elearning reality, id processes and pedagogical objects presented by karin lundgren-cayrol ://...
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eLearning Reality, eLearning Reality, ID processes and ID processes and
Pedagogical ObjectsPedagogical Objects
eLearning Reality, eLearning Reality, ID processes and ID processes and
Pedagogical ObjectsPedagogical Objects
Presented by Karin Lundgren-Cayrol Presented by Karin Lundgren-Cayrol
http://www.lornet.org http://www.licef.teluq.uquebec.ca
LORNET 6.3 Theme and co-authorsLORNET 6.3 Theme and co-authorsDiane RuellandIleana de la Teja AngelesFrance HenriMarc CoutureSpecial thanks: Marcello Maina, Ph.D. student
OverviewOverviewOverviewOverview Research Objectives Conceptual Framework Research Method Preliminary Results Recommendations Conclusion and Next Steps
Research ObjectivesResearch ObjectivesResearch ObjectivesResearch Objectives
Describe practitioners ID processes
Identify potential pedagogical objects
Extract common ID tendencies
Conceptual FrameworkConceptual FrameworkConceptual FrameworkConceptual FrameworkInstructional
Design Models
Pedagogical Objects
MISA Engineering Method
eLearning Reality
Standard Constraints
Theories of Learning
Multiple Case StudyMultiple Case StudyMultiple Case StudyMultiple Case Study
Pedagogical Objects
List of Tendencies
4. Identify Pedagogical Objects
List of Needs
5. IdentifyTendencies
Characteristics
Set of Processes
1. Create Case Profiles
2. Map Processes to MISA Method
3. Isolate Needs
6 PractitionerInterviews
1. 1. Designer ProfilesDesigner Profiles1. 1. Designer ProfilesDesigner Profiles1. Designer’s expertise
4 Content / 1 Pedagogical / 1 Technology2. Course Context
3 University / 2 College / 1 Highschool3. Course Design Environment
5 imposed / 1 free to choose4. Type of Design Assistance
2 None / 2 Technologist / 2 Team 5. Course Delivery Mode
4 Blended / 1 Online with tutor / 1 Self-directed with peers
2. Mapping to the MISA Method2. Mapping to the MISA Method2. Mapping to the MISA Method2. Mapping to the MISA Method
MISALearning System
Engineering
Project Management
DeliveryManagement
Material Production
Decisions Regarding Approach
Requests for Changes
Defining Tests
1 2 3 4 56
TendenciesTendenciesTendenciesTendenciesPractitioners ID processes can be mapped onto the MISA phases,but also include external processes such as production, delivery and management
Subject matter issues come first
Instructional, media and delivery planning processes merge
Technological innovations require interdisciplinary teamwork
Pedagogical objects appears to be needed
ID processes and MISA AxesID processes and MISA AxesID processes and MISA AxesID processes and MISA Axes
PedagogicalAxis (6/6)
MaterialModelDelivery
Model
Processes Mapped to MISA Axes
Content Axis (5/6)
Instructional Structure
Content Structure
Course
Rapid Prototyping
Inferred NeedsInferred NeedsInferred NeedsInferred Needs
Course examples to stimulate design Community of Domain Practices to discuss
teaching/learning problems Media support to facilitate course production Easily applicable Copyright Tools to ease
reuse Monitoring tools to improve learning quality
during delivery
Potential Pedagogical Potential Pedagogical ObjectsObjectsPotential Pedagogical Potential Pedagogical ObjectsObjects
Content Axe Domain Content & Competency Repositories, Concept
Maps, Domain Glossaries
Pedagogical Scenario Axe Strategy Classified Instructional Scenarios, Communities
of Practices, «My Repository », Generic Information modules, Introductory Activities etc.
Media Scenario AxeUserfriendly WebDesign Graphics and Animation Bank, Software, Course Simulation Tools
Delivery & Quality Control Axe Montitoring Tools, Interactive Evaluation Forms, etc.
RecommendationsRecommendations RecommendationsRecommendationsProvide practitioners with a flexible methodology that
Ensures coherence among content, instructional
strategy, media choice and delivery system
Provides the possibility of starting with content
issues
Provides online resources and Communities of
Practice
Allows instructional principles to guide delivery
scenarios
Recommendations (2)Recommendations (2)
Reusability of Pedagogical objects requires:
evaluation criteria and tools to measure the
quality of a reusable pedagogical object
processes and rules to protect and manage
intellectual property
proper referencing and indexing of pedagogical
objects
Conclusions & Next Conclusions & Next StepsSteps
Conclusions & Next Conclusions & Next StepsSteps1. Adapting the MISA method to match practitioners
processes preserving its powerful framework to ensure ID quality
Principles that ensure coherence among the four axes
Systematic and systemic method (Iterative cycles)
2. Provide POs Repositories including Evaluation criteria and tools to facilitate choice
Comprehensive classification schemes for retrieval
3. Provide Instructional Design Support to contribute reusable POs to course design community
Thank You!Thank You!Thank You!Thank You!
Contact person:[email protected]
LORNEThttp://www.lornet.org
Pedagogical Objects Pedagogical Objects DefinitionDefinitionPedagogical Objects Pedagogical Objects DefinitionDefinition“Any resource or asset, digital or otherwise, that has been used in a learning or learning design context, and has potential for reuse.
It must have metadata, be discoverable through a digital repository, and it can – by
itself or through its representation – be displayed using an eLearning application.”
Couture, Henri, Ruelland & Chabour, 2003
MISALearning System
Engineering
Project Management
DeliveryManagement
Material Production
430
434
432
436
Project Manager
R
Content Experts
Instructional Designers
Media Production Specialists
Delivery Manager and
Staff
R
R R
R
630620
440
444
442
446
Decisions Regarding Approach
Requests for Changes
Defining Tests
640610
340
108
330
542540
242
1 23 4 5
6
eLearning RealityeLearning RealityeLearning RealityeLearning Reality
The course designer is faced with powerful LCMS and
Repositories, which demands special computer knowledge.