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TeleLearning ModelsImpact on Instructional

Technology in the 21st Century

TeleLearning ModelsImpact on Instructional

Technology in the 21st Century

Dr Gilbert Paquette

gpaquett@licef.teluq.quebec.cagpaquett@licef.teluq.quebec.cahttp://licef.teluq.quebec.ca/gphttp://licef.teluq.quebec.ca/gp

Centre de recherche LICEF, Télé-université

AERA 2000, New Orleans, April 27-28, 2000 SIG: Structural Learning, Instructional Systems and Intelligent Tutors

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ISD research at LICEFISD research at LICEF

AGD

1992-19951992-1995

MISA 3.0MISA form

system

1997-19981997-1998

ADISA MISA 3.51999-20001999-2000

MOT plus

1998-19991998-1999

MOT 2.0 MISA 2.0

1995-19971995-1997 1995-19971995-1997

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Megatrends and ISDMegatrends and ISD Exponential growth of informationExponential growth of information Knowledge ManagementKnowledge Management Networks, Distributed LearningNetworks, Distributed Learning Multi-agents SystemsMulti-agents Systems Construction of Higher-order skillsConstruction of Higher-order skills Diversity of Models and TransitionsDiversity of Models and Transitions Paradigm shiftParadigm shift

Expert

Learner

Learner

Learner

Learner

Expertise

Information

Rumors

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A new ISD effort is needed A new ISD effort is needed because…..because…..

Exponential growth of information Exponential growth of information

extends training needsextends training needs US training expenses 1997: 58,6 US training expenses 1997: 58,6

billions billions (Training and Development)(Training and Development)

Year 2000: Distance learning will Year 2000: Distance learning will

represent 10-25 billions US$, 30 represent 10-25 billions US$, 30

% % (Lotus Development)(Lotus Development)

Knowledge management should Knowledge management should

stimulates knowledge intensive stimulates knowledge intensive

trainingtraining

32%

27%7%

6%

5%6%

7%10%

Classroom Tech Classes CBT MultimediaEPSS WBTTV Training Kits

« The Corporate University: Learning Tools for Success »,

1998

Design methods are put aside Design methods are put aside to cope with speed of to cope with speed of developmentdevelopment

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TeleLearning ModelsTeleLearning Models

““High-tech” Classooms High-tech” Classooms

Distributed ClassroomsDistributed Classrooms

Autonomous Web/MM TrainingAutonomous Web/MM Training

Asynchronous “on line” LearningAsynchronous “on line” Learning

Communities of PracticeCommunities of Practice

Performance Support SystemsPerformance Support Systems

““High-tech” Classooms High-tech” Classooms

Distributed ClassroomsDistributed Classrooms

Autonomous Web/MM TrainingAutonomous Web/MM Training

Asynchronous “on line” LearningAsynchronous “on line” Learning

Communities of PracticeCommunities of Practice

Performance Support SystemsPerformance Support Systems

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The Explor@ ImplementationThe Explor@ Implementation

http://www.licef.teluq.uquebec.ca/exploraDemo

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Web course and Actors’s Web course and Actors’s environmentenvironment

http://www.licef.teluq.uquebec.ca/exploraDemo

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Variety of Actor’s EnvironmentsVariety of Actor’s Environments

http://www.licef.teluq.uquebec.ca/exploraDemo

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Variety of ResourcesVariety of ResourcesTools, services,documentsTools, services,documents

http://www.licef.teluq.uquebec.ca/exploraDemo

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Virtual LearningCentre

Virtual LearningCentreOrganization’s

Resource BankOrganization’s

User’s Bank

Reusable Plurimedia Materials

Web SiteWeb Site Web SiteWeb Site Web SiteWeb Site

Actor’s environments

An Open ArchitectureAn Open Architecture

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Larger set of interelated Larger set of interelated decisionsdecisions

What kind of TeleLearning model? What kind of TeleLearning model? Anywhere, anytime, anypace?Anywhere, anytime, anypace? What kind of interactivity, collaboration?What kind of interactivity, collaboration? Predefined multi-path or learner-Predefined multi-path or learner-

constructed scenarios?constructed scenarios? Which actors, what roles, what resources?Which actors, what roles, what resources? Multimedia or pluri-media materials?Multimedia or pluri-media materials? How to manage resources? How to manage resources?

Interoperability and scalability?Interoperability and scalability? How to take in account techno-diversity?How to take in account techno-diversity? Reusability, Sustainability, Affordability?Reusability, Sustainability, Affordability?

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DP

DD

DM

DC

DEVIS

Phase 1 - Dossier de définition

Phase 5 - Dossier de réalisation et

de validation

Phase 6 - Dossier du plan de

diffusion

Phase 4 - Dossier de conception

Phase 3 - Dossier d'architecture

Phase 2 - Dossier d'analyse

préliminaire

106 Contexte actuel

102 Objectifs d'une

formation

100Système de

formation dans l'organisation

442Acteurs et ensembles

446 Services et

milieux

210Orientations du

modèle des connaissances

212Modèle des

connaissances

214Tableau des compétences

222Réseau des événements

d'apprentissage

240Orientations de diffusion

230 Orientations médiatiques

242Analyse coûts-

bénéfices- impacts

340Plan des livraisons

444Outils et

moyens de com.

310Contenu des

unités d'apprentissage

410Contenu des instruments

420Propriétés des instruments et

des guides

432Modèles

médiatiques

320Scénarios

pédagogiques

432Éléments

médiatiques

640Gestion de la

qualité

610 Gestion des

connaissances et des compétences

230 (2) Orientations médiatiques

240 (2)Orientations de

diffusion

630Gestion du SA et

de ses

620 Gestion des

apprenants et des facilitateurs

440Modèle de diffusion

434Documents

source

330Infrastructure de développement

108Ressources

documentaires

104Publicscibles

430Liste des matériels

224Propriétés des

UA

220 Orientations pédagogiques 322

Propriétés des activités

RÉALISATION DES

MATÉRIELS

ESSAIS ET TESTS

540 Plan des essais

et des tests

542Registre des changements

MISA 3.5: Phases, Axis and MISA 3.5: Phases, Axis and DeliverablesDeliverables

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Design DocumentsDesign DocumentsDD -224

UA-3 Les représentations logiques

DD -222

CoursInf-5100

Travaux 1-2-3

Travaux 4-5

Travaux 6-7

UA-1

UA-2

UA-3

UA-4

UA-5

UA-6

UA-7

Models:Knowledge, Scenarios

Material, Delivery Process

Systematic documentationObjects typologies

Actors roles and environ’t

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Main Tasks in the MethodMain Tasks in the Method

Knowledge Modeling Instructional Modeling

210 Knowledge modeling principles 220 Instructional principles

212 Knowledge model 222 Learning events network214 Target competencies 224 Learning units properties

310 Learning unit content 320 Instructional scenarios

410 Learning instrument content 322 Learning activities properties

610 Knowledge management interaction 420 Learning instruments properties

620 Agents and group management

Learning Materials Modeling Delivery Modeling

230 Media principles 240 Delivery principles330 Development infrastructure 242 Cost-benefit analysis

430 Learning mateirials list 340 Delivery planning432 Learning materials models 440 Delivery models

434 Media elements 442 Actors and materials

436 Source documents 444 Tools and communication

630 Learning system and ressource management 446 Services and milieux540 Assesment planning

542 Modification register640 Maintenance and quality management

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ADISA and MOT Support ToolsADISA and MOT Support Tools

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Towards Instructional Towards Instructional Engineering Engineering

Instructional Design

Cognitive

Engineering Inform

ation

Sytems

Engineering

InstructionalEngineering

SYSTEM DESIGN METHODOLOGIES

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Information Systems’ Information Systems’ ApproachApproach

A Telelearning system is an information system, a complex array of software tools, digitized documents and communication services, more diversified than in the past

Artisanal construction of web based materials is insufficient, so is the use of simplistic authoring tools

Software engineering approaches can and must be applied to the design of telelearning systems

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Knowledge-Based ISDKnowledge-Based ISD

The actual emphasis on knowledge management recognizes the importance of knowledge and higher order skills, as opposed to simple data or information acquisition

Knowledge engineering needs to be centrals tasks of ISD methods

The product is knowledge elicitation, as well as knowledge based design of telelearning environments

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Multi-Agent viewMulti-Agent viewMulti-agent systems is a good way to see a telelearning system at delivery time: actors, agents and their instanciation, message propagation, modularity, sociability, distribution of control

An ISD method should integrate actors definitions and interactions into its mos important tasks

This result in the design of telelearning environments adapted to the functions and roles of the different actors and agents assuming some of these roles

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Plurimedia Material Plurimedia Material SeliverySelivery

There are more content materials for learning out there (videos, textbooks, courseware,...) than new multimedia we can produce.

ISD methods should shift from a multimedia to a plurimedia emphasis….

to favor reusability and interoperability,

to facilitate work-learn integration and situated learning

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Process-Based ScenariosProcess-Based ScenariosProcess-based learning scenarios help guide information search (for J-I-T) and the construction of new knowledge

ISD methods should favor scenarios built upon a skill’s generic process and collaboration adapted to the process

ISD methods for telelearning must support self-management (and metacognition) of scenarios

ISD methods should help plan heuristic assistance based on principles ruling the generic process.

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To conclude….To conclude…. More systematic, structured and graphic More systematic, structured and graphic

form of information systems designform of information systems design Knowledge engineering to support higher Knowledge engineering to support higher

order knowledge and skills acquisitionorder knowledge and skills acquisition Definition of multi-agent systems for useful Definition of multi-agent systems for useful

interaction interaction (persons and plurimedia agents)(persons and plurimedia agents) Support to self-management of learning Support to self-management of learning

scenarios (web sites) and environmentsscenarios (web sites) and environments Support to multiple assistance agents: Support to multiple assistance agents:

coaches, managers, FAQ, intelligent help.coaches, managers, FAQ, intelligent help.

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TeleLearning ModelsImpact on Instructional Design Methods and Tools in the 21st

Century

TeleLearning ModelsImpact on Instructional Design Methods and Tools in the 21st

Century

Dr Gilbert Paquette

gpaquett@licef.teluq.quebec.cagpaquett@licef.teluq.quebec.cahttp://licef.teluq.quebec.ca/gphttp://licef.teluq.quebec.ca/gp

Centre de recherche LICEF, Télé-université

AERA 2000, New Orleans, April 27-28, 2000