%0 Journal Article %1 miao2009enabling %A Miao, Y. %A Van der Klink, M. %A Boon, J. %A Sloep, P. %A Koper, R. %D 2009 %I Taylor & Francis %J Distance Education %K IMS-LD design education learning %N 2 %P 259-276 %T Enabling teachers to develop pedagogically sound and technically executable learning designs %U http://dspace.learningnetworks.org/bitstream/1820/1605/7/16-camera-ready.pdf %V 30 %X A learning design describes a sequence of learning activities that learners undertake in order to help them achieving 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 explicitly describe pedagogical strategies and then can be interpreted by machine. This paper proposes an approach to support teachers’ design processes by providing pedagogy-specific modeling languages for learning design. Based on activity theory, we have developed a conceptual framework, 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.

@article{miao2009enabling, abstract = {A learning design describes a sequence of learning activities that learners undertake in order to help them achieving 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 explicitly describe pedagogical strategies and then can be interpreted by machine. This paper proposes an approach to support teachers’ design processes by providing pedagogy-specific modeling languages for learning design. Based on activity theory, we have developed a conceptual framework, 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.}, added-at = {2012-11-28T19:14:50.000+0100}, author = {Miao, Y. and Van der Klink, M. and Boon, J. and Sloep, P. and Koper, R.}, biburl = {https://www.bibsonomy.org/bibtex/2e66e12dd9bf8164c8f948c90cf27fddd/yish}, interhash = {8c55ed7bf1f7cdddb369e01eac3ee804}, intrahash = {e66e12dd9bf8164c8f948c90cf27fddd}, journal = {Distance Education}, keywords = {IMS-LD design education learning}, number = 2, pages = {259-276}, publisher = {Taylor & Francis}, timestamp = {2012-11-28T19:14:50.000+0100}, title = {Enabling teachers to develop pedagogically sound and technically executable learning designs}, url = {http://dspace.learningnetworks.org/bitstream/1820/1605/7/16-camera-ready.pdf}, volume = 30, year = 2009 }