Ana Maia, Teresa Pessoa, Leonel Morgado and Paulo Martins: Specification of pedagogical processes and dynamics in e-learning through modeling languages http://www.ld-grid.org/workshops/ASLD11

1. Specification of pedagogical processes and
dynamics in e-learning through modelling
languages
Ana Maia* Teresa Pessoa** Leonel Morgado*** Paulo Martins***
* University of Trás-os-Montes and Alto Douro (UTAD), Portugal
** Faculty of Psychology and Educational Sciences, University of Coimbra (UC), Portugal
*** GECAD/UTAD – University of Trás-os-Montes e Alto Douro, Portugal
Abstract
This communication presents a proposal for a research project aimed at identifying the weaknesses
and limitations of existing Design Languages (DL), based on a review of various existing DL and the
perspectives of different authors.
Today we witness a general expansion of e-learning. This is an area that involves the participation of
various stakeholders, each with its specific contribution. Thus, communication between different
actors is assumed as a decisive factor for the whole process.
There is a meta-language, the Educational Modelling Language, to support the representation of
processes in this area, which has been used to define several design languages (DL), such as E2ML
(Botturi, 2006).
By applying DL in the context of a group of college professors involved in a process of
implementation and dissemination of e-learning at the University of Trás-os-Montes and Alto Douro,
the objective of the project presented herein is to set from the identification of weaknesses and
limitations in existing DL to propose changes to existing DL or even the need for a new one, to
remedy identified weaknesses and limitations. Thus, we intend to improve the level of communication
and creativity support provided by DL, to enhance the success of teaching & learning processes in e-
learning.
Overview
E-learning is significantly expanding in the current educational landscape. With it s own
dynamic and objects, based on the paradigms of traditional education (conducted without the
aid of modern technology), it has seen the emergence of new models of teaching and
learning. For instance, "Competency based learning" (Schlusmans, et al., 1999),
"Collaborative learning" (Dillenbourg & Schneider, 1995), and "Performance improvement
approaches" (Robinson & Robinson, 1995). Instructional design, as a systematic process of
creating and development of educational programs, with the technological specifications of
the adopted practices (Miranda, 2009), should give special consideration (within the scope of
e-learning), to support for acts of communication and creativity. A focus of concern is how to
render the teaching-learning process effective, efficient, attractive, and accessible to those
involved. Instructional design languages seek to contribute to the resolution of this problem,
as conceptual tool to support the design process (Botturi et al., 2006).

2. From the perspective of Koper & Manderveld (2004), we assume technological specifications
of learning as being detailing methods and techniques underlying the implementation of
educational practices in e-learning.
Design languages for supporting the description and specification of educational processes
are themselves specified using the meta-language EML (Educational Modelling Language)
and its model of semantic notation for description of learning processes in e-learning
(Hermans et al., 2004). EML-based design languages meet the technological specification
requirements of learning units, providing a pedagogical structure with different types of
objects and showing the relationship between them (Koper & Manderveld, 2004).
A design language is therefore a tool of textual or visual expression of mental processes. It is
a medium for representation, using a notation system supported by icons and other signs, of
problems, solutions, and instructional designs, perceived by different actors in process
(Botturi et al., 2006). There are many EML-based DL. E.g., E2ML (Botturi, 2006), UML-
based languages (PCeL), AUTC LD, IMS / LD, PoEML, and more. There are studies (e.g.,
Botturi et al., 2006) comparing the various DL in several aspects such as stratification, level
of formality, type of design, perspective and rating system, and also in relation to key aspects
of e-learning processes, such as creativity and communication. According to Botturi et al.
(ibid.), E2ML has greater focus and support for instructional design involving creativity and
coordination of communication.
However, these authors report that space for evolution and development in this field of
research is large, particularly when it comes to checking the effectiveness of DL and the
ability to make them more accessible and easy to learn for users.
In this context, it becomes necessary to improve current languages or develop new ones, to
encourage support for diversity and educational innovation, focusing on re-use of materials
and learning objects, and the interoperability of those. It is also important that the notation
instruments and system promote an effective, efficient and attractive implementation of
environments and e-learning practices, a standard and consistent communication between
different stakeholders in education (Botturi et al., 2006).
The project
The aim of the research project we propose is to identify the weaknesses and limitations of
current DL, and devise ways to overcome them, Specifically, we are targeting their ability to
represent the dynamics of teaching and learning processes, based on assumptions of required
flexibility, creativity, and secure communication.
To do so, given the necessity to create new instruments as an outcome of the research
process, we intend to follow the principles of Design Science (Vaishnavi & Kuechler, 2008),
which have some tradition in the design specification languages (e.g., Hevner et al., 2004, 93-
95). This view sees design as a dichotomy between design processes and artefacts as forms of
complex problem solving, the first generating in an innovative way the second one, and the
evaluation of these providing a better understanding of these problems, in an iterative process
which ends with an artefact, final product of design (ibid., p. 78).

3. As a background to initiate this research, we will guide the initial work with some results
found in literature from studies on DL (Botturi et al, 2006): H1 – The level of detail of the
DL description influences the efficiency of the communication process; H2 – the level of
creativity allowed by the DL on representation process influences the level of effectiveness
on communication process. We will also consider the cognitive dimensions framework, used
to assist the design and evaluation of user interfaces and languages (Green, 1998)
The aim is thus to improve the specification ability of current DL, by incremental and
iterative improvement of its features. This process may lead to a new language, should it
become apparent that incremental improvements are insufficient to overcome limitations and
weaknesses of current DL.
This process of design research, including the assessment / validation of iterations of
artifacts, builds on the institutional context of the implementation of e-learning practices at
the University of Trás-os-Montes and Alto Douro (UTAD) and the ongoing initiative of the
Pro-Chancellery for Innovation and Information Management. The research will take place in
this context, with the use of DL by involved college professors, a factor of diversity in terms
of content, processes, techniques and practices.
The ultimate aim, therefore, is to increase the effectiveness and efficiency of communication
between the different stakeholders involved in teaching and learning processes, through
standardized representation of the educational processes and dynamics. We believe that the
improvement and innovation in standardized modelling languages is an asset for the
promotion of creative, compelling, and effective e-learning environments and practices.
References
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