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Enabling teachers to develop pedagogically sound and technically executable learning designs
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DOI：10.1080/01587910903023223.png)
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Abstract
En 中文
A learning design describes a sequence of learning activities that learners undertake in order to help them achieve particular learning objectives, including the resources and services needed to complete the activities. Unfortunately, there is no learning design language which can be used by teachers to describe pedagogical strategies explicitly and which can then be interpreted by machine. This article proposes an approach to support teachers' design processes by providing pedagogy-specific modeling languages for learning design. We have developed a conceptual framework, based on activity theory, which can be used to specify pedagogical semantics and operational semantics of a pedagogy-specific modeling language. We present our approach by using peer assessment as an example. Through analyses we conclude that enriching pedagogical semantics and operational semantics of vocabularies of the modeling language may be a promising approach to developing a new generation of learning design languages, which enable teachers to develop pedagogically sound and technically executable learning designs.
Keywords:
activity theory
learning design
IMS LD
IMS QTI
domain-specific modeling
peer assessment modeling language
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