Instructional Engineering for On-line Environments Dr Gilbert Paquette Professor, Télé-université du Québec Director of CIRTA Center for Inter-university Research in Telelearning Applicationshttp://licef.teluq.uquebec.ca/gp University of Mauritius, January 2002

Presentation Plan 1. Presentation 2. Distance Education Models 3. Virtual Learning Center 4. Instructional Engineering 5. Principles for Implementation 6. Questions

1- TELUQ – LICEF - CIRTA  Télé-université: Distance university in Quebec (1972)  LICEF -Télé-université‘s Research Center (1992)  CIRTA (2000) –DL Researchers in 9 universities  Largest Research Center in DE in Québec and Canada  Mission: To create knowledge TeleLearning models, methods and technologies to help people and organizations gain knowledge and skills  Results:  MOT – Knowledge Modeling Editor  AGD-MISA-ADISA: ISD method and tools  Delivery system  SavoirNet, CIRTA, ETI: Repositories

2- Distance Education Models  Exponential growth of information -Increased training needs  Knowledge Management - Knowledge intensive learning  “Nano-seconds development” constraints  Information access is fast – Learning takes time Expert Learner Expertise Information Rumors

Trainer Learner On-line teaching Learner Server Learner Server Hypermedia self-training Distributed Learning Models Learner Trainer Learner Distributed classroom Learner Task Learner Community of practice Learners High-tech classroom Trainer

Actors in a VLC Information process R Informer I/P INFORMATION COLLECTIVE KNOWLEDGE I/P Learning process Learner R PERSONAL KNOWLEDGE I/P Training process Design process Managing process Facilitator S S S Manager Designer R R R Trainer Management Support Learning System Pedagogic Assistance

Actors Function and Roles Actor/FunctionExamples of roles LEARNER: transformsinformation into knowledge Navigates the learning scenario Consult information resources Produces a solution TRAINER: facilitates learning Diagnoses the difficulties Coaches the learner Evaluates learner’s progress INFORMER: provides information Presents information Displays digitized information Answers content questions MANAGER: manages actors and events Creates and manages groups Organizes delivery Manages the actors network DESIGNER: builds and maintains the learning system Analyzes learning needs Models the knowledge Designs and develops the system

EXPLORA Server (Html \ Java) Persons and Groups Resources INTERNET Courses 3- The VLC support system ADMINISTRATORS TRAINERS CONTENT EXPERT LEARNERS DESIGNERS

Learner’s environement

Trainer’s environment

Administrator’s environment

Redesigning for the Web  Printed Guide (80 pages)  Manual (560 pages)  Eight 30 min. Videos  Six CBT ’S  Tutors on the phone  Individualized learning  Communication through mail,telephone,TV Web Site (HyperGuide) Manual + PDF Video stream or CD or VHS Accessible through Telematic tutoring + collaboration Complete telematic communication + collaboration + self-manag. Artificial Intelligence Course

Designer’s environment

Resource (LO) Management

TL operating system TL operating system Organization’s LO Repository Organization’s User’s DB Reusable Learning Objects Web Site An Open Architecture Actor Env.

4 – Instructional Engineering F TeleLearning model? F Anywhere, anytime, any pace, anybody? F Inter-activity, collaboration? F Actors, roles, resources? F Resource management, inter-operability,scalability? F Knowledge and competence management? F Learners diversity,pedagogy, technology? F Economics: Reusability, Sustainability, Affordability? LARGE SET OF DECISIONS TO MAKE

Foundation of the method Instructional Design Knowledge Engineering Information Systems Engineering Instructional Engineering SYSTEM DESIGN METHODOLOGIES

DP DD DM DC Phase 1 - Problem definition folder Phase 5 - Production and validation folder Phase 6 - Final delivery folder Phase 4 - Design folder Phase 3 - Architecture folder Phase 2 - Preliminary analysis folder 106 Actual situation 102 Training objectives 100 Organization’s training system 442 Actors and materials 446 Services and locations 210 Knowledge modeling principles 212 Knowledge model 214 Target competencies 222 Learning events network 240 Delivery principles 230 Media development principles 242 Cost-benefit analysis 340 Delivery planning 444 Tools and telecom 310 Learning unit content 410 Learning instrument content 420 Learning instruments properties 432 Models of materials 320 Instructional scenarios 432 Media elements 640 Maintenance and quality management 610 Knowledge and comptency management 630 Learning system and ressource management 620 Actors and group management 440 Delivery models 434 Source documents 330 Development infrastructure 108 Reference documentss 104 Target populations 430 List of learning materials 224 Learning units properties 220 Instructional principles 322 Learning activities properties PRODUCTION OF THE MATERIALS TESTS 540 Assessment planning 542 Revision folder MISA 4.0 Instructional Engineering Method

ID Task representation 430 Construct list of materials 420 Define properties of activities 410 Define k.models of instruments Define properties of instruments Construct delivery models S A A A I 320 Instructional scenarios Define instructional scenarios A I 220 I 212 I I I I Activities Resources Productions Links C

ADISA/MOT ISD Workbench

Learning Units Properties

Delivery Models

5- Principles for implementation  Interaction Spaces  Information processing  Collaboration  Assistance  Self-management  Multi-agent systems: workflow  Process-based pedagogical scenarios

Information Processing Process-guided Information Retrieval Search, Annotation and Synthesis tools PRODUCTION AND INFORMATION SPACES

Collaboration Process Oriented; Collaboration model; Visualization & management tools COLLABORATION SPACE (Synchronous, Asynchronous)

Assistance from facilitators Caring heuristic assistance; Learner’s initiative; Multiple facilitators ASSISTANCE SPACE

Self-management Competency-focused, Open/Adaptable Learning Scenarios; Metacognitive Tools SELF-MANAGEMENT SPACE

Process Based Learning Scenarios EVALUATE SYNTHETIZE ANALYZE APPLY UNDERSTAND MEMORIZE JUST IN CASE INFORMATION JUST IN TIME INFORMATION Process-based situated learning scenarios help guide information search and the construction of new knowledge

Learning Event Scenario Building Consult writing methods and norms Sketch and send the document plan Distribute writing assignments Write the document's sections Integrate sections Revise text Validate text and send evaluation P P Document plan Work plan Preliminary text Validation File I/P Information base I/P Norms and methods I/P Search for useful information I/P Search Engine Search Engine Ideator Access to content expert Access to content expert Annotation tool Collaborative text editor Support to information processing R Client (a learner) Project leader Team of writers Individual learner Individual learner R R R R R R R Collaboration scenario Problem Process definition P Computarized search advisor FAQ from content expert Tutor validating Peer validating Tutor coaching Multiple assistance

In summary….  More systematic, structured and visual ISD.  Knowledge engineering to support higher order knowledge and skills acquisition.  Definition of multi-agent systems for useful interactions at delivery.  Support to self-management of learning scenarios and environments for meta- cognition.  Integration of multiple assistance agents into process-based scenarios: co-learners, SMEs, coaches, managers, FAQ, Intelligent Help Systems... IN A VIRTUAL LEARNING CENTER

Reduce Distance Closer Educational Systems Dr Gilbert Paquettehttp://licef.teluq.uquebec.ca/gp Centre de recherche LICEF-CIRTA Télé-université University of Mauritius, January 2002