NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ855713
Record Type: Journal
Publication Date: 2009-Aug
Pages: 18
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0158-7919
Enabling Teachers to Develop Pedagogically Sound and Technically Executable Learning Designs
Miao, Yongwu; van der Klink, Marcel; Boon, Jo; Sloep, Peter; Koper, Rob
Distance Education, v30 n2 p259-276 Aug 2009
A learning design describes a sequence of learning activities that learners undertake in order to help them achieve 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 describe pedagogical strategies explicitly and which can then be interpreted by machine. This article proposes an approach to support teachers' design processes by providing pedagogy-specific modeling languages for learning design. We have developed a conceptual framework, based on activity theory, 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. (Contains 2 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A