31 March 2006 1

Learning design: models for computers, for engineers or for teachers?

Jean-Philippe PERNIN (*,**)Anne LEJEUNE (**)

(*) Institut national de recherche pédagogique, Lyon (National Institute of Educational Research ) - FRANCEERTé e-Praxis

(**) Laboratoire CLIPS-IMAG, Grenoble

INRP

TENCompetences Workshop“Learning Networks for Lifelong Competence Development”Sofia – 30-31 March 2006

31 March 2006 J.P.Pernin et A. Lejeune 2

• Introduction– Focus on authoring approach

• Learning scenario's definition and lifecycle• Collecting practitioners needs

– Methodology– First results and analysis (in progress)

• Meta-models, languages and tools – Propositions

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Introduction

• Main challenges for learning design [Koper 2006]– use of ontologies and semantic web principles &

tools related to learning design; – use of learning design patterns; – development of learning design authoring and

content management systems;– development of learning design players,

including the issues how to use the integrated set of learning design tools in a variety of settings.

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Previous works on authoring approach (1995-2000)

– Main lessons :• Illusion to want to « disseminate » a complex model

only by providing « user-friendly » interfaces. Models and concepts must be mastered and accepted by users.

Example

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How to disseminate activity-oriented approach ?

• Adopt an user-centered approach• For what users ?

– Teachers– Trainers– Instructional Designers– … and learners…

• In what contexts ?– Integration of activity-oriented approach in daily

practice– Distant, face-to-face, hybrid learning situations– All along the process (design, contextualisation,

exploitation, evaluation)

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• Introduction– Focus on authoring approach

• Learning scenario's definition and lifecycle• Collecting practitioners needs

– Methodology– First results and analysis (in progress)

• Meta-models, languages and tools – Propositions

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Our definition of a learning scenario [Pernin&Lejeune 2004]

• a learning scenario represents the description, carried out a priori, dynamically or a posteriori, of the organization of a learning situation aimed at the acquisition of a precise body of knowledge

• This organization is made in terms of roles, activities as well as in terms of knowledge resources, tools, services and results associated with the implementation of the activities

A scenario = a living object

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Life-cycle of a scenario(5 main phases)

InitialDesign

abstract scenario

Run

adapted scenario

effective scenario Evaluation

Pedagogical Contextualization- Distributing roles-Planning activities

-Affecting resources-Instrument

- Refine

contextualised scenario

implemented scenario

Technical Implementation

-Deployment-Matching with

platform capabilities

reusable scenario

Adaptation

What tools for what usersat each phase ?

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• Introduction– Focus on authoring approach

• Learning scenario's definition and lifecycle• Collecting practitioners uses and needs

– Methodology– First results and analysis (in progress)

• Meta-models, languages and tools – Propositions

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Collecting practioners needs

• CAUSA Project (start : october 2005)

– Collecting and Analyzing Uses of Scenarization of Activities (in francophone area)– Leader: INRP (National Institute for Educational Research) – ERTé e-Praxis

(Grenoble, Lyon)– Pluridisciplinary team (researchers, teachers, engineers)

• Education Sciences• Computer science• Didactic specialists

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CAUSA project activity

Uses, needs and representations of

teachers

Uses, needs and representations of

designers

Jan 2006Workshop with

teachers

Mar 2006Workshop with

InstructionalDesigners

Oct 2005TrainingSession

Propose Formalisms to teachers and

designers(i.e. IMS-LD)

Detection of

problems

Feb-Mar 2006Web

questionnaire(130 answers

today)(in progress)

Uses, needs and representations of

practitioners

Analysis

Apr 2006Conference for francophone

research community

Representations of researchers

Interests

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Workshops for teachers and instructional designers(14 people / each workshop)

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Outcomes (produced by teachers)

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Questionnaire : first results (provisional)

• Web questionnaire – Diffused on specific mailing lists– 40 questions (20 MCQ, 20 open questions)– One hour required to answer – Partially based on an example of scenario given by the

user– In three weeks : more than 130 answers (each one

with its own example of scenario)

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• Introduction– Focus on authoring approach

• Learning scenario's definition and lifecycle• Collecting practitioners needs

– Methodology– First results and analysis (in progress)

• Meta-models, languages and tools

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Theoretical background:Model Driven Engineering

CIMComputer

Independent Model

PIMPlatform

Independent Model

PSMPlatformSpecific Model

Metamodel Metamodel Metamodel

Languages and tools

Languages and tools

Languages and tools

conforms to

conforms to

conforms to

conforms to

conforms to

conforms to

Users,CoP

Computabilityinteroperability

Operationalization

Main challenge : automatic transformationfrom a model to another

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Programming language

Environments and design languages (ex.: Powerpoint)

Assembly and machine languages

Analogy with programming languages

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Specific Tool or

Language

Generic Tool or

Language

Languages for interoperability

Code forExecution

Teacher Communities of Practice

Instructional engineers

model

model

Paradigm BParadigm Bmodel

Specific Tool or

Language

Specific Tool or

Language

modelIMS LD ?

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Current works

• Complete analysis of collected corpus (worshops and questionnaire)

• Extend questionnaire– Translate in english– Analyze cultural features.

• Have a deep reflexion about models and metamodels in scenario engineering

• Propose more consistent metamodels, adapted languages and tools