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 en: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

IMS Learning Design and basic editors

IMS Learning Design is a formal langage (UML and XML) and it is standardisé. 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.

Outils de conception qui exportent vers IMS-LD ou un autre formalisme exécutable

Il existe plusieurs variantes. Typiquement il s'agit d'un éditeur graphique et qui permet d'exporter vers IMS-LD, mais il existe aussi des versions à base de "formulaire en ligne" comme DialogPLUS. Il existe aussi des outil génériques comme MOT (un editeur de carte conceptuelles formelles) ou encore des outils très spécialisés comme Collage (qui peut produire des scénarios CSCL). Parfois, ces outils ne peuvent qu'exporter.

Langages graphiques de modélisation

Il existe plusieurs genres. Soit on utilise un langage standard (comme un langage UML), soit on adopte un langage spécifiquement crée pour le "learning design". La plupart de ces langages propres ne sont pas très populaires et il n'existe à ce jour pas toujours d'outils utilisables. Parfois, ces langages sont difficiles à utiliser.

  • en:BPEL (Business Process Execution Language, utilisé avec Model-Driven Learning Design)
  • UML (notamment les diagrammes de classes et d'activités)
  • en:E2ML (langage visuel pour la conception de scénarios)
  • coUML (langage visuel pour la conception de scénarios)
  • en:PALO (langage visuel pour la conception de scénarios)
  • en:poEML (langage visuel pour la conception de scénarios collaboratifs)

Outils de modélisation

Il s'agit du même principe que ci-dessus, sauf que l'outil est opérationnel et facilement téléchargéable. L'outil ne produit pas de code exécutable.

  • en:CompendiumLD (Editeur de cartes conceptuelles spécialisées pour l'éducation. Il est en principe aussi possible de donner une carte compendium à un apprenant)

Outils, formalismes et systèmes learning design alternatifs

Il s'agit essentiellement des tentatives pour élargir ou modifier le framework IMS-LD. Ces projets comprennent également un méta-modèle plus un jeu d'outils (souvent encore en développement).

Systèmes auteur/exécution en production

Il s'agit de systèmes opérationnels qui permettent de produire et d'exécuter des scénarios. LAMS comprend un éditeur visuel de conception en ligne.

CSCL research

Le monde du en:CSCL a aussi commencé a réfléchir sur une manière de représenter ce qu'ils appellent des macro-scripts de façon plus structurée.

Autres formalismes

IMS SS est un langage développé dans la logique des logiciels EAO / pédagogie de maîtrise. Il fait partie du profil SCORM 2004, une norme qu'on retrouve déjà dans l'industrie, mais pas du tout dans les en:LMS utilisé dans l'éducation universitaire.

Systèmes centrés sur le contenu

Ces formalismes et l'outillage associés permettent de rédiger et de déployer des textes pédagogiques rédigés selon une ou plusieurs "méthodes".

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.

Alternatives (parfois des anti-modèles

Langages de conception multimédia visuels

Dépositoires

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

  • en: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 en:CeLS, le dépositoire est intégré dans le logiciels

Links

Bibliography

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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.

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