Post on 01-Apr-2015
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Learning Design based Learning Design based on Graphical Knowledge-on Graphical Knowledge-
ModelingModeling
LICEF-CIRTA, Télé-Université LICEF-CIRTA, Télé-Université _________________________________
Michel LéonardUNFOLD Workshop
Valkenburg, sept, 21-22, 2005
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The LD Research Team
Gilbert Paquette, Gilbert Paquette, Scientific Director and ID SpecialistScientific Director and ID Specialist
Stefan Mihaila, Denis Gareau, Stefan Mihaila, Denis Gareau, System DesignerSystem Designer
Ileana de la Teja, Ileana de la Teja, I.D. Specialist and Competency ModelsI.D. Specialist and Competency Models
Karin Lundgren-Cayrol, Karin Lundgren-Cayrol, I.D. Specialist and Collaborative LearningI.D. Specialist and Collaborative Learning
Michel Leonard, Michel Leonard, Knowledge Modeling Expert and System DesignKnowledge Modeling Expert and System Design
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Subjects:
M.O.T. M.O.T. Modeling language using Object Type
MOTPlusMOTPlus Graphic editor use to produce ‘Unit of Learning’ models and
XML-LD manifest compliant with the IMS-LD specification
MISA:MISA: Instructional Engineering Method adapted to support IMS-LD
Structured competenciesStructured competencies
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R & D- Implementation - Revision
1987 - Research on knowledge based systems1987 - Research on knowledge based systems
9292//98 - Design & dev. of a pedagogical design course98 - Design & dev. of a pedagogical design course
95-98 - Development of 95-98 - Development of MISA-1, 2, 3 MISA-1, 2, 3 andand MOT MOT softw.softw.
1999 - 1999 - Development of Development of MOTPlus MOTPlus standard modelstandard model
2000 - 2000 - ADISAADISA ((MISA4MISA4 and and MOTMOT): Web ): Web WorkbenchWorkbench
04-0504-05 - - MISA4/MOTPlusMISA4/MOTPlus : :
Standard modelStandard model
Flowchart model by actorFlowchart model by actor
IMS-Learning Design model + XML-LDIMS-Learning Design model + XML-LD
Ontology model + XML-OWLOntology model + XML-OWL
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Plan
1. LD Editor Graphic Representation
2. MOTPlus - LD Graphic vocabulary
3. Misa – LD Engineering process
4. Knowledge/Competency Referencing
5. Conclusion
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Concepts
Procedures
Principles
Examples
Traces
Statements
Abstract knowledge Concrete facts
MOTPlus : Type of knowledge units
WHAT?Conceptual K
HOW?Procedural K
WHEN?WHY?
Conditional K
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Concepts• Objects• Documents, tools• Dates• Definitions
Examples of different type of knowledge
Procedure
s • Actions• Tasks, activities• Instructions, algorithms• Steps in a scenario
Princip
les • Conditions, constraints• Rules, heuristics• Laws, theories• Decisional actors
Example: concrete object representing a concept
Trace: concrete object representing a procedure
Statement: concrete object representing a principleFacts
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MOT Graphic LanguageCONCEPTS PROCEDURES PRINCIPLES
C
S
P
I/P
R
I
LINKS
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Use a mountain
bicycle
Adjust Plan
RepairC C
C
Ride
C
Mountain bicycle
WheelsChain
HandlebarPedal
I/P
C
C
C
C
Use a mountain
bicycle
Adjust Plan
RepairC C
C
Ride
C
Example of Knowledge Model
Mountain bicycle
WheelsChain
HandlebarPedal
Read the User Guide
I/P
C
C
C
C
Use a mountain
bicycle
P
Mountain Bicycle User
Guide
I/P
Adjust Plan
RepairC C
C
Ride
C
Mountain bicycle
WheelsChain
HandlebarPedal
Read the User Guide
I/P
C
C
C
C
Two wheels transportation
vehicle
S
Bicycle
S
Use a mountain
bicycle
P
Mountain Bicycle User
Guide
I/P
Adjust Plan
RepairC C
C
Ride
C
Mountain bicycle
WheelsChain
HandlebarPedal
Read the User Guide
I/P
Solid front suspension
C
C
C
C
Two wheels transportation
vehicle
S
Bicycle
SR
Strongly recommanded
R
Use a mountain
bicycle
P
Mountain Bicycle User
Guide
I/P
Adjust Plan
RepairC C
C
Ride
C
Mountain bicycle
WheelsChain
HandlebarPedal
Read the User Guide
I/P
Solid front suspension
C
C
C
C
Two wheels transportation
vehicle
S
Fisher Bike
Trek 8900
Bicycle
S
I
I
R
Strongly recommanded
R
Use a mountain
bicycle
P
Mountain Bicycle User
Guide
I/P
Adjust Plan
RepairC C
C
Ride
C
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ModelTaxonomy
(Categories)
Set of Examples
Set of Traces
Set of Statements Taxonomies and
Typologies
Component Systems
Hybrid Conceptual
SystemsSeries
Procedures
Parallel Procedures
Iterative Procedures
Definitions, Norms and Constraints
Laws and Theories
Decision Trees
Control RulesProcesses
Methods
Collaborative Systems
S
SS
SS
S
S
S
S
S
S
SS
S
S
S
KnowledgeModel
Factual Models
Conceptual Models
Procedural Models
Prescriptive Models
Processes and Methods
S
S
S
S
S
LD
Ontologies
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Desired Properties of a MOT GraphicRepresentation Formalism
Simplicity and User Friendliness Simplicity and User Friendliness ((win spec, only few typewin spec, only few type))
Generality Generality (structured overview of the domain)(structured overview of the domain)
Completeness Completeness (process, resources and rules in the same model)(process, resources and rules in the same model)
Has easily Interpretable graphic objects Has easily Interpretable graphic objects (only few type)(only few type)
Facilitates communication Facilitates communication (same semantic for each model)(same semantic for each model)
Allows building meta-knowledge models : Allows building meta-knowledge models : Generic Skills and CompetenciesGeneric Skills and Competencies
Makes explicit the relationship between Makes explicit the relationship between knowledge/competency and LDknowledge/competency and LD
Translates to machine (XML) formatTranslates to machine (XML) format
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Plan
1. LD Editor Graphic Representation
2. MOTPlus - LD Graphic vocabulary
3. Misa – LD Engineering process
4. Knowledge/Competency Referencing
5. Conclusion
Author: Lornet LD teamReuse freely – Just quote
MOTPlus - LD Graphic Objects
RULES(Principles)
EXTENDED SPECIFICOBJECTS
(Facts)
BASIC SPECIFICOBJECTS
(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
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MOT+ LD Links
C ItemItem
R
Any Action(exceptActivity
Structure andexterna UoL)
R
Any Action(exceptMethod)
R
R
Any Action(except Method,
Play, Act)
R
R Environnement
IP
Any Resource
C
Oncompletion
R ActivityStructure
Number toselect
Time limit
Staff role
Learner role
C
C
Staff role
Learner role
Staff role
Learner role
P
Any Action(except Method
and Play)
Any Action(except Method
and Play)
IP
Any Action(except Method,
Play, Act)
Environnement
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 objector outcome
Environment
IP LINK
P LINK
C LINK
R LINK
Item
I
I
I
Learner role
Activity Structure,Learning and Staff
Activity
Method , learningor staff activity
I
I
Index by typeof element
I
Search by index
Index by Class
Staff role
I
I
Any Ressource(except environmentand index search)
Index byelement
I
Learningobjectives
I LINK
Prerequisites
A
SupportActivity
A
AActivityStructure
LearningActivity
SupportActivity
AA
Learner role Staff role
A
ActivityStructure,
Learning andStaff Activity
A
Any Ressource(except
environment)
A
A
Learning object oroutcome #21
Environment #12
A
Item
A
A
Prerequisites
Learningobjectives
A
AAny Action
(except externalUoL)
Any Ressource
Class
Index byElement
Metadata
A LINK
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Graphic Representation of a LD
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Collaboration (Versailles Scenario)
ACT5:INTRODUCTION TOMAIN NEGOTIATION
DAY
ACT6: THE MAINNEGOTIATIONS
C
ACT3:BACKGROUND
STUDY - OFFLINEACTIVITIES
C
C
C
C
ACT1: VERSAILLESOVERVIEW
ACT2:INTRODUCTION TO
PREPARATORYPHASE
PP
CC
P
ACT4: SIX NATIONONLINE STRATEGY
PREPARATION
VersaillesExpérience
P
Play
ACT8: REFLECT ONTREATY
OUTCOMES
P
P
P
ACT7: REVIEWMAIN
NEGOTIATION DAY
C
C
C
C
Send ResultsLO
IP
France-ItalyForum
IP
France-Serbia Forum
IP
Poland-FranceForum
IP US-FranceForum
IPGB-FranceForum
IPMain
NegotiatingChamber
MainNegotiation
Forum
IPSend ResultsEnv
CReturned results
IP
DISPLAYS RESULTSRETURNED TO THE
RECORDER
C
Send Resultsto Recorder
C
Read PostedResults
C
GB-FranceSide-room
C
France-SerbiaSide-room
C
France-ItalySide-room
C
Poland-FranceSide-room
C
USA-FranceSide-room
FranceNegotiation
Day
I
I-France SerbiaConfer SO
C
FRANCE-SerbiaConfer
I
FRANCE-SERBIANegotiate AD res
IPFrance-Serbia
Side-roomFrance-Serbia
Forum
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Referencing LDs with an Ontology
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Plan
1. LD Editor Graphic Representation
2. MOTPlus - LD Graphic vocabulary
3. Misa – LD Engineering process
4. Knowledge/Competency Referencing
5. Conclusion
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CognitiveScience
Education Science
Software Engineering
The basis
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ADDIE MISA
Comparing MISA with the ID model
AnalysisAnalysis
DesignDesign
DevelopmentDevelopmentImplementationImplementationEvaluationEvaluation
Project definitionProject definition
Preliminary solutionPreliminary solution
Architectural designArchitectural design
Instructional materials designInstructional materials design
Materials’ development & validationMaterials’ development & validation
Infrastructure planningInfrastructure planning
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6 Phases 4 Axes
Contents
MaterialsStrategy
Delivery
MISA: Description
Modular structure
• Allows a flexible approach for the designers and for the administrators• Facilitate location, updates and re-use of the LS constituents in new projects.
Documentation Elements 35 textual and graphical templates
Phases 2 - 6 are structured according to specialized AXES
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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
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MISA - Instructional Engineering Method
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Plan
1. LD Editor Graphic Representation
2. MOTPlus - LD Graphic vocabulary
3. Misa – LD Engineering process
4. Knowledge/Competency Referencing
5. Conclusion
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Structured Competencies To say that somebody needs to acquire a certain
knowledge is insufficient
What kind of generic skill and performance?• Explain or Use or Analyse or Communicate the Knowledge • In a simple or complex situation, with or without help
The generic skills’ taxonomy is based on different viewpoints : instructional objectives, generic tasks/processes, meta-knowledge
Competency = Meta-process (skill) applied to a knowledge at a certain performance level
Permits to situate knowledge acquisition goals on a competency/performance scale (to be measured or observed)
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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
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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
SGeneric skill Inputs Products
Simulate A Process and its sub-procedures, inputs, products and 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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Simulation: generic and scenario models
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Plan
1. LD Editor Graphic Representation
2. MOTPlus - LD Graphic vocabulary
3. Misa – LD Engineering process
4. Knowledge/Competency Referencing
5. Conclusion
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Conclusion1. Generic Skill’s Meta-process could be used and
reused as a basis for Learning Scenarios
2. Target competencies with its hierarchic skill structure contribute to build effective and efficient instructional scenarios
3. In a Learning Object Repository, the skill taxonomy provides a way to classify UoLs scenarios
by their association to the generic graphic knowledge based models
Through the Learning Design templates’ metadata using the main target skill and the related knowledge type
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Learning Design based on Graphical Knowledge-ModelingLearning Design based on Graphical Knowledge-Modeling
IEEE ET&S journal
Address:
LICEF Reaches Center http://www.licef.teluq.uquebec.ca/eng/index.htm
MOTPlus LD Resources to download :(software, presentations and examples)http://206.167.88.22:90/cice/motplus_IMSLD/
Presented by Michel Léonard, mleonard@licef.teluq.uquebec.caUNFOLD /ProLearn meeting , Valkenburg, sept, 21-22, 2005