Contributions to Educational Modelling Languages

Educational Modelling Languages (EMLs) have been proposed to enable the modelling of instructional resources in accordance with different learning approaches. An EML provides a containment framework of elements that can describe any design of a teaching-learning experience in a formal way. This thesis tries to contribute to the development of EMLs focusing on collaborative learning scenarios and considering constructivist and social learning models. We have observed that some collaborative learning practices cannot be adequately modelled using available EMLs. The first labour involves the rigorous demonstration of this assumption. In this way, a benchmark to evaluate EMLs’ expressiveness and suitability in collaborative settings is proposed. This benchmark will enable to measure the capacity of an EML to model collaborative learning practices. Then, we plan to propose a new EML or extensions over the IMS Learning Design proposal (currently the EML standard) in order to truly support the modelling of instructional resources for collaborative learning practices.