TeleLearning Models Impact on Instructional Technology in the 21st Century

1. AERA 2000, New Orleans, April 27-28, 2000 SIG: Structural Learning, Instructional Systems and Intelligent Tutors TeleLearning Models Impact on Instructional Technology in the 21st Century Dr Gilbert Paquette gpaquett@licef.teluq.quebec.ca http://licef.teluq.quebec.ca/gp Centre de recherche LICEF, Télé-université

2. AGD 1992-1995 MOT 2.0 MISA 2.0 1995-1997 1995-1997 1997-1998 MOT plus MISA form system MISA 3.0 1998-1999 1999-2000 MISA 3.5 ADISA ISD research at LICEF

3. Megatrends and ISD Exponential growth of information Knowledge Management Networks, Distributed Learning Multi-agents Systems Construction of Higher-order skills Diversity of Models and Transitions Paradigm shift Expertise Information Expert Learner Rumors Learner Learner Learner

4. 10% 7% 32% 6% 5% 6% 27% 7% Tech Classes CBT Multimedia EPSS WBT Classroom TV Training Kits « The Corporate University: Learning Tools for Success », 1998 A new ISD effort is needed because….. • Exponential growth of information extends training needs • US training expenses 1997: 58,6 billions (Training and Development) • Year 2000: Distance learning will represent 10-25 billions US$, 30 % (Lotus Development) • Knowledge management should stimulates knowledge intensive training Design methods are put aside to cope with speed of development

5. TeleLearning Models “High-tech” Classooms Distributed Classrooms Autonomous Web/MM Training Asynchronous “on line” Learning Communities of Practice Performance Support Systems

6. The Explor@ Implementation http://www.licef.teluq.uquebec.ca/exploraDemo

7. Web course and Actors’s environment http://www.licef.teluq.uquebec.ca/exploraDemo

8. Variety of Actor’s Environments http://www.licef.teluq.uquebec.ca/exploraDemo

9. Variety of ResourcesTools, services,documents http://www.licef.teluq.uquebec.ca/exploraDemo

10. Organization’s Resource Bank Organization’s User’s Bank Virtual Learning Centre Actor’s environments Web Site Web Site Web Site Reusable Plurimedia Materials An Open Architecture

11. Larger set of interelated decisions What kind of TeleLearning model? Anywhere, anytime, anypace? What kind of interactivity, collaboration? Predefined multi-path or learner-constructed scenarios? Which actors, what roles, what resources? Multimedia or pluri-media materials? How to manage resources? Interoperability and scalability? How to take in account techno-diversity? Reusability, Sustainability, Affordability? ?

12. MISA 3.5: Phases, Axis and Deliverables

13. DD -222 DD -224 Cours Inf-5100 Les représentations logiques UA-3 UA-1 UA-6 Travaux 1-2-3 UA-2 UA-4 Travaux 6-7 Travaux 4-5 UA-3 UA-5 UA-7 Design Documents Systematic documentation Objects typologies Actors roles and environ’t Models: Knowledge, Scenarios Material, Delivery Process

14. Instructional Modeling Knowledge Modeling 210 Knowledge modeling principles 220 Instructional principles 212 Knowledge model 222 Learning events network 214 Target competencies 224 Learning units properties 310 Learning unit content 320 Instructional scenarios 410 Learning instrument content 322 Learning activities properties 610 Knowledge management interaction 420 Learning instruments properties 620 Agents and group management Delivery Modeling Learning Materials Modeling 230 Media principles 240 Delivery principles 330 Development infrastructure 242 Cost-benefit analysis 430 Learning mateirials list 340 Delivery planning 432 Learning materials models 440 Delivery models 434 Media elements 442 Actors and materials 436 Source documents 444 Tools and communication 630 Learning system and ressource management 446 Services and milieux 540 Assesment planning 542 Modification register 640 Maintenance and quality management Main Tasks in the Method

15. ADISA and MOT Support Tools

16. SYSTEM DESIGN METHODOLOGIES Instructional Design Instructional Engineering Information Sytems Engineering Cognitive Engineering Towards Instructional Engineering

17. A Telelearning system is an information system, a complex array of software tools, digitized documents and communication services, more diversified than in the past Artisanal construction of web based materials is insufficient, so is the use of simplistic authoring tools Software engineering approaches can and must be applied to the design of telelearning systems Information Systems’ Approach

18. Knowledge-Based ISD The actual emphasis on knowledge management recognizes the importance of knowledge and higher order skills, as opposed to simple data or information acquisition • Knowledge engineering needs to be centrals tasks of ISD methods • The product is knowledge elicitation, as well as knowledge based design of telelearning environments

19. Multi-Agent view Multi-agent systems is a good way to see a telelearning system at delivery time: actors, agents and their instanciation, message propagation, modularity, sociability, distribution of control • An ISD method should integrate actors definitions and interactions into its mos important tasks • This result in the design of telelearning environments adapted to the functions and roles of the different actors and agents assuming some of these roles

20. There are more content materials for learning out there (videos, textbooks, courseware,...) than new multimedia we can produce. ISD methods should shift from a multimedia to a plurimedia emphasis…. to favor reusability and interoperability, to facilitate work-learn integration and situated learning Plurimedia Material Selivery

21. Process-based learning scenarios help guide information search (for J-I-T) and the construction of new knowledge ISD methods should favor scenarios built upon a skill’s generic process and collaboration adapted to the process ISD methods for telelearning must support self-management (and metacognition) of scenarios ISD methods should help plan heuristic assistance based on principles ruling the generic process. Process-Based Scenarios

22. To conclude…. More systematic, structured and graphic form of information systems design Knowledge engineering to support higher order knowledge and skills acquisition Definition of multi-agent systems for useful interaction (persons and plurimedia agents) Support to self-management of learning scenarios (web sites) and environments Support to multiple assistance agents: coaches, managers, FAQ, intelligent help.

23. AERA 2000, New Orleans, April 27-28, 2000 TeleLearning Models Impact on Instructional Design Methods and Tools in the 21st Century Dr Gilbert Paquette gpaquett@licef.teluq.quebec.ca http://licef.teluq.quebec.ca/gp Centre de recherche LICEF, Télé-université