MetaEdit+: A Fully Configurable Multi-User and Multi-Tool CASE and CAME Environment
CAiSE ;96 Proceedings of the 8th International Conference on Advances Information System Engineering
Towards a UML-Based Educational Modeling Language
ICALT '05 Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies
Modeling Collaborative Learning Activities on e-Learning Platforms
ICALT '06 Proceedings of the Sixth IEEE International Conference on Advanced Learning Technologies
Model-Driven Instructional Engineering to Generate Adaptable Learning Materials
ICALT '06 Proceedings of the Sixth IEEE International Conference on Advanced Learning Technologies
Domain-Specific Modeling
A Domain-Specific-Modeling Approach to Support Scenarios-Based Instructional Design
EC-TEL '08 Proceedings of the 3rd European conference on Technology Enhanced Learning: Times of Convergence: Technologies Across Learning Contexts
Handbook of Visual Languages for Instructional Design: Theories and Practices
Handbook of Visual Languages for Instructional Design: Theories and Practices
Web services plug-in to implement "Dispositives" on Web 2.0 applications
EC-TEL'07 Proceedings of the Second European conference on Technology Enhanced Learning: creating new learning experiences on a global scale
Domain specific language for the generation of learning management systems modules
Journal of Web Engineering
Modeling collaboration protocols for collaborative modeling tools: Experiences and applications
Journal of Visual Languages and Computing
Future Generation Computer Systems
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This paper presents, illustrates and discusses theories and practices about the application of a domain-specific modeling (DSM) approach to facilitate the specification of Visual Instructional Design Languages (VIDLs) and the development of dedicated graphical editors. Although this approach still requires software engineering skills, it tackles the need of building VIDLs allowing both visual models for human-interpretation purposes (explicit designs, communication, thinking, etc.) and machine-readable notations for deployment or other instructional design activities. This article proposes a theoretical application and a categorization, based on a domain-oriented separation of concerns of instructional design. It also presents some practical illustrations from experiments of specific DSM tooling. Key lessons learned as well as observed obstacles and challenges to deal with are discussed in order to further develop such an approach.