User Centered Knowledge Environments: from Theory to Practice

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IMS Learning Design
Business Process Modeling Notation of Learning Design
To address the above problems, we apply the Business Process Modeling Notation as a modeling language for representing learning systems, in
that, the BPM Notation is also extended with the concepts for modeling rules (named rBPMN) . In particular, our rule language supports model-
ing event-driven situations by means of reaction rules. Moreover, to able to consistently model the access policies and pedagogical constraints
related to the learning designs, we exploit General Policy Modeling Language (GPML) .
Figure 1- BPMN representation of IMS Learning Design based on the ” self regulated learning” approach
Melody Siadaty, Shahin Sheidaei, Milan Milanović, Marek Hatala, Dragan Gašević
melody_siadaty@sfu.ca, ssheidae@sfu.ca, milan@milanovic.org, mhatala@sfu.ca , dgasevic@acm.org
Leveraging Business Process and Rule Modeling for
Developing Learning Design-based Systems
Trying to provide an explicit notation that would enable the interoperability and reusability of instructional knowledge on the level of systems, the e-learning
community has adopted the IMS Learning Design specication. However, there are some issues regarding the IMS LD specication. There is no way to
formally discover and verify some potential conicts that may appear in learning designs before they are actually deployed into educational environments.
This consequently may lead to a number of run-time issues when learning designs are deployed and used. We propose the use of the Business Process
Modeling Notation as a modeling language for representing learning systems in this poster. Our solution goes a step forward and supports extending BPMN
with concepts for modeling rules. The main benet of this approach is that formally dened access policies and service models can be analyzed by using
reasoning engines.
Theme One: Interoperability of Learning Objects and Ontology Referencing
Theme One: Interoperability of Learning Objects and Ontology Referencing
IMS Learning Design is a specication of methods and techniques which aims to
provide a common notational method to dene any instructional design in a
formal way. As the specication is based on the notion of a learning design as an
application of a pedagogical model for a specic learning objective, target group,
and a specic context or knowledge domain, a large variety of pedagogical
models can be described.
Figure 2- Sample of an event-driven situation occurred in the system
Design-time discovery of regulating access policies/ pedagogical constraints
Figure 3- Access policy
Only students whose e-transcript from their previous universities indicate
that the prerequisites of the course are passed, can enroll for this course
As an example of contradicting issues which could not be discoverd at the
design-time in IMS Learning Design Specication, consider a case when a
learning design is not aware of access policies that regulate the access to
learning objects or services. This may later cause that the learners not to be able
to successfully complete the requested learning activity.
Figure 3
Figure 2