Gilbert Paquette

Organic Aggregation of Knowledge Object in Educational Systems

We propose an organic approach to educational web-based systems where learning objects, operations on these objects, and actors that perform them are aggregated in meaningful ways. The users of a learning system must be able to observe it globally, at different levels and from diverse viewpoints. They must be able to propose adaptations and improvements constantly using means of observation integrated with the means of action. For this, we need to provide inspectable and executable models of the learning system, to be used as prisms for understanding and control of operations. We propose to reference these models with educational ontologies developed for instructional engineering. The implementation of some of these ideas in the Explor@-II system provides examples. Conversely, the next Explor@ implementation will benefit from the discussion presented here.

Managing Ontology Changes on the Semantic Web

Although the ontology evolution plays a key role in the semantic Web, methods and tools to support it are missing. Thus, this paper proposes a component-based framework for managing ontology changes. The main functionalities of the OntoAnalyzer framework are: (1) to track changes and to formalize them using a language that we propose for representing ontology changes and (2) to identify changes a posteriori to ontology evolution and to analyze their effect on the ontology-based annotation of resources.

An Instructional Engineering Method and Tool for the Design of Units of Learning

This chapter discusses how to build IMS learning de signs focusing on three aspects, instructional engineering, modeli ng tools and graphical design techniques. First, we propose that instructional designers use a systemic and systematic instructional engineering method to build Units of Learning conforming to the IMS-LD specification. MISA, a mature instructional engineering method will serve as the basis to our design approach. Second, we present a graphical modeling tool, MOT+, and a representation echnique that was created to support instructional engineering. I MOT+, concepts, procedures and principles are used to descri b all IMS-LD components as well as their relationships. We belie v this graphical language to be closer to instructional designers, i n that it represents a more pedagogical viewpoint than software engineerin g graphical languages like UML, while still enabling an automat ic translation from graphical models into a machine-readable IMS-L D XML. Third, we will provide an example of the design pro cesses involved in building learning designs, from the preliminary nalysis to the definition of a unit of learning method, the centra l p rt of the IMS Learning Design.

Designing Virtual Learning Centers

Virtual universities and workplace virtual institutes are seen, more and more, as a solution to the huge education demand of the knowledge society. I will limit my subject here to the design of Virtual Learning Centers, seen as the pedagogical heart of a virtual educational institution. This is where courses or learning events are designed, constructed, and delivered using the Internet and its many communication possibilities.

TELOS: A Service-Oriented Framework to Support Learning and Knowledge Management

This chapter presents the basic orientations, the main use cases, and the conceptual framework of a TeleLearning Operating System. TELOS is a system under development within the LORNET research network (www.lornet.org) aiming to integrate components and services, and research results, produced by the different LORNET teams. TELOS research is at the convergence of three main trends: learning object repositories that facilitate the access to knowledge resources; learning and knowledge management support systems that use these referentials as building blocks; and the integration of these referentials and these systems in the context of the semantic Web.

Implementation and Deployment of the IMS Learning Design Specification

Knowledge management in organizations, the learning objects paradigm, the advent of a new web generation, and the “Semantic Web” are major actual trends that reveal a potential for a renewed distance learning pedagogy. First and foremost is the use of educational modelling languages and instructional engineering methods to help decide how to aggregate learning objects in learning and knowledge management environments. This article proposes a set of tools under implementation, such as a graphic Learning Design Editor and a delivery system, using learning object repositories to create IMS-LD online environments. We also propose a strategy for the deployment of learning design tools and methods in learning organizations.

Competency-based personalization for massive online learning

This paper investigates the problem of personalization in massive open online courses (MOOC) based on a target competency profile and a learning scenario model built for the course. To use such a profile for adaptive learning and resource recommendation, we need to be able to compare competencies to help match the competencies of learners with those involved in other learning scenario components (actors, activities, resources). We present a method for computing relations between competencies based on a structured competency model. We use this method to define recommendation agents added to a MOOC learning scenario. This approach for competency comparison has been implemented within an experimental platform called TELOS. We propose to integrate these functionalities to a MOOC platform such as Open-edX. We present a personalization process and we discuss the tools needed to implement the process.

The MOT+Visual Language for Knowledge-Based Instructional Design

This chapter states and explains that a Learning Design is the result of a knowledge engineering process where knowledge and competencies, learning design, media and delivery models are constructed in an integrated framework. Consequently, we present our MOT+ general graphical language and editor that help construct structured interrelated visual models. The MOT+LD editor is the newly added specialization of this editor for learning designs, producing IMS-LD compliant Units of Learning. The MOT+OWL editor is another specialization of the general visual language for knowledge and competency models based on the OWL specification. We situate both models within our taxonomy of knowledge models respectively as a multi-actor collaborative process and a domain theory. The association between these “content” models and learning design components is seen as the essential task in an instructional design methodology, to guide the construction of high quality learning environments.

Transposing MISA Learning Scenarios into IMS Units of Learning

Commentary on: Chapter 17: Applying Learning Design to Supported Open Learning. (McAndrew & Weller, 2005) Abstract: This paper reports an exploratory study investigating the transposition process of a course called the Black Box into a Unit of Learning (UoL), characterized by its collaborative and multi-actor distance learning scenario. It was graphically represented by using the MOT software used in the MISA Instructional Engineering Method. To transpose this scenario into an IMSLD UoL, the iterative nature of this study helped develop the MOT+LD editor and an IMSLD Graphical Representation Code (GRC) now embedded in the editor. The study showed that the MISA method and Level A of the IMSLD Specification share several conceptual elements and representations that accentuate their complementarity in a coherent and clear manner. This finding is very encouraging to extend the analysis of levels B and C of the specification and adapt the MISA method to ease the construction of fully interoperable IMSLD UoL. Editors: Colin Tattersall and Rob Koper.

Technology-Based Instructional Design: Evolution and Major Trends

This chapter surveys ICT-based tools and methods that support instructional designers in planning the delivery of learning systems. This field has evolved since the 1970 through several paradigms: authoring tools, expert systems and intelligent tutoring systems, automated and guided instructional design, knowledge-based design methods, eLearning standards and social/cognitive Web environments. Examples will be given to illustrate each paradigm and the major trends will be uncovered. ICT has evolved rapidly, enabling new approaches to emerge, helping more people to design learning environments and building learning design repositories. More and more people are learning on the Web, using learning portals, information pages and interacting with other people, but still with insufficient educational support. New challenges make this field an exciting and blooming research area that has a bright future.