Experiencing NetPeas: Another Qay of Learning

Liu, Eric Zhi-Feng; Lin, Sunny S. J.; Yuan, Shyan-Ming

doi:10.1007/3-540-45490-x_76

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…s By adopting DSM to develop a peer assessment modeling language, we began by selecting various categories of vocabularies based on the conceptual framework and clarifying their pedagogical semantics and operational semantics. We reviewed relevant literature (e.g., Joosten-ten Brinke et al 2007;Liu, 2001;Sitthiworachart, 2003;Sluijsmans, 2002;Topping, 1998;and Volder, 2007) In this way, we have identified all vocabularies and specified the semantics and syntax for the peer assessment modeling language. When we put all vocabularies together and specify their relations, a meta-model of peer assessment processes has been defined.…”

Section: The Development Of a Peer Assessment Modeling Languagementioning

confidence: 99%

Enabling teachers to develop pedagogically sound and technically executable learning designs

et al. 2009

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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.

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Section: The Development Of a Peer Assessment Modeling Languagementioning

confidence: 99%

Enabling teachers to develop pedagogically sound and technically executable learning designs

et al. 2009

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Bridging the Gap between Practitioners and E-Learning Standards: A Domain-Specific Modeling Approach

Miao

Sodhi

Brouns

et al.

Lecture Notes in Computer Science

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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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Experiencing NetPeas: Another Qay of Learning

Cited by 2 publications

References 3 publications

Enabling teachers to develop pedagogically sound and technically executable learning designs

Enabling teachers to develop pedagogically sound and technically executable learning designs

Bridging the Gap between Practitioners and E-Learning Standards: A Domain-Specific Modeling Approach

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