providing relevant knowledge assets based on learner...
TRANSCRIPT
Providing Relevant
Knowledge Assets
Based on Learner NeedsBased on Learner Needs
2010 Innovations in eLearning Symposium
George Mason University | June 3, 2010
Mike LambertKnowledge Project Officer
BPCh Program Manager
Defense Acquisition University
Raimund L. FeldmannTechnical Lead, Knowledge & Experience Mgmt.
Fraunhofer USA, Center for Experimental
Software Engineering, Maryland
• 126,000
• 193,334
• 491,805
• 1.5 million
Numbers Increasing at DAU…
• 126,000 members in DoD AT&L workforce
• 193,334 DAU resident/DL grads in FY09
• 491,805 DAU CL grads in FY09
• 1.5 million CL/DL/KS contact hours in FY09• 1.5 million
• 5 million
• 181 million
• 1.5 million CL/DL/KS contact hours in FY09
• 5 million ATLAS CMS logons in FY09, and
• 181 million page views of DAU Knowledge
Sharing systems in FY09
2010 Innovations in eLearning Symposium, June 3, 2010 2
…As Are The Challenges!
• Increased push for 24/7/365 learning, performance support and reach-back for better program outcomes and success
• Infrastructure and human capital resources • Infrastructure and human capital resources must be added to support a DoD acquisition workforce expanding from a total of 126,000 to 180,000 members
• A culture change from course management to learning asset management
2010 Innovations in eLearning Symposium, June 3, 2010 3
Good News, Bad News…
• Good News: DAU offers world class formal and informal learning assets
• Bad News: There is an EXPLOSIVE expansion of DAU formal and informal learning assets
• MORE Bad News: There’s are inadequate faculty • MORE Bad News: There’s are inadequate faculty & staff hours to properly manage all assets
• But MORE Good News: LAMP created to focus on process & resource solutions
• And EVEN MORE Good News: Mass, real-time collaborative techniques for learning asset management possible w/ MOSS & Ecco platforms
2010 Innovations in eLearning Symposium, June 3, 2010 4
Cure-All: Let’s Track Best Practices!
“BEST” practices have always been recommended, but…
– There are too many lists to choose from
– No basis for selecting specific practices
– Proof of effectiveness is not generally available
– Not easy to see connection between practices and specific – Not easy to see connection between practices and specific
program risks or issues
– Practice’s success factors not well understood or
documented
– Resources are limited and the return on practice
investment is unknown (costs/benefits)
– Implementation guidance is inadequate
2010 Innovations in eLearning Symposium, June 3, 2010 5
BPCh Content “Flow” ocean of informationcold and user unfriendly
BPCh leadscandidate sourcesrejected leads
BPCh processesfiltering & purification
user selectioncontrolled, on-demand, filtered
publicly available
BPCh contentpracticesevidencesresources
publications
interviews
user feedback
& experience
guidebooks
standards
courses
failed the test for quality
2010 Innovations in eLearning Symposium, June 3, 2010 6
BPCh: Content Types
PRACTICE: may include commercial offerings, such as trademarked methods or commercially available tools
EVIDENCE: evidence builds a profileof contextual results and data describing what is observed about a practice in a given contextdescribing what is observed about a practice in a given context
LEAD: any potential information for inclusion in BPCh; could be a practice, lesson learned, experience, story, feedback or comment
STORY: any potential information for inclusion in BPCh; could be a practice, lesson learned, experience, story, feedback or comment
These content types all
interlock to create a
functional net of vetted and
approved learning assets in
the form of contextualized
best practices
2010 Innovations in eLearning Symposium, June 3, 2010 7
Deeper Dive: Defining A Practice
• A documented activity that is described in an actionable,repeatable way
• A description of how to do something, not a general goal of what to do
Distinguished from:
� A best practice area
…a type of activity the user can’t
neglect, without specific advice
on how to do it.
e.g., Risk management
Operational Definition:
of what to do
• Usable by targeted (acquisition) end users
• About which we can collectempirical data or experiences
� e.g., The RISK-IT approach for risk management
e.g., Risk management
���� A lesson learned
…good advice, drawn from
experience, without enough
detail to be clearly repeatable.
e.g., “Don’t overestimate cost
savings from using COTS
components.”
2010 Innovations in eLearning Symposium, June 3, 2010 8
BPCh: What Makes It Special?
BPCh leads with a different approach:
• Stores evidence information about how each practice was used in
different situations and what the results were
• Acknowledges that not all good practices are “best” for everybody
– Content includes descriptions of past results in context, not just what to do
– Allows context-sensitive search (show me just the practices that programs like
mine have used)
• Provides pointers to existing sites, resources, examples
• Offers a sophisticated front-end to allow users to browse and search
through content based on needs and current situation
2010 Innovations in eLearning Symposium, June 3, 2010 9
Supporting Search and Retrieval
Situation: Find supporting material for a specific task / situation.
• Task: Write an essay, understand a context, find relationship, execute a process step/task (e.g., according to SEP, DAG etc.)
• Supporting material: (PDF/ text) documents, web-sites, pictures…
Search and retrieval solutions:Search and retrieval solutions:
• Facet classification (library style organization)� find content according to classification (e.g., a kind of TOC)� user needs to know the facets to brows / find content
• Full text search (today’s standard / “Google search box”)� user must use keywords that are in material/document � What about pictures?
• Tagging (additional keywords / information)� allows to add keywords to find all kinds of material � user must still know the “right” keywords
2010 Innovations in eLearning Symposium, June 3, 2010 10
Example: Keyword TaggingBackend view (info provider) User view (info seeker)
Keywords
2010 Innovations in eLearning Symposium, June 3, 2010 11
Drop-down keyword list
supports users in finding the
“right” keyword
Example: Keyword TaggingBackend view (info provider) User view (info seeker)
Keywords
2010 Innovations in eLearning Symposium, June 3, 2010 12
Drop-down keyword list
supports users in finding the
“right” keyword
Improved Keyword Tagging
Issues with classical keyword approach:
• Depending on the task you often do not know what to look for.� What keywords do you have to use?
Idea:
• The one thing you know for sure is your current situation� The task / situation is key
• The one thing you know for sure is your current situation� The task / situation is key� Use user’s context information as an search index
Situation-specific Browsing Views:
� Guide user to material by task/situation specific information
� facet classification combined with tagging
� works with any structure that describes a user specific situation (e.g., process descriptions, handbooks, TOC, career fields, …)
2010 Innovations in eLearning Symposium, June 3, 2010 13
Example: BPCh Browsing Views (1)
Browse
Content Views
2010 Innovations in eLearning Symposium, June 3, 2010 14
Example: BPCh Browsing Views (1)
Choose Technical
Review Management
2010 Innovations in eLearning Symposium, June 3, 2010 15
Four different
Browsing Views
Example: BPCh Browsing Views (1)
Choose Technical
Review Management
2010 Innovations in eLearning Symposium, June 3, 2010 16
Four different
Browsing Views
Example: BPCh Browsing Views (2)
Browse
Content Views
2010 Innovations in eLearning Symposium, June 3, 2010 17
Example: BPCh Browsing Views (2)
Choose
Program
Management
2010 Innovations in eLearning Symposium, June 3, 2010 18
Example: BPCh Browsing Views (2)
Choose
Program
Management
2010 Innovations in eLearning Symposium, June 3, 2010 19
Implementing Browsing Views (1)Backend view (info provider)
2010 Innovations in eLearning Symposium, June 3, 2010 20
Implementing Browsing Views (1)Backend view (info provider)
Maps to user view
(info seeker)
2010 Innovations in eLearning Symposium, June 3, 2010 21
Implementing Browsing Views (1)Backend view (info provider)
Browsing View in Front End
User view (info seeker)
2010 Innovations in eLearning Symposium, June 3, 2010 22
Implementing of Browsing Views (2)
Backend view (info provider)
2010 Innovations in eLearning Symposium, June 3, 2010 23
Implementing of Browsing Views (2)
Backend view (info provider)
User view (info seeker)
2010 Innovations in eLearning Symposium, June 3, 2010 24
Summary of Approach
Browsing Views:
• Approach combines ideas oftagging and facet classification� provide additional information
with the material
• Start from the user’s point of view� tagging information in the material
is secondary� tagging information in the material
is secondary
• Avoid having users to guess� offer a structure / lists the user knows
A word of caution:
• Browsing views should not be used alone!
• Use in addition to common approaches such as full text search and tagging
• As with all (manual) tagging approaches: it is cost intensive!
2010 Innovations in eLearning Symposium, June 3, 2010 25
BPCh: The Way Ahead
• Implementation of a digital asset management
system (DAMS) that can also serve as a LEARNING
asset management system
• Inclusion of Web 2.x and social media • Inclusion of Web 2.x and social media
functionality (RSS feeds, blogs & embedded
discussions)
• Focus on web services – “DAU In A Box” – that
can be repurposed for other sites and portals at
other organizations
2010 Innovations in eLearning Symposium, June 3, 2010 26
Sneak Peak: BPCh v2.0
2010 Innovations in eLearning Symposium, June 3, 2010 27
Caveat: “Look, I Found This For You!”
We don’t need to lay another
unused “trophy” system at
the feet of the Defense
Acquisition Workforce.
If you believe you have viable
DoD acquisition practices or DoD acquisition practices or
supporting evidence or even
leads, please submit your
content to BPCh.
Help us make BPCh a practical,
hands-on repository to help
support those who support
the warfighter!
2010 Innovations in eLearning Symposium, June 3, 2010 28
Q&A Session / Contact Info
Don’t forget to complete your surveys
and give them to us before leaving.
Thanks for your attendance and attention!
Mike Lambert
Knowledge Project Officer
Global Learning & Technology Center
Defense Acquisition University
Email: [email protected]
Phone: 703-646-1859
Twitter: http://twitter.com/daumgl
Blog: http://bit.ly/daumglblog
Raimund L. Feldmann
Technical Lead, Knowledge and
Experience Management
Fraunhofer Center for ESE, MD
Email: [email protected]
Phone: 240-487-2912
Web: www.fc-md.umd.edu
2010 Innovations in eLearning Symposium, June 3, 2010 29