Innovating education with an educational modelling language: two case-studies

Abstract

The ultimate aim of this study is to investigate how one may maximise the success chances of an educational innovations based on the implementation of an educational modelling language. These languages are both technically and organisationally quite demanding. Their implementation therefore constitutes a major innovation. Two different implementation cases of the educational modelling language EML provide the data for the investigation. The one case is situated in an institution for higher professional education that caters for on-campus students, the other in an institution for higher, open distance education that serves off-campus, home-based students. Together, the cases represent two important dimensions of the space of possible educational modelling language implementations. Rogers' diffusion-innovation theory is used as the backdrop for the analysis of the cases. It not only provides a common yard stick, but more importantly helps understand why the implementations failed in particular respects. Thus, it helps formulate guidelines for future implementations. In this respect, a current candidate, IMS Learning Design, is discussed at some length.