As an example, we may consider a generic model that describes a main deliv- ery process in which five types of actors may interact: a learner, a trainer, a
manager, a designer, and a content expert. The actor-type concept is useful not only for understanding how the virtual learning center is constructed and functions but also for comprehending a variety of concrete situations. In any given learning center the roles of each type of actor may be carried out by one or many actors, and these actors may be people, media documents, or com- puterized tools. Also, a given actor may carry out roles belonging to more than one actor type.
Figure 2-2 displays five types of actors (the hexagons), the general processes they govern (the ovals), and the resources they use or produce (the rectangles). Note that the actors who are not learners are identified as “sort of ” facilitators (S-link).
Figure 2-2. Interrelations Among Actors in a Virtual Learning Center.
Learner R Designer R S S S S Trainer R Manager R R I/P I/P I/P I/P I/P I/P I/P I/P I/P I/P I/P I/P Facilitator Learning Scenario Management Advice Pedagogical Advice INFORMATION PERSONAL KNOWLEDGE COLLECTIVE KNOWLEDGE Information Process Managing Process Coaching Process Design Process Learning Process Content Expert
The learning process is governed by an actor type called learner,whose task is to transform a set of information into knowledge. By information,in this context, I mean any abstract or concrete form of data, perceptible to the senses, and likely to be transformable into knowledge. By knowledge, in this context, I mean pieces of information that have been assimilated by learning entities and integrated into their own cognitive systems in relation to a con- text and a practice. The learner’s transformation of information into knowl- edge suggests an adaptation of preexisting mental schemas or the creation of new schemas. The schemas store knowledge and the context in which it was created. The knowledge is also integrated into some practice, provided it is used in a process that requires the user to perform some actions in his or her environment.
The information is available to the learner because of another actor type, thecontent expert. The content expert may be a person or a group of persons participating directly or via a medium such as a book, a video, software, or any other tool or medium that makes available a section of an individual’s or group’s knowledge in the form of information that can be used for learning purposes. In this context, knowledgemeans a body of knowledge, socially rec- ognized, structured, and transferable. It may originate from a general domain such as physics or administration or it may be specialized knowledge such as a specific work methodology used by an organization.
These two types of actors are essential to all learning processes. The learn- ers govern a process in which they combine and integrate information obtained from the content experts to build personal knowledge that is inter- nalized in their mental schemas. The content experts govern the information process by which they communicate to learners information related to a sec- tion of collective knowledge.
Usually, as Figure 2-2 illustrates, three other types of actors are also pre- sent in a learning system. They, like the content experts, are facilitators, bring- ing information into the knowledge-building process.
Thedesignergoverns the instructional engineering process and facilitates learning by creating, adapting, and ensuring the correct working order for all the parts in a learning system that integrates various information sources, telecommunications, interaction and communication services used between
the actors, and support and assistance mechanisms offered through human trainers, delivery managers, or computerized agents.
Thetraineroverlooks the pedagogical assistance process, facilitating knowledge acquisition and motivating and advising the learner. The trainer’s roles are particularly important to the effective enactment and support of the learning scenarios defined by the designer.
Themanagerleads the delivery management process, facilitating learning by managing events and actors and by ensuring a sound delivery process according to the scenarios created by the designing actors.
As the preceding discussion illustrates, each actor type has a specific func- tion (an input and a product). And each of these functions can be divided into subprocesses, or roles. Table 2-1 describes some of these roles. Each one is generic and can be present in the description of more than one actor. For example,information explorationcertainly falls into the definition of the learner’s function, yet it may also apply to other actors as well, even if though for other actors the information may be of a different nature.
Table 2-1. Actor Functions and Roles in a Virtual Learning Center.
Actor’s Main Function Roles or Corresponding Subprocesses
Learner: transforms information into knowledge
Trainer: facilitates learning from an instructional perspective
Navigates a learning scenario Explores documentation sources Solves problems
Contracts to complete a project Produces tests and essays Self-evaluates competencies Collaborates with others Debates in discussions Communicates messages Motivates and guides learners Produces diagnostics
Gives pedagogical advice Evaluates learners’ productions
The detailed description of each role allows the identification of the resources that the actors need. For example, for learning self-assessment, a learner will need resources such as a self-evaluation questionnaire or a knowl- edge acquisition progress report. To participate in a teleconference or a debate, he or she will need asynchronous forum or audio- or videoconferencing tools. To diagnose learners’ progress, a trainer will require progress reports and test results. To establish learner teams and groups, a manager will need learners’ and trainers’ background description documents. To create an e-learning system, a designer will need tools to create knowledge models, to select the media used,
V i r t u a l L e a r n i n g C e n t e r s 3 5
Table 2-1. Actor Functions and Roles in a Virtual Learning Center, Cont’d. Actor’s Main Function Roles or Corresponding Subprocesses
Designer: builds, adapts, and maintains a learning system
Manager: manages actors and events
Content expert: makes learning information available
Assists in the use of learning materials and resources
Facilitates teams and groups interactions Analyzes training needs
Builds a knowledge model Builds pedagogical scenarios
Designs and produces learning material Plans delivery processes
Simulates and validates a learning event Supervises trainers
Manages resources Controls delivery processes Organizes teams and groups Manages the validation process
Manages the learning assessment process Acts as a network manager
Lectures, presents information Clarifies knowledge
Provides mediated knowledge
Analyzes the content of learning activities Analyzes documents and productions
and so on. (Chapter Four explains how knowledge modeling is used to create a graphic model of the roles undertaken by the actors during delivery and thus to identify the resources needed in an actor’s environment during delivery.)
Of course, the specific names used for the actors are likely to vary from organization to organization as are the ways the main functions and roles are allotted. For example, in a distance education institution, a professor usually takes on most of the designer roles except for the creation and production roles that are performed by Web designers and integration programmers. The professor may also occasionally play facilitator roles during the tutor training sessions or during interactions directly with certain learners. He or she may also take on manager roles when supervising tutors. The tutor is another actor who takes on both trainer and manager roles. On the other hand, on most university campuses the professor’s main role is to present the information from a content expert’s point of view, although he or she may also take on some secondary roles as a designer, trainer, and manager. This situation is also very common in corporate training. Moreover, participants’ roles may evolve during delivery. For example, in a community of practice a learner may take a trainer or manager role regarding a question generated by his or her group, and another learner may take on one of these roles for another question. Such role interchanges are more easily accomplished in adaptable environments.
To summarize, the concept of actor types allows the enumeration of the roles required in a virtual learning center. It also permits the designer to antic- ipate a corresponding bank of resources to fulfill the actors’ needs. However, in each specific learning system each participant takes on a set of roles related to more than one type of actor and uses a series of resources associated with these roles. A participant’s environment is thus custom built, according to the roles and resources necessary in a given learning system and in a given orga- nization’s context.