MISA 4.0 Method for Engineering Learning Systems: Presentation

Transcription

1 MISA 4.0 Method for Engineering Learning Systems: Presentation Version 1.0 November 2000

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3 Developed by the LIEF "Method Team" Gilbert Paquette Michel Léonard Ileana de la Teja Marie-Paule Dessaint As Télé-université s research centre, LIEF is dedicated to cognitive informatics and training environments. Its team comprises some sixty researchers, research assistants, analysts, programmers, technicians, and students specialized in the fields of cognitive informatics, telecommunications, computational linguistics, cognitive psychology, education and communication. This dynamic team participates in the development of tele-learning system design methods, production and delivery tools. For more information about LIEF, our research, expertise, projects and products, please visit our Web site or contact us at the address indicated below: licef@licef.teluq.uquebec.ca LIEF Research entre Télé-université 4750 Henri-Julien, Suite 100 Montreal, Quebec H2T 3E4

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5 . Welcome to MISA Build LS Learning System (LS) Progression Principles R ustomization Principles R Develop LS Specifications R General Orientation Principles Axes oordination Principles S S S R Phase-Based Progression DE-Based Progression Axis-Based Progression Phase records S Documentation Elements (DE) S Specifications and Models LS Specifications MISA 4.0. Method Presentation Figure 1. Method Overview

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7 List of Figures Figure 1. Method Overview...e Figure 2 Learning System omponents...4 Figure 3. Phase-Based Design of a LS...5 Figure 4. DEs Broken Down by Axis and Phase...10 Figure 5. Relationship Between MISA and Its External Processes...11 Figure 6. Axis-Based LS Specifications...24 Figure 7. Knowledge and ompetency Specification omponents...29 Figure 8. Instructional Specification omponents...31 Figure 9. Media Specification omponents...33 Figure 10. Delivery Specification omponents...35 Figure 11. Phase-Based LS Specifications...40 Figure 12 Phase 1. Define the Training Problem and ustomize MISA...43 Figure 13. Phase 2 Define a Preliminary Solution...47 Figure 14. Phase 3 Build the LS Architecture...51 Figure 15. Phase 4 Design the Instructional Materials...54 Figure 16. Phase 5 Produce and Validate the Materials...56 Figure 17. Phase 6 Prepare the Delivery of the LS...59 MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre i

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9 List of Tables List of Figures... i List of Tables... iii Introduction...1 Structure and ontent... 2 I. oncepts and Structure of MISA Engineering Learning Systems (LS)... 3 What is a learning system (LS)?...3 Engineering Approach Documentation Elements (DE)... 6 Identifying DEs...7 Expanding DEs...7 Breakdown of DEs by Axis and Phase MISA and Its External Processes Production of Materials...11 LS Engineering Project Management...12 Delivery Management...12 II. MISA and MOT: For Learning System Designers The MISA 4.0 Method for Engineering Learning Systems MISA's Evolution Since An Outstanding, Practical, omprehensive, Open Method MOT and Object-oriented Modeling MISA's General Orientation Principles III. Advice on Managing a LS Engineering Project DE-Based Management Planning...20 Team oordination Required Teams for Engineering Projects Assessment Team...21 Architecture and Design Team...21 Development Team...22 IV. Axis-Based Progression Through MISA The Four Models Knowledge Model...25 The orner Stone of the LS...25 Instructional Model...26 Learning Material Models...26 Delivery Models...26 Relative Importance of Each Model Axis Specifications Axis 1. Knowledge and ompetency Specifications...29 Axis 2. Instructional Specifications...30 MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre iii

10 Axis 3. Media Specification Axis 4. Delivery Specifications Axis oordination Principles Knowledge and ompetency Model Instructional Model Learning Material Model Delivery Model Independent Yet oordinated Axes Timing Is Everything V. Phase-Based Progression Through MISA Phase 1 Define the Training Problem and ustomize MISA Phase 2 Define a Preliminary Solution Phase 3 Build the LS Architecture Phase 4 Design the Instructional Materials Phase 5 Produce and Validate the Materials Phase 6 Prepare the Delivery of the LS VI. ustomization and Phase Progression Principles ustomization Principles Instructional Approach Delivery Model Scope and omplexity of the LS Prototype Production Phase Progression Principles Iterative Spiral Development Multiple Delivery Development Progressive Definition of the LS Orientation Principles and Rules onclusion Bibliography iv MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre

11 Introduction MISA 4.0. Method Presentation is the first in a series of eight documents dedicated to MISA, a learning system design method and to MOT +, a model editor essential to the application of the method described herein. LIEF s Method Team designed this documentation to make it easier and simpler for new users of MISA and MOT to design learning systems. MISA and MOT were specifically developed for content experts, instructional designers, media designers, teachers and instructors, learning project assessment experts, managers and experts of non-instructional content, who must work closely with a design team and/or production teams. MOT makes the entire process of instructional design and team communication run more smoothly, consistently and efficiently. Both the Method and the modeling software were developed by LIEF, Téléuniversité's research centre. Besides this document, MISA s documentation includes a glossary of the Method's main concepts, the description of its 35 documentation elements (DE) and the MOT modeling software user s guide. In addition to these basic documents, there are four guides explaining the Method's four techniques, i.e. knowledge and competency modeling, instructional strategy specification design, Learning Material Model design and delivery model design. MISA 4.0: Method Documents and Tools Method Presentation oncepts and Examples Description of the Documentation Elements MOT Software User's Guide MISA Techniques: Knowledge and ompetency Modeling Technique Instructional Specification Design Learning Material Specification Design Delivery Specification Design MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre 1

12 Structure and ontent MISA 4.0 Method Presentation is divided into six parts. Part I To make the most out of the MISA Method and MOT software, we suggest to get familiar with its terminology and basic concepts. We therefore propose to begin with these since they will make it easier for you to understand whatever follows, particularly the four documents dealing with modeling and design techniques. It is also in this first part that we will be presenting the 35 documentation elements that, as a whole, make up the MISA 4.0 product. Part II In Part II, we discuss the characteristics of the MISA 4.0 Method and MOT software, the fruit of many years of research and development carried out by LIEF's team of experts. We explain among other features what makes this comprehensive Method so outstanding, flexible, practical and open. Part III In Part III, we give a few advice on how to manage an instructional design process using some of MISA's documentation elements. We also describe the roles and responsibilities of the various teams involved in the production of learning systems. Part IV There are three ways to apply the MISA 4.0 Method: using a DE-based approach, an axis-based approach or a phase-based approach. In Part IV, we will explain the axisbased progression and the principles governing axis coordination. Parts V and VI Part V details phase-based production of LS specifications, and Part VI discusses customization and phase progression principles. 2 MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre

13 I. oncepts and Structure of MISA 4.0 The terminology used in Version 4.0 of the Method for Engineering Learning Systems (MISA or Méthode d Ingénierie de Systèmes d Apprentissage) is somewhat different from that you may already use in your own "instructional/training design" projects. This could sometimes prove confusing for a first time user. In an effort to make the Method easier to understand and thus hasten the entire design process, this Part I defines and explains some its concepts, documentation elements (DE) and learning system (LS) specifications. MISA 4.0: oncepts and Examples (glossary) The terms marked by an asterisk (*) are defined in MISA 4.0. oncepts and Examples. 1. Engineering Learning Systems (LS) MISA 4.0 is a Method for Engineering Learning Systems. The term method is probably familiar to you, however, Learning System Design or Learning System Engineering might not be. What is a learning system (LS)? As shown in Figure 1 on page 4, a learning system (course, module, instructional activity, program, etc.) has three components: The LS specifications produced with the MISA Method. LS specifications are made up of a series of selected documentation elements (DE). These can be grouped in phase records or in axis specifications (see p. 7 on this subject) The materials intended for the LS actors (program, course, activities). LS actors include learners, instructors, content experts and/or managers. LS materials are produced according user-defined LS specifications. The delivery infrastructure. The delivery infrastructure defines the tools, services, means of communication and locations required to deliver the LS. MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre 3

14 LEARNING SYSTEM (LS) Materials S LS Specifications S Delivery Infrastructure: Tools, Services, Means of ommunication and Locations Phase Records * * * Axes Specifications (and Models) Documentation Elements (DE) Figure 2 Learning System omponents Engineering Approach The Learning System (LS) engineering process covers all the LS's design activities, from identifying the learning and training needs to implementing the final product that will enable learners to acquire the knowledge sought. The instructional design approach makes it possible for the various people involved in producing a LS to work effectively together and make the right decisions throughout the development process. The MISA Method enables the actors to rely on structured activities, to define milestones for tracking the project's progress and to create more and more concrete representations of the LS. 4 MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre

15 Learning System Engineering Phase 1 Define Problem and ustomize MISA Phase 2 Define Preliminary Solution Phase 3 Build LS Architecture Phase 4 Design Instructional Materials Phase 5 Produce and Validate Materials Phase 6 Prepare Delivery of LS Production of Materials LS Engineering Project Management Delivery Management Figure 3. Phase-Based Design of a LS As shown in Figure 3, the LS engineering process includes six phases related to three external processes. The Method's external processes manage the engineering project, produce the materials and manage the implementation and delivery of the LS, especially in terms of monitoring the results and maintaining quality. As we will see later, data are exchanged bilaterally between MISA 4.0 and these external processes. Besides phase-based progression through MISA 4.0, LS designers have two other independent or complimentary ways of developing an LS, i.e. using axis-based progression and/or DE-based progression. Three Independent or omplimentary Ways of Progressing through the MISA 4.0 Method DE-based progression (documentation elements) (see p. 6) Axis-based progression (see p. 24) Phase-based progression (see p. 40) MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre 5

16 Table 1. The Six Phases of the LS Engineering Process 1. Define the Training Problem and ustomize MISA 2. Define a Preliminary Solution 3. Build the LS Architecture 4. Design Instructional Materials 5. Produce and Validate the Materials 6. Prepare the Delivery of the LS External Processes 7. Manage the Engineering Project 8. Produce the Materials 9. Manage the Delivery of the LS (assessment and maintenance) 2. Documentation Elements (DE) Documentation elements (DE) are the product of various MISA 4.0 development steps. They describe the knowledge and competencies targeted by the LS, its learning events, the instructional materials, tools and means of communication used as well as its delivery services and locations. Some of the DEs can be grouped in the axis specifications should the designers choose the axis-based approach of progressing through MISA or in the phase records should the phase-based approach be adopted (see p.40). The designer could also use the direct approach, progressing from one documentation element to the next. This choice will be based on the customization principles described on page 61. DEs are produced using graphic models or form-type templates. The graphic models, especially knowledge models, learning event networks, instructional scenarios, material development models and delivery models, show the relationships linking LS components. Forms describe the properties of objects mentioned in the Method or graphic models. 6 MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre

17 Identifying DEs Each documentation element is identified by a three-digit ID that indicates its relative position within the approach. The first number indicates the phase. (here: phase 1) 108 The third number distinguishes the DE's belonging to the same phase and axis. The second number corresponds to the axis to which the DE belongs 1 = Knowledge and competency specifications 2 = Instructional specifications 3 = Media specifications 4 = Delivery specifications (0 indicates no specific axis) Expanding DEs ertain DEs are termed expanding DEs because they may be completed or modified in later phases. When such is the case, the phase number is added to distinguish the DEs in various stages of completion. For example, the Knowledge Model (DE 212) is produced in Phase 2. Subsequently, the production in Phase 3 of sub-models associated to the learning units (DE 310: Learning Unit ontent) may make it necessary to revise the previously created Knowledge Model. It then becomes DE Breakdown of DEs by Axis and Phase Table 2 shows the DEs broken down by phase, and table 3 by axis. Figure 4 shows the DEs by phase (columns) and axis (rows). Axis-based progression through MISA 4.0 is discussed in Part IV (p.24) and phasebased progression, in Part V (p.40). MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre 7

18 Phase Phase * 214* * 224* * 242* Phase 3 310* 320* Phase 4 410* 420* Phase Phase Table 2. DEs Divided by Phase Organisation s Training System Objectives of the Learning System Target Populations Present Situation Reference Documents Knowledge Model Orientation Principles Knowledge Model Target ompetencies Instructional Model Orientation Principles Learning Event Network Learning Unit Properties Material Development Orientation Principles Delivery Orientation Principles ost Benefit Analysis Learning Unit ontent Instructional Scenarios Properties of Each Learning Activity Development Infrastructure Delivery Planning ontent of Learning Instruments Properties of Learning Instruments and Guides List of Learning Materials Learning Material Models Media Elements Source Documents Delivery Models Actors and Packages of Materials Tools and Means of ommunication Delivery Services and Locations Assessment Planning of the Learning System Revision Decision Log Knowledge and ompetency Management Actor and Group Management Learning System and Resource Management Maintenance and Quality Management *Expanding DEs 8 MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre

19 Table 3. DEs Broken Down by Axis and by Specifications Knowledge and ompetencies Instructional Strategy Media Delivery 210 Knowledge Model Orientation Principles 220 Instructional Model Orientation Principles 230 Material Development Orientation Principles 212 Knowledge Model 222 Learning Event Network 330 Development Infrastructure 214 Target ompetencies 224 Learning Unit Properties 430 List of Learning Materials 310 Learning Unit ontent 320 Instructional Scenarios 432 Learning Material Models 410 ontent of Learning Instruments 610 Knowledge and ompetency Management 322 Properties of Each Learning Activity 420 Properties of Learning Instruments and Guides 620 Actor and Group Management 240 Delivery Orientation Principles 242 ost Benefit Analysis 340 Delivery Planning 440 Delivery Models 434 Media Elements 442 Actors and Packages of Materials 436 Source Documents 444 Tools and Means of ommunication 630 Learning System and Resource Management 446 Delivery Services and Locations 540 Assessment Planning of the Learning System 542 Revision Decision Log 640 Maintenance and Quality Management MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre 9

20 Phase 1 Project Definition Phase 2 Preliminary Solution Phase 3 Architecture Design Phase 4 Instructional Material Design Phase 5 - Material Development and Validation Phase 6 Implementation Plan 100 Organisation's Training System KS 210 Knowledge Model Orientation Principles 212 Knowledge Model 214 Target ompetencies 310 Learning Unit ontent 410 ontent of Learning Instruments 610 Knowledge and ompetency Management 102 Objectives of the Learning System 104 Target Populations 106 Present Situation S p e c i f i c a t i o n s IS MS 220 Instructional Model Orientation Principles 222 Learning Event Network 230 Material Development Orientation Principles 224 Learning Unit Properties 320 Instructional Scenarios 322 Properties of Each Learning Activity 330 Development Infrastructure 420 Properties of Learning Instruments and Guides 430 List of Learning Materials 432 Learning Material Models 434 Media Elements 436 Source Documents Materials (files and objects) Validation & Tests 620 Actor and Group Management 630 Learning System and Resource Management 108 Reference Documents DS 240 Delivery Orientation Principles 242 ost Benefit Analysis 340 Delivery Planning 440 Delivery Model 442 Actors and Packages of Materials 444 Tools and Means of ommunication 446 Delivery Services and Locations 540 Assessment Planning 542 Revision Decision Log 640 Maintenance and Quality Management Infrastructure in Place KS = knowledge and competency specifications, IS = instructional specifications, MP = media specifications, DS = delivery specifications Figure 4. DEs Broken Down by Axis and Phase 10 MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre

21 3. MISA and Its External Processes To complete this overview of MISA 4.0, we will set its boundaries by establishing the relationship with the three external processes shown in Figure 3. Figure 5 illustrates these relationships and points out the various actors* responsible for each process (R links*). Project Manager ontent Experts R Instructional Designers R Decisions Regarding Approach R Engineer Learning System Requests for hanges Defining Tests Media Production Specialists R Produce Materials Delivery Manager and Staff R Manage LS Engineering Project Manage Delivery Figure 5. Relationship Between MISA and Its External Processes One or more actors called instructional designers or content experts are responsible for engineering the learning system. These are the principal users for which this method was developed. They provide the specifications (including one or more documentation elements) to other actors responsible for the three external processes: LS Engineering Project Management, Production of Materials, and Delivery Management. In return, designers receive data serving as instructional design input. Production of Materials The MISA 4.0 Method does not produce the LS materials but it does provide the graphic designers, programmers and media production team with the necessary specifications to produce or adapt the required materials (DE 430, 432, 434 and 436). Once the materials are produced, the method then provides for their validation and, when necessary, revision (DE 540 and 542), prior to preparing for their distribution. MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre 11

22 LS Engineering Project Management The MISA 4.0 Method is not a project management method but it does provide design project managers with the data required to manage a team endeavouring to design a learning system. Documentation elements numbered 108, 242, 330, 340, 540 and 542 serve to define indispensable project management input. In return, the project manager, alone or in conjunction with the design team, will make decisions that will direct the instructional design activities and, ultimately, the production of materials for the LS. Delivery Management The MISA 4.0 Method stops where LS delivery begins, but among its most important tasks is to plan the implementation and delivery of the LS. The delivery specifications mostly contain a description of the delivery model(s) (distance education, classroom, self-paced learning, etc.) and their principal components: roles of the delivery actors; the packages of materials, tools and means of communication used; the support services provided; and the locations where these actors will be working (DE 440, 442, 444 and 446). MISA's last phase is entirely dedicated to preparing the LS's delivery. It summarizes the design team's suggestions to make it easier to manage knowledge units and competencies, actors, learners and facilitators, LSs and their materials and finally LS assessment and quality maintenance (DE 610, 620, 630 and 640). In return, the delivery manager and staff will gather requests for changes to be made to the LS. These requests will be sent to the instructional designers and content experts so they may begin another instructional design cycle using the MISA Method. Skills and Terminology to Be Mastered! MISA 4.0 users must develop a certain skill with modeling typed objects. Some of the Method's concepts require a little getting used to. Other somewhat better known concepts do need to be clarified. If you do not devote enough time to this step, it may take you more time to understand the MISA Method. The method designers developed a certain terminology over several years of research in the field of instructional design and engineering. This terminology ensures consistency throughout the various documentation elements. Most of all, it enables everyone participating in the production of a LS to understand one another and speak the same language! You will find MISA 4.0. oncepts and Examples an invaluable tool in this regard. The next Section discusses in greater detail the MISA 4.0 Method and MOT software. 12 MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre

23 II. MISA and MOT: For Learning System Designers Part II reviews the features of the MISA 4.0 Method for Engineering Learning Systems and the MOT model editor for modeling and building several learning system specification components. We also present some of MISA 4.0's general orientation principles. These principles define the Method's fundamental theoretical approaches. 1. The MISA 4.0 Method for Engineering Learning Systems MISA 4.0 (Méthode d'ingénierie de Systèmes d'apprentissage) intends to enhance the field of instructional design by integrating cognitive science concepts and processes. This Method stems from many advanced research projects in the field of instructional design and engineering. As generic processes common to several fields, design issues have indeed been the focus of numerous cognitive engineering research projects. The problems encountered by an architect, a physical systems engineer or a learning system designer do have some similarities. When designing their systems, each must take into account a number of constraints that are ill defined at the outset but become more clear once they are analyzed and as the design process progresses. By observing these experts solving design issues, it is possible to identify common strategic knowledge indicating the complexity of the problems faced. MISA 4.0 is innovative in that it applies its research to defining operating principles governing the management of instructional design processes and instantiating these principles into thirty-five primary tasks and approximately one hundred and fifty secondary tasks. MISA 4.0 also breaks new ground by using cognitive modeling techniques to present the learning system's knowledge units, instructional processing, media processing and delivery services. MISA's Evolution Since 1987 Version 4.0 of MISA is the end result of the Method's application to the development of learning services and products. Over the years, it has been perfected through a number of trials and validations. Table 4 MISA's Evolution Since 1987 on page 14 reviews the advances that have been accomplished thanks to various research and development projects. MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre 13

24 Eight years of research has resulted in the development of a Method for Engineering Learning Systems (MISA Méthode d'ingénierie de Systèmes d'apprentissage) and a set of support tools. ADISA (Atelier Distribué d'ingénierie de Systèmes d'apprentissage) is a distributed workbench for engineering Learning Systems based on the MISA Method. ADISA includes fully integrated graphic editing (MOT) and form generation tools. This workbench is intended for LS designers, most specifically those making regular- use of multimedia and tele-learning technology. ADISA also includes highperformance tools that reduce both the time and cost of instructional design while ensuring consistency and quality control of the LS's various components. ADISA is a distributed workbench in that the method and the tools are accessible using an Internet browser. Thus, many can work on the same project, at the same time or individually, using a networked or stand-alone workstation. Table 4 MISA's Evolution Since Beginning of research (at Télé-université) on knowledgebased systems Design of knowledge-based system generator (LOUTI) reation by Télé-université of an instructional design course integrating knowledge modeling to 1994 Development of an educational engineering workbench (AGD Atelier de Génie Didactique) and the Version 1 of MISA Trial and validation of MISA version 2.0 and the AGD by some ten organisations and companies to 1996 Design of MOT software based on the optimization of typedobject modeling techniques developed within the AGD workbench à 1997 Production of Version 2.1 of the MISA Method using previous trials results. Trial of MISA 2.1 by six instructional design teams at Télé-université to 1999 Production of MISA 3.0. This was accomplished in conjunction with the development of MOT+ software (previously known as the AGDI), the ADISA Workbench and a set of form-based tools stemming from MISA to 2000 Development of a Web-based distributed workbench for engineering learning systems (ADISA) in conjunction with Version 4.0 of the MISA Method. 14 MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre

25 An Outstanding, Practical, omprehensive, Open Method We have already mentioned that MISA 4.0 makes the engineering process easier to understand and more consistent while facilitating communication between the learning system (LS) production team members. This LS Design method provides many other advantages. Here are the main advantages with regard to selection of learning systems (types, instructional materials and strategies, target populations), to LS engineering and engineering process management. Supports a Wide Range of Learning Systems MISA 4.0 can process any field of knowledge as well as the learning of techniques or development of attitudes. For example, it could be used in a variety of environments: educational, industrial, commercial, etc. This method makes it possible to deliver the LS face-to-face in a classroom, at a distance in a collaborative group or self-paced learning format. The same LS project can support different target populations and learning scenarios* can be customized according to the category of learner. MISA 4.0 adapts well to a variety of instructional materials, tools and means of communication as well as delivery services and locations. Learning System Engineering MISA 4.0 covers all LS development activities, from analyzing needs to preparing for implementation. Although it rationalizes the approach to LS engineering, MISA 4.0 does not interfere with the designers' creativity, especially with regard to development of material production and instructional strategy. MISA's four groups of principles afford flexibility and consistency. (See p. 18). The Method does not progress in a linear but an iterative pattern, i.e. it frequently "returns" to previous work. MISA 4.0 is used to its best advantage when designing complex LSs. It represents and organises information into a coherent system through graphic modeling. Engineering Process Management The MISA 4.0 structure maintains continuous control on the quality of the processes and the resulting products. Many LS specification components created by MISA 4.0 may be easily reused from one project to the next, representing a major saving in terms of effort, cost and resources. All LS documentation may be collated into a single modular, flexible record. This record can include phase records, specifications, axes or various combinations of documentation elements (DE) selected by the designer. MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre 15

26 2. MOT and Object-oriented Modeling ognitive science research has made it possible to distinguish certain types of knowledge units* and links*. Links are defined based on the rules governing the relationships between the knowledge units. MOT (Modélisation par Objets Typés), like its more advanced version MOT+, is a sophisticated model builder equipped with a toolbox of specific shapes for each type of knowledge and link. MOT also comprises a grammar all its own to govern the relationships between the various types of knowledge. Used in conjunction with MISA 4.0 or integrated with ADISA, MOT highlights the nature and structure of the four axes of the LS design method. The particular knowledge in each of the axes as well as the relationships between them are graphically illustrated in a format making the designer's ideas easier to understand and communicate (See Figure 6, p.24 ). MISA 4.0's Four Axes Knowledge and ompetency Axis Instructional Axis Media Axis Delivery Axis Axis-based progression through MISA 4.0 is presented on page 24. The MOT editor also enables you to perform the following tasks: Add, if applicable, a sub-model (drill-down model) detailing each of the knowledge units. Expand a domain model to as many levels as the LS designer may require to make the model clear. Filter the knowledge units or links displayed in a model. Generate a vicinity model of a knowledge unit. MOT reviews all the sub-models where the knowledge unit is used. It then builds into the same graphic representation the models illustrating the relationships between the selected knowledge unit and all the other units in the sub-models. reate OLE* links to associate various documents to a knowledge unit, e.g. texts, slide presentation, Web browser, electronic spreadsheet, databases, etc. 16 MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre

27 MOT is particularly suited to LS engineering as this requires that the content of the learning domain, the various types of knowledge and the types of models be clearly identified in order to provide the right focus for the instructional and media specifications as well as the LS implementation plan. In MISA 4.0, the MOT editor helps to produce three other types of models in addition to the knowledge model: The LS Instructional Model (learning event network and instructional scenarios). The Learning Material Model (media component structure and transition actions). The Delivery Model (delivery actors, their roles, and interaction among themselves and with infrastructure resources). The MOT editor can be used in fields other than LS engineering. It is also suited to the following tasks: Producing a graphic summary of a long document. Reengineering processes based on their previous models. Designing methods by modeling ideas before producing their related documents. Experience with the MOT editor has also demonstrated that modeling promotes a cognitive re-organisation of ideas and their inter-relationships. It has also shown that MOT models make it easier for the designer to communicate his ideas to whoever reads his model. This is how the MISA Method came to be devised. It is entirely modeled using MOT. The model guarantees consistency and helps to visualize MISA's various processes. MOT Software User's Guide To learn more about MOT software and discover its many useful functions, see MOT Software User's Guide. MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre 17

28 3. MISA's General Orientation Principles MISA 4.0 can be customized to suit the needs of the LS designer whatever the size of the organisation, the type or scope of the LS to be designed or the available human, material and financial resources. The designers do not have to produce all the DEs, go through all the steps, develop all the axes or perform all the Method's tasks. The flexibility and consistency of the design approach offered by MISA 4.0 is largely based on four groups of principles. Four Groups of Principles at the Basis of MISA 4.0 General orientation principles Axes coordination principles (see p. 37) ustomization principles (see p. 61) Phase progression principles (see p. 63) The general orientation principles define the theoretical approaches (rationale) behind MISA 4.0. These principles make it possible to vary the instructional approaches used to build the LS as well as its delivery mode and support media. Diversity of Instructional Approaches Learning is processing information and building knowledge by one-self. MISA 4.0 promotes this cognitive and constructive approach to learning, and consequently the creation of learning activities based on problem solving and carrying out complex projects or tasks. ognitive and constructive principles can sometimes translate into a variety of instructional approaches and strategies. The MISA design approach affords the instructional designer much freedom in this regard. It can therefore be used to design learning systems using a reception/exercise approach one strategy among many that will call upon a mere fraction of the mechanisms provided by the Method. Diversity of Delivery Modes With MISA 4.0, the LSs you design can be delivered in various ways: Face-to-face or at a distance; With or without the use of information and communication technology; In a self-paced or group learning environment; With or without collaborative activities. When defining the delivery orientation principles and, indeed, throughout the engineering process, the LS designer must take into account the selected delivery mode. 18 MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre

29 Diversity and Seamless System Integration of Support Media A learning system can consist of a package of materials available on various support media or integrated into an interactive multimedia D, Web site or a combination of both (D/Web). This is termed a stand-alone LS. On the other hand, the LS can be integrated into a computer-based production support system, it then becomes a computer-assisted performance system. It could also be integrated into a complex technological infrastructure for the purposes of distance education and collaborative learning. MISA's goal is to make the design task easier. That is why many of its documentation elements can be written based on the host system's specifications. The integration of the LS into another system requires special care be taken when coordinating its development tasks with computer development and/or technological implementation tasks. It is up to the project manager to ensure the seamless integration of related LS projects to ensure the availability of the content, hardware and test schedules of the computer systems. MISA 4.0 covers all LS development activities, from analyzing needs to preparing for implementation. MISA innovates by applying the findings of advanced instructional design and engineering research to the definition of operating principles governing instructional design process management. MISA 4.0 also breaks new ground by using cognitive modeling techniques to represent knowledge units as well as instructional, media and delivery specifications. MISA is supported by leading-edge computer tools. ADISA (Atelier Distribué d'ingénierie de Systèmes d'apprentissage) is a distributed workbench supporting the instructional design tasks based on the MISA Method. It includes related graphical editing (MOT) and templates. MOT (Modélisation par Objets Typés) is a sophisticated model builder. Used in conjunction with MISA 4.0 or integrated with ADISA, MOT highlights the nature and structure of the four axes of the MISA LS design method making the designers' ideas easier to understand and communicate. MISA, ADISA and MOT result from over a decade of research, testing and validation that was conducted by LIEF. The next part gives advice on managing a LS engineering project. MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre 19

30 III. Advice on Managing a LS Engineering Project Part III gives some advice on how to manage an engineering process using the documentation elements and how to organise the assessment, architecture and development teams to ensure the success of your learning system engineering projects. 1. DE-Based Management MISA 4.0 does not include specific project management techniques. However, certain of its documentation elements (DE) were designed to support project management, especially with regards to training project planning and team coordination. Planning The five DEs in Phase 1 enable you to define the training problem and customize MISA by selecting the tasks and their related aspects that will be developed during the other phases. DE 100. Organisation s Training System DE 102. Objectives of the Learning System DE 104. Target Populations DE 106. Present Situation DE 108. Reference Documents In the other phases, the goal of planning activities is to produce work plans. The planning is repeated several times during the project (it is iterative), providing at the end the necessary plans for implementing the LS. On-going planning enables the project manager to direct the LS's development. Team oordination The following DE's provide the principal elements needed to coordinate the teams and manage the development of learning materials during the development of the LS. DE 242. ost-benefit Analysis DE 330. Development Infrastructure DE 340. Delivery Planning DE 540. Assessment Planning of the Learning System DE 542. Revision Decision Log Planning development based on delivery leads to forming teams based on the products to be produced instead of on the roles played by the team members. The teams are generally multidisciplinary. 20 MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre

31 In collaboration with team mates, each team member is assigned a specific role in the delivery of the product for which the team is responsible. The distribution of roles, tasks and responsibilities is clearly stated so that each team member knows what must be done and in how much time. This distribution also (and especially) avoids task duplication. 2. Required Teams for Engineering Projects In major projects, many teams may work together. An assessment team. An architecture and design team. A development team. An administrative and management support team. All design projects should include at least three of these teams, i.e. an assessment team, an architecture team and a development team. Assessment Team This team represents the client organisation and ensures the project satisfies the client's needs and priorities. It generally includes learners, instructors, supervisors, managers and anyone else for whom the LS is being created. Principal Responsibilities of the Assessment Team Obtain data and information necessary for the development of the LS, for example, the expected number of learners, the characteristics of the target populations or information on organisational culture. Design, document and schedule LS trials. onduct trials and check results. Obtain information for writing the reports. Prepare and coordinate the LS implementation. Architecture and Design Team This team comprises a number of experts and a team leader also called the system architect. When a major LS is planned, five or six full-time team members may be required. These are MISA's main users. Depending on the type and complexity of LS to be created, the team may include instructional experts, computer and technology infrastructure experts, media specialists, and organisational development or human resource experts. MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre 21

32 Principal Responsibilities of the Architecture and Design Team Participate in the preliminary analysis and design of the LS as well as the creation of its architecture to ensure consistent design at all levels. Develop one or more preliminary solutions to the training problem by defining the orientation principles of the four models making up the LS: the Knowledge Model, the Instructional Model, the Learning Material Model and the Delivery Model. Develop and maintain all the products resulting from the LS architecture. Define the development team's mandate and assist in launching the process. Participate in meetings related to requests for change. Ensure the consistency and efficiency of the products delivered by the development team. Development Team This team includes a team leader and a number of human resources that vary depending on the type of LS to be designed (classroom, distance, computer-based) and the type of instructional materials to be produced (print, Web site, tutorial, simulation tool, etc.). There may be instructional technologists, system ergonomics analysts, instructional designers, programmers, technical writers, multimedia designers, art director, etc. Principal Responsibilities of the development team Develop the instructional materials for a delivery. Provide support to those in charge of trials and the departments responsible for implementing the LS. Revise the instructional materials according to the requests for changes and the trials conducted: instructional trials, content trials or functional trials. ode the software components, provide technical support to those in charge of functional trials, and implement the LS infrastructure (Programmers). Draw up the plans for the instructional instruments, describe the learning unit scenarios for a delivery, revise materials (instructional content and description of organisational infrastructure). (Instructional designers). Ensure the media quality of the materials (validation and revision), edit texts and graphics, produce audio and video segments, and multimedia presentations. (Media Production Designers). Even if MISA 4.0 does not include specific project management techniques, some of the DEs provide LS development management support in such areas as project planning, team coordination and learning material development management. 22 MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre

33 Part III also discussed the responsibilities of the design project teams, specifically the Assessment Team, the Architecture and Design Team and the Development Team. Part IV reviews axis-based progression through MISA 4.0. MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre 23

34 IV. Axis-Based Progression Through MISA Part IV presents the four axes, the related models and specifications, and the coordination principles governing an axis-based progression through the MISA Method. Remember that the LS designer can choose whether the progression in MISA 4.0 is to be based on documentation elements, axes or phases. (See p. 5). Project Definition Record Axis-Based Progression R Axis oordination Principles Knowledge and ompetency Modeling Technique Instructional Strategy Specification Technique Learning Material Specification Technique Delivery Specification Technique reate LS Knowledge Model reate Instructional Model reate Material Development Model reate Delivery Model Knowledge and ompetency Specifications Instructional Specifications Media Specifications Delivery Specifications Figure 6. Axis-Based LS Specifications Each of the ovals in Figure 6 represents a procedure to be followed to produce an axis specification. The link indicates that the production of the axis specification serves as input (prerequisite) to that of the following specification. 24 MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre

35 Four techniques for four procedures Each axis corresponds to a specific technique, i.e. knowledge and competency modeling, instructional specification design, media specification design and delivery specification design. Four basic structures Four models Four types of designers LSs can be very simple or very complex. The degree of complexity can show in different ways in the four basic structures found in the LS: knowledge and competencies, instructional activities, media and LS delivery. MISA 4.0 designers therefore provided four types of models to analyze the interactions within and between each of these specialized structures. These models are the Knowledge Model (including competencies), the Instructional Model (LEN and Instructional Scenarios), the Learning Material Model (media structure) and the Delivery Model. In large project teams, each of these models may be developed by different specialists: content specialists, instructional technologists, media designers, delivery specialists. 1. The Four Models Knowledge Model The Knowledge Model defines and structures the knowledge and skills as well as the competencies to acquire. It is created to serve as a basis for decisions related to the instructional approach and media support as well as the infrastructures and services for delivering the LS. In order to set clear boundaries for the Knowledge Model, the designer must avoid including Instructional Model elements such as information on the instructional materials and activities. The orner Stone of the LS Since the Knowledge Model is created separately from the other models, it is the corner stone of the LS. The stability of the Knowledge Model makes it possible to change the LS without redesigning it, for example by modifying the LS's learning and instructional process or its delivery. MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre 25

36 Instructional Model The Instructional Model describes the learning events, learning activities and resources, and their interactions. It also describes the path the learners must follow to acquire knowledge. The Instructional Model is independent of the media, infrastructure and services chosen to help learners acquire the knowledge. For example, a Learning Scenario may indicate that a learner is to simulate a certain phenomenon. However, only when the Learning Material Model will be produced, that the designer will decide if the simulation will be done on a computer or in a laboratory. Learning Events*. Ex. Unit. ourse. Programme. Resources*. Ex. Learning guide. ase study. Learners' work. Services*. Ex. Technical software support. Instructor assistance. Lecture. Learning Scenario*. Ex. Set of activities in which learners assemble an electronic circuit. Software tutorial. Financial analysis case study serving as a basis for analyzing similar cases. The Instructional Model provides the Learning Material Model with a general plan and a usage context. Learning Material Models Learning Material Models describe the internal structure (components and media elements) of the principal instructional materials in the LS in terms of the knowledge units discussed, the instructional approach used and the production and delivery constraints needing to be addressed. The Learning Material Model is the LS in its concrete form. It enables the LS designer to communicate to the development team the needs in terms of material production arising from the considerations defined in the various DEs and the other LS axis models. Delivery Models Delivery Models link materials, tools, means of communication, locations and services (including service suppliers) required by the users during LS delivery. Delivery Models are independent of the Learning Material Models. The designer can choose to present any given instructional material, for instance multimedia educational software, in a classroom, distribute it on D or floppy disk (self-paced learning) or store it on a server for Web delivery of a distance education course. The fact that the models are relatively independent of one another makes LS maintenance and development easier. In most instances, only certain sections of the LS (modular reengineering) will need to be reviewed or redone. This feature also makes it possible to reuse certain LS components in other projects. 26 MISA 4.0 Method Presentation-v1.0 LIEF 2000 Research entre