A Visual Educational Modeling Language to Help Teachers in Learning Scenario Design
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.
[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'Éducation 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.
[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'Éducation 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.
@article{"International Journal of Information, Control and Computer Sciences:56466", author = "A. Retbi and M. Khalidi Idrissi and S. Bennani", title = "A Visual Educational Modeling Language to Help Teachers in Learning Scenario Design", 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 = "Educational modeling language, Domain Specific
Modeling, authoring systems, learning scenario.", volume = "7", number = "1", pages = "99-4", }
