Design language: Difference between revisions
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* Waters, Sandie, H. & Andrew, S. Gibbons (2004). Design languages, notation systems, and instructional technology: A case study: ''Educational Technology Research and Development, 52(2), 57-69. | * Waters, Sandie, H. & Andrew, S. Gibbons (2004). Design languages, notation systems, and instructional technology: A case study: ''Educational Technology Research and Development, 52(2), 57-69. | ||
[[Category: design methodologies]] | |||
Revision as of 01:26, 11 October 2006
Definition
- “Design languages, formal or intuitive, lie at the heart of all design and development processes and tools.” (Gibbons & Brewer, 2005:111).
- A 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)
Dimensions of Design Languages
Gibbons & Brewer (2005:115-118) distinguish the following dimensions along which design languages may vary:
- Complexity
- Precision
- Formality & standardization
- Personal vs. shared
- Implicit vs. explicit
- standardized vs. nonstandardized
- computability
Examples
- Educational modelling languages
- Various UML-based design languages
References
Botturi, L. (2006). E2ML. A visual language for the design of instruction. Educational Technologies Research & Development, 54(3), 265-293. Abstract/PDF (Access restricted)
- Gibbons, Andrew, S. and Erin K. Brewer, (2005) “Elementary principles of design languages and design notation systems for instructional design”. In J.M. Spector, C. Ohrazda, A. Van Schaack, and D. Wiley (Eds.), Innovations to instructional technology: Essays in honor of M. David Merrill, Lawrence Erlbaum Associates, Mahwah NJ, pp. 111-129.
- Waters, Sandie, H. & Andrew, S. Gibbons (2004). Design languages, notation systems, and instructional technology: A case study: Educational Technology Research and Development, 52(2), 57-69.