Computer Science Research Institute of Pau - FRANCE - - PowerPoint PPT Presentation

Concepts, Techniques and Tools for an Educational Modeling Language

Franck Barbier, Pierre Laforcade pierre.laforcade@univ-pau.fr http://www.univ-pau.fr/~laforcad Computer Science Research Institute of Pau - FRANCE http://liuppa.univ-pau.fr/

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Objectives/outline

l Presentation of the CPM language

l Context, initial objectives, orientations l Existent modeling languages/CPM position l The Semantic Information Model l Experimentation, Use Cases l Dedicated CASE-Tool l Binding facility

l Comparison between CPM and the IMS-LD

specification

l Conclusion/perspectives l Demo

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Context, initial objectives, orientations

l Context (Ph.D.)

l Distant learning l Instructional design models l Exploring potential addons of UML (meta)-modeling for

the design and implementation of co-operative Problem- Based Learning situations (PBL)

l Objective/realization

l To propose a graphical modeling language, UML-based,

and dedicated to PBL

à the CPM language

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Existent modeling languages/CPM position

Design phase Implemen- tation phase Initials requirements Analysis and design Detailed design EML Educational

• ntologies

Meta-data UML Natural language

Position of CPM

IMS-LD

l CPM language à instructional engineers (with pre-requisite to

know UML modeling bases)

l CPM models à multidisciplinary designers’ team

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The Semantic Information Model

l Syntax (presented at [ICCI,03])

l Abstract (terminology): CPM meta-model

l UML-independent l 35 concepts

l Concrete (notation):

l CPM profile extending UML

§

Stereotypes

§

Tagged values

l Preferred diagrams:

§

Class, Use case,

§

Activity, States l Semantics

l Natural language l OCL rules

M0 M1 M2 M3

Real word, run-time instances Meta-meta-model Meta-model Model

MOF UML

conforms to

CPM meta-model CPM profile conforms to

specializes

CPM models

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Experimentation, Use Cases

l Exploring expressiveness thanks to the

SMASH case-study

Initial requirements Analysis Design Model = set of views View = set of diagrams Definition of:

• Objectives
• Task
• Success criteria
• Obstacle
• Preliminary roles
• …

Scenario specification:

• Roles, resources
• Individual activities
• Collaborative activities
• Cooperation
• Event management
• …

Detailed analysis of:

• Roles
• Resources
• Activities
• Knowledge
• …

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Experimentation (2): just one example

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Dedicated CASE-Tool

l CPM profile integrated as a module for the

Objecteering UML CASE-tool

l Customized and adapted HMI l New end-users functions

Authoring environment prototype for instructional designers

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Binding facility

l Experimentation of models transformation l Why?

l To extend CPM language uses l To provide CPM models with an ODL platform-

implementation facility

l How?

l CPM activity diagrams modeling learning scenarios l XML models conform to IMS-LD spec

Stereotypes and tagged values (extension elements from CPM profile) inform and guide transformations

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Binding facility (2): simple example

Element information:

• Stereotype <<Role>>
• Tagged Value RoleKind=learner

Element information:

• Stereotype <<Activity>>
• Nested in a partition of learner

CPM model IMS-LD model

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Comparison between CPM and IMS-LD

Language Models/ instances CPM IMS-LD Main goals

Communication, abstraction Interoperability, reuse, exchange

Kind

Semi-formal (graphical) Formal

Terminology

CPM meta-model IMS-LD information model

Notation

UML Profile CPM none

Target audience

Instructional engineer knowing bases of UML Instructional engineer trained to IMS-LD

Concerned steps

Initial requirements, analysis and design Detailed design

Type

UML models XML Models

Target audience

Multidisciplinary staff in charge of design process Machine

Tools

One prototype Several prototypes

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l CPM Language l UML-based EML l Dedicated to PBL l Binding facility

Conclusion

CPM language Initial requirements Detailed design Implementation Deployment Test Evaluation

Design phase

Analysis Design CPM models CPM models IMS-LD models CPM models IMS-LD language

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Positive/negative points of this UML approach for EML

ü ü Graphical language ü ü Models address

multidisciplinary design team ü

ü Upstream IMS-LD ü ü Object-based approach

û û Lack of methodology

ü ü UML methods/techniques

/tools could be exploited

û û UML notation extension is

limited

ü ü

Explicit modeling of information thanks to stereotypes & tagged values û

û Instructional engineers’ pre-

requisite to be “UML-aware”

ü ü Roles of UML Profiles in the

MDA framework

û û Difficulty to create specific

tools from scratch

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Perspectives

l CPM point of view:

l To make experimentations in cooperation with target-

publics

l To propose a specific method l To improve models transformation

l IMS-LD point-of-view:

l Benefits of a UML-profile dedicated to IMS-LD ? l Benefits of a UML-based authoring-tool for IMS-LD ?

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Demonstration

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Thank you

Q&A

Concepts, Techniques and Tools for an Educational Modeling Language

pierre.laforcade@univ-pau.fr