A Patterns-Based Approach for Modeling Instructional Design and TEL Systems

Chimalakonda, Sridhar; Nori, Kesav V.

doi:10.1109/icalt.2014.26

Cited by 6 publications

(13 citation statements)

References 4 publications

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“…To this end, we have modeled different aspects of instructional design using Pattern-Oriented Instructional Design and integrated with Pattern-Oriented Software Architecture [8]. For example, we proposed a structural pattern called ContentPattern for modeling content in an Indian Language indicating gradual knowledge progression as facts cases rules models theories and an example instantiation for adult literacy can be given as: ) rules ( + = )) phonetic model, eclectic method}.…”

Section: B Modeling Domain Patternsmentioning

confidence: 99%

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Challenges for software engineering in educational technologies

Nori

Reddy

Chimalakonda

2014

2014 International Conference on Contemporary Computing and Informatics (IC3I)

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This paper is an attempt at a vision, driven by experiences in India, of a set of research and technical challenges for software engineering researchers that stem from critical concerns of scale and variety when designing educational technologies. Educational concerns are the same everywhere. To be holistic, we have to consider points of view of all concerned stake holder groups of educational systems: they are grouped as: {students, teachers, employers, society}, {administrators}, and {managers}. The first group is concerned with the technical content to be transacted through education and its quality and value to them. It is concerned with integrity with the body of knowledge of the subject, constrained by the level at which the subject is to be taught or learnt, further constrained by the time available for a course on that subject -this is a source of variety, as do the different languages of instruction that may be used, whilst the subjects themselves and the level at which they are dealt with present a concern for scale. Further sources of variety are: the student as a novice, a beginner, an advanced student, or one revising the subject matter for the purposes of a test or an examination -the kind of student presents a source of variety, and the number of students presents a matter of scale; the teacher as an expositor, a tutor, a coach, or a mentor -the kind of teachers presents variety, whereas the number of teachers needed in the system are a matter of scale; as an employer, as the next level of an educational system, or the society as the beneficiary of education, and the student is both a product of the Educational System, as well as a consumer, the immediate beneficiary. There is lastly, the quality of the Educational System as a whole, as seen from each stakeholders point of view. This is all about technical content to be transacted in the process of educational services. In addition, we will need to look for support to administrative and managerial aspects of educational systems A Vision: "Design of software approaches, methodologies, technologies and tools for systematic development and delivery of evolving personalized educational technologies catering to the diversified needs at all levels of education"

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Section: B Modeling Domain Patternsmentioning

confidence: 99%

“…Figure 1 shows the key parts of our research on design of educational technologies for scale and variety (flexible instructional designs and multiple Indian languages) using various software engineering methods/techniques/tools like patterns, ontologies and software product lines [8,9,10,11].…”

Section: Design Goals Of Educational Technologiesmentioning

confidence: 99%

Challenges for software engineering in educational technologies

Nori

Reddy

Chimalakonda

2014

2014 International Conference on Contemporary Computing and Informatics (IC3I)

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“…In the existing approach, individual software development teams develop iPrimers for every primer and all these primers are based on a single instructional design methodology i.e., IPCL in the case of adult literacy in India. The core idea of the proposed approach is to systematically model different aspects of instructional design using patterns [85], concretely represent them using ontologies [86] and then apply a software product lines approach for semi-automatically generating eLearning Systems for varied instructional designs and multiple languages. The key difference is that the proposed approach can handle the scale and variety for flexible instructional designs instead of re-developing eLearning Systems for every new case and every change in the inputs and eventually allowing flexible modeling of instructional designs and creation of customizable iPrimers.…”

Section: High-level Overview Of Proposed Approachmentioning

confidence: 99%

“…How to model the mammoth number of instructional designs in a systematic way? Based on patterns [85] and ontologies [86], we present a feature model for modeling a family of instructional designs. Here, we consider standard definitions from SPL literature [96] where a feature is a characteristic or end-user-visible behavior of a software system, a feature model essentially consists of all the features of a product line and their relationships.…”

Section: A Basic Feature Modelmentioning

confidence: 99%

A family of software product lines in educational technologies

Chimalakonda

Nori

2020

Computing

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Rapid advances in education domain demand the design and customization of educational technologies for a large scale and variety of evolving requirements. Here, scale is the number of systems to be developed and variety stems from a diversified range of instructional designs such as varied goals, processes, content, teacher styles, learner styles and, also for eLearning Systems for 22 Indian Languages and variants.In this paper, we present a family of software product lines as an approach to address this challenge of modeling a family of instructional designs as well as a family of eLearning Systems and demonstrate it for the case of adult literacy in India (287 million learners). We present a multi-level product line that connects product lines at multiple levels of granularity in education domain. We then detail two concrete product lines (http://rice.iiit.ac.in), one that generates instructional design editors and two, which generates a family of eLearning Systems based on flexible instructional designs. Finally, we demonstrate our approach by generating eLearning Systems for Hindi and Telugu languages (both web and android versions), which led to significant cost savings of 29 person months for 9 eLearning Systems.

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“…As a result we have settled on semantically modeling and mapping the double vision: human intentions and platform representations for guaranteeing to teachers-designers a design tool able to assist them in deploying their learning scenarios with less effort of manual adaptations. We also proposed a classification of the different approaches dealing with learning design [5] [6] [7], more specifically, those using ontologies as a semantic base to improve the learning process [8] [9] [10] [11]. Although, all the effort made in developing systems to support the learning design process, literature has shown they had not yet reached a sufficient spread among teachers.…”

Section: Structuring and Indexing Platform-based Learning Scenariosmentioning

confidence: 99%

Platform Oriented Semantic Description of Pattern-Based Learning Scenarios

Tadjine

Oubahssi

Piau-Toffolon

et al. 2016

Adaptive and Adaptable Learning

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In our research work, we address the issue of representing the learning scenario's concepts, in a learning platform. In this context, we have proposed a process for operationalizing pattern-based learning scenarios. We present the first two steps dealing with the new challenge of modeling deployable e-learning scenarios using Semantic Web technologies. It is primarily an ontology-based description of learning scenarios, which helps reducing the gap between human-readable and machine-readable vocabulary. We highlight the effectiveness of orienting teachers-designers, non-platform experts, toward creating adaptable and deployable learning scenarios. We defend that an assisted and platform-oriented design, allows the teachers to have a better pedagogical use of the embedded tools and features of learning platforms.

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A Patterns-Based Approach for Modeling Instructional Design and TEL Systems

Cited by 6 publications

References 4 publications

Challenges for software engineering in educational technologies

Challenges for software engineering in educational technologies

A family of software product lines in educational technologies

Platform Oriented Semantic Description of Pattern-Based Learning Scenarios

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