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Author: Gilbert PaquetteReuse freely – Just quote
Meta-KnowledgeMeta-KnowledgeRepresentationRepresentation
for Learning Systems for Learning Systems
(Part 1-What)(Part 1-What) _________________________________
Gilbert Paquette
TICL Workshop
Montréal, April 14 2005
Author: Gilbert PaquetteReuse freely – Just quote
MISA 4.0 Method
Knowledge Modeling
210 Knowledge modeling principles212 Knowledge model214 Target competencies310 Learning units content 410 Learning instruments content 610 Knowledge and competency management
Instructional Modeling
220 Instructional principles222 Learning events network224 Learning units properties320 Instructional scenarios322 Learning activities properties420 Learning instruments properties620 Actors and group management
Materials Modeling
230 Media principles 330 Development infrastructure 430 Learning materials list 432 Learning materials models 434 Media elements 436 Source documents630 Learning system / resource management
Delivery Modeling
240 Delivery principles242 Cost-benefit analysis340 Delivery planning440 Delivery models442 Actors and user’s materials444 Tools and telecommunication446 Services and delivery locations540 Assessment planning640 Maintenance / quality management
Problem definition
100 Training system102 Training objectives
104 Target Learners106 Actual situation
108 Reference documents
Author: Gilbert PaquetteReuse freely – Just quote
MOT Graphic LanguageCONCEPTS PROCEDURES PRINCIPLES
C
S
P
I/P
R
I
LINKS
Author: Gilbert PaquetteReuse freely – Just quote
Desired Properties of a GraphicRepresentation Formalim
Simplicity and User FriendlinessSimplicity and User FriendlinessGeneralityGeneralityCompletenessCompletenessTranslated to machine (XML) formatTranslated to machine (XML) formatCommunicable between humansCommunicable between humansEasily InterpretableEasily InterpretableUsable at the meta-knowledge levelUsable at the meta-knowledge levelMaking explicit relationships between meta-Making explicit relationships between meta-knowledge and domain specific knowledgeknowledge and domain specific knowledge
Author: Gilbert PaquetteReuse freely – Just quote
Graphic Representation of a LD
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Improve Knowledge Referencing in IMS-LD
IMS-LD is a progress in eLearning specifications
Assigning optional objectives and prerequisites is weak: IMS RDCEO specification (IMS 2002)
Consistency checking is not supported between levels nor between the content of learning activities and resources, and the actors’ competencyKnowledge in learning resources is not described Actor’s knowledge and competencies is only indirectly defined through educational objectives
Need for a qualitative structural representation of knowledge in activities, but also a quantitative one (for competency gaps processing)
Author: Gilbert PaquetteReuse freely – Just quote
A Graphic Ontology OWL Editor
Author: Gilbert PaquetteReuse freely – Just quote
A Graphic OWL Editor
S
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
A CertainRice
Production
AgriculturalPractices
GreenhouseGases
THINGS
Author: Gilbert PaquetteReuse freely – Just quote
Referencing LDs with an Ontology
Author: Gilbert PaquetteReuse freely – Just quote
Structured Competencies
To say that somebody needs to acquire a certain knowledge is insufficient
What kind of generic skill + performance? A generic skills’ taxonomy based on different
viewpoints : instructional objectives, generic tasks/processes, meta-knowledge
Competency = Meta-process (skill) applied to a knowledge at a certain level of performance
Situate knowledge acquisition goals on a competency/performance scale
Author: Gilbert PaquetteReuse freely – Just quote
Skill/Performance ScaleSelf-manage (10)
Evaluate (9)
Synthesize (8)
Repair (7)
Analyze (6)
Apply (5)
Transpose (4)
Interpret (3)
Identify (2)
Memorize (1)
Pay attention (0)
Peter M
.
Book X
Video Y.
Multimedia Production Method
Skills
Performance Aware Familiarized Productive Expert
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Explor@-II Delivery System
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Competency Diagnosis Tool
Voir l’Évaluationdu formateur
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Competency Equations
CC
C
C
Act 5
P
P
P
Activity 5.4
Activitiy 5.1
Activity 5.2
IP
IP
Productresource
Inputresource
Inputresource
Activity 5.3
R
TrainerLearner
IP
R
Components of a Function Components of a Function must reach competence must reach competence equilibrium . equilibrium . Ex: Learning resources (persons, Ex: Learning resources (persons, documents and tools) must enable documents and tools) must enable learners to progress from an entry learners to progress from an entry level to a target level required by the level to a target level required by the activity.activity.
Components of a Function Components of a Function must reach competence must reach competence equilibrium . equilibrium . Ex: Learning resources (persons, Ex: Learning resources (persons, documents and tools) must enable documents and tools) must enable learners to progress from an entry learners to progress from an entry level to a target level required by the level to a target level required by the activity.activity.
7.4
TC:7.4
TC: TC:7.4
EC:6.4
TC:7.4
TC:5.2
EC:5.2
Author: Gilbert PaquetteReuse freely – Just quote
Referencing Principles1. Tree organization of the knowledge referential:
allows competence inheritance from parent node to childrenreduce significantly the mechanisms of competence analysis and management.
2. Must be completed by relational logic to sustain more refined mechanism of conceptual matching.
3. Ontology referencing plus mastery levelsprevent coarse granulation of senseweak semantic management services.
4. Quantitative measures to weight ability on knowledge
level scale to be reasonably simple, manageable levels corresponding to clearly identify cognitive processes
5. Generic Skill’s Meta-process Representation as a Basis for Learning Scenarios
Author: Gilbert PaquetteReuse freely – Just quote
Meta-KnowledgeMeta-KnowledgeRepresentationRepresentation
for Learning Systemsfor Learning Systems
(Part 2 - How)(Part 2 - How) _________________________________
Gilbert Paquette
TICL Workshop
Montréal, April 14 2005
Author: Gilbert PaquetteReuse freely – Just quote
Fra
mew
ork
sGeneric Skills Taxonomy Layers
1 2 3
Active meta-knowledge
(Pitrat
Generic problems (KADS)
Cognitive objectives (Bloom)
Skills cycle (Romiszowski)
1. Pay Attention Attention
Rec
eive
2. Integrate 2.1 Identify
2.2 Memorize
Memorize Perceptual acuteness and discrimination
3. Instantiate / Specify
3.1 Illustrate
3.2 Discriminate
3.3 Explicitate
Knowledge Search and Storage
Understand Interpretation
4. Transpose/ Translate
Rep
rodu
ce
5. Apply 5.1 Use
5.2 Simulate
Knowledge Use, Expression
Apply
Procedure Recall Schema Recall
6. Analyze 6.1 Deduce
6.2 Classify
6.3 Predict
6.4 Diagnose
Prediction, Supervision, Classification, Diagnosis
Analyze Analysis
7. Repair Repair
Cre
ate
8. Synthesize 8.1 Induce
8.2 Plan
8.3 Model/ Construct
Knowledge Discovery
Planning, Design, Modeling
Synthesize
Synthesis
9. Evaluate Knowledge Acquisition
Evaluate Evaluation
Re-
inve
st
10. Self- manage
10.1 Influence
10.2 Self-control
Initiation, Continuation, Control
Author: Gilbert PaquetteReuse freely – Just quote
Classifying Meta-Processes
A generic skills’ taxonomy based on different viewpoints : instructional objectives, generic tasks/processes, meta-knowledge
Expandable taxonomy from general to specific
Ordering skills from simple to complex
Integrating domains of multiple intelligence: cognitive, affective, social, psycho-motor
Author: Gilbert PaquetteReuse freely – Just quote
A Generic Skills (Meta-process) Taxonomy
S
Identify S
Illustrate
Memorize
Utilize
S
S
S
Classify
Construct
Initiate/ Influence
Adapt/ control
S
S
S
S
Discriminate
Explicitate
SimulateDeduce
S
S
Predict
Diagnose
Induce
Plan
S
S
S SS
S
Exerce a skill
Receive
Reproduce
S
Create
Self- manage
S
S
1-Show awareness
S
9-Evaluate
S
4-Transpose
S
7-Repair
S
2-Internalize
S
3-Instantiate /Detail
S
5-Apply
S
6-Analyze
8-SynthesizeS
S
10-Self- manage
S
Generic skill Inputs Products
Simulate Process to simulate: inputs, products, sub-procedures, control principles
Trace of the procedure: set of facts obtained through the application of the procedure in a particular case
Construct Definition constraints to be satisfied such as target inputs, products or steps….
A model of the process: its inputs, products, sub-procedures each with their own inputs, products and control principles
Author: Gilbert PaquetteReuse freely – Just quote
Meta-Process and Domain Knowledge
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Meta-Process, Skills and Attitudes
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Building Competency Models
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Competency ObjectivesId A- Law concept, regulations and standards of the profession Priority Entry Gap
A1 (6) Analyze the applicable texts of law to a situation, without help for simple and average complexity situations, with help in complex ones
1 (2) 4
A3 (3) Specify the applicables law regulation, autonomously in any case 2 (1) 2
A8 (5) Apply pertinent proofs and procedures, without help for simple and average complexity situations.
1 (2) 3
Id B- Communication with the client Priority Entry Gap
B1 (6) Analyze interactions with the client, without help in any communication situation.
2 (2) 4
B2 (9) Evaluate the quality of one’s capacity to listen to the client, without help in any communication situation
2 (1) 8
B4 (4) Transpose in one’s social and affectives interactions with the client, principles of communication and human behavior, sans aide, without help for average complexity situations.
2 (1) 3
Author: Gilbert PaquetteReuse freely – Just quote
Building Process-Based Scenarios
Author: Gilbert PaquetteReuse freely – Just quote
Lib
rary
of
Sce
nar
ios
Gen
eric
Pro
ble
ms
& T
asks
Author: Gilbert PaquetteReuse freely – Just quote
Methods of Identifying/ConstructingMeta-Knowledge
Individual and group, automated, semi-Individual and group, automated, semi-automated, interactive interviewsautomated, interactive interviews
Knowledge representation guided by Knowledge representation guided by competency gapscompetency gaps
Association of skills from a meta-process Association of skills from a meta-process taxonomy to main domain specific knowledgetaxonomy to main domain specific knowledge
Using the meta-process model to plan, deliver, Using the meta-process model to plan, deliver, analyze instructionanalyze instruction
Searching for knowledge/comptency equilibrium Searching for knowledge/comptency equilibrium (a concept to be explored)(a concept to be explored)