Towards the Identification and Formalization of LMS Instructional Design Languages

In recent years, researchers have begun to formalize LMSs instructional languages in order to specify models in conformance with their underlying infrastructure. To our knowledge, there is no proposition that focuses on identifying an explicit process to formalize such languages. The research presented in this paper aims to define the necessary analysis and steps for the identification and formalization of an LMS instructional design language. Academic institutes have adopted LMSs; however, many teachers have difficulty using LMSs to create learning designs. Teachers are not familiar with implicit learning design domain of LMSs. They need solutions to bridge the gap between their educational intentions and the pedagogical scenarios proposed by the LMS at their disposal. In our work, we aim at supporting practitioners to overcome these LMSs’ obstacles in order to help them in focusing on the design of learning situations. Our contribution consists in extracting, identifying, and formalizing the LMS implicit instructional design language by proposing a meta-model to the design of learning situations

Towards the Identification and Formalization of LMS Instructional Design Languages

In recent years, researchers have begun to formalize LMSs instructional languages in order to specify models in conformance with their underlying infrastructure. To our knowledge, there is no proposition that focuses on identifying an explicit process to formalize such languages. The research presented in this paper aims to define the necessary analysis and steps for the identification and formalization of an LMS instructional design language. Academic institutes have adopted LMSs; however, many teachers have difficulty using LMSs to create learning designs. Teachers are not familiar with implicit learning design domain of LMSs. They need solutions to bridge the gap between their educational intentions and the pedagogical scenarios proposed by the LMS at their disposal. In our work, we aim at supporting practitioners to overcome these LMSs’ obstacles in order to help them in focusing on the design of learning situations. Our contribution consists in extracting, identifying, and formalizing the LMS implicit instructional design language by proposing a meta-model to the design of learning situations