1. Learning Design based on Graphical Knowledge-Modeling LICEF-CIRTA, Télé-Université _________________________________ Michel Léonard UNFOLD Workshop Valkenburg, sept, 21-22, 2005

2. The LD Research Team
Gilbert Paquette, Scientific Director and ID Specialist
Stefan Mihaila, Denis Gareau, System Designer
Ileana de la Teja, I.D. Specialist and Competency Models
Karin Lundgren-Cayrol, I.D. Specialist and Collaborative Learning
Michel Leonard, Knowledge Modeling Expert and System Design

3. Subjects: M.O.T. MOTPlus MISA: Structured competencies
Modeling language using Object Type
MOTPlus
Graphic editor use to produce ‘Unit of Learning’ models and
XML-LD manifest compliant with the IMS-LD specification
MISA:
Instructional Engineering Method adapted to support IMS-LD
Structured competencies

4. R & D- Implementation - Revision
Research on knowledge based systems
92/98 - Design & dev. of a pedagogical design course
Development of MISA-1, 2, 3 and MOT softw.
Development of MOTPlus standard model
ADISA (MISA4 and MOT): Web Workbench
MISA4/MOTPlus :
Standard model
Flowchart model by actor
IMS-Learning Design model + XML-LD
Ontology model + XML-OWL
Validated in 9 organisations
Several projects that are interlinked:
AGD - Learning Systems Engineering Workbench
MOT - tool for knowledge structuring

5. Plan LD Editor Graphic Representation MOTPlus - LD Graphic vocabulary
Misa – LD Engineering process
Knowledge/Competency Referencing
Conclusion

6. MOTPlus : Type of knowledge units
Abstract knowledge
Concrete facts
WHAT?
Conceptual K
Concepts
Examples
HOW?
Procedural K
Procedures
Traces
WHEN?
WHY?
Conditional K
Principles
Statements

7. Examples of different type of knowledge
Concepts
Objects
Documents, tools
Dates
Definitions
Procedures
Actions
Tasks, activities
Instructions, algorithms
Steps in a scenario
Principles
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 principle
Facts

8. MOT Graphic Language L CONCEPTS PROCEDURES PRINCIPLES N K C S P I/P R

9. Example of Knowledge Model

10. Model Taxonomy (Categories)
Set of
Examples
Set of Traces
Statements
Taxonomies and
Typologies
Component
Systems
Hybrid
Conceptual
Series
Procedures
Parallel
Iterative
Definitions,
Norms and
Constraints
Laws and
Theories
Decision Trees
Control Rules
Processes
Methods
Collaborative S
Model Taxonomy (Categories)
Factual
Models
Conceptual S
Models S
Ontologies
Knowledge
Procedural S
Model
Models S
Prescriptive S
Models LD
Processes and
Methods

11. Desired Properties of a MOT Graphic Representation Formalism
Simplicity and User Friendliness (win spec, only few type)
Generality (structured overview of the domain)
Completeness (process, resources and rules in the same model)
Has easily Interpretable graphic objects (only few type)
Facilitates communication (same semantic for each model)
Allows building meta-knowledge models :
Generic Skills and Competencies
Makes explicit the relationship between knowledge/competency and LD
Translates to machine (XML) format

12. Plan LD Editor Graphic Representation MOTPlus - LD Graphic vocabulary
Misa – LD Engineering process
Knowledge/Competency Referencing
Conclusion

13. MOTPlus - LD Graphic Objects

14. MOT+ LD Links

15. Graphic Representation of a LD

16. Collaboration (Versailles Scenario)
Send Results LO IP
France-Italy
Forum
France-Serbia
Poland-France
US-France
GB-France
Main
Negotiating
Chamber
Negotiation
Env
Returned results
DISPLAYS RESULTS
RETURNED TO THE
RECORDER
to Recorder
Read Posted
Results
Side-room
USA-France
France
Day
ACT5:
INTRODUCTION TO
MAIN NEGOTIATION
DAY
ACT6: THE MAIN
NEGOTIATIONS C
ACT3:
BACKGROUND
STUDY - OFFLINE
ACTIVITIES
ACT1: VERSAILLES
OVERVIEW
ACT2:
PREPARATORY
PHASE P
ACT4: SIX NATION
ONLINE STRATEGY
PREPARATION
Versailles
Expérience
Play
ACT8: REFLECT ON
TREATY
OUTCOMES
ACT7: REVIEW
MAIN
NEGOTIATION DAY I
I-France Serbia
Confer SO C
FRANCE-Serbia
Confer
FRANCE-SERBIA
Negotiate AD res IP
France-Serbia
Side-room
Forum

17. Referencing LDs with an Ontology

18. Plan LD Editor Graphic Representation MOTPlus - LD Graphic vocabulary
Misa – LD Engineering process
Knowledge/Competency Referencing
Conclusion

19. The basis Cognitive Education Science Science Software Engineering
MISA
4 categories:
facts, concepts,
procedures and principles
Concept of schema
LS components, and interelations can be represented by a model
Software
Engineering

20. Comparing MISA with the ID model
ADDIE
Project definition
Preliminary solution
Architectural design
Instructional materials design
Materials’ development & validation
Infrastructure planning $ ?
Analysis
Design
Development
Implementation
Evaluation
Strategy
Structure

21. Phases 2 - 6 are structured according to specialized AXES
MISA: Description
6 Phases
Phases are structured according to specialized AXES
4 Axes
Contents
Strategy
Materials
Documentation Elements
35 textual and graphical templates
Delivery
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.

22. Instructional Modeling
MISA 4.0 Method
Problem definition
100 Training system
102 Training objectives
104 Target Learners
106 Actual situation
108 Reference documents
Knowledge Modeling
210 Knowledge modeling principles
212 Knowledge model
214 Target competencies
310 Learning units content
410 Learning instruments content
610 Knowledge and competency management
Instructional Modeling
220 Instructional principles
222 Learning events network
224 Learning units properties
320 Instructional scenarios
322 Learning activities properties
420 Learning instruments properties
620 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 documents
630 Learning system / resource management
Delivery Modeling
240 Delivery principles
242 Cost-benefit analysis
340 Delivery planning
440 Delivery models
442 Actors and user’s materials
444 Tools and telecommunication
446 Services and delivery locations
540 Assessment planning
640 Maintenance / quality management

23. MISA - Instructional Engineering Method
First version of the method developed between 1992 and 1994, embedded in a AGD computerized support system.

24. Plan LD Editor Graphic Representation MOTPlus - LD Graphic vocabulary
Misa – LD Engineering process
Knowledge/Competency Referencing
Conclusion

25. 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)

26. Frameworks

27. A Generic Skills (Meta-process) Taxonomy
Exerce
a skill
Receive
Reproduce
Create
Self-
manage
1-Show
awareness
9-Evaluate
4-Transpose
7-Repair
2-Internalize
3-Instantiate
/Detail
5-Apply
6-Analyze
8-Synthesize
10-Self-
Generic
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 S
Identify
Illustrate
Memorize
Utilize
Classify
Construct
Initiate/
Influence
Adapt/
control
Discriminate
Explicitate
Simulate
Deduce
Predict
Diagnose
Induce
Plan

28. Simulation: generic and scenario models

29. Plan LD Editor Graphic Representation MOTPlus - LD Graphic vocabulary
Misa – LD Engineering process
Knowledge/Competency Referencing
Conclusion

30. Conclusion
Generic Skill’s Meta-process could be used and reused as a basis for Learning Scenarios
Target competencies with its hierarchic skill structure contribute to build effective and efficient instructional scenarios
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

31. Learning Design based on Graphical Knowledge-Modeling IEEE ET&S journal
Presented by Michel Léonard,
UNFOLD /ProLearn meeting , Valkenburg, sept, 21-22, 2005
Address:
LICEF Reaches Center
MOTPlus LD Resources to download :
(software, presentations and examples)