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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
Author: Gilbert PaquetteReuse freely – Just quote
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
Author: Gilbert PaquetteReuse freely – Just quote
MOT Graphic LanguageCONCEPTS PROCEDURES PRINCIPLES
C
S
P
I/P
R
I
LINKS
Author: Gilbert PaquetteReuse freely – Just quote
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
Author: Gilbert PaquetteReuse freely – Just quote
Plan
1. LD Editor Graphic Representation
2. Knowledge/Competency Referencing
3. Collaboration Support
4. LD/UoL Library
5. Explor@/TELOS Architecture
Author: Gilbert PaquetteReuse freely – Just quote
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
Author: Gilbert PaquetteReuse freely – Just quote
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
Author: Gilbert PaquetteReuse freely – Just quote
Graphic Representation of a LD
Author: Gilbert PaquetteReuse freely – Just quote
Plan
1. LD Editor Graphic Representation
2. Knowledge/Competency Referencing
3. Collaboration Support
4. LD/UoL Library
5. Explor@/TELOS Architecture
Author: Gilbert PaquetteReuse freely – Just quote
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)
Author: Gilbert PaquetteReuse freely – Just quote
A Graphic Ontology OWL Editor
Author: Gilbert PaquetteReuse freely – Just quote
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
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Referencing LDs with an Ontology
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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
Author: Gilbert PaquetteReuse freely – Just quote
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
Author: Gilbert PaquetteReuse freely – Just quote
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
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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
Author: Gilbert PaquetteReuse freely – Just quote
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
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Plan
1. LD Editor Graphic Representation
2. Knowledge/Competency Referencing
3. Collaboration Support and Levels B/C
4. LD/UoL Library
5. Explor@/TELOS Architecture
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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
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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
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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
Author: Gilbert PaquetteReuse freely – Just quote
Plan
1. LD Editor Graphic Representation
2. Knowledge/Competency Referencing
3. Collaboration Support
4. LD/UoL Library
5. Explor@/TELOS Architecture
Author: Gilbert PaquetteReuse freely – Just quote
Learning Objects
ToolsDocuments
Learning Objects (more than just Web pages)
MediaElements
Actors
Units of Learning
ProcessScenarios
Author: Gilbert PaquetteReuse freely – Just quote
Lib
rary
of
Sce
nar
ios
Gen
eric
Pro
ble
ms
& T
asks
Author: Gilbert PaquetteReuse freely – Just quote
Plan
1. LD Editor Graphic Representation
2. Knowledge/Competency Referencing
3. Collaboration Support and Levels B/C
4. LD/UoL Library
5. Explor@/TELOS Architecture
Author: Gilbert PaquetteReuse freely – Just quote
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
Author: Gilbert PaquetteReuse freely – Just quote
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
Author: Gilbert PaquetteReuse freely – Just quote
Explor@-II Future LD Player
Author: Gilbert PaquetteReuse freely – Just quote
Plan
1. LD Editor Graphic Representation
2. Knowledge/Competency Referencing
3. Collaboration Support and Levels B/C
4. LD/UoL Library
5. Explor@/TELOS Architecture