This paper presents an ontology-based framework for the production of learning designs, focusing on the domain of sustainable energy education. An ontology of the sustainable energy development domain and educational model designed in compliance with widespread standards constitute the proposed framework to disprove the vagueness of “sustainable development” and enhance reusability and shareability of learning material respectively. The authors envisage this framework both as a means to support the authoring of learning scenarios and as a provisioning of a field for conversation about the appropriate authoring tool in this area. In this sense, an integrating approach for the representation of the learning design domain is kept, focusing on the concept of “mediating artefacts”.

This paper presents an ontology-based framework for the production of learning designs, focusing on the domain of sustainable energy education. An ontology of the sustainable energy development domain and educational model designed in compliance with widespread standards constitute the proposed framework to disprove the vagueness of “sustainable development” and enhance reusability and shareability of learning material respectively. The authors envisage this framework both as a means to support the authoring of learning scenarios and as a provisioning of a field for conversation about the appropriate authoring tool in this area. In this sense, an integrating approach for the representation of the learning design domain is kept, focusing on the concept of “mediating artefacts”.

Integration of Competencies in an Ontology-Based Framework Supporting Teachers to Construct Learning Designs in the Domain of Sustainable Energy Education In previous work, a framework based on three ontologies (content, learning design and sustainable energy domain models) was introduced in order to support teachers to construct learning designs in the field of sustainable energy education. This paper is focusing on the integration of a competency model in the structure of this framework. This model actually interconnects the other three models by establishing connections between learning objects, learners, activities, learning objectives/competencies and knowledge in the sustainable energy domain. It enriches the description of learning resources enabling their search and retrieval via queries based on competency parameters and can also support competency-based reasoning in order for the competency gaps to be filled. The competency model came as an answer to a literature review triggered by some results of a Wizard of Oz experiment along with the aim to integrate into the framework sets of questions supporting learning in sustainable energy domain.

This paper presents an "ontology-based" model for the production of Learning Designs in the field of Education for sustainable energy development. An ontology of the sustainable energy development domain and an educational model, designed in compliance with IEEE LOM standard and IMS LD specification, constitute this model, in order to disprove the vagueness of "sustainable development", and to enhance reusability and shareability of learning material respectively. An integrating approach for the representation of the learning design domain. is trying to be kept by the using of patterns as unifying form.