Learning Design based on Graphical Knowledge-Modelling
Gilbert Paquette
Center for Interuniversity Research on Telelearning Applications, CIRTA (LICEF), Télé-université, Université du Québec, 4750 avenue Henri Julien, bureau 100, Montréal, Québec, Canada, Tel: +1 514 840-2747 Ext 2292, gpaquett@licef.teluq.uquebec.ca, licef@licef.teluq.uquebec.ca
Michel Léonard
Center for Interuniversity Research on Telelearning Applications, CIRTA (LICEF), Télé-université, Université du Québec, 4750 avenue Henri Julien, bureau 100, Montréal, Québec, Canada
Karin Lundgren-Cayrol
Center for Interuniversity Research on Telelearning Applications, CIRTA (LICEF), Télé-université, Université du Québec, 4750 avenue Henri Julien, bureau 100, Montréal, Québec, Canada
Stefan Mihaila
Center for Interuniversity Research on Telelearning Applications, CIRTA (LICEF), Télé-université, Université du Québec, 4750 avenue Henri Julien, bureau 100, Montréal, Québec, Canada
Denis Gareau
Center for Interuniversity Research on Telelearning Applications, CIRTA (LICEF), Télé-université, Université du Québec, 4750 avenue Henri Julien, bureau 100, Montréal, Québec, Canada
ABSTRACT: This chapter states and explains that a Learning Design is the result of a knowledge engineering process where knowledge and competencies, learning design and delivery models are constructed in an integrated framework. We present a general graphical language and a knowledge editor that has been adapted to support the construction of learning designs compliant with the IMS-LD specification. We situate LD within our taxonomy of knowledge models as a multi-actor collaborative system. We move up one step in the abstraction scale, showing that the process of constructing learning designs can itself be viewed as a unit-of-learning (or a “unit-of-design”): designers can be seen as learning by constructing learning designs, individually, in teams and with staff support. This viewpoint enables us to discuss and compare various “design plays”. Further, the issue of representing knowledge, cognitive skills and competencies is addressed. The association between these “content” models and learning design components can guide the construction of learning designs and help to classify them in repositories of LD templates.
Keywords: Learning design, Educational modelling, Knowledge-based systems, Graphic languages, Knowledge modelling, Competency-based learning design, IMS-LD, Learning design repositories
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