PALETTE Workshop LORNET Conference Pedagogically sustained Adaptive LEarning Through the exploitation of
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Pedagogically sustained Adaptive LEarning Through the exploitation of Tacit and Explicit knowledge PALETTE Workshop LORNET Conference Bernadette Charlier, France Henri, Bastien Vaucher http://palette.ercim.org PALETTE Wrokshop LORNET, November, 2007 Planning Introduction of the Workshop Short presentation of the PALETTE project objectives 10 min Short presentation of the PALETTE methodology 20 min Presentation of Did@cTIC scenario Simulation session Topic: First meeting of a CoP of developers and researchers seeking to apply PDM Break Discussion - analysis of the simulation Synthesis and conclusions LICEF 2007 2 PALETTE main goal Communities of practice could develop their individual and organisational learning potential through: Better knowledge of their own processes and outcomes Appropriation of new information processing, sharing and knowledge building into their practices PALETTE will result in a set of services and methods to support CoPs’ learning with respect to CoPs choices, objectives and constraints LICEF 2007 3 PALETTE specific objectives : to develop.. CoPs Learning Services To support choice, adaptation and appropriation of technological services Usability Information Services Enhancing comprehensive representation of practices Collaboration Services Facilitating debates about practices, decision process and awareness Knowledge Services Knowledge reification (inside/outside CoPs) and retrieval Participatory design Acceptability Interoperability Adaptability LICEF 2007 4 Current structure of the project to reach this goal Project coordination Scientific coordination Karen Marache, ERCIM (project coordinator) C. Vanoirbeek, EPFL(scientific coordinator) B. Charlier, UNIFR (deputy director) Workpackages leading Most of WPs are led by 2 persons WP Leader Deputy Leader LICEF 2007 5 The consortium … as it is Project coordination Scientific coordination R&D Partners P & T - UNIFR (CH) - INRIA (FR) University of Fribourg Institut National de Recherche en Informatique et Automatique - ULG (BE) University of Liège - EM Lyon AESCRA (FR) Association de l’enseignement supérieur Commercial Rhône Alpes - GATE-cnrs (FR) - EPFL (CH) Ecole Polytechnique Fédérele de Lausanne - CTI (GR) Research Academic Computer Technology Institute University Lyon 2 - CRP-HT (LU) - CSET (UK) Centre de Recherche Public Henri Tudor Lancaster University T & P - UT (DZ) University of Tlemcen Transfer Partners - ePrep (FR) TIC & Ecoles préparatoires - MindOnSite (CH) Integral Coaching - NISAI (UK) Support IT Ltd. LICEF 2007 Associated Partner - LICEF (CA) Télé-Université Québec 6 Ten CoPs participation Ux11 BADGE LICEF 2007 7 Initial list of services participation Collaboration services CoPe_it! e-Logbook Knowledge Management Services SweetWiki A web service based on Corese (semantic search engine) ECCO Generis Sewese BayFac Information services LimSee3 Amaya DocReuse Palette Web portal LICEF 2007 8 Participatory Design Methodology : Main principles Iterative negotiation process between heterogeneous actors – different from one another in respect of their disciplines, preoccupation and interests – to truly influence the design process Participatory design principles: - Negotiation and consensual decision making; - Sharing cultural backgrounds, ideas and needs - Ongoing users’ and designers’ active participation and commitment; - Ongoing reflection on process with the designers of the methodology; - Mutual necessity to work together; - Construction of a shared language and vocabulary. ANT Principles LICEF 2007 - To take into account all the actors of the PDM both the human and non-human ones, and to provide them with means to negotiate their interests and collaborate. - To make all the actors interested in the project actions and enrol them through negotiation and translation. - To inscribe the outcomes of the negotiation into boundary objects that can be used for further discussions and project purposes. . 9 The actors of the participatory design LICEF 2007 10 Participatory activities .. LICEF 2007 11 Participatory activities .. And Flash meetings, face to Face meetings .. LICEF 2007 12 Boundary objects • Object that can be created and used by actors to facilitate mutual understanding negotiation • Means for alignment LICEF 2007 13 Boundary objects .. LICEF 2007 14 PDM : why ? In which conditions ? “Experts” don’t know or have the solution Uses and adaptation of new services need a real project to change one’s practice For whom ? CoPs involved are often interested in ICT development (Form@hetice, @pretic, Did@cTIC, LEARN-NETT, EPrep..) Why ? Mediators and CoPs involved would be the better disseminators of our results Uses that change the practices More usability, acceptability, adaptability New development and research questions LICEF 2007 15 Design and development of the PDM (1/2) .. From .. LICEF 2007 16 Needs for clarification .. Depict processes that are implemented concurrently and to identify their inputs and outputs which feed or result from each process Depict the possible loops between different sub-processes Represent the various actors involved with their roles Represent the PD principles that informed the methodology and their concrete implementation such as the permanent negotiation with the CoPs, mutual learning, construction of a shared language, etc. Represent the necessary and continuous reflective approach to the design and implementation of the PDM in order to update it regularly, document its implementation and make its users actors of its design. LICEF 2007 17 Design and development of the PDM (2/2) LICEF 2007 18 Main changes applied to refine the methodology .. The numbering of the procedures has been deleted since most of the procedures are carried out by the actors at the same time, some taking place within loops. The former twelve processes have been grouped in four main procedures. This allows extricating four main “moments” of the PDM: analysing, participatory design for use, participatory design in use and editing and disseminating to other CoPs. The presentation of the actors has been integrated into a sub-model The ongoing documenting of and reflection on the whole methodology has been added as a general principle (“mediators hut”). A procedure describing the elaboration of Learning Services (LS) has been added. Vocabulary has been adapted in order to be better anchored in the standard vocabulary of R&D projects. LICEF 2007 19 Design “for” and “in” uses “Design for use” is related to the initial design of services and their scenarios of uses. It generates prototypes of new artefacts as well as scenarios of uses to be trialled during a “design in use” phase. “Design in use” consists in trialling the prototypes and their scenarios of uses, and to observe the instrumental genesis carried out by the CoPs. LICEF 2007 20 Pedagogically sustained Adaptive LEarning Through the exploitation of Tacit and Explicit knowledge Let’s life a design in use experience ! PALETTE Wrokshop LORNET, November, 2007