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The MOT+ Visual Language for Knowledge Based Instructional Design

Authors: Paquette, Gilbert; Leonard, Michel;Lundgren-Cayrol, Karin
Publication Type: Book section
Publication Year: 2008
Timeline Relationship: Tools

This chapter states and explains that a Learning Design is the result of a knowledge engineering process where knowledge and competencies, learning design, media and delivery models are constructed in an integrated framework. Consequently, we present our MOT+ general graphical language and editor that help construct structured interrelated visual models. The MOT+LD editor is the newly added specialization of this editor for learning designs, producing IMS-LD compliant Units of Learning. The MOT+OWL editor is another specialization of the general visual language for knowledge and competency models based on the OWL specification. We situate both models within our taxonomy of knowledge models respectively as a multi-actor collaborative process and a domain theory. The association between these “content” models and learning design components is seen as the essential task in an instructional design methodology, to guide the construction of high quality learning environments.

URL: The MOT+ Visual Language for Knowledge Based Instructional Design
APA Reference: Paquette, G., Léonard, M., & Lundgren-Cayrol, K. (2008). The MOT+ visual language for knowledge-based instructional design. Handbook on Virtual Instructional Design Languages.


An Ontology-based Referencing of Actors, Operations and Resources in eLearning Systems

Authors: Paquette, Gilbert; Rosca, Ioan
Publication Type: Conference Paper
Publication Year: 2004
Timeline Relationship: Tools
This article contains references to IMS LD, EML and MOT+

We explore some of the multiple relationships between two very active  research fields in eLearning and Knowledge Management research: educational  modelling languages and ontologies. Our previous research projects in the last 10  years have shown the central importance of the association between the learning  activities and the knowledge and skills that they target. Studies on this  relationship have led to the concept, we will present here, of a semantically  referenced educational function grouping actors, operations and resources or  learning objects. The referencing method proposed here is both qualitative  (structured by an ontology) and quantitative, using a bi-dimensional  skill/performance metric to situate the mastery level of knowledge associated to an actor, an operation or a resource in a multi-actor learning scenario.

URL: An Ontology-based Referencing of Actors, Operations and Resources in eLearning Systems

APA Reference:  Paquette, G., & Rosca, I. (2004). An ontology-based referencing of actors, operations and resources in eLearning systems. In 2nd International Workshop on Applications of Semantic Web Technologies for E-Learning (SW-EL).