INSTRUCTIONAL ENGINEERING FOR LEARNING OBJECTS REPOSITORIES NETWORKS Gilbert Paquette Centre de recherche CIRTA (LICEF) Télé-université du Québec CALIE-04 Conference Grenoble, February 17, 2004

Research Path at LICEF-CIRTA AGD MISA 2.0 MOT 2.0 Épitalk Advisor MISA 4.0 ADISA (multi-actor) ADISA2 Player MOT plus LD Editor Virtual Campus MISA 3.0 Gen. soft MOT plus Advisor

1- The Learning Objects Paradigm n Not Just a new trend –Knowledge Management –Increasing Learning/Training Needs –The Programmable (Semantic) Web n Interoperating Learning Objects Repositories –Referencing, Finding, Repurposing –Still a challenge n Using Learning Objects Repositories –Simple Sequencing (SCORM) is not the last word n Using LORs with Pedagogical Efficiency –Educational Modeling Tool Set –Instructional Engineering Principles

Legacy Tools Agents Comp.. OTHER LCMS /Agents Portals eduSource Architecture Overview Digitized Resource Repository Metadata Repository Metadata Repository Services eLearning Middleware Services Resource Manage. Services Communication Kernel DRM services LOM/OAI- DRI IMS – LD + CP Web Services

Integrating International Specifications eduSource Communications Layer (ECL) Search Tools Tagging Tools Design Packaging Tools Rights Mgmt Tools Repository Registry WebServices Registry Framework and Testbed eduSource User Interface Interoperable Metadata Repositories Interoperable Content Repositories ERS

eduSource Infrastructure

eduSource Actors and Use Cases DesignerBuilder Publisher EduSource Use Cases Manager Use the RIB Users Infoseeker Repository In-the-box

2- Educational Modeling Specifications Learning System (LS) Instructional Engineering Method/Tools (MISA) Instructional Engineering Platforms LCMS, LMS LS Delivery Learning System Model Learning System Materials Learning System Environments EML IMS-LD LOM/ CP/QTI DRI/ENT SCORM LIP/ COMPTENCIES

What is IMS-LD ? n A specification for units of learning as interoperable learning components composed of actors, resources and activity descriptions n An XML file that a LMS, LCMS, platform can view and/or play n Describing an instructional method as a multi-actor activity process n An effort to integrate previous standards: MD, QTI, RDCEO, CP, SS n Inspired by Instructional Design Theories and Principles

A simple IMS-LD Method Activity 1 Activity 2 Activity 3 P P P Role 1 Role 2 Role 3 R R R P P P Start Act 1 End Act 1 Start Play 1 P Activity 5 Activity 6 P P Role 1 Role 4 R R P P P End Act 2 Start Act 2 P End Play 1

Leaning Design Edition – A Case Study ACT8: REFLECT ON OUTCOMES ACT7: REVIEW NEGOTIATION ACT6: MAIN NEGOTIATIONS ACT5: INTRO TO MAIN NEGOTIATION ACT4: STRATEGY PREPARATION VERSAILLES OFFLINE STUDY VERSAILLES-1 ACT2: INTRO TO PREPARATORY PHASE ACT1: OVERVIEW ACT3: P P P P P P P P C C C C C C C C C

Learning Design Use Cases LD Editor Build a Learning Design Designer Aggregates LD with LOs Retrieves a LD Retrieves LOs includes LO Searcher LO Repository Request /Deliver Content Packager uses Submit/Store Package extends Viewer/Player Display Object

A Graphic LD Editor Based on MOTplus n Designers should be exempted from XML editing/reading n An alternative to UML graphs proposed in the IMS-LD best practice n All of a IMS-LD should be designed in one graphic model n Specializing MOT+ to IMS-lD n Graphic models can give additional degree of freedoms n Each element can be specified by the desginer only once (a parser can complete redundant aspects of the specification)

IMS-LD Packager/DePackager n Separate the editing tool from the content packaging tool n Need for a specialized LD viewer or a LD-aware LCMS players that can n The system help define any number of actor’s environments. – –Additional functionalities to exploit the multi-actor capabilities – –Read an IMS-LD package in the activity editor – –Import directly a graphic model, built with the MOT+ editor – –Towards multi-actor functional interfaces (LORNET/TELOS)

Playing an IMS-LD Method in

Future LD Player Essay Produce essay Analyze the vidéo Video Analysis Coach Forum Profiles Evaluate essay Evaluation Obtain

3- Need for LD Instructional Engineering n Build a LD as a solution to learning needs, competency building and educational context n Produce a LD model through a systemic methodology Instructional Design Software Engineering Knowledge Engineering

MISA 4.0 Instructional Engineering Method Knowledge Modeling 210 Knowledge modeling principles 212 Knowledge model 214 Target competencies 310 Learning units content 410 Learning instruments content 610 Knowledge and competency management Instructional Modeling 220 Instructional principles 222 Learning events network 224 Learning units properties 320 Instructional scenarios 322 Learning activities properties 420 Learning instruments properties 620 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 documents 630 Learning system and resource management Delivery Modeling 240 Delivery principles 242 Cost-benefit analysis 340 Delivery planning 440 Delivery models 442 Actors and user’s materials 444 Tools and telecommunication 446 Services and delivery locations 540 Assessment planning 640 Maintenance and quality management Problem definition 100 Organization’s training system 102 Training objectives 104 Target populations 106 Actual situation 108 Reference documents

An integrated skills taxonomy S Exerce a skill Receive Reproduce S Create Self- manage S S n An expandable taxonomy from general to specific n Based on Bloom, KADS, Pitrat n Ordering skills from simple to complex (on the first two layers) n Adding Performance Criteria to define competencies 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-Synthesize S S 10-Self- manage S Simulate Construct

Graph Generic Skills for Scenarios Choose a domain and a Lab Process to simulate Domain concepts Process components Control principles I/P Process Traces I/P Produce examples of input concepts (variables) Identify a production task Execute the Production task Obeying the control principles Verify if the process is completely simulated Assemble the Simulation traces And write the Lab report Case to be simulated A task description Tasks' products Yes No I/P C*

Principles for Pedagogy-Based Learning Designs A.Self-management Interactions B.Information processing Interactions C.Collaborative Interactions D.Assistance Interactions

A. Self-Management Interactions Analyse concepts in the domain Activity 2: Activity 3: Select Input Examples Activity 4: Execute an Operation from the Process Activity 5: If Process Incomplete Loop Back Activity 6: Produce a report on the simulation of the processes Activity 1: Choose a Lab Process

A. Self-Management Interactions n Principle 1 - Large grain knowledge objects to be scaffolded (learner builds knowledge maps) n Principle 2 – Competency and outcomes as goals: knowledge related to skills n Principle 3 - Learning scenarios built upon a skill’s generic process (to practice the competency) n Principle 4 - Open scenarios : different learning paths, to address learning style, delivery situations, different initial competencies n Principle 5 - Adaptable scenarios to give more “freedom to learn” (Rodgers)

B. Information Processing Interactions Analyse concepts in the domain Activity 2: Activity 3: Select Input Examples Activity 4: Execute an Operation from the Process Activity 5: If Process Incomplete Loop Back Activity 6: Produce a report on the simulation of the processes Documents on the scientific domain Laboratory processes description I/P Information on Lab Operations I/P Presentation and Discussion of Completeness Principles I/P FAQ on presentation norms I/P Activity 1: Choose a Lab Process

n Principle 6 - Learning scenarios proposing rich and diversified information sources n Principle 7 - Information resources providing for bi- directional communication (some active content) n Principle 8 - Learning scenarios associate to clear knowledge goals, to orient search and adaptation n Principle 9 - Scenarios offering tools for information search, annotation, and aggregation n Principle 10 - Production tools well adapted to the generic tasks in a learning scenario B. Information Processing Interactions

C. Collaborative Interactions Analyse concepts in the domain Activity 2: Activity 3: Select Input Examples Activity 4: Execute an Operation from the Process Activity 5: If Process Incomplete Loop Back Activity 6: Produce a report on the simulation of the processes Documents on the scientific domain Laboratory processes description I/P Information on Lab Operations I/P Presentation and Discussion of Completeness Principles FAQ on presentation norms I/P Activity 1: Choose a Lab Process Individual Learner Team of 4 Group Team of 4 R R R R

C. Collaborative Interactions n Principle 11 - Collaborative and individual activities sustaining and building on one another - learning is a personal and social process n Principle 12 - Collaboration adapted to the generic process defining a learning unit n Principle 13 - Well-coordinated synchronous and asynchronous interactions n Principle 14 - Management activities and tools for coordination of peer learners

D. Assistance Interactions Analyse concepts in the domain Activity 2: Activity 3: Select Input Examples Activity 4: Execute an Operation from the Process Activity 5: If Process Incomplete Loop Back Activity 6: Produce a report on the simulation of the processes Documents on the scientific domain Laboratory processes description I/P Information on Lab Operations I/P Presentation and Discussion of Completeness Principles FAQ on presentation norms I/P Individual Learner Activity 1: Choose a Lab Process Team of 4 Group Team of 4 R R R R Designer Prepare learning materials R I/P Lab Assistant Interact by R I/P R Trainer Use a forum software Maintain a FAQ I/P R

D. Assistance Interactions n Principle 15 - Provide assistance scenarios with multiple facilitators n Principle 16 - Assistance should be given carefully, mainly at the learner’s initiative + risk management by facilitators: persons or agents n Principle 17- Assistance system should provide mainly heuristic and methodological guidance instead of mini- lectures n Principle 18 - Assistance interactions corresponding to principles regulating a skill’s generic process

To conclude n The Learning Object Paradigm –Proposes to aggregate and repurpose educational materials in open, flexible eLearning systems –Focus out of media authoring and broadcasting –Opens the way to collaboration between groups n The Learning Design Approach –Puts more emphasis on design, on pedagogy : what to do with the learning objects –Values instructional methods as learning objects to adapt, fill with content and share –Leads to dynamic workflows as contextual multi- actor interfaces n IMS-LD is not enough –Need for an instructional engineering methodology –Integrate a semantic Web view (AI+Internet)

INSTRUCTIONAL ENGINEERING FOR LEARNING OBJECTS REPOSITORIES NETWORKS Gilbert Paquette Centre de recherche LICEF (CIRTA) Télé-université CALIE-04 Conference Grenoble, February 17, 2004