Knowledge engineering to support higher Knowledge engineering to support higher
order knowledge and skills acquisitionorder knowledge and skills acquisition Definition of multi-agent systems for useful Definition of multi-agent systems for useful
interaction interaction (persons and plurimedia agents)(persons and plurimedia agents) Support to self-management of learning Support to self-management of learning
scenarios (web sites) and environmentsscenarios (web sites) and environments Support to multiple assistance agents: Support to multiple assistance agents:
coaches, managers, FAQ, intelligent help.coaches, managers, FAQ, intelligent help.
© LICEFTELUQ
TeleLearning ModelsImpact on Instructional Design Methods and Tools in the 21st
Century
TeleLearning ModelsImpact on Instructional Design Methods and Tools in the 21st
Century
Dr Gilbert Paquette
gpaquett@licef.teluq.quebec.cagpaquett@licef.teluq.quebec.cahttp://licef.teluq.quebec.ca/gphttp://licef.teluq.quebec.ca/gp
Centre de recherche LICEF, Télé-université
AERA 2000, New Orleans, April 27-28, 2000
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