Design Methods for

Effective Telelearning Systems

Design Methods for

Effective Telelearning Systems

LICEF Research CenterLICEF Research Center

Télé-universitéTélé-université

Presented by Presented by

Gilbert Paquette, Ph.D. Gilbert Paquette, Ph.D.

and and

Françoise Crevier, Ph.D.Françoise Crevier, Ph.D.

TL-NCE Wokshop, November 14, 1998TL-NCE Wokshop, November 14, 1998TL-NCE Wokshop, November 14, 1998TL-NCE Wokshop, November 14, 1998

LICEF Research CenterLICEF Research Center

Télé-université‘s Research CenterTélé-université‘s Research Center 92 members: Education, Computer Science, 92 members: Education, Computer Science,

Telecom, Psychology, Linguistic, Telecom, Psychology, Linguistic, CommunicationCommunication

Mission: Develop models, methods and Mission: Develop models, methods and tools to help organizations build TL tools to help organizations build TL systemssystems

Montréal labs (6) and Québec labs(1)Montréal labs (6) and Québec labs(1) External fundsExternal funds

1992-931993-941994-951995-961996-971997-98

126 950585 201

6183852 484 322

2 100 000

2 600 000

(Cognitive Computing and Learning Environment Labs)

Research ResultsResearch Results

MOT:MOT: Graphic Knowledge Editor Graphic Knowledge Editor

MISAMISA: Learning Systems Engineering Method: Learning Systems Engineering Method

Nomino: Workbench for Text Analysis and Textual Nomino: Workbench for Text Analysis and Textual

Search Engine on the InternetSearch Engine on the Internet

AGDIAGDI - Workbench for Engineering Learning Systems - Workbench for Engineering Learning Systems

Virtual Campus ModelsVirtual Campus Models

HyperGuides / Explora (assistance on the web)HyperGuides / Explora (assistance on the web)

Innovative courses: FrancoRéso, Médivision-Innovative courses: FrancoRéso, Médivision-

formation, CIVIC, Introduction to Multimedia, formation, CIVIC, Introduction to Multimedia,

Instructional DesignInstructional Design

OverviewOverview

Overview of MISA-3Overview of MISA-3 Classifying the MISA productions Classifying the MISA productions (exercise)(exercise)

Navigating within MISANavigating within MISA Discovering MOTDiscovering MOT (exercise: knowledge (exercise: knowledge

modeling)modeling)

Five Examples of MOT Modeling within Five Examples of MOT Modeling within MISA-3MISA-3

Fundamental Principles of MISA-3Fundamental Principles of MISA-3 Questions and CommentsQuestions and Comments

1987 Telematics and Knowledge Based Learning1987 Telematics and Knowledge Based Learning

1991 First Authoring System for KB Learning1991 First Authoring System for KB Learning

1992 - LICEF is created, first HyperGuide course1992 - LICEF is created, first HyperGuide course

AGD (an ISD EPSS) development startsAGD (an ISD EPSS) development starts

1994 First ISA workbench (AGD) and 1994 First ISA workbench (AGD) and MISA 1MISA 1

1995 - Validation in nine organizations 1995 - Validation in nine organizations

1996 - MOT 2.0 (Knowledge Editor) and MISA 2.0 1996 - MOT 2.0 (Knowledge Editor) and MISA 2.0

19981998 - - Second ISA workbench (AGDI) in alpha versionSecond ISA workbench (AGDI) in alpha version

MISA 3.0 in Hypertext FormMISA 3.0 in Hypertext Form

BookmarksBookmarks

AGD/MISA Field TestsAGD/MISA Field Tests

DMR Group for an R&D projectDMR Group for an R&D project

Télé-université Télé-université

Tecsult-EduplusTecsult-Eduplus

DMR for a project at EricssonDMR for a project at Ericsson

Bank of Montreal, the Learning InstituteBank of Montreal, the Learning Institute

Transit Ressources Transit Ressources

Teledac for a project at Bell CanadaTeledac for a project at Bell Canada

US Air Force: Armstrong Lab US Air Force: Armstrong Lab

SIDOCI - Training for a health plan SIDOCI - Training for a health plan

softwaresoftware

Some Users ’ CommentsSome Users ’ Comments

““AGD enabled the layout of the design AGD enabled the layout of the design framework in probably framework in probably one-tenthone-tenth the the time our process requires and was also time our process requires and was also more thorough.”more thorough.”

““The system of linkages requires you to The system of linkages requires you to document each step, whereas a document each step, whereas a designer may keep the same thing in designer may keep the same thing in her/his head, believing it to be self her/his head, believing it to be self evident (…)”evident (…)”

Institute for Learning Institute for Learning

Bank of Montreal, TorontoBank of Montreal, Toronto

A Specialist ’s commentsA Specialist ’s comments

““I was able to use AGD with minimal guidance I was able to use AGD with minimal guidance and training and generate an initial course and training and generate an initial course plan and analysis in three days (…)”plan and analysis in three days (…)”

““The ISD model implemented in AGD is recent, The ISD model implemented in AGD is recent, up-to-date, comprehensive and quite robust”up-to-date, comprehensive and quite robust”

““AGD has broken new grounds by AGD has broken new grounds by implementing a portion of Tennyson’s ISD4 implementing a portion of Tennyson’s ISD4 and Duchastel’s Design Critic.”and Duchastel’s Design Critic.”

Dr Michael Spector, ID Senior Dr Michael Spector, ID Senior ScientistScientist

Armstrong Lab. US Air ForceArmstrong Lab. US Air Force

Actors and Interaction Actors and Interaction SpacesSpaces

LEARNER

TRAINER

MANAGERDESIGNER

CONTENTEXPERT

Information/Production

Navigation

Assistance

Assistance

Collaboration

Learning System

Learning System

Know

ledg

e A

xis

Expressing the knowledge to be learned from the

SME’s point of view.

Know

ledg

e A

xis

Inst

ruct

ional A

xis

Learning SystemDefining the

structure of the LS, the materials and

the tasks to be done by the actors

(the scenarios).

Know

ledg

e A

xis

Inst

ruct

ional A

xis

Media

A

xis

Learning SystemDefining the

physical aspects of each learning

material of the learning system.

Know

ledg

e A

xis

Inst

ruct

ional A

xis

Media

A

xis

Deliv

ery

A

xis

Learning SystemPlanning the delivery

of the learning system and its maintenance.

Know

ledg

e A

xis

Inst

ruct

ional A

xis

Media

A

xis

Deliv

ery

A

xis

Learning System

1: Defining the problem

First phase: collecting data about the training objectives, the target audiences, the context…

Know

ledg

e A

xis

Inst

ruct

ional A

xis

Media

A

xis

Deliv

ery

A

xis

Learning System

2: Defining a preliminary solution

Second phase: analyzing the training problem and evaluate the feasibility of preliminary solutions.

Know

ledg

e A

xis

Inst

ruct

ional A

xis

Media

A

xis

Deliv

ery

A

xis

Learning System

3: Develop the Architecture

Third phase: Assigning knowledge units to each learning unit and developing the instructional scenarios. Planing the delivery.

Learning System

4: Designing the materials

Fourth phase: Assigning knowledge units to each material, defining the materials (content and form).

Know

ledg

e A

xis

Inst

ruct

ional A

xis

Media

A

xis

Deliv

ery

A

xis

Know

ledg

e A

xis

Inst

ruct

ional A

xis

Media

A

xis

Deliv

ery

A

xis

Learning System

5: Production and testing

Fifth phase: revising the materials from three points of view: the content, the instructional unfolding, the interface.

Know

ledg

e A

xis

Inst

ruct

ional A

xis

Media

A

xis

Deliv

ery

A

xis

Learning System

6: Preparing the delivery

Sixth phase: Preparing implantation and planing the evolution of the learning system (evaluation and maintenance).

Know

ledge

Axis

Inst

ruct

ional

Axi s

Media

Axis

Deliv

ery

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.

Navigating within MISANavigating within MISA

A Demo…A Demo…

Discovering MOTDiscovering MOT

Knowledge Modeling

Exercise

Assuming that you are a SME in Assuming that you are a SME in project managementproject management,,use MOT to express your knowledge in the domain.use MOT to express your knowledge in the domain.

Fundamentals of MISA-3Fundamentals of MISA-3A Cognitive Science Approach to ISDA Cognitive Science Approach to ISD

Module 1

Module 2

Module 3

Distribution

Course

Five Examples of MOT Five Examples of MOT Modeling within MISA-3Modeling within MISA-3

Knowledge ModelKnowledge Model Instructional ModelInstructional Model

– Instructional StructureInstructional Structure– ScenariosScenarios

Media ModelMedia Model Delivery Model Delivery Model

Example of a Knowledge ModelExample of a Knowledge Model

Searchingfor a job

Diagnosing thesituation

Plan the job search

Revise the situation

C

C

Execute the job search

plan

C

C

State the job objective

C

Job profile

I/P

I/P

Job objective

I/PI/P

Search plan and materials

I/P I/P

Job search results

I/P

I/P

State your job objective

according to your job profile

R

Plan your job search keeping

YOUR job objective in mind

R

Analyze

AP

Analyze

AP

Apply

APPlan

AP

Évaluate

AP

Knowledge ModelKnowledge Model

Represents graphically the content of a Learning system Represents graphically the content of a Learning system

as linked knowledge units of different types: facts, as linked knowledge units of different types: facts,

concepts, procedures, principles and skillsconcepts, procedures, principles and skills

Links represent relations between knowledge units: Links represent relations between knowledge units:

instantiation, specialization, composition, precedence, instantiation, specialization, composition, precedence,

input-product, regulation input-product, regulation

Skills applied (AP link) to knowledge unit specify the Skills applied (AP link) to knowledge unit specify the

target competencies according to the training needs of target competencies according to the training needs of

target populationtarget population

Skills can be decribed precisely as generic processesSkills can be decribed precisely as generic processes

Knowledge model is reusable because of its independence Knowledge model is reusable because of its independence

towards pedagogic, media and delivery decisions.towards pedagogic, media and delivery decisions.

Example of an Instructional Model Example of an Instructional Model (LEN)(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

PP

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

PP

P

P

Example of an Instructional Model Example of an Instructional Model (Scenario) (Scenario)

Read about job

descriptions

Job description sample

I/P

Read about the National

Occupational Classification

Matrix

Job description forms

Internet site NOC

Job Futures (volume 1)

CareerDirections

I/P

Your Occupational

Group

Fill out the job description

form

P

File your job descriptions

P

Define your job family

PDefine

your job category

Define your skill level

P

P

I/P

I/P

I/P

Consult publications

I/P

I/P I/P

Define your skill type

PI/P I/P

P

I/P

Employer file

I/P

UA 2.3 Learn about job choice

Instructional ModelInstructional Model

Distributes knowledge in a network of learning events Distributes knowledge in a network of learning events for different target population according to target for different target population according to target competenciescompetencies

Supports many levels of learning events: programs, Supports many levels of learning events: programs, courses, modules, activities.courses, modules, activities.

Learning unit scenarios are defined as processes into Learning unit scenarios are defined as processes into which the learner and the trainer can navigate to which the learner and the trainer can navigate to achieve their learning or training tasksachieve their learning or training tasks

Scenarios are based on generic processes.Scenarios are based on generic processes. Scenarios specify resources, productions, and Scenarios specify resources, productions, and

assistance for each acitivity assistance for each acitivity Each activity is defined by task, collaboration, Each activity is defined by task, collaboration,

evaluation and adaptation assignmentsevaluation and adaptation assignments

Example of a Media Example of a Media ModelModel

Link to List of

publications

I/P

Link to NOC

Link to Job Futures Volume 1

Link to Carerer

Directions

I/P I/P I/P

NOCHome page

(Other web site)

List of publication

Job Futures(PDF files)References

segmentURL

segment

C C

I/P

I/P

I/P

CareerDiredtions(PDF files)

I/P

LayoutNorms

R

Graphic access to LEN over

the title

Module, activity and

page identification

upward, centerText below

title

Access to Module and

activity on left banner

C

C

CC

Link to other Module 2 activities

Link to other Modules

I/P

I/PCourseLEN

I/P

I/P

Navigation area

C

CLink 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 2Activity 3

Page

I/P

Text file A23.doc

C

Media ModelMedia Model

Describes in a unified way the structure of different types Describes in a unified way the structure of different types

of learning of learning materialsmaterials: web-based, multimedia, CBTs, audio-: web-based, multimedia, CBTs, audio-

videos, texts.videos, texts.

Defines precisely the navigation through transition links, Defines precisely the navigation through transition links,

organization rules and templates without prejudging media organization rules and templates without prejudging media

decisionsdecisions

Define the content of each learning material component by Define the content of each learning material component by

associating it with content objects from the knowledge associating it with content objects from the knowledge

model and the instructional model.model and the instructional model.

A media element matrix groups all the media components A media element matrix groups all the media components

that will have to be designed and developped by graphic that will have to be designed and developped by graphic

designers, media producers and programmers. designers, media producers and programmers.

Developped MaterialDevelopped Material

Delivery ModelDelivery Model

Software and Video

Learners in the classroom

Get thePrinted Materials

R

I/P

I/P

R

Computers

Television andVideo

I/P

I/P

Multimedia RoomI/P

In Classroom

PrintedMateriaals

I/P

Get thePrinted Materials

I/PI/P

Distance Learnerswithout computers Receiving

materials

R

PostalDistribution

I/P

RR

Cablo- distribution

I/P

Delivery Services

Shipping thematerials

R

I/P

ShippingClerk

R

I/P

I/P

I/P

Teachers

Distance Learnerswith access to

the network

Printed Materials,

Video and SoftwareOn the server

Requiring from

the server

R

I/P

HyperGuide TutorAnd Materials

R

E-mailI/P

TutoringManager

RTeleconference

AZIMUT

I/P

I/P

At Home

I/P

Technical Support (telecom)

Technician

Offeringtechnicalsupport

R

I/P

R

I/P

I/P

I/PI/P

Requiring from

the server

Delivery ModelDelivery Model

Specifies the technological and administrative Specifies the technological and administrative

infrastructure necessary to support the delivery of a infrastructure necessary to support the delivery of a

learning system.learning system.

Assigns to each learning event one or many delivery Assigns to each learning event one or many delivery

mode: distance education on the web or through mail, mode: distance education on the web or through mail,

self-training, EPSS or classroom training.self-training, EPSS or classroom training.

Defines an implementation plan and a maintenance Defines an implementation plan and a maintenance

plan for a learning system.plan for a learning system.

Provides essential data structures and information Provides essential data structures and information

required by any system for computarized management required by any system for computarized management

of instruction (CMI)of instruction (CMI)

MISA and the Virtual MISA and the Virtual CampusCampus

LEARNER

TRAINER

MANAGERDESIGNER

CONTENTEXPERT

Knowledge ModelResources in a

scenarioMedia Model

Assistance scenariosTutoringMaterial

Assistance scenarioDeliveryModel

InstructionalModel

Learning Material

Collaborativeassignments

Communication resources

MISA-3 PrinciplesMISA-3 Principles

General principlesGeneral principles

Adaptation of the methodAdaptation of the method

Progress within phasesProgress within phases

Coordination between axesCoordination between axes

GeneralGeneral PrinciplesPrinciples The method favors information processing and The method favors information processing and

knowledge building by the learnerknowledge building by the learner

The method promote variety in tasks, strategies The method promote variety in tasks, strategies and media and media

LS can be autonomous or integrated within a LS can be autonomous or integrated within a performance support system performance support system

Learning can be document centered or Learning can be document centered or interaction centeredinteraction centered

Documents and interactions can be textual, Documents and interactions can be textual, audio or visual, available locally or on the audio or visual, available locally or on the networksnetworks

The method is TeleLearning centered but can The method is TeleLearning centered but can also deliver training using other delivery modelsalso deliver training using other delivery models

Examples of Adaptation Examples of Adaptation PrinciplesPrinciples

If the delivery mode is mainly text based, develop If the delivery mode is mainly text based, develop

mainly the knowledge model axis mainly the knowledge model axis

If classroom training is the main delivery mode, If classroom training is the main delivery mode,

reduce the productions in the media and delivery reduce the productions in the media and delivery

modelmodel

If self-training is the main delivery mode, If self-training is the main delivery mode,

eliminate assistance scenario and technology eliminate assistance scenario and technology

infrastructure tasks and productionsinfrastructure tasks and productions

If the LS is a large curriculum with many courses: If the LS is a large curriculum with many courses:

emphasize the knowledge modeling axis and the emphasize the knowledge modeling axis and the

first two phases, then restart the process for each first two phases, then restart the process for each

course.course.

Progress Principles within Progress Principles within PhasesPhases

The preliminary analysis phase should end with applying The preliminary analysis phase should end with applying the adaptation principles and choosing how to use the the adaptation principles and choosing how to use the method according to the project main features.method according to the project main features.

The global process starts from abstract specifications in The global process starts from abstract specifications in the first phase and by successive approximation in the the first phase and by successive approximation in the following phases, build more and more concrete following phases, build more and more concrete specifications until the final artefact (the LS) is built. specifications until the final artefact (the LS) is built.

Progression is non linear and spirals through the four Progression is non linear and spirals through the four axes up to the final artefact. axes up to the final artefact.

Complex learning systems should be decomposed in many Complex learning systems should be decomposed in many deliveries, the first one being a prototype to evaluate deliveries, the first one being a prototype to evaluate more precisely the needed resources and costs.more precisely the needed resources and costs.

From phase 2 to phase 4, orientation principles are first From phase 2 to phase 4, orientation principles are first stated for the four models; then more precise rules stated for the four models; then more precise rules constrain the learning units and materials; finally, precise constrain the learning units and materials; finally, precise assignments or material specifications are stated at the assignments or material specifications are stated at the activity level.activity level.

Coordination Principles between Coordination Principles between AxesAxes

Independance and interdependance Independance and interdependance

between the 4 models:between the 4 models:

The knowledge model defines target competencies, The knowledge model defines target competencies,

independantly from following instructional or media independantly from following instructional or media

decisions.decisions.

The instructional model describes tasks and The instructional model describes tasks and

resources according to the type of knowledge and resources according to the type of knowledge and

skill without prejudging their media implementation.skill without prejudging their media implementation.

The media model describes the structure of learning The media model describes the structure of learning

material according to the knowledge and material according to the knowledge and

instructional decisions, taking in account delivery instructional decisions, taking in account delivery

constraints. constraints.

The delivery model is chosen taking in acount the The delivery model is chosen taking in acount the

instructional and media modelinstructional and media model

Coordination Principles between Coordination Principles between AxesAxes

The knowledge model has an important coordination role. It The knowledge model has an important coordination role. It provides coherence between the other MISA productions. It is provides coherence between the other MISA productions. It is distributed into the learning units of the instructional model distributed into the learning units of the instructional model and, within a learning unit, it is associated to instruments and and, within a learning unit, it is associated to instruments and the learning materials that correspond to instruments in the the learning materials that correspond to instruments in the media model. media model.

The instructional model provides the media model with a The instructional model provides the media model with a general plan and a context of use.general plan and a context of use.

The models are synchronized in each of the phases:The models are synchronized in each of the phases:

In the Preliminary Design phaseIn the Preliminary Design phase: initial knowledge model, : initial knowledge model, network of learning events, media and delivery orientation network of learning events, media and delivery orientation principlesprinciples

In the Architecture phaseIn the Architecture phase: layered knowledge : layered knowledge model, learning unit submodels, learning scenarios and model, learning unit submodels, learning scenarios and delivery principlesdelivery principles

In the Material Design phaseIn the Material Design phase: instruments knowledge sub-: instruments knowledge sub-models and plans, learning material models and tools, models and plans, learning material models and tools, communication and organization infrastructures in the communication and organization infrastructures in the delivery modeldelivery model

First Graphic

KnowledgeEditor

for InstructionalDesign

First Graphic

KnowledgeEditor

for InstructionalDesign

TrainingProblemTrainingProblem

TeleLearningSystem

TeleLearningSystem

First knowledge based ISD Method for Engineering TeleLearning Systems

QuestionsQuestionsandand

comments…comments…

LICEF Research CenterLICEF Research Center

Télé-universitéTélé-université

1001 Sherbrooke est, Montréal1001 Sherbrooke est, Montréal

1-514-522-35401-514-522-3540

gpaquett@teluq.uquebec.cagpaquett@teluq.uquebec.ca