Integration of Competencies in an Ontology-Based Framework Supporting Teachers to Construct Learning Designs in the Domain of Sustainable Energy Education

Abstract

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.

The Validation of Integrating Teachers Competency and Participatory Supervision Model

“…Forsyth (1997) studied on the construction and validation of an instructional systems design model for community-based train-the-trainer instruction by using the Developmental research Phase 3 and found the efficiency of the ISD models and programming TtT. Karetsos and Haralambopoulos (2011) studied on the integration of competencies in an ontologybased framework supporting teachers to construct learning designs in the domain of sustainable energy education. Nattaphon (2011) studied on the development model of knowledge management via webbased learning to enhance pre-.…”