Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 30318
A Visual Educational Modeling Language to Help Teachers in Learning Scenario Design

Authors: S. Bennani, M. Khalidi Idrissi, A. Retbi

Abstract:

The success of an e-learning system is highly dependent on the quality of its educational content and how effective, complete, and simple the design tool can be for teachers. Educational modeling languages (EMLs) are proposed as design languages intended to teachers for modeling diverse teaching-learning experiences, independently of the pedagogical approach and in different contexts. However, most existing EMLs are criticized for being too abstract and too complex to be understood and manipulated by teachers. In this paper, we present a visual EML that simplifies the process of designing learning scenarios for teachers with no programming background. Based on the conceptual framework of the activity theory, our resulting visual EML focuses on using Domainspecific modeling techniques to provide a pedagogical level of abstraction in the design process.

Keywords: Authoring Systems, Educational modeling language, Domain Specific Modeling, learning scenario

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1333708

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1941

References:


[1] M. Prat, "e-learning Réussir un projet : pédagogie, méthodes et outils de conception, déploiement evaluation", France: Editions ENI, 2008.
[2] C. Ernest, "E-learning : guide pratique pour une e-pédagogie", France : Editions Cépaduès, 2008.
[3] R.Koper, "Modelling units of study from pedagogical perspective : the pedagogical meta-model behind EML", Open University of Netherlands, 2001, Available: http:// dspace.ou.nl/handle/1820/36.
[4] CEN, "Educational Modeling Language : overview", Available: http://www.cen-ltso.net/main.aspx?put = 196, 2012
[5] R.Koper, C.Tatersall, "Learning design: a handbook on modelling and delivering networked education and training", Netherlands:Springer Verlag, 2005.
[6] B. Nardi, "Context and Consciousness: Activity theory and humancomputer interaction", Cambridge, MA: MIT Press, 1996.
[7] G. Paquette, I. De la Teja, M. Leonard, K. Lundgren-Cayrol, O. Marino, "An Instructional Engineering method and tool for the design of units of learning", Ed. in R. Koper & C. Tattersall . Learning Design - A Handbook on Modelling and Delivering Networked Education and Training, Netherlands: Springer Verlag, 2005.
[8] IMS Global Learning Consortium, "IMS Learning Design Specification", Available: http://www.imsglobal.org/learningdesign/, 2001
[9] A. Lejeune, "IMS Learning Design : Etude d-un langage de Modélisation pédagogique, Revue Distance et Savoirs", vol. 2, n┬░4, Lavoisier, 2004, p. 409-450
[10] P. Laforcade, T. Nodenot, C. Sallaberry, "Un langage de modélisation pédagogique basé sur UML", Revue STICEF Sciences et Technologies de l'Information et de la Communication pour l'├ëducation et la Formation, N┬░12 (Numéro spécial: Conceptions et usages des platesformes de formation), 2005.
[11] P. Laforcade, "Méta-modélisation UML pour la conception et la mise en oeuvre de situations-problèmes coopératives", Ph.D. Thesis, Université de Pau et des Pays de l-Adour, France, 2004.
[12] H. EL Kechai, "Conception collective de scénarios pédagogiques dans un contexte de réingénierie : Une approche par la métamodélisation située", Ph.D. thesis, Maine University, Maine, France, 2008.
[13] E. Villiot-Leclercq E., "Modèle de soutien pour l-élaboration et la réutilisation de scénarios pédagogiques", Ph.D thesis, Université Joseph Fourier/Université de Montréal, France, 2007.
[14] E. Villiot-Leclercq, "La méthode des Pléiades: un formalisme pour favoriser la transférabilité et l-instrumentation des scénarios pédagogiques", Revue STICEF, Volume 14, 2007.
[15] E.Villiot-leclercq E., JP.David JP., "Le formalisme des pléiades pour la conception et l-adaptation de patrons de scénarios pédagogiques", in EIAH 07, 2007, pp. 269-274.
[16] V. Emin, "ScenEdit: an authoring environment for designing learning scenarios", ICALT-08, IEEE International Conference on Advanced Learning Technologies, Santander, 2008.
[17] V. Emin, "A goal-oriented authoring approach to design, share and reuse learning scenarios", European Conference on Technology Enhanced Learning - ECTEL, 2008.
[18] P. Dessus, "Des théories psychologiques pour guider le design pédagogique", France : Eds. B. Charlier & F. Henri, 2010.
[19] A.N. Leontiev, "The problem of activity in psychology, the concept of activity in soviet psychology", NY: M.E.Sharpe, 1979.
[20] DSM (Domain-Specific Modeling) Forum Main Page, Available: http://www.dsmforum.org/, 2004
[21] S. Kelly, J. Tolvanen J., "Domain-Specific Modeling: Enabling full code generation", Canada: Ed. John Wiley & Sons, 2008.
[22] S.Cook, G. Jones, S. Kent, and A. C. Wills, Domain-Specific development with Visual Studio DSL Tools, Ed. Addison-Wesley, 2007.
[23] J. Greenfield and K. Short, Software Factories: Assembling Applications with Patterns, Models, Frameworks, and Tools, Ed. John Wiley and Sons, 2004.
[24] M. Mernik, J. Heering, and A. M. Sloane, "When and How to Develop Domain-Specific Languages", ACM Computing Surveys, 2005, pp. 316-344
[25] Microsoft DSL tools, Available: http://msdn.microsoft.com/library/bb126259.aspx, 2012
[26] Development of a Feature Modeling Tool using Microsoft DSL Tools, GIRO Technical Report 2009-1.ver 1.0, Available: http://www.giro.infor.uva.es/fmt.pdf, 2009
[27] O. Sych, T4Toolbox, Available: http://www.olegsych.com/2007/12/texttemplate- transformation-toolkit/, 2008.
[28] CodePlex open source community, T4Toolbox, Available: http://t4toolbox.codeplex.com/, 2010.