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Pedagogically sustained Adaptive LEarning Through the exploitation of Tacit and Explicit knowledge PALETTE Wrokshop LORNET, November, 2007 PALETTE Workshop.

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Presentation on theme: "Pedagogically sustained Adaptive LEarning Through the exploitation of Tacit and Explicit knowledge PALETTE Wrokshop LORNET, November, 2007 PALETTE Workshop."— Presentation transcript:

1 Pedagogically sustained Adaptive LEarning Through the exploitation of Tacit and Explicit knowledge PALETTE Wrokshop LORNET, November, 2007 PALETTE Workshop LORNET Conference Bernadette Charlier, France Henri, Bastien Vaucher

2 LICEF 20072 Planning Introduction of the Workshop Short presentation of the PALETTE project objectives 10 min Short presentation of the PALETTE methodology 20 min Presentation of Did@cTIC scenario Simulation session Topic: First meeting of a CoP of developers and researchers seeking to apply PDM Break Discussion - analysis of the simulation Synthesis and conclusions

3 LICEF 20073 PALETTE main goal Better knowledge of their own processes and outcomes Appropriation of new information processing, sharing and knowledge building into their practices PALETTE will result in a set of services and methods to support CoPs learning with respect to CoPs choices, objectives and constraints Communities of practice could develop their individual and organisational learning potential through:

4 LICEF 20074 PALETTE specific objectives : to develop.. Information Services Enhancing comprehensive representation of practices Knowledge Services Collaboration Services Knowledge reification (inside/outside CoPs) and retrieval Facilitating debates about practices, decision process and awareness CoPs Learning Services To support choice, adaptation and appropriation of technological services Usability Interoperability Acceptability Adaptability Participatory design

5 LICEF 20075 Current structure of the project to reach this goal Project coordination Karen Marache, ERCIM (project coordinator) Scientific coordination C. Vanoirbeek, EPFL(scientific coordinator) B. Charlier, UNIFR (deputy director) Workpackages leading Most of WPs are led by 2 persons WP Leader Deputy Leader

6 LICEF 20076 The consortium … as it is Project coordination Scientific coordination R&D Partners - UNIFR (CH) University of Fribourg - ULG (BE) University of Liège - EM Lyon AESCRA (FR) Association de lenseignement supérieur Commercial Rhône Alpes - GATE-cnrs (FR) University Lyon 2 - CSET (UK) Lancaster University Transfer Partners - INRIA (FR) Institut National de Recherche en Informatique et Automatique - EPFL (CH) Ecole Polytechnique Fédérele de Lausanne - CTI (GR) Research Academic Computer Technology Institute - CRP-HT (LU) Centre de Recherche Public Henri Tudor - UT (DZ) University of Tlemcen P&TP&T - ePrep (FR) TIC & Ecoles préparatoires - MindOnSite (CH) Integral Coaching - NISAI (UK) Support IT Ltd. Associated Partner - LICEF (CA) Télé-Université Québec T&PT&P

7 LICEF 20077 Ten CoPs participation Ux11 BADGE

8 LICEF 20078 Initial list of services participation Collaboration services CoPe_it! e-Logbook Knowledge Management Services SweetWiki A web service based on Corese (semantic search engine)Corese ECCO Generis Sewese BayFac Information services LimSee3 Amaya DocReuse Palette Web portal

9 LICEF 20079 Participatory Design Methodology : Main principles Iterative negotiation process between heterogeneous actors – different from one another in respect of their disciplines, preoccupation and interests – to truly influence the design process Participatory design principles: - Negotiation and consensual decision making; - Sharing cultural backgrounds, ideas and needs - Ongoing users and designers active participation and commitment; - Ongoing reflection on process with the designers of the methodology; - Mutual necessity to work together; - Construction of a shared language and vocabulary. ANT Principles - To take into account all the actors of the PDM both the human and non-human ones, and to provide them with means to negotiate their interests and collaborate. - To make all the actors interested in the project actions and enrol them through negotiation and translation. - To inscribe the outcomes of the negotiation into boundary objects that can be used for further discussions and project purposes..

10 LICEF 200710 The actors of the participatory design

11 LICEF 200711 Participatory activities..

12 LICEF 200712 Participatory activities.. And Flash meetings, face to Face meetings..

13 LICEF 200713 Boundary objects Object that can be created and used by actors to facilitate mutual understanding negotiation Means for alignment

14 LICEF 200714 Boundary objects..

15 LICEF 200715 PDM : why ? In which conditions ? Experts dont know or have the solution Uses and adaptation of new services need a real project to change ones practice For whom ? CoPs involved are often interested in ICT development (Form@hetice, @pretic, Did@cTIC, LEARN-NETT, EPrep..) Why ? Mediators and CoPs involved would be the better disseminators of our results Uses that change the practices More usability, acceptability, adaptability New development and research questions

16 LICEF 200716 Design and development of the PDM (1/2).. From..

17 LICEF 200717 Needs for clarification.. Depict processes that are implemented concurrently and to identify their inputs and outputs which feed or result from each process Depict the possible loops between different sub-processes Represent the various actors involved with their roles Represent the PD principles that informed the methodology and their concrete implementation such as the permanent negotiation with the CoPs, mutual learning, construction of a shared language, etc. Represent the necessary and continuous reflective approach to the design and implementation of the PDM in order to update it regularly, document its implementation and make its users actors of its design.

18 LICEF 200718 Design and development of the PDM (2/2)

19 LICEF 200719 Main changes applied to refine the methodology.. The numbering of the procedures has been deleted since most of the procedures are carried out by the actors at the same time, some taking place within loops. The former twelve processes have been grouped in four main procedures. This allows extricating four main moments of the PDM: analysing, participatory design for use, participatory design in use and editing and disseminating to other CoPs. The presentation of the actors has been integrated into a sub-model The ongoing documenting of and reflection on the whole methodology has been added as a general principle (mediators hut). A procedure describing the elaboration of Learning Services (LS) has been added. Vocabulary has been adapted in order to be better anchored in the standard vocabulary of R&D projects.

20 LICEF 200720 Design for and in uses Design for use is related to the initial design of services and their scenarios of uses. It generates prototypes of new artefacts as well as scenarios of uses to be trialled during a design in use phase. Design in use consists in trialling the prototypes and their scenarios of uses, and to observe the instrumental genesis carried out by the CoPs.

21 Pedagogically sustained Adaptive LEarning Through the exploitation of Tacit and Explicit knowledge PALETTE Wrokshop LORNET, November, 2007 Lets life a design in use experience !

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