A Model Driven Approach to Adapt Instructional Strategies Modelling Language to Different Design Contexts

Abstract

Our research focuses on assisting teachers to design their own learning systems in the context of model driven engineering approach. Within this approach, the teacher can create his own modeling language or reuse an existing one. However, the reuse gives rise to a lack of contextual expressiveness and requires teacher's adaptation to the language syntax and semantic. We propose a solution based on the reuse of instructional strategy modelling languages that allow their adaptation to the teacher's vocabulary and their contextual expressiveness improvement.