Models for reuse of learning scenarios' JeanPhilippe PERNIN , Anne LEJEUNE Presenter Hlne GODINET E'

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Models for re-use of learning scenarios.
Jean-Philippe PERNIN (,) Anne LEJEUNE
()PresenterHélène GODINET () E.
Praxis. Institut National de Recherche
Pédagogique. Lyon. France CLIPS IMAG.
Grenoble. France

• IFIP conference
• 26- 30 th June 2006
• Alesund, Norway

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Linking computer science and educational science

• A composite team ERTe E. Praxis (practices and
  uses of ICT in Education)
• Researchers in computer science, pedagogical
  engineering, science of education, teachers
  training
• One group is mainly focusing on blended learning
  (using on line resources and communication tools
  on e.learning platforms)

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Shared questions

• How to develop and re-use a learning
  scenario (integrating ICT)?
• How to formalize it ?
• Why could it be re-used or not ?
• How to make it re-usable? available on line,
  for blended learning or/and distance learning?

• Are standards and norms (SCORM, LOM, ...) usable
  and helpful by teachers, considering the cultural
  diversity of the various learning and teaching
  contexts ?

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Contents

• Integrating ICT in education
• Learning Resource or activity ?
• The concept of learning scenario
• Definition
• Taxonomy
• Conceptual Model
• Scenario lifecycle
• An on going project (toward communities of
  practice)
• The CAUSA project
• Toward a cooperation with International partners

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New teachers roles integrating ICT recent
evolutions
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Educational Modelling Languages

• Statements (limits)
• Learning Objects are not the key point in the
  educational process Koper, 2001
• A resource-centered approach promotes a
  standardized educational model consultation
  (self) evaluation
• Goals of the on going researches in learning
  design
• To provide adapted languages to design the widest
  range of learning situations (complexity and
  richness)
• To insure a pedagogical neutrality (various
  pedagogical models and practices)
• An example of Modelling Language used IMS
  Learning Design Koper Open University NL

Koper R. (2005) Learning Design, A Handbook on
Modelling and Delivering Networked Education and
Training.
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IMS LD

• IMS first started in 1997 was the Instructional
  Management Systems (IMS) project.
• Learning Design Specification
• The IMS Learning Design specification supports
  the use of a wide range of pedagogies in online
  learning.
• Rather than attempting to capture the specifics
  of many pedagogies, it does this by providing a
  generic and flexible language.
• This language is designed to enable many
  different pedagogies to be expressed.
• The approach has the advantage over alternatives
  in that only one set of learning design and
  runtime tools then need to be implemented in
  order to support the desired wide range of
  pedagogies.
• The language was originally developed at the Open
  University of the Netherlands (OUNL), after
  extensive examination and comparison of a wide
  range of pedagogical approaches and their
  associated learning activities, and several
  iterations of the developing language to obtain a
  good balance between generality and pedagogic
  expressiveness.
• See on the website http//www.imsproject.org/learn
  ingdesign/index.html

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Integration of ICT in education a complex
reality

• Object of the study Learning situations
  (partly) instrumented by digital technologies.

• How to describe the complexity (actors,
  activities, resources, tools, interactions,
  relationships, management)?

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Learning scenario

• A central concept the learning scenario
• Frequently used by the teachers called
  scénario pédagogique
• To scenarize resources ? or to scenarize learning
  situations? in order to reuse it .
• Various definitions, various metaphors are
  required to describe and categorize the learning
  scenarios (orchestra, movie, theater,).
• Propositions (current work)
• To define more precisely the concept of learning
  scenario,
• To elaborate a taxonomy of learning scenarios,
• To define what is the scenario's life cycle,
• To identify the different facets of a scenario.

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First definition

• A learning scenario is a description,
• made a priori or a posteriori,
• of the management of a learning situation,
• at a given level, or learning unit,
• whose goal is to ensure the appropriation of a
  precise set of knowledge.
• A scenario describes roles, activities and also
  knowledge resources, tools and services necessary
  for, or resulting from, each activity.
• Pernin Lejeune, Sofia TEN Competences. WS.
  March 2006

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Taxonomy of learning scenarios

• see JP Pernin\s paper to get more

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Learning objects and granularity of scenarios
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Conceptual framework (adapted from R. Koper), to
be discussed

• A Learning scenario
• - represents Activity organization
• - Is dynamic
• is linked to didactical intentions

Organizes structural and temporal relationships
between entities
Learning scenario
Pedagogical level
Activity and Social environment
Activity
Physical environment
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Learning Design is not only a prescription of
tasks
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Proposal

• Facing the complexity of a learning scenario, we
  propose
• to describe the context in which the learning
  activity runs,
• to describe the nature of the interactions among
  actors, between actors and resources,
• to consider the possibility to regulate the whole
  process, (to adjust the activity with most of the
  demands and/or needs).
• A learning scenario has to be flexible and
  adaptative.

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Collecting and analyzing practicioners needs
CAUSA Project

• Collecting and Analyzing Uses of Scenarization of
  Activities
• Leader INRP (National Institute for Educational
  Research) - ERTé e-Praxis (Grenoble, Lyon)
• A team of researchers, teachers, engineers,
  experts in
• Educational Science, Computer Science,
• Didactic,
• Teacher training,
• E.learning, open distant learning,
• Various school contexts
• primary, secondary, higher education, in service
  training
• begin October 2005

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Causa Project
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Workshops for teachers and instructional designers
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Scenarization an incremental process
Design Loop
abstract scenario
Didactic and pedagogical initial design
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To go further

• To promote exchanges between communities of
  designers gt Scenario repositories (re-usability)
• To develop communities of practices (on an
  international level), considering the diversity
  of cultures and of learning practices
• Events
• April 2006, 14th 1st Colloquium Learning
  scenarios in Biennale Internationale de
  lEducation. INRP. Lyon . France (120
  participants proceedings on line)
• May 2007, 14th- 18th 2d Colloquium Learning
  scenarios. In ACFAS Congrès. Trois Rivières.
  UQAM. Canada

You are interested by ? Contact
Jean-philippe.pernin_at_inrp.fr Helene.godinet_at_inrp.
fr Information http//www.inrp.fr/biennale/collo
ques2006/scenario/
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