31 March 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 ) - FRANCE ERTé e-Praxis (**) Laboratoire CLIPS-IMAG, Grenoble INRP TENCompetences Workshop “Learning Networks for Lifelong Competence Development” Sofia – March 2006

31 March 2006J.P.Pernin et A. Lejeune2 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

31 March 2006J.P.Pernin et A. Lejeune3 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.

31 March 2006J.P.Pernin et A. Lejeune4 Previous works on authoring approach ( ) –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

31 March 2006J.P.Pernin et A. Lejeune5 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)

31 March 2006J.P.Pernin et A. Lejeune6 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

31 March 2006J.P.Pernin et A. Lejeune7 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

31 March 2006J.P.Pernin et A. Lejeune8 Life-cycle of a scenario (5 main phases) Initial Design 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 users at each phase ?

31 March 2006J.P.Pernin et A. Lejeune9 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

31 March 2006J.P.Pernin et A. Lejeune10 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

31 March 2006J.P.Pernin et A. Lejeune11 CAUSA project activity Uses, needs and representations of teachers Uses, needs and representations of designers Jan 2006 Workshop with teachers Mar 2006 Workshop with Instructional Designers Oct 2005 Training Session Propose Formalisms to teachers and designers (i.e. IMS-LD) Detection of problems Feb-Mar 2006 Web questionnaire (130 answers today) (in progress) Uses, needs and representations of practitioners Analysis Apr 2006 Conference for francophone research community Representations of researchers Interests

31 March 2006J.P.Pernin et A. Lejeune12 Workshops for teachers and instructional designers (14 people / each workshop)

31 March 2006J.P.Pernin et A. Lejeune13 Outcomes (produced by teachers)

31 March 2006J.P.Pernin et A. Lejeune14 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)

31 March 2006J.P.Pernin et A. Lejeune15 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

31 March 2006J.P.Pernin et A. Lejeune16 Theoretical background: Model Driven Engineering CIM Computer Independent Model PIM Platform Independent Model PSM Platform Specific Model Metamodel Languages and tools conforms to Users, CoP Computability interoperability Operationalization Main challenge : automatic transformation from a model to another

31 March 2006J.P.Pernin et A. Lejeune17 Programming language Environments and design languages (ex.: Powerpoint) Assembly and machine languages Analogy with programming languages

31 March 2006J.P.Pernin et A. Lejeune18 Specific Tool or Language Generic Tool or Language Languages for interoperability Code for Execution Teacher Communities of Practice Instructional engineers model Paradigm B model Specific Tool or Language model IMS LD ?

31 March 2006J.P.Pernin et A. Lejeune19 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