Abstract
Developing a learning design using IMS Learning Design (LD) is difficult for average practitioners because a high overhead of pedagogical knowledge and technical knowledge is required. Through using peer assessment as an exemplary pedagogy, this paper presents a domain-specific modeling (DSM) approach to a new generation of LD authoring tools, for enabling practitioners to create learning designs. Adopting a DSM approach, on the one hand, pedagogic experts develop a pedagogy-specific modeling language, in which notations are directly chosen from the concepts and rules used to describe pedagogic approaches. On the other hand, technical experts develop transformation algorithms, which will map the models represented in the pedagogy-specific modeling language into machine-interpretable code represented in LD. This technical approach to a new generation of LD authoring tools has been illustrated through presenting the whole procedure of the development of a peer assessment authoring tool.
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Miao, Y., Sodhi, T., Brouns, F., Sloep, P., Koper, R. (2008). Bridging the Gap between Practitioners and E-Learning Standards: A Domain-Specific Modeling Approach. In: Dillenbourg, P., Specht, M. (eds) Times of Convergence. Technologies Across Learning Contexts. EC-TEL 2008. Lecture Notes in Computer Science, vol 5192. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-87605-2_32
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DOI: https://doi.org/10.1007/978-3-540-87605-2_32
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-87604-5
Online ISBN: 978-3-540-87605-2
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