The MOT+Visual Language for Knowledge-Based Instructional Design

The MOT+Visual Language for Knowledge-Based Instructional Design

Gilbert Paquette (Télé-université Université du Quebec à Montréal, Canada), Michel Léonard (Télé-université Université du Quebec à Montréal, Canada) and Karin Lundgren-Cayrol (Télé-université Université du Quebec à Montréal, Canada)
DOI: 10.4018/978-1-60960-503-2.ch312

Abstract

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.
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Instructional Design Based On Visual Modeling

In this section, we present a synthesis of the MISA 4.0 instructional engineering method main components and concepts. A knowledge modeling approach using the MOT editor was used to define the instructional engineering method itself, its concepts, processes and principles. And thus, this method can also be seen as a visual modeling application.

This R&D initiative, started in 1992, has led to the MISA 4.0 version (Paquette, 2001a, 2002a) and to its support tool, called ADISA2 (Paquette et al., 2001). The editor MOT+ is embedded in the ADISA system and accessible through a Web browser from workstations linked to the Internet. It can also be used without ADISA together with forms provided by the MISA documentation. Since 2001, the method has been adapted to the huge standardization work that has occurred in the e-learning sector; we will address this aspect in later sections of this chapter.

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