1. Author: Gilbert Paquette Reuse freely – Just quote Meta-Knowledge Representation for Learning Systems (Part 1-What) Meta-Knowledge Representation for Learning Systems (Part 1-What) _________________________________ Gilbert Paquette TICL Workshop Montréal, April 14 2005

2. Author: Gilbert Paquette Reuse freely – Just quote MISA 4.0 Method 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 Problem definition 100 Training system 102 Training objectives 104 Target Learners 106 Actual situation 108 Reference documents

3. Author: Gilbert Paquette Reuse freely – Just quote MOT Graphic Language

4. Author: Gilbert Paquette Reuse freely – Just quote Desired Properties of a Graphic Representation Formalim Simplicity and User Friendliness GeneralityCompleteness Translated to machine (XML) format Communicable between humans Easily Interpretable Usable at the meta-knowledge level Making explicit relationships between meta- knowledge and domain specific knowledge

5. Author: Gilbert Paquette Reuse freely – Just quote Graphic Representation of a LD

6. Author: Gilbert Paquette Reuse freely – Just quote Improve Knowledge Referencing in IMS-LD IMS-LD is a progress in eLearning specifications Assigning optional objectives and prerequisites is weak: IMS RDCEO specification (IMS 2002) Consistency checking is not supported between levels nor between the content of learning activities and resources, and the actors’ competency Knowledge in learning resources is not described Actor’s knowledge and competencies is only indirectly defined through educational objectives Need for a qualitative structural representation of knowledge in activities, but also a quantitative one (for competency gaps processing)

7. Author: Gilbert Paquette Reuse freely – Just quote A Graphic Ontology OWL Editor

8. Author: Gilbert Paquette Reuse freely – Just quote A Graphic OWL Editor

9. Author: Gilbert Paquette Reuse freely – Just quote Referencing LDs with an Ontology

10. Author: Gilbert Paquette Reuse freely – Just quote Structured Competencies n To say that somebody needs to acquire a certain knowledge is insufficient n What kind of generic skill + performance? n A generic skills’ taxonomy based on different viewpoints : instructional objectives, generic tasks/processes, meta-knowledge n Competency = Meta-process (skill) applied to a knowledge at a certain level of performance n Situate knowledge acquisition goals on a competency/performance scale

11. Author: Gilbert Paquette Reuse freely – Just quote Skill/Performance Scale Self-manage (10) Evaluate (9) Synthesize (8) Repair (7) Analyze (6) Apply (5) Transpose (4) Interpret (3) Identify (2) Memorize (1) Pay attention (0) Peter M. Book X Video Y. Multimedia Production Method Skills Performance Aware Familiarized Productive Expert

12. Author: Gilbert Paquette Reuse freely – Just quote Explor@-II Delivery System

13. Author: Gilbert Paquette Reuse freely – Just quote Competency Diagnosis Tool Voir l’Évaluationdu formateur

14. Author: Gilbert Paquette Reuse freely – Just quote Competency Equations C C C C Act 5 P P P Activity 5.4 Activitiy 5.1 Activity 5.2 IP Product resource Input resource Input resource Activity 5.3 R Trainer Learner IP R Components of a Function must reach competence equilibrium. Ex: Learning resources (persons, documents and tools) must enable learners to progress from an entry level to a target level required by the activity. Components of a Function must reach competence equilibrium. Ex: Learning resources (persons, documents and tools) must enable learners to progress from an entry level to a target level required by the activity. 7.4 TC: 7.4 TC: 7.4 EC: 6.4 TC: 7.4 TC: 5.2 EC: 5.2

15. Author: Gilbert Paquette Reuse freely – Just quote Referencing Principles 1. 1.Tree organization of the knowledge referential: allows competence inheritance from parent node to children reduce significantly the mechanisms of competence analysis and management. 2. 2.Must be completed by relational logic to sustain more refined mechanism of conceptual matching. 3. 3.Ontology referencing plus mastery levels prevent coarse granulation of sense weak semantic management services. 4. 4.Quantitative measures to weight ability on knowledge level scale to be reasonably simple, manageable levels corresponding to clearly identify cognitive processes 5. 5. Generic Skill’s Meta-process Representation as a Basis for Learning Scenarios

16. Author: Gilbert Paquette Reuse freely – Just quote Meta-Knowledge Representation for Learning Systems (Part 2 - How) Meta-Knowledge Representation for Learning Systems (Part 2 - How) _________________________________ Gilbert Paquette TICL Workshop Montréal, April 14 2005

17. Author: Gilbert Paquette Reuse freely – Just quote Frameworks

18. Author: Gilbert Paquette Reuse freely – Just quote Classifying Meta-Processes A generic skills’ taxonomy based on different viewpoints : instructional objectives, generic tasks/processes, meta- knowledge Expandable taxonomy from general to specific Ordering skills from simple to complex Integrating domains of multiple intelligence: cognitive, affective, social, psycho-motor

19. Author: Gilbert Paquette Reuse freely – Just quote A Generic Skills (Meta-process) Taxonomy S Identify S Illustrate Memorize Utilize S S S Classify Construct Initiate/ Influence Adapt/ control S S S S Discriminate Explicitate Simulate Deduce S S Predict Diagnose Induce Plan S S S S S S Exerce a skill Receive Reproduce S Create Self- manage S S 1-Show awareness S 9-Evaluate S 4-Transpose S 7-Repair S 2-Internalize S 3-Instantiate /Detail S 5-Apply S 6-Analyze 8-Synthesize S S 10-Self- manage S Generic skill Inputs Products SimulateProcess to simulate: inputs, products, sub-procedures, control principles Trace of the procedure: set of facts obtained through the application of the procedure in a particular case ConstructDefinition 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

20. Author: Gilbert Paquette Reuse freely – Just quote Meta-Process and Domain Knowledge

21. Author: Gilbert Paquette Reuse freely – Just quote Meta-Process, Skills and Attitudes

22. Author: Gilbert Paquette Reuse freely – Just quote Building Competency Models

23. Author: Gilbert Paquette Reuse freely – Just quote Competency Objectives IdA- Law concept, regulations and standards of the profession PriorityEntryGap A1(6) Analyze the applicable texts of law to a situation, without help for simple and average complexity situations, with help in complex ones 1(2)4 A3(3) Specify the applicables law regulation, autonomously in any case2(1)2 A8(5) Apply pertinent proofs and procedures, without help for simple and average complexity situations. 1(2)3 IdB- Communication with the client PriorityEntryGap B1(6) Analyze interactions with the client, without help in any communication situation. 2(2)4 B2(9) Evaluate the quality of one’s capacity to listen to the client, without help in any communication situation 2(1)8 B4(4) Transpose in one’s social and affectives interactions with the client, principles of communication and human behavior, sans aide, without help for average complexity situations. 2(1)3

24. Author: Gilbert Paquette Reuse freely – Just quote Building Process-Based Scenarios

25. Author: Gilbert Paquette Reuse freely – Just quote Library of Scenarios Generic Problems & Tasks

26. Author: Gilbert Paquette Reuse freely – Just quote Methods of Identifying/Constructing Meta-Knowledge Individual and group, automated, semi- automated, interactive interviews Knowledge representation guided by competency gaps Association of skills from a meta-process taxonomy to main domain specific knowledge Using the meta-process model to plan, deliver, analyze instruction Searching for knowledge/comptency equilibrium (a concept to be explored)