Design Methods for Effective Telelearning Systems

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

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

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

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

5. Bookmarks 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 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

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

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

10. LearningSystem

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

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

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

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

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

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

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

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

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

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

21. Instructional Axis Knowledge Axis Delivery Axis Media 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 Course Module 1 Module 2 Distribution Module 3

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

26. Analyze Analyze Searching AP for a job AP C C Diagnosing the situation Revise the situation I/P Apply C C I/P Évaluate C Job profile Job search AP AP Plan results I/P I/P AP State the job Execute the objective job search plan Plan the job R search I/P State your job I/P I/P objective I/P according to your R job profile Job objective Search plan and materials Plan your job search keeping YOUR job objective in mind Example of a Knowledge Model

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

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

29. Example of an Instructional Model (Scenario) UA 2.3 Learn about job choice Career Job Futures Directions (volume 1) Define your Internet site job family NOC I/P I/P Consult I/P Employer file P I/P publications Define P your job Fill out the job I/P category Read about the description I/P P Your National I/P form Occupational Occupational Group P Classification I/P I/P P P Define your Matrix Read about skill type job File your job I/P descriptions I/P descriptions P I/P Job description Define your Job description forms skill level sample

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

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

32. Media Model • Describes in a unified way the structure of different types of learning materials: web-based, multimedia, CBTs, audio-videos, texts. • Defines precisely the navigation through transition links, organization rules and templates without prejudging media decisions • Define the content of each learning material component by associating it with content objects from the knowledge model and the instructional model. • 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. Learners in the classroom Get the Printed Materials Multimedia Room I/P R I/P Computers R In Classroom I/P I/P Get the Printed Materials Television and I/P Video I/P Cablo- Printed Materiaals Software and Video distribution Shipping Clerk Postal I/P I/P I/P Distribution R I/P I/P Distance Learners without computers R Shipping the materials Delivery Services Receiving materials I/P I/P R R I/P R Teachers Tutoring Manager At Home HyperGuide Tutor And Materials Distance Learners with access to the network R R I/P R Technician I/P Teleconference AZIMUT R Printed Materials, I/P I/P R Requiring from Video and Software E-mail Requiring from I/P I/P I/P the server On the server the server I/P I/P Offering technical support Technical Support I/P (telecom) Delivery Model

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

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

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

38. GeneralPrinciples • The method favors information processing and knowledge building by the learner • 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 • 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. MISA Training Problem TeleLearning System First knowledge based ISD Method for Engineering TeleLearning Systems First Graphic Knowledge Editor for Instructional Design

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