Learning design: models for computers, for engineers or for teachers?

1. TENCompetences Workshop “Learning Networks for Lifelong Competence Development” Sofia – 30-31 March 2006 Learning design: models for computers, for engineers or for teachers? Jean-Philippe PERNIN (*,**) Anne LEJEUNE (**) (*) Institut national de recherche pédagogique, Lyon(National Institute of Educational Research ) - FRANCE ERTé e-Praxis (**) Laboratoire CLIPS-IMAG, Grenoble INRP

2. Introduction • Focus on authoring approach • Learning scenario's definition and lifecycle • Collecting practitioners needs • Methodology • First results and analysis (in progress) • Meta-models, languages and tools • Propositions J.P.Pernin et A. Lejeune

3. Introduction • Main challenges for learning design [Koper 2006] • use of ontologies and semantic web principles & tools related to learning design; • use of learning design patterns; • development of learning design authoring and content management systems; • development of learning design players, including the issues how to use the integrated set of learning design tools in a variety of settings. J.P.Pernin et A. Lejeune

4. Previous works on authoring approach (1995-2000) • Main lessons : • Illusion to want to « disseminate » a complex model only by providing « user-friendly » interfaces. Models and concepts must be mastered and accepted by users. Example J.P.Pernin et A. Lejeune

5. How to disseminate activity-oriented approach ? • Adopt an user-centered approach • For what users ? • Teachers • Trainers • Instructional Designers • … and learners… • In what contexts ? • Integration of activity-oriented approach in daily practice • Distant, face-to-face, hybrid learning situations • All along the process (design, contextualisation, exploitation, evaluation) J.P.Pernin et A. Lejeune

6. Introduction • Focus on authoring approach • Learning scenario's definition and lifecycle • Collecting practitioners needs • Methodology • First results and analysis (in progress) • Meta-models, languages and tools • Propositions J.P.Pernin et A. Lejeune

7. Our definition of a learning scenario [Pernin&Lejeune 2004] • a learning scenario represents the description, carried out a priori, dynamically or a posteriori, of the organization of a learning situation aimed at the acquisition of a precise body of knowledge • This organization is made in terms of roles, activities as well as in terms of knowledge resources, tools, services and results associated with the implementation of the activities A scenario = a living object J.P.Pernin et A. Lejeune

8. Life-cycle of a scenario(5 main phases) Adaptation Initial Design • Pedagogical • Contextualization • - Distributing roles • Planning activities • Affecting resources • Instrument • Refine abstract scenario • Technical • Implementation • Deployment • Matching with platform capabilities adapted scenario contextualised scenario Run implemented scenario Evaluation effective scenario reusable scenario What tools for what users at each phase ? J.P.Pernin et A. Lejeune

9. Introduction • Focus on authoring approach • Learning scenario's definition and lifecycle • Collecting practitioners uses and needs • Methodology • First results and analysis (in progress) • Meta-models, languages and tools • Propositions J.P.Pernin et A. Lejeune

10. Collecting practioners needs • CAUSA Project (start : october 2005) • Collecting and Analyzing Uses of Scenarization of Activities (in francophone area) • Leader: INRP (National Institute for Educational Research) – ERTé e-Praxis (Grenoble, Lyon) • Pluridisciplinary team (researchers, teachers, engineers) • Education Sciences • Computer science • Didactic specialists J.P.Pernin et A. Lejeune

11. CAUSA project activity Jan 2006 Workshop with teachers Uses, needs and representations of teachers Analysis Mar 2006 Workshop with Instructional Designers Oct 2005 Training Session Propose Formalisms to teachers and designers (i.e. IMS-LD) Uses, needs and representations of designers Detection of problems Feb-Mar 2006 Web questionnaire (130 answers today) (in progress) Uses, needs and representations of practitioners Apr 2006 Conference for francophone research community Representations of researchers Interests J.P.Pernin et A. Lejeune

12. Workshops for teachers and instructional designers(14 people / each workshop) J.P.Pernin et A. Lejeune

13. Outcomes (produced by teachers) J.P.Pernin et A. Lejeune

14. Questionnaire : first results (provisional) • Web questionnaire • Diffused on specific mailing lists • 40 questions (20 MCQ, 20 open questions) • One hour required to answer • Partially based on an example of scenario given by the user • In three weeks : more than 130 answers (each one with its own example of scenario) J.P.Pernin et A. Lejeune

15. Introduction • Focus on authoring approach • Learning scenario's definition and lifecycle • Collecting practitioners needs • Methodology • First results and analysis (in progress) • Meta-models, languages and tools J.P.Pernin et A. Lejeune

16. Theoretical background:Model Driven Engineering Main challenge : automatic transformation from a model to another Users, CoP Computability interoperability Operationalization Metamodel Metamodel Metamodel conforms to conforms to conforms to CIM Computer Independent Model PIM Platform Independent Model PSM Platform Specific Model conforms to conforms to conforms to Languages and tools Languages and tools Languages and tools J.P.Pernin et A. Lejeune

17. Analogy with programming languages Environments and design languages (ex.: Powerpoint) Programming language Assembly and machine languages J.P.Pernin et A. Lejeune

18. model Paradigm B Teacher Communities of Practice Paradigm B model Specific Tool or Language Specific Tool or Language Specific Tool or Language Languages for interoperability Code for Execution Generic Tool or Language model IMS LD ? Instructional engineers model J.P.Pernin et A. Lejeune

19. Current works • Complete analysis of collected corpus (worshops and questionnaire) • Extend questionnaire • Translate in english • Analyze cultural features. • Have a deep reflexion about models and metamodels in scenario engineering • Propose more consistent metamodels, adapted languages and tools J.P.Pernin et A. Lejeune