Educational design language

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Definition

And educational design language is a notation system for creating educational designs, e.g. courses, modules, or scenarios.

An educational design language is “a tool that designers use to communicate designs, plans, and intentions to each other and to the users of their artifacts” (Botturi, 2006: 268). “Notational systems, used in mature fields of study, are closely related to design languages. The future of a technological field depends on the ability to communicate ideas and changes with others in the field. Instructional technology is one field that can benefit from a notation system enabling designers to duplicate, execute, and communicate their ideas” (Waters & Gibbons 2004: 57).

Types of design languages

Botturi, Derntl,Boot & Figl (2006) propose a classification system to describe educational design langages. See also Developing design documents (3D) model.

• Stratification: flat or layered. Is there unique representation or are there several "tools" to describe various objets like in coUML ?
• Formalization: between formel or informel. E.g. UML and XML-based vocabularies are both formal languages.
• Elaboration: conceptual, specification or implementation. These levels are based on the UML model (Fowler, 2003): the conceptuel level allows to gain a global view of a design and its rationale, the specification includes all the details, and the implementation level includes includes sufficient precision to create executive code. E.g. CompendiumLD is a concept map edito, coUML can be considered a set of specification languages, the LAMS editor produces directly executable code.
• Perspective: singular or multiple. Is there a same view or different views to describe a design? E2ML for instance allows to model both structural and temporal relations between activities.
• Notation system: none, textual, visual. If there is a notation system, it can be either visual (e.g. like in the informal CompendiumLD editor or a formal UML-derived language) or textual like the typical XML-based educational modeling languages like IMS Learning Design.

A list of systems for educational design

This list puts together systems for educational design into some more or less "natural" categories. We don't include just design languages, but systems that in one way or another support pedagogical design. Simple content-based e-learning languages and tools are not included of course...

IMS Learning Design and basic editors

IMS Learning Design is a formal langage (UML and XML) that is standardised. Designers are not really expected to directly use this language, it's rather expected that they use a high-level editor that then can export to IMS LD. In the same way the e-learning content editors don't need to understand SCORM 1.2.

• IMS Learning Design (IMS LD, the formal langage)
• Reload Editor A low-level and difficult to IMS LD editor.
• ASK-LDT (dead project?)
• TENCompetence Learning Design Editor (ReCourse) (not tested so far, live project in Feb 2009).
• GRAIL (Gradient RTE for Adaptive LD in .LRN) is a LD player package for the .LRN LMS. (del Cid et al., 2007).

Design tools that can export to IMS-LD or another executable formalism

There exist several variants. This category includes both visual design tools and form-based editors. Some of them can export to IMS LD. Some are general purpose and some like collage are specialized. Some tools are operational, some just research systems.

• Collaborative learning flow patterns and the Collage editor)
• DialogPLUS toolkit a form-based scenario definition editor that can export to IMSLD
• MOTPlus formel concept map editor (used within the MISA instructional design method.)
• EduWeaver Course, lesson, model design tool that can produce SCORM 1.2 complicant code.

Visual design/modelling languages

Some designers use one or several UML languages like UML activity diagrams. Other extend the UML framework and others use their own notational system. Most of these systems are only used by a very small population. Except for the UML tools which are popular in computer science, these languages are all very recent. Usually, they don't produce executable code.

• BPEL (Business Process Execution Language, used in Model-Driven Learning Design)
• UML (in particular UML class diagrams and UML activity diagrams)
• E2ML Visual scenario design language
• coUML Visual scenario and content design language
• PALO Visual scenario design language
• poEML Visual collaborative scenario design language

Visual design languages

Same as above, but easier to use, since not formal. Doesn't produce executable code.

• CompendiumLD. A concept map editor for learning design. Compendium LD maps also could be given to learners.

Formalisms and tools different from IMS LD

Attemps to enlargen or to modify the IMS-LD framework. These projects include their own meta-model (i.e. their representation of what a pedagogical scenario is) plus a toolkit for design and execution. Most are still very much under development.

• fr:Learning design language (LDL)
• fr:Modèle conceptuel ISIS

Design and execution systems in production

This category includes operational online authoring and execution systems that support learning design. LAMS has a visual design editor, CeLS a forms-based interface.

• LAMS (voir aussi LAMS) (système d'édition/exécution learning design)
• CeLS

CSCL research

The Computer-supported collaborative learning (CSCL) community also started to work modelling what they called scripts and to develop notational systems, e.g. see Kobbe et al. (2007) or Dillenbourg & Tchounikine (2007).

• See CSCL script) for the concept
• CPM (a UML profile and system somewhere in between CSCL and learning design)
• Collage A macro-script configuration tool (based on the idea of flow patterms)
• Cool Modes A system that includes several visual design tools for learners (and teachers). There exist also other microworld systems that include visual design languages.

Other formalisms

IMS Simple sequencing is a formalism that supports mastery learning. It is included in the SCORM 2004 profile (version 3 and later), but it is very difficult to find an LMS and design tools that support this standard.

• IMS Simple Sequencing (IMS SS, XSD schema)
• Reload Editor. The latest version can edit IMS SS, but it's not simple.

Systems that focus on the semantics of contents

These formalisms and associated tools allow to create pedagogical documents with semantic structure (and therefore markup).

• Learning Material Markup Language (schema and editing/export tool to HTML/SCORM 1.2)
• eLML (schema, editing and export to HTML/SCORM 1.2)

Systèmes légers

Il s'agit ici de ce qu'on appelle souvent "teacher tools", c.a.d des outils qui lui permettent de préparer des leçons, sans trop insister sur la scénarisation.

• OASIF (modèle et éditer de scénarios)
• lesson planning (outil de "lesson planning") comme en:Phoebe ou London Lesson Planner.
• Logiciels de "story-boarding" comme en:Celtx

Alternatives (parfois des anti-modèles

• Pédagogie de l'activité (Taurisson)
• Beaucoup de variantes de apprentissage par investigation, comme par exemple le Knowledge-building community model

Langages de conception multimédia visuels

• Authorware

Dépositoires

Des sites web qui permettent de mutualiser des scénarios. Certains de ces outils ont un dépositoire associé (c.f. learning object repository. Parfois il est même intégré avec l'outil. Voici quelques exemples:

• Cloudworks est un dépositoire
• Des systèmes comme LAMS ont une community page ou on peut enregistrer et télécharger des paquets LAMS.
• Dans des systèmes comme CeLS, le dépositoire est intégré dans le logiciels

Links

• Digital repository of Research, Technology Development and Valorisation outcomes of the Open Universiteit Nederland

• Revue international des technologies en pédagogie universitaire volume 4 - 2007 - numéro 2.

• Pernin J-P., Godinet H. (2006), Actes du colloque Scénariser l'enseignement et l'apprentissage : une nouvelle compétence pour le praticien ?. INRP, Lyon, avril 2006.

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Acknowledgement: This article or part of this article has been written during a collaboration with the EducTice group of INRP, which attributed a visiting grant to DKS in january 2009.