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1- The Global Context

ICALT-06, Kerkhade, The Netherlands, July 5-7, 2006 Knowledge, Competency and Educational Modeling for Lifelong Learning Gilbert Paquette LORNET and CICE Director LICEF Research Center, Télé-université www.licef.teluq.uquebec.ca/gp. 1- The Global Context. L3: Lifelong Learning

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1- The Global Context

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  1. ICALT-06, Kerkhade, The Netherlands,July 5-7, 2006Knowledge, Competency and Educational Modeling for Lifelong LearningGilbert PaquetteLORNET and CICE DirectorLICEF Research Center, Télé-universitéwww.licef.teluq.uquebec.ca/gp

  2. 1- The Global Context • L3: Lifelong Learning • Knowledge Management: Enhancing Human Competency • Access to huge ressource/knowledge repositories • Personalization context • Towards the (more) Intelligent Web

  3. Cognitive Engineering Information Knowledge Instructional Engineering Shared Knowledge and Competencies Knowledge Management:Enhancing Human Competency • More than « glorified » document management • At the knowledge level • The goal: knowledge and competency sharing in an organization • Competency implies higher level knowledge • Central role for competency-based Instructional engineering.

  4. ARIADNE LORNET NIME MERLOT EDNA Huge Ressource / Knowledge Repositories on the Web(Not that available)

  5. Ontology Towards a More Intelligent Web • First wave: • STATIC TEXT / DATA EXCHANGE • Second wave: • DYNAMIC / MULTIMEDIA • Third wave: • SEMANTIC • PROGRAMMABLE • PERSONALIZABLE Semantic annotations to resources enable “intelligent processing”: search, matching, guiding,…

  6. 2. Multi-actor Design 1. Inter -operability 6. TELOS 3. Adaptive Resources 5. Advanced Multimedia 4. Knowledge Extraction LORNET Project - TELOS • Pan-canadian Research Network • 6 Universities, 4 Research Chairs, 15 entreprises • 5 years, 7.5 M $, 120 investigators Develop tools and methods to build personalized access to learning object repositories through the Semantic Web for learning and Knowledge Management

  7. LKMA LKMS LKMP LKMP Manager (ePortfolio Aggregation) TELOS Core Modifier LKMS Manager (Platform Aggregation) LKMA Manager (Application Aggregation) TELOS Core LKMA Library LKMP Library LKMS Library Tertiary Resource Libraries Resource Libraries Personalizing Learning(TELOS Main Use Cases) <Technologist> <Engineer> <Designer> <Learner> <Administrator> Support Generation Operations Use Core to ProduceLKMS (Platforms) Use LKMA to Produce LKMP (Products) Use LKMS to Produce LKMA (Environments) Extend TELOS Core <Facilitator>

  8. TELOS High-Level View • Distributed • Service oriented • Ontology-Driven • Component Aggregation

  9. Cognitive Engineering Information Knowledge 2- Knowledge Extraction: Processes and Tools • The MOT Modeling Language • Typology of Knowledge Models • Methods: • Co-Modeling, • Knowledge Engineering, • Loose and Formal Modeling • MOT+ Specializations • Multi-actor workflows • Ontologies

  10. MOT Modeling Language L I N K S CONCEPTS PROCEDURES PRINCIPLES C S P I/P R I

  11. User Technician R R R R R R A Simple Process Model

  12. An OWL-DL Model THINGS S S S Agricultural Has Gases Fertilizers Produce R R R R Practices Inputs S S R Has C R Outputs Greenhouse Rice Gases Production Chemical Processes Fertilizers I I I Has Carbon Nitric I Produce R R R Inputs Dioxyde Oxyde R Traditional Rice Production R Has Methane R Outputs

  13. 3- Knowledge Dissemination: Processes and Tools • Resources repositories: content, tools, process (LD) • MOT+LD: a graphic IMS-LD Modeling Editor • IDLD: a Repository of Learning Designs • A Reuse and Expand Process • LD “Primitive” Template: an Educational Genome • Semantic Annotation Information Instructional Engineering Shared Knowledge and Competencies

  14. Media Elements Units of Learning Tools Documents Actors Learning Design as Composed Objects Basic Resources Operations Scenarios Processes

  15. An IMS-LD Model

  16. An OWL-DL Model

  17. Semantic Referencing of Learning Objects

  18. Semantic Referential for LDs Design

  19. A Library of LD Resourcewww.idld.org

  20. Reusability Process • Modeling a Course and Generalizing to a Pattern (Instructional Strategy Level) • Decomposing into Primitive LD or Direct Creation (Instructional Tactic Level) • Aggregating a Course Pattern from primitive LD (New Strategy) • Specification of Course Pattern to one or more Course Examplar

  21. 4- What’s in a Competency? • Competency Use: • Human resource management • Guide knowledge modeling • Define dcenarios, learning designs, courses • Guide tutoring and learning resource self-management • Select information resources, etc. • Many projects, interesting process, little use • Structured Competency • Examples • Research on Competency Equilibrium

  22. Structured Competencies • To say that somebody needs to acquire a certain knowledge is insufficient. What should he be able to do with it ? • Competency referentials address that problem by using natural language statements involving actions on knowledge • Competency statements are most of the time ambiguous and difficult to use • Need to structure competencies: knowledge, skills/attitude, performance/context of use. • A generic skills’ taxonomy combining viewpoints : instructional objectives, generic tasks/processes, meta-knowledge

  23. Generic S kills T axonomy L a yers 1 2 3 1. Pay Attention ive 2 . Integrate 2.1 Identify Rece 2.2 Memorize 3 . Instantiate 3.1 Illustrate / Specify e 3.2 Discriminate 3.3 Explicitate Reproduc 4 . Transpose/ Translate 5 . Apply 5.1 Use E x 5.2 Simulate 6 . Analyze 6.1 Deduce 6.2 Classify 6.3 Predict 6.4 Diagnose e 7 . Repair Creat 8 . Synthesize 8.1 Induce 8.2 Plan 8.3 M odel/ Construct 9 . Evaluate A invest 10 . Self - 10.1 Influence - Re manage 10.2 Self - control Comparing Generic Skills’ Taxonomies Active meta - Generic Cognitive Skills cycle knowledge problems objectives (Romiszowski) (Pitrat (KADS) (Bloom) Attention Memorize Perceptual acuteness and discriminatio n Knowledge S earch Under stand Interpretation and S torage P rocedure Recall Schema Recall Knowledge U se, Apply pression Prediction, Analyze Analysis Supervision, Classification, Diagnosis Repair Synthesis Planning, Design, Synthesize Knowledge discovery Modeling Knowledge Evaluate Evaluation cquisition Initiation, Continuation, Control

  24. Awareness 0.0 – 2.5 Familiarity 2.5 – 5.0 Mastery 5.0 – 7.5 Expertise 7.5 - 10 Sometimes Always Always Always Partial Partial Partial Total With With Without help Without help assistance assistance Weak Weak Middle High Familiar Familiar Familiar Unfamiliar Performance / Application Context PERFORMANCE LEVELS CRITERIA Frequency Scope Autonomy Complexity Context

  25. Backbone of an LD Repository

  26. Compare planets by mass autonomously and totally Compare planets by orbital period autonomously and toally Analyze, deduce properties of objects (here Planet name and orbital duration) Competency-based Semantic Annotation

  27. Competency Association to Activities and Resources in Explor@-II

  28. Competency Gap Analysis Evaluation Tool Self-diagnosis Tool Knowledge and Competency Editor TUTOR DESIGNER LEARNER R I/P I/P R R I/P Assess R Define Near moment R Design C I/P I/P I/E I/E Actual Competency Actual Competency Entry Competency Target Competency Associate S S S S COMPETENCY C C C 3. Performance Context 1. Knowledge 2. Generic Skill C C Scale position I/P I/P I/P Combine Performance/ context criteria Select in a Skill’s taxonomy Select in a domain ontology

  29. T1C T2C G1C G2C L1C EC L2C TC Reduce Quitting Risk S L T S Competency, Affective, Social, metacognitive data(from tools) R R R Group Indicators (Ex: actual Competency vs target) Trace each learner and tutor evaluation Calculate D Model of the envirn’t, the task (LD) the domain ontologyand entry/target competency Individual / group diagnosis Build the LD and the envirn’t Compare Diagnose R S R LEGEND Learner L Communicate Diagnosis to A, T, D and S Diagnosis Interface Tutor T D Designer S System

  30. Id Competency Table Priority Init A1 (6) Analyze applicable law texts, without help, to new situations with middle or high complexity . 1 (2) 4 A2 (6) Analyzeapplicable jurisprudencewith some help in complex situations. 1 (2) 4 A3 (3) State applicable rules of law in any situation 2 (1) 2 Gap A4 (5) Apply appropriate civil rights elements without help in famliar situation and middle complexity. 1 (2) 3 … Constructing a Professional Program (Bar Professional School)

  31. Generic Skill : a Blueprint for a LD

  32. 9.7 Book X 8.4 Peter M 6.9 Video Y . Selecting Resources for a User Skills Multimedia Production Method Self-manage (10) Evaluate (9) Synthesize (8) Repair (7) Analyze (6) Apply (5) Transpose (4) Interpret (3) Identify (2) Memorize (1) Pay attention (0) . Performance Aware Familiarized Productive Expert

  33. Act 5 C C C C Activity 5.2 P TC: EC: EC: 7.4 6.4 5.2 Activitiy 5.1 Learner Trainer P TC: TC: TC: R 5.2 R 7.4 Activity 5.4 7.4 Input IP Resource A Product TC: Activity 5.3 resource IP 7.4 Input IP Resource B P Competency Equilibrium Components of a LD reach competence equilibrium when learning succeeds

  34. Conclusion • Competency is • a knowledge management / education goal • an instructional engineering method tool • a way to personalize learning during delivery • a way to improve learning environments after delivery • a central piece for ePortfolios and User models • New generation tools are needed to support competency-based engineering, learning and tutoring • New specification for competencies (Extend IMS-LD ?) • Shared ontology for semantic annotatation learning designs

  35. ICALT-06, Kerkhade, The Netherlands,July 5-7, 2006MERCI!Gilbert PaquetteLORNET and CICE DirectorLICEF Research Center, Télé-universitéwww.licef.teluq.uquebec.ca/gp

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