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ICALT-06, Kerkhade, The Netherlands,July 5-7, 2006
Knowledge, Competency and Educational Modeling for
Lifelong Learning
Gilbert Paquette
LORNET and CICE DirectorLICEF Research Center, Télé-université
www.licef.teluq.uquebec.ca/gp
1- The Global Context
L3: Lifelong LearningL3: Lifelong Learning
Knowledge Management: Enhancing Knowledge Management: Enhancing Human CompetencyHuman Competency
Access to huge ressource/knowledge Access to huge ressource/knowledge repositoriesrepositories
Personalization contextPersonalization context
Towards the (more) Intelligent WebTowards the (more) Intelligent Web
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.
Information Knowledge
CognitiveEngineering
InstructionalEngineering
SharedKnowledge andCompetencies
Huge Ressource / Knowledge Repositories on the Web
(Not that available)
MERLOT
EDNA
ARIADNELORNET NIME
Towards a More Intelligent Web
First wave: First wave: STATIC TEXT / DATA EXCHANGESTATIC TEXT / DATA EXCHANGE
Second wave: Second wave: DYNAMIC / MULTIMEDIADYNAMIC / MULTIMEDIA
Third wave: Third wave: SEMANTIC SEMANTIC
PROGRAMMABLEPROGRAMMABLE
PERSONALIZABLEPERSONALIZABLE
Ontology
Semantic annotations to resources enable “intelligent processing”: search, matching, guiding,…
1. Inter-operability
2. Multi-actor
Design
5. Advance
dMultimed
ia 4. KnowledgeExtraction
3. Adaptive
Resources
6. TELOS
LORNET Project - TELOS
Pan-canadian Research Network6 Universities, 4 Research Chairs, 15 entreprises5 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
Personalizing Learning(TELOS Main Use Cases)
<Engineer>
Extend TELOSCore
<Technologist>
Use Core toProduce LKMS
(Platforms)
<Learner> <Administrator>
Support Generation Operations
<Facilitator>
<Designer>
Use LKMS to Produce LKMA(Environments)
Use LKMA to Produce LKMP
(Products)
TELOS Core
LKMAManager
(ApplicationAggregation)
LKMS Manager
(Platform Aggregation)
TELOS CoreModifier
LKMS LKMA
Resource Libraries
LKMS Library
LKMA Library
Tertiary Resource Libraries
LKMP
LKMP Library
LKMPManager
(ePortfolioAggregation)
TELOS High-Level View
Distributed
Service oriented
Ontology-Driven
Component Aggregation
2- Knowledge Extraction: Processes and Tools
The MOT Modeling LanguageThe MOT Modeling LanguageTypology of Knowledge ModelsTypology of Knowledge ModelsMethods: Methods:
Co-Modeling, Co-Modeling, Knowledge Engineering, Knowledge Engineering, Loose and Formal ModelingLoose and Formal Modeling
MOT+ SpecializationsMOT+ SpecializationsMulti-actor workflowsMulti-actor workflowsOntologiesOntologies
Information Knowledge
CognitiveEngineering
MOT Modeling Language
CONCEPTS PROCEDURES PRINCIPLES
C
S
P
I/P
R
I
LINKS
A S
imp
le P
roce
ss M
od
el
User Technician
R
RR
R
R R
An OWL-DL Model
C
ChemicalFertilizers
S
RiceProductionProcesses
I
I
I
RR Produce
RR Produce
CarbonDioxyde
S
Gases
S
R
Fertilizers
R
R
R
NitricOxyde
HasInputs
MethaneHas
Outputs
I
RR
RR
HasOutputs
HasInputs
SS
TraditionalRice
Production
AgriculturalPractices
GreenhouseGases
THINGS
3- Knowledge Dissemination: Processes and Tools
Resources repositories: Resources repositories: content, tools, process content, tools, process (LD)(LD)MOT+LD: a graphic IMS-MOT+LD: a graphic IMS-LD Modeling EditorLD Modeling EditorIDLD: a Repository of IDLD: a Repository of Learning DesignsLearning DesignsA Reuse and Expand A Reuse and Expand ProcessProcessLD “Primitive” Template: LD “Primitive” Template: an Educational Genomean Educational GenomeSemantic AnnotationSemantic Annotation
Information
InstructionalEngineering
SharedKnowledge andCompetencies
Learning Design as Composed Objects
BasicResources
ToolsDocuments
MediaElements
Actors
Units ofLearning
OperationsScenarios Processes
An IMS-LD Model
An OWL-DL Model
Semantic Referencing of Learning Objects
Semantic Referential for LDs
Design
A Library of LD Resourcewww.idld.org
Reusability Process
Modeling a Course and Modeling a Course and Generalizing to a Pattern Generalizing to a Pattern (Instructional Strategy Level)(Instructional Strategy Level)Decomposing into Primitive LD Decomposing into Primitive LD or Direct Creation (Instructional or Direct Creation (Instructional Tactic Level) Tactic Level) Aggregating a Course Pattern Aggregating a Course Pattern from primitive LD (New from primitive LD (New Strategy)Strategy)Specification of Course Pattern Specification of Course Pattern to one or more Course to one or more Course ExamplarExamplar
4- What’s in a Competency?
Competency Use: Competency Use: Human resource managementHuman resource management
Guide knowledge modeling Guide knowledge modeling
Define dcenarios, learning designs, coursesDefine dcenarios, learning designs, courses
Guide tutoring and learning resource self-Guide tutoring and learning resource self-management management
Select information resources, etc.Select information resources, etc.
Many projects, interesting process, little useMany projects, interesting process, little use
Structured CompetencyStructured Competency
Examples Examples
Research on Competency EquilibriumResearch on Competency Equilibrium
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
Comparing Generic Skills’ Taxonomies
Active meta-knowledge
(Pitrat
Generic problems (KADS)
Cognitive objectives (Bloom)
Skills cycle (Romiszowski)
Attention
Memorize Perceptual acuteness and discrimination
Knowledge Search and Storage
Understand Interpretation
Knowledge Use, pression
Apply
Procedure Recall Schema Recall
Prediction, Supervision, Classification, Diagnosis
Analyze Analysis
Repair
Knowledge
discovery
Planning, Design,
Modeling
Synthesize
Synthesis
Knowledge cquisition
Evaluate Evaluation
Initiation, Continuation, Control
Generic Skills Taxonomy Layers
1 2 3
1. Pay Attention
Rec
eive
2. Integrate 2.1 Identify
2.2 Memorize
3. Instantiate / Specify
3.1 Illustrate
3.2 Discriminate 3.3 Explicitate
4. Transpose/ Translate
Rep
rod
uc e
5. Apply 5.1 Use
5.2 Simulate Ex
6. Analyze 6.1 Deduce
6.2 Classify
6.3 Predict
6.4 Diagnose
7. Repair
Cre
ate
8. Synthesize 8.1 Induce
8.2 Plan
8.3 Model/ Construct
9. Evaluate A
Re-
inve
st
10. Self- manage
10.1 Influence
10.2 Self-control
CRITERIA
Performance / Application Context
Frequency
Scope
Autonomy
Complexity
Context
Familiarity2.5 – 5.0
Always
Partial
Withassistance
Weak
Familiar
Expertise7.5 - 10
Always
Total
WithouthelpHigh
Unfamiliar
PERFORMANCE LEVELSAwareness0.0 – 2.5
Sometimes
Partial
Withassistance
Weak
Familiar
Mastery5.0 – 7.5
Always
Partial
WithouthelpMiddle
Familiar
Backbone of an LD Repository
Competency-based Semantic Annotation
Compare planets by mass autonomously and totally
Compare planets by mass autonomously and totally
Compare planets by orbital period autonomously and toally
Compare planets by orbital period autonomously and toally
Analyze, deduce properties of objects (here Planet name and
orbital duration)
Analyze, deduce properties of objects (here Planet name and
orbital duration)
Competency Association to Activities and Resources in Explor@-II
Knowledgeand Competency
Editor
I/P
EntryCompetency
TargetCompetency
DESIGNER
R
DesignI/P I/P
S S
Competency Gap Analysis
ActualCompetency
TUTOR
R
I/E
AssessNearmoment
RR
I/P
EvaluationTool
S
ActualCompetency
LEARNER
I/E
DefineC
I/P
Self-diagnosisTool
S
R
Associate
COMPETENCY
1. Knowledge 2. Generic Skill3. Performance Context
C CC
Select in a domain ontology
I/P
Select in a Skill’s taxonomy
CombinePerformance/ context
criteria
I/P I/PScale position
C C
Reduce Quitting Risk
Learner
Tutor
Designer
System
LEGENDL
T
S
D
Trace eachlearner and tutor
evaluation
Competency,Affective,Social,metacognitivedata (from tools)
L T S
RRR
Calculate
GroupIndicators(Ex: actual Competencyvs target)
CompareDiagnose
Build the LDand the envirn’t
Model ofthe envirn’t,the task (LD)the domainontology andentry/target competency
S
S
R
Individual /groupdiagnosis
CommunicateDiagnosis toA, T, D and S
R
DiagnosisInterface
D
EC TCL2CG2CT2C
L1CG1CT1C
Id Competency Table Priority
Init Gap
A1 (6) Analyze applicable law texts, without help, to new situations with middle or high complexity .
1 (2) 4
A2 (6) Analyze applicable jurisprudence with some help in complex situations.
1 (2) 4
A3 (3) State applicable rules of law in any situation 2 (1) 2
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)
Gap Competencies Course 1
Course 2
Course 3
Course 4
1-3 A3, A4, A5, A6, A7, A8, B4, C2, C6
x
4-5 A1, A2, A9, A10, B1, B3, C1, C3, C5, D2, D5, D6, E1, E2, E3, E8
x x
6-7 C4, D1, D3, D4, E9 x x x
8 B2, E4, E5, E6, E7 x x x x
Generic Skill : a Blueprint for a LD
Selecting Resources for a UserSelf-manage (10)
Evaluate (9)
Synthesize (8)
Repair (7)
Analyze (6)
Apply (5)
Transpose (4)
Interpret (3)
Identify (2)
Memorize (1)
Pay attention (0)
.
Multimedia Production Method
Skills
Performance Aware Familiarized Productive Expert
Peter M8.4
Video Y.
6.9
Book X
9.7
Competency Equilibrium
CC
C
C
Act 5
P
P
P
Activity 5.4
Activitiy 5.1
Activity 5.2
IP
IP
Productresource
InputResourc
eA
InputResource
B
Activity 5.3
R
TrainerLearner
IP
R
Components of a Components of a LD reach LD reach competence competence equilibrium when equilibrium when learning succeeds learning succeeds
Components of a Components of a LD reach LD reach competence competence equilibrium when equilibrium when learning succeeds learning succeeds
7.4
TC:7.4
TC: TC:7.4
EC:6.4
TC:7.4
TC:5.2
EC:5.2
Conclusion
Competency is Competency is a knowledge management / education goala knowledge management / education goalan instructional engineering method toolan instructional engineering method toola way to personalize learning during deliverya way to personalize learning during deliverya way to improve learning environments after deliverya way to improve learning environments after deliverya central piece for ePortfolios and User modelsa central piece for ePortfolios and User models
New generation tools are needed to support New generation tools are needed to support competency-based engineering, learning and tutoringcompetency-based engineering, learning and tutoringNew specification for competencies (Extend IMS-LD ?)New specification for competencies (Extend IMS-LD ?)Shared ontology for semantic annotatation learning Shared ontology for semantic annotatation learning designsdesigns
ICALT-06, Kerkhade, The Netherlands,July 5-7, 2006
MERCI!
Gilbert Paquette
LORNET and CICE DirectorLICEF Research Center, Télé-université
www.licef.teluq.uquebec.ca/gp