1. eLearning Reality, ID processes and Pedagogical Objects Presented by Karin Lundgren-Cayrol http://www.lornet.orghttp://www.licef.teluq.uquebec.ca LORNET 6.3 Theme and co-authors Diane Ruelland Ileana de la Teja Angeles France Henri Marc Couture Special thanks: Marcello Maina, Ph.D. student

2. OverviewOverview  Research Objectives  Conceptual Framework  Research Method  Preliminary Results  Recommendations  Conclusion and Next Steps

3. Research Objectives  Describe practitioners ID processes  Identify potential pedagogical objects  Extract common ID tendencies

4. Conceptual Framework Instructional Design Models Pedagogical Objects MISA Engineering Method eLearning Reality Standard Constraints Theories of Learning

5. Multiple Case Study Pedagogical Objects List of Tendencies 4. Identify Pedagogical Objects List of Needs 5. Identify Tendencies Characteristics Set of Processes 1. Create Case Profiles 2. Map Processes to MISA Method 3. Isolate Needs 6 Practitioner Interviews

6. 1. Designer Profiles 1. Designer’s expertise 4 Content / 1 Pedagogical / 1 Technology 2. Course Context 3 University / 2 College / 1 Highschool 3. Course Design Environment 5 imposed / 1 free to choose 4. Type of Design Assistance 2 None / 2 Technologist / 2 Team 5. Course Delivery Mode 4 Blended / 1 Online with tutor / 1 Self- directed with peers

7. 2. Mapping to the MISA Method

8. TendenciesTendencies Practitioners ID processes can be mapped onto the MISA phases, but also include external processes such as production, delivery and management Subject matter issues come first Instructional, media and delivery planning processes merge Technological innovations require interdisciplinary teamwork Pedagogical objects appears to be needed

9. ID processes and MISA Axes Pedagogical Axis (6/6) Material Model Delivery Model Processes Mapped to MISA Axes Content Axis (5/6) Instructional Structure Content Structure Course Rapid Prototyping

10. Inferred Needs  Course examples to stimulate design  Community of Domain Practices to discuss teaching/learning problems  Media support to facilitate course production  Easily applicable Copyright Tools to ease reuse  Monitoring tools to improve learning quality during delivery

11. Potential Pedagogical Objects Content Axe Domain Content & Competency Repositories, Concept Maps, Domain Glossaries Pedagogical Scenario Axe Strategy Classified Instructional Scenarios, Communities of Practices, «My Repository », Generic Information modules, Introductory Activities etc. Media Scenario Axe Userfriendly WebDesign Graphics and Animation Bank, Software, Course Simulation Tools Delivery & Quality Control Axe Montitoring Tools, Interactive Evaluation Forms, etc.

12. Recommendations Recommendations Provide practitioners with a flexible methodology that Ensures coherence among content, instructional strategy, media choice and delivery system Provides the possibility of starting with content issues Provides online resources and Communities of Practice Allows instructional principles to guide delivery scenarios

13. Recommendations (2) Reusability of Pedagogical objects requires:  evaluation criteria and tools to measure the quality of a reusable pedagogical object  processes and rules to protect and manage intellectual property  proper referencing and indexing of pedagogical objects

14. Conclusions & Next Steps 1. Adapting the MISA method to match practitioners processes preserving its powerful framework to ensure ID quality Principles that ensure coherence among the four axes Systematic and systemic method (Iterative cycles) 2. Provide POs Repositories including  Evaluation criteria and tools to facilitate choice  Comprehensive classification schemes for retrieval 3. Provide Instructional Design Support to contribute reusable POs to course design community

15. Thank You! Contact person: klundgre@licef.teluq.uquebec.ca LORNET http://www.lornet.org

16. Pedagogical Objects Definition “Any resource or asset, digital or otherwise, that has been used in a learning or learning design context, and has potential for reuse. It must have metadata, be discoverable through a digital repository, and it can – by itself or through its representation – be displayed using an eLearning application.” Couture, Henri, Ruelland & Chabour, 2003

18. eLearning Reality The course designer is faced with powerful LCMS and Repositories, which demands special computer knowledge.