Michel Léonard

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.

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.

The Educational Modeling of a Collaborative Game using MOT+LD

Our contribution to the workshop on educational modeling languages is a graphic model of a collaborative game. It is built using the MOT+LD graphic editor developed at our research center.

Implementation and Deployment Process of IMS Learning Design: Findings from the Canadian IDLD Research Project

IDLD, implementation and deployment of learning design http://www.idld.org, is a Canadian project that aims to bridge the gap among IMS learning design researchers and developers and pedagogical designers. Two main products of the project are a well founded, well supported and well tooled implementation process for describing new or existing IMS-LD compliant units of learning and a repository of reusable learning design examples and generic templates. In this paper we describe the proposed implementation process and tools and how it was carried out by four IDLD teams building units of learning (UoL) for the repository. In each case, IMS-LD compliant units of learning were produced from existing scenarios, leading to a set of both generic and exemplary UoLs. The scenarios were carefully chosen to assure some design quality in order to enhance the reusability potential. The paper concludes with some recommendations and next steps

Delivery of Learning Design: the Explor@ System’s Case

The IMS Learning Design Specification (IMS-LD) pres ents new challenges to learning delivery systems. To comply with this specification, delivery platforms must understand differ ent learning strategies and course structures, must manage multi -actor environments, must allow for standard learning objects int egration, must deal with conditions and rules to be validated on r untime and must support notifications. In this chapter, we take a look at these requiremen ts from the viewpoint of an open delivery system, Explor@-2. Explor @-2 is the result of a research stream that started a decade ago at Téléuniversité’s LICEF research center. Explor@ has fo cused, right from the beginning, on a resource (or learning obje ct) management orientation, making it possible to assemble a set o f ducational support tools, documents and services to be shared acr oss all programs, courses or activities delivered by an organization. The chapter presents Explor@-2’s basic learning design information model and analyses how Explor@-2 can deal with IMS-LD complia nt courses – how it can deliver units of learning modelled eithe r with the IMSLD level A specification or with the IMS-LD level Bor C specificaDelivery of Learning Design: the Explor@ System’s C ase 3 tions. The chapter ends with some conclusions on fu ture research and development to be done in order to build a full y IMS-LD compliant delivery system as well as on some promising directions for developing powerful and adaptive distance learning e vironments.

Collaborative Knowledge Modelling with a Graphical Knowledge Representation Tool: A Strategy to Support the Transfer of Expertise in Organisations

This chapter presents a strategy for collaborative knowledge modelling between Tele-universite, LICEF Research Center, pudelko.beatrice@licef.teluq.uqam.ca

A Visual Ontology-Driven LD Editor and Player: Application to the Planet Game Case Study

This article first summarizes our previous work on Educational Modelling and Visual Editors, to provide the context for our more recent work within the LORNET [1] research network that has led to the development of TELOS, an ontology-based system to support the design, development and delivery of Semantic Web learning environments. Within that system, a central piece is the Scenario Editor that enables the aggregation of resources (actors, activities, operations, documents, tools) into a visual multi-actor workflow/learnflow, which is the central model defining the environment. Another piece is the Ontology Editor that is used to associate execution and domain knowledge semantics to entities in the scenario. Using these tools, a new version of the Planet Game scenario has been build as a case study including an IMS-LD design at level A, B, C. We will analyze the case study to underline how it addresses some difficulties in the use of the IMS-LD specification. Finally, we will discuss the generality of this ontology-driven approach and this contribution to the field of educational modelling. Editors: Laurence Vignollet (Universite de Savoie, France). Interactive elements: Collage authoring tool is published in SourceForge and can be also downloaded from http://gsic.tel.uva.es/collage