The Intranet as a Cognitive Architecture for Training and Education: Basic Assumptions and Development Issues.
Ahmed Seffah, Robert Maurice Bouchard · WebNet · 1997
This paper makes basic assumptions regarding the development of an intranet architecture that will actively promote the cognitive apprenticeship of a new community of learners. The authors consider the intranet as a dynamic and virtual environment in which individuals may communicate, share resources, and reciprocally generate and organize learning strategies leading to knowledge and self efficacy. First, the paper describes a proposed architecture supported by an exemplar called SAGE-ISO that includes the following cognitive tools: browsing for information regarding ISO 9000 standards, as well as a company's quality system; advising the user on deploying the quality procedures; and training through a set of learning resources. Secondly, it highlights the following cognitive variables that can act as building blocks towards an efficient intranet foundation: learning should be an active and not a passive experience; learning can be facilitated by situating the learner within an authentic setting; and learners should take charge of their own learning. The final section provides a brief overview of development issues regarding Internet/intranet technologies and tools and presents a proposed architecture. Two figures illustrate the architecture of the intranet training environment and the proposed internal architecture, and a table presents examples of tools and technologies. Contains 13 references. (AEF) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** The Intranet as a Cognitive Architecture for Training and Education: Basic Assumptions and Development Issues Ahmed Seffale and Robert Maurice Bouchard121 (1) Computer Research Institute of Montreal 1801, McGill College, Montreal, Quebec, Canada H3A 2N4. Phone: 514-840-1234 Fax : 514-840-1244 Email: [email protected] http ://www.crim.ca/aseffah (2) McGill University, Department of Educational Psychology and Counseling Applied Cognitive Science Research Group 3700 McTavish, Montreal, Quebec Canada H3A 1Y2. Phone: 514-398-4914 Fax : 514 398 6968. Email: [email protected] Abstract: In this article, we make basic assumptions regarding the development of an intranet architecture that will actively promote the cognitive apprenticeship of a new community of learners. We consider the intranet as a dynamic and virtual environment in which individuals may communicate, share resources, and reciprocally generate and organize learning strategies leading to knowledge and self efficacy. First, we describe our proposed architecture supported by an exemplar called SAGE-ISO. Secondly, we highlight several cognitive variables that can act as building blocks towards an efficient intranet foundation. We close our discussion with a brief overview of development issues regarding Internet/intranet technologies and tools. In this article, we make basic assumptions regarding the development of an intranet architecture that will actively promote the cognitive apprenticeship of a new community of learners. We consider the intranet as a dynamic and virtual environment in which individuals may communicate, share resources, and reciprocally generate and organize learning strategies leading to knowledge and self efficacy. First, we describe our proposed architecture supported by an exemplar called SAGE-ISO. Secondly, we highlight several cognitive variables that can act as building blocks towards an efficient intranet foundation. We close our discussion with a brief overview of development issues regarding Internet/intranet technologies and tools. Training/Education and Internet Technologies/Tools Traditional computer-based instruction (CBI) has the capacity of being dynamically transformed by Internet/Intranet Technologies and Tools (ITT). Independent of computer hardware, this platform can support just-in-time media-rich content, as fresh as the moment and modified at will. It also offers a flexible structure allowing self-directed, self-paced instruction on any topic, capable of being supported by adaptive remedial and assessment strategies. ITT is also an ideal vehicle for effective courseware delivery to individuals anywhere in the world at any time. Advances in computer network technology and improvements in bandwidth are presently introducing unlimited point-to-point as well as multi-point multimedia on-demand. Web browsers supporting 3-D virtual reality, animation, interactive transactions and conferencing are also presenting unparalleled training and education opportunities. Web-based performance systems can also actively support today's demanding workforce by integrating information systems, job aids as well as anchored instruction into unified systems available on demand. The current focus of Web-based development is concerned with learning how to use available Internet technologies and tools as well as organize content into well-crafted teaching systems. The Web is a vehicle for the distribution of resources as well as a medium of expression-representation with its own specificity. Training designers are presently struggling with issues of user interface design and programming directed at high levels of interaction. Unfortunately, there are very few examples of good Web-based design available on the public Internet. As instructional designers and courseware developers learn to write and produce Web based resources, and as training vendors come to realize the overwhelming advantages of this delivery method, we can expect an explosion in training offerings available over the public Internet and corporate intranets. PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY G.H. Marks 2 Lk.) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. o Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). official OERI position or policy. The paper is organized as follows : Section two describes our proposed architecture supported by an exemplar called SAGE-ISO. Section three addresses several cognitive variables that can act as building blocks towards an efficient intranet foundation. Section four presents a brief overview of development issues regarding Internet/intranet technologies and tools. The Intranet Environment Architecture Present Accomplishments Viewed from the end-user's perspective, [Fig.1] illustrates an architecture capable of supporting training and educational Internet/intranet transactions. World Web Learning Resources [ Instructor 11 Workstation f& Firewall 1. Internal learning resources 2. Cognitive tools Course Designer Workstation LLearner Workstation Figure 1. The Architecture of the Intranet Training Environment SAGE-ISO is an exemplar that we have developed. It includes the following cognitive tools : 1. Browsing for information regarding ISO 9000 standards as well as a company's quality system. 2. Advising the user on deploying the quality procedures. Information supplied by the advisor tool concerns the main steps to be accomplished and the documents to be used. This tools aims also at reducing or avoiding errors due to an incorrect use of procedures. 3. Training through a set of learning resources. Each learning unit enables the user to attain a coherent and generally unique instructional goal. The term learning resource has often been used with various meanings. Specifically, we make a distinction between two kinds of learning resource units: 1. Units promoting understanding or dispensing further information. Examples of these units include HTML documents, videos and simulations. The learner exploits these resources to achieve a greater understanding of the domain knowledge. 2. Units describing problem-based learning activities, cases studies and demonstrations. These units enable the learner to attain a coherent and generally unique instructional objective among those specified in the curriculum. Specifically, they refer to course objectives and their links with the appropriate learning resources [Mc Calla 92, Ha lff 88].