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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/1191

Title: Bridging the Gap between Practitioners and E-learning Standards: A Domain-specific Modeling Approach
Authors: Miao, Yongwu
Sodhi, Tim
Brouns, Francis
Sloep, Peter
Koper, Rob
Keywords: Domain-specific Modeling
E-Pedagogies
peer assessment modeling
IMS LD
IMS QTI
Issue Date: 5-Mar-2008
Abstract: Developing activity-centric e-pedagogies using IMS LD is difficult for average practitioners because 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 tool, for enabling practitioners to develop activity-centric e-pedagogies. 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 an executable language like IMS LD. The feasibility of this approach has been demonstrated through developing a peer assessment authoring tool.
Description: Miao, Y., Sodhi, T., Brouns, F., Sloep, P. B., & Koper, R. (2008). Bridging the Gap between Practitioners and E-learning Standards: A Domain-Specific Modeling Approach. In P. Dillenbourg & M. Specht (Eds.), Times of Convergence. Technologies Across Learning Contexts - Proceedings of the Third European Conference on Technology Enhanced Learning, EC-TEL 2008 (pp. 284-289). September, 16-19, 2008, Maastricht, The Netherlands: Lecture Notes in Computer Science 5192 Springer 2008, ISBN 978-3-540-87604-5.
URI: http://hdl.handle.net/1820/1191
Appears in Collections:1. TENC: Publications and Preprints
Keur der Wetenschap

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