1. Design Methods for Effective Telelearning Systems LICEF Research Center Télé-université Presented by Gilbert Paquette, Ph.D. and Françoise Crevier, Ph.D. TL-NCE Wokshop, November 14, 1998

2. LICEF Research Center F Télé-université‘s Research Center F 92 members: Education, Computer Science, Telecom, Psychology, Linguistic, Communication F Mission: Develop models, methods and tools to help organizations build TL systems F Montréal labs (6) and Québec labs(1) F External funds 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 126 950 585 201 618385 2 484 322 2 100 000 2 600 000 (Cognitive Computing and Learning Environment Labs)

3. Research Results F MOT: Graphic Knowledge Editor F MISA: Learning Systems Engineering Method F Nomino: Workbench for Text Analysis and Textual Search Engine on the Internet F AGDI - Workbench for Engineering Learning Systems F Virtual Campus Models F HyperGuides / Explora (assistance on the web) F Innovative courses: FrancoRéso, Médivision-formation, CIVIC, Introduction to Multimedia, Instructional Design

4. Overview n Overview of MISA-3 n Classifying the MISA productions (exercise) n Navigating within MISA n Discovering MOT (exercise: knowledge modeling) n Five Examples of MOT Modeling within MISA-3 n Fundamental Principles of MISA-3 n Questions and Comments

5. 1987 Telematics and Knowledge Based Learning 1991 First Authoring System for KB Learning 1992 - LICEF is created, first HyperGuide course AGD (an ISD EPSS) development starts AGD (an ISD EPSS) development starts 1994 First ISA workbench (AGD) and MISA 1 1995 - Validation in nine organizations 1996 - MOT 2.0 (Knowledge Editor) and MISA 2.0 1998 - Second ISA workbench (AGDI) in alpha version MISA 3.0 in Hypertext Form MISA 3.0 in Hypertext Form Bookmarks

6. AGD/MISA Field Tests F DMR Group for an R&D project F Télé-université F Tecsult-Eduplus F DMR for a project at Ericsson F Bank of Montreal, the Learning Institute F Transit Ressources F Teledac for a project at Bell Canada F US Air Force: Armstrong Lab F SIDOCI - Training for a health plan software

7. Some Users ’ Comments “AGD enabled the layout of the design framework in probably one-tenth the time our process requires and was also more thorough.” “The system of linkages requires you to document each step, whereas a designer may keep the same thing in her/his head, believing it to be self evident (…)” Institute for Learning Bank of Montreal, Toronto

8. A Specialist ’s comments “I was able to use AGD with minimal guidance and training and generate an initial course plan and analysis in three days (…)” “The ISD model implemented in AGD is recent, up- to-date, comprehensive and quite robust” “AGD has broken new grounds by implementing a portion of Tennyson’s ISD4 and Duchastel’s Design Critic.” Dr Michael Spector, ID Senior Scientist Armstrong Lab. US Air Force Armstrong Lab. US Air Force

9. Actors and Interaction Spaces LEARNER TRAINER MANAGER DESIGNER CONTENT EXPERT Information/ Production Navigation Assistance Collaboration

10. Learning System

11. Knowledge Axis Expressing the knowledge to be learned from the SME’s point of view.

12. Knowledge Axis Instructional Axis Learning System Defining the structure of the LS, the materials and the tasks to be done by the actors (the scenarios).

13. Knowledge Axis Instructional Axis Media Axis Learning System Defining the physical aspects of each learning material of the learning system.

14. Knowledge Axis Instructional Axis Media Axis Delivery Axis Learning System Planning the delivery of the learning system and its maintenance.

15. Knowledge Axis Instructional Axis Media Axis Delivery Axis Learning System 1: Defining the problem First phase: collecting data about the training objectives, the target audiences, the context…

16. Knowledge Axis Instructional Axis Media Axis Delivery Axis Learning System 2: Defining a preliminary solution Second phase: analyzing the training problem and evaluate the feasibility of preliminary solutions.

17. Knowledge Axis Instructional Axis Media Axis Delivery Axis Learning System 3: Develop the Architecture Third phase: Assigning knowledge units to each learning unit and developing the instructional scenarios. Planing the delivery.

18. Learning System 4: Designing the materials Fourth phase: Assigning knowledge units to each material, defining the materials (content and form). Knowledge Axis Instructional Axis Media Axis Delivery Axis

19. Knowledge Axis Instructional Axis Media Axis Delivery Axis Learning System 5: Production and testing Fifth phase: revising the materials from three points of view: the content, the instructional unfolding, the interface.

20. Knowledge Axis Instructional Axis Media Axis Delivery Axis Learning System 6: Preparing the delivery Sixth phase: Preparing implantation and planing the evolution of the learning system (evaluation and maintenance).

21. Knowledge Axis Instructiona l Axis Media Axis Delivery Axis Phase 6 Phase 5 Phase 4 Phase 3 Phase 2 Phase 1 Exercise Distributing the MISA productions in their axes and in their phases.

22. Navigating within MISA A Demo…

23. Discovering MOT Knowledge Modeling Exercise Assuming that you are a SME in project management, use MOT to express your knowledge in the domain.

24. Fundamentals of MISA-3 A Cognitive Science Approach to ISD Module 1 Module 2 Module 3 Distribution Course

25. Five Examples of MOT Modeling within MISA-3 n Knowledge Model n Instructional Model –Instructional Structure –Scenarios n Media Model n Delivery Model

26. Example of a Knowledge Model

27. Knowledge Model F Represents graphically the content of a Learning system as linked knowledge units of different types: facts, concepts, procedures, principles and skills F Links represent relations between knowledge units: instantiation, specialization, composition, precedence, input-product, regulation F Skills applied (AP link) to knowledge unit specify the target competencies according to the training needs of target population F Skills can be decribed precisely as generic processes F Knowledge model is reusable because of its independence towards pedagogic, media and delivery decisions.

28. Example of an Instructional Model (LEN) 2.1 Define your interests 2.2 Identify your skills 2.3 Learn about job choice 2.4 Assessing which jobs are in demand 2.5 Learn how to interview others 2.6 Validate your job objective 2.7 Create Calling Cards P P P P R R P P R R R Choose any order for 2.3, 2.4 and 2.5 Choose any order for 2.1 and 2.2 MODULE 1: Get Organised MODULE 2: Analyse Yourself MODULE 3: Find Job Leads MODULE 4: Write Resumés and Cover Letters MODULE 5: Contact Employers MODULE 6: PrepareJob Interviews MODULE 7: Follow-up P P P P P P P

29. Example of an Instructional Model (Scenario) UA 2.3 Learn about job choice

30. Instructional Model F Distributes knowledge in a network of learning events for different target population according to target competencies F Supports many levels of learning events: programs, courses, modules, activities. F Learning unit scenarios are defined as processes into which the learner and the trainer can navigate to achieve their learning or training tasks F Scenarios are based on generic processes. F Scenarios specify resources, productions, and assistance for each acitivity F Each activity is defined by task, collaboration, evaluation and adaptation assignments

31. Example of a Media Model Link to List of publications I/P Link to NOC Link to Job Futures Volume 1 Link to Carerer Directions I/P NOC Home page (Other web site) List of publication Job Futures (PDF files) References segment URL segment C C I/P Career Diredtions (PDF files) I/P Layout Norms R Graphic access to LEN over the title Module, activity and page identification upward, center Text below title Access to Module and activity on left banner C C C C Link to other Module 2 activities Link to other Modules I/P Course LEN I/P Navigation area C C Link to Job Description Job Description sample Page Static text Linked text I/P C C Text file JDS.doc Link to Job Description Sample Form I/P Job Description sample Form I/P Assignment page C Module 2 Activity 3 Page I/P Text file A23.doc C

32. Media Model F Describes in a unified way the structure of different types of learning materials : web-based, multimedia, CBTs, audio-videos, texts. F Defines precisely the navigation through transition links, organization rules and templates without prejudging media decisions F Define the content of each learning material component by associating it with content objects from the knowledge model and the instructional model. F A media element matrix groups all the media components that will have to be designed and developped by graphic designers, media producers and programmers.

33. Developped Material

34. Delivery Model Software and Video Learners in the classroom Get the Printed Materials R I/P R Computers Television and Video I/P Multimedia Room I/P In Classroom Printed Materiaals I/P Get the Printed Materials I/P Distance Learners without computers Receiving materials R Postal Distribution I/P R R Cablo- distribution I/P Delivery Services Shipping the materials R I/P Shipping Clerk R I/P Teachers Distance Learners with access to the network Printed Materials, Video and Software On the server Requiring from the server R I/P HyperGuide Tutor And Materials R E-mail I/P Tutoring Manager R Teleconference AZIMUT I/P At Home I/P Technical Support (telecom) Technician Offering technical support R I/P R Requiring from the server

35. Delivery Model F Specifies the technological and administrative infrastructure necessary to support the delivery of a learning system. F Assigns to each learning event one or many delivery mode: distance education on the web or through mail, self-training, EPSS or classroom training. F Defines an implementation plan and a maintenance plan for a learning system. F Provides essential data structures and information required by any system for computarized management of instruction (CMI)

36. MISA and the Virtual Campus LEARNER TRAINER MANAGER DESIGNER CONTENT EXPERT Knowledge Model Resources in a scenario Media Model Assistance scenarios Tutoring Material Assistance scenario Delivery Model Instructional Model Learning Material Collaborative assignments Communication resources

37. MISA-3 Principles - General principles - Adaptation of the method - Progress within phases - Coordination between axes

38. General Principles F The method favors information processing and knowledge building by the learner F The method promote variety in tasks, strategies and media  LS can be autonomous or integrated within a performance support system  Learning can be document centered or interaction centered  Documents and interactions can be textual, audio or visual, available locally or on the networks F The method is TeleLearning centered but can also deliver training using other delivery models

39. Examples of Adaptation Principles  If the delivery mode is mainly text based, develop mainly the knowledge model axis  If classroom training is the main delivery mode, reduce the productions in the media and delivery model  If self-training is the main delivery mode, eliminate assistance scenario and technology infrastructure tasks and productions  If the LS is a large curriculum with many courses: emphasize the knowledge modeling axis and the first two phases, then restart the process for each course.

40. Progress Principles within Phases  The preliminary analysis phase should end with applying the adaptation principles and choosing how to use the method according to the project main features.  The global process starts from abstract specifications in the first phase and by successive approximation in the following phases, build more and more concrete specifications until the final artefact (the LS) is built.  Progression is non linear and spirals through the four axes up to the final artefact.  Complex learning systems should be decomposed in many deliveries, the first one being a prototype to evaluate more precisely the needed resources and costs.  From phase 2 to phase 4, orientation principles are first stated for the four models; then more precise rules constrain the learning units and materials; finally, precise assignments or material specifications are stated at the activity level.

41. Coordination Principles between Axes Independance and interdependance between the 4 models:  The knowledge model defines target competencies, independantly from following instructional or media decisions.  The instructional model describes tasks and resources according to the type of knowledge and skill without prejudging their media implementation.  The media model describes the structure of learning material according to the knowledge and instructional decisions, taking in account delivery constraints.  The delivery model is chosen taking in acount the instructional and media model

42. Coordination Principles between Axes  The knowledge model has an important coordination role. It provides coherence between the other MISA productions. It is distributed into the learning units of the instructional model and, within a learning unit, it is associated to instruments and the learning materials that correspond to instruments in the media model.  The instructional model provides the media model with a general plan and a context of use.  The models are synchronized in each of the phases:  In the Preliminary Design phase: initial knowledge model, network of learning events, media and delivery orientation principles  In the Architecture phase: layered knowledge model, learning unit submodels, learning scenarios and delivery principles  In the Material Design phase: instruments knowledge sub- models and plans, learning material models and tools, communication and organization infrastructures in the delivery model

43. First Graphic Knowledge Editor for Instructional Design Training Problem TeleLearning System First knowledge based ISD Method for Engineering TeleLearning Systems

44. Questions and comments… LICEF Research Center Télé-université 1001 Sherbrooke est, Montréal 1-514-522-3540gpaquett@teluq.uquebec.ca