author: gilbert paquette reuse freely – just quote ld research program at licef-cirta...

Author: Gilbert PaquetteReuse freely – Just quote

LD Research Program atLD Research Program atLICEF-CIRTALICEF-CIRTA

Télé-Université Télé-Université _________________________________

Gilbert Paquette

UNFOLD Workshop

Barcelona, April 20 2005


MISA 4.0 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 / 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 / quality management

Problem definition

100 Training system102 Training objectives

104 Target Learners106 Actual situation

108 Reference documents


MOT Graphic LanguageCONCEPTS PROCEDURES PRINCIPLES

C

S

P

I/P

R

I

LINKS


Desired Properties of a GraphicRepresentation Formalim

Simplicity and User FriendlinessSimplicity and User FriendlinessGeneralityGeneralityCompletenessCompletenessTranslated to machine (XML) formatTranslated to machine (XML) formatCommunicable between humansCommunicable between humansEasily InterpretableEasily InterpretableUsable at the meta-knowledge level Usable at the meta-knowledge level (Generic Skills and Competencies)(Generic Skills and Competencies)Making explicit relationships between Making explicit relationships between knowledge/competency and LDknowledge/competency and LD


Plan

1. LD Editor Graphic Representation

2. Knowledge/Competency Referencing

3. Collaboration Support

4. LD/UoL Library

5. Explor@/TELOS Architecture


MOT+LD Graphic ObjectsSPECIFICOBJECTS

(Facts)

ACTORS(Principles)

ACTIONS(Procedures)

RESSOURCES(Concepts)

Index by Typeof Element

Index byElement

Index by Class

Class

Item

Metadata

Prerequisites

Learningobjectives

Oncompletion

#1

Time limit #1

Number toselect #1

Staff role #1

Learner role#1

External unitof learning

SupportActivity

LearningActivity

ActivityStructure

Act

Play

Method

Search by index

Send-Mail

Conference

Learning object oroutcome

Environment


MOT+LD Links

C

R

I

Oncompletion

#1

I

IMethod (ou

learning ou staffactivity

Oncompletion

#1

R

R

R

R

ActivityStructure

Any Action

Number toselect #1

Time limit #1

Staff role

Learner role#1

C

C

Staff role

Learner role

Staff role

Learner role

I

I

I

I

Staff roleLearner role

I

IAny Ressource

I

I

Prerequisites

Item

Learningobjectives

Metadata

Any ActionP

Any Action(except Method

and Play)

Any Action(except Method

and Play)

IP

Any Action(except esternal

UoL)

IP

Any Action

Any Ressource

C

C

C

C

C

C

C

C

C

External unitof learning

ActivityStructure

Method

SupportActivity

LearningActivity

Act

Play

C

C

C

C

C

Conference

Send-Mail

Environment

Search by index

Learning object oroutcome

Environment

IP LINK

P LINK I LINK

C LINK

R LINK


Graphic Representation of a LD


Plan




4. LD/UoL Library



Improve Knowledge Referencing in IMS-LD

IMS-LD is a progress in eLearning specifications

Assigning optional objectives and prerequisites is weak: IMS RDCEO specification (IMS 2002)

Consistency checking is not supported between levels nor between the content of learning activities and resources, and the actors’ competencyKnowledge in learning resources is not described Actor’s knowledge and competencies is only indirectly defined through educational objectives

Need for a qualitative structural representation of knowledge in activities, but also a quantitative one (for competency gaps processing)


A Graphic Ontology OWL Editor


A Graphic OWL Editor

S

ChemicalFertilizers

S

RiceProductionProcesses

I

I

I

RR Produce

RR Produce

CarbonDioxyde

S

Gases

S

R

Fertilizers

R

R

R

NitricOxyde

HasInputs

MethaneHas

Outputs

I

RR

RR

HasOutputs

HasInputs

SS

A CertainRice

Production

AgriculturalPractices

GreenhouseGases

THINGS


Referencing LDs with an Ontology


Structured Competencies

To say that somebody needs to acquire a certain knowledge is insufficient

What kind of generic skill + performance? A generic skills’ taxonomy based on different

viewpoints : instructional objectives, generic tasks/processes, meta-knowledge

Competency = Meta-process (skill) applied to a knowledge at a certain level of performance

Situate knowledge acquisition goals on a competency/performance scale


Fra

mew

ork

sGeneric Skills Taxonomy Layers

1 2 3

Active meta-knowledge

(Pitrat

Generic problems (KADS)

Cognitive objectives (Bloom)

Skills cycle (Romiszowski)

1. Pay Attention Attention

Rec

eive

2. Integrate 2.1 Identify

2.2 Memorize

Memorize Perceptual acuteness and discrimination

3. Instantiate / Specify

3.1 Illustrate

3.2 Discriminate

3.3 Explicitate

Knowledge Search and Storage

Understand Interpretation

4. Transpose/ Translate

Rep

rodu

ce

5. Apply 5.1 Use

5.2 Simulate

Knowledge Use, Expression

Apply

Procedure Recall Schema Recall

6. Analyze 6.1 Deduce

6.2 Classify

6.3 Predict

6.4 Diagnose

Prediction, Supervision, Classification, Diagnosis

Analyze Analysis

7. Repair Repair

Cre

ate

8. Synthesize 8.1 Induce

8.2 Plan

8.3 Model/ Construct

Knowledge Discovery

Planning, Design, Modeling

Synthesize

Synthesis

9. Evaluate Knowledge Acquisition

Evaluate Evaluation

Re-

inve

st

10. Self- manage

10.1 Influence

10.2 Self-control

Initiation, Continuation, Control


A Generic Skills (Meta-process) Taxonomy

S

Identify S

Illustrate

Memorize

Utilize

S

S

S

Classify

Construct

Initiate/ Influence

Adapt/ control

S

S

S

S

Discriminate

Explicitate

SimulateDeduce

S

S

Predict

Diagnose

Induce

Plan

S

S

S SS

S

Exerce a skill

Receive

Reproduce

S

Create

Self- manage

S

S

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

Generic skill Inputs Products

Simulate Process to simulate: inputs, products, sub-procedures, control principles

Trace of the procedure: set of facts obtained through the application of the procedure in a particular case

Construct Definition constraints to be satisfied such as target inputs, products or steps….

A model of the process: its inputs, products, sub-procedures each with their own inputs, products and control principles


Skill/Performance ScaleSelf-manage (10)

Evaluate (9)

Synthesize (8)

Repair (7)

Analyze (6)

Apply (5)

Transpose (4)

Interpret (3)

Identify (2)

Memorize (1)

Pay attention (0)

Peter M

.

Book X

Video Y.

Multimedia Production Method

Skills

Performance Aware Familiarized Productive Expert


Referencing Principles1. Tree organization of the knowledge referential:

allows competence inheritance from parent node to childrenreduce significantly the mechanisms of competence analysis and management.

2. Must be completed by relational logic to sustain more refined mechanism of conceptual matching.

3. Ontology referencing plus mastery levelsprevent coarse granulation of senseweak semantic management services.

4. Quantitative measures to weight ability on knowledge

level scale to be reasonably simple, manageable levels corresponding to clearly identify cognitive processes

5. Generic Skill’s Meta-process Representation as a Basis for Learning Scenarios


Plan



3. Collaboration Support and Levels B/C

4. LD/UoL Library



Research Problem (1)

Distance between pedagogy and technical Distance between pedagogy and technical needs needs

Evolving Scenario Act 1 Act 2 Act 3 Act 4

EX: Project-based learning

Technical NeedsAct 1 Act 2 Act 3 Act 4 Act 5 Act 6 Act 7 Act 8


Research Problem (2)

CollectiveActivity

Team

Remove representational ambiguity

Cooperative (separated same-time) or Collaborative (together same-time) ?

CollectiveActivity

Student 1

Student 2

Student 3

Sendresults

Send results

Sendresults

USA

France

Italy


Research Problem(3)

Granularity of Collaborative ActivityGranularity of Collaborative Activity

Cas 1: Group activities in Cas 1: Group activities in VersaillesVersaillesNegociation 2 by 2 – Sending results Negociation 2 by 2 – Sending results Analysis of negociation? Assisting?Analysis of negociation? Assisting?

Cas 2: educational games / simulationsCas 2: educational games / simulationsEmbeded vs refereed games Embeded vs refereed games

=> Black box or Open box=> Black box or Open box


Plan




4. LD/UoL Library



Learning Objects

ToolsDocuments

Learning Objects (more than just Web pages)

MediaElements

Actors

Units of Learning

ProcessScenarios


Lib

rary

of

Sce

nar

ios

Gen

eric

Pro

ble

ms

& T

asks


Plan




4. LD/UoL Library



1.Interoperabilityand Metadata Tom Calvert

Simon Fraser, U.

2. Aggregation and

Multi- actorDesigns

Gilbert Paquette TELUQ

5.Advanced

MultimediaObjects

Nicolas D. Georganas U. Ottawa

4. Object Mining

and KnowledgeExtraction Mohammed Kamel

U.Waterloo

3. Active and Adaptive

Learning Objects

G.McCalla/J.GreerU.Sask.

6. Telelearning

OperationSystem (TELOSS. Pierre/G.Paquette

POLY/TELUQ

LORNET Research Network


Learning Object Life Cycle (LORNET)

Référentiels sématiques

RessourceÉditeur de référentiels

sémantiquesVisualisateur de référentiels

sémantiquesRéférenceur sémantique

Lanceur de ressources

Sujet de référentiels Sémantiques Format des référentiels

sémantiques

Métadonnée

Resource Description Framwork (RDF)

TaxonomieOntologie

Référentiels du domaine

Référentiels techniques

Référentiels administratifs

Ressourcesintégrées

Descripteurs<<struct>>

Resource

Ressourcesexterne

Adresse externe

Paquetage de resources

Types de Types de

Paquetage de ressources

publiées

Engin de recherche

Associe des descripteursVisualise un référentiel

<<utilise>>

Édite un référentiel

<<produit>>Accède à une

ressource

Recherche une ressource

<Usager>

Publie ou connecte une ressource

<<utilise>>

Opérateurs1..n1..n 1..n1..n 1..n1..n

1..n1..n

1..n1..n

1..n1..n

Descripteurs<<struct>>

Publieur de ressources


Explor@-II Future LD Player


Plan




4. LD/UoL Library


author: gilbert paquette reuse freely – just quote ld research program at licef-cirta...

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transpose s

repair s

awareness s

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