An Analysis Process for Identifying and Formalizing LMS
Instructional Language
Aymen Abedmouleh, Lahcen Oubahssi, Pierre Laforcade and Christophe Choquet
LIUM, Avenue Olivier Messiaen, 72085, Le Mans Cedex 9, France
Keywords: Learning Management System, Re-engineering, Human Machine Interface, User-centered Analysis,
Techno-centered Analysis, Process, Model, Moodle.
Abstract: Today, the LMS systems require some reengineering works or some additional design approaches because
their uses have releaved many difficulties. The teachers-designers meet some obstacles when designing their
learning scenarios. In this paper, we propose an LMS centered instructional design approach. This approach
is based on the specific instructional language of the LMS system. It focuses on an original process for the
identification and the formalization of the instructional language of LMS systems. This process takes into
account two complementary viewpoints: the user-centered viewpoint based on the Human Machine
Interfaces (HMI) analysis and the techno-centered viewpoint primarily based on the database analysis. We
illustrate this process by an example of experimentation conducted on Moodle platform.
1 INTRODUCTION
During the last decade, the Learning Management
Systems (LMS) are frequently used for e-learning.
LMSs are considered as pedagogical environments
allowing teachers to design learners-centered
courses and activities. However, many teachers-
designers have difficulties (Martinez-Ortiz et al.
2009) while using LMS for learning design
purposes, owing to the paradigm the platform
embeds. Today, many research works are proposed
in order to facilitate the instructional design. These
works focus on several EMLs (Educational
Modeling Languages) (as PALO (Rodríguez-
Artacho and Verdejo Maíllo, 2004), etc.), standards
(as IMS-LD (De Vries et al., 2006), etc.),
approaches (as Design Pattern approach (Baggetun
et al., 2004)), tools and infrastructure (as e-LD
(Martinez-Ortiz et al., 2009), etc.)
When analysing these works, we have noted
many lacks. Most of these works do not fit with the
instructional design difficulties excepting some of
them as LAMS which partially satisfies them with
its user-friendly interface. Nevertheless, LAMS does
not focus on the specific instructional design
language (activities, resources, services, etc.)
provided by the platform. Others works are often not
compatible with LMS. They not ensure the full
operationalization of the models produced outside
LMS. They deal with transcription of learning
scenarios which highlighted the semantic learning
design gap and the loss of information when binding
the source scenario on the platform language
(Abdallah et al., 2008). These approaches don’t take
into account the specific learning design in
platforms. Sometimes, they required a specific
engine or infrastructure dedicated to such LMS in
order to implement, execute and play scenarios.
In order to overcome these gaps, we aim to
propose an LMS-centered instructional design
approach. It aims (1) to facilitate the instructional
design and (2) to ensure the specification of models
in conformance with the instructional design
languages of LMS. In order to take into account this
specific language, we propose a specific process
aiming to guide its identification and its
formalization. This process can be used for many
purposes (the specification of new design tools
conformed to LMS languages, the development of
transformation tools between EML and LMS, the
comparison between different LMS languages, etc.).
We are practically interested in its use for the
specification of learning scenarios out of the LMS
space. We think that the instructional design can be
easier when providing teachers-designers some
graphical tools more adapted to their practices.
These tools have to be conformed to the specific
218
Abedmouleh A., Oubahssi L., Laforcade P. and Choquet C..
An Analysis Process for Identifying and Formalizing LMS Instructional Language.
DOI: 10.5220/0004081202180223
In Proceedings of the 7th International Conference on Software Paradigm Trends (ICSOFT-2012), pages 218-223
ISBN: 978-989-8565-19-8
Copyright
c
 2012 SCITEPRESS (Science and Technology Publications, Lda.)

instructional design language of LMS. Following
this approach, we guaranteed the full
operationalization of the produced models which can
be done by specific facilities supporting this specific
language.
2 LMS-CENTERED
INSTRUCTIONAL DESIGN
2.1 Overview of Our Approach
Although the various approaches (centered on
designer’s practices, pedagogical patterns, EML,
standards, etc.) supporting the instructional design,
teacher-designers encounter many difficulties when
using platforms for designing or implementing their
courses. They have to manage the various platform
interfaces. Many parameters of the form-based
interfaces have to be adjusted. These parameters are
sometimes optional but often too technical at a very
low level without any interest in learning design.
Our aim is to overcome the difficulties of design for
an LMS and go farther the low level of the LMS
interfaces. We propose an LMS centered
instructional design approach aiming to provide
teacher-designer user friendly design tools. Our
hypothesis is that each LMS is not pedagogically
neutral. It embeds an implicit language based on the
LMS specific paradigm to specify the design of a
learning activity. Thus, our proposal is based on the
following idea: the LMS instructional design
language can be identified and explicitly formalized
in a computer-readable format.
This language (as well as its meta-model) can be
the basis to provide practitioners with some LMS-
centered VIDLs (Visual Instructional Design
Language) and their external learning design editors.
They can facilitate thinking and communication for
practitioners (human interpretable formalism).
For developing VIDLs and their dedicated
editors, we propose to adopt an MDE (Model Driven
Engineering) and DSM (Domain-Specific Modeling)
approach (Laforcade 2010). We consider that
scenario can be conformed to platform language
when is expressed with a Domain Specific Modeling
Languages (DSML). The DSMLs are composed by
abstract and concrete syntaxes. The identified
instructional design language of LMS formalizes the
abstract syntax. It also represents the domain model
of these DSMLs. Concerning the concrete syntax,
these DSML have to be propose a specific notation
to represent the language vocabulary in a graphical
format.
The VIDLs have to manage the persistence of
produced learning scenarios on top of LMS language
in the machine-readable format of the considered
LMS (binding). The second objective of our work
concerns the operationalization of learning scenarios
produced by the means of these VIDLs. In our
general approach, we propose to add LMS with new
communication facilities which deal with the import
scenarios specified by specific DSMLs. At same
time, these facilities allow the export of the existent
courses on platform into an external file. We have
chosen to serialize this file in conformance with the
format (meta-model, XML schema, etc.) of the
identified instructional design language.
2.2 Overview of the Analysis Process
For defining such a language, we propose an original
LMS-centered process. This process could interest
many communities of practice as the pedagogical
engineers and the developers-designers of an LMS-
community. Teachers-designers will be the user of
our work results (design tools, import/export API,
etc.). At first, we have conducted many studies and
experimentations from a teacher designer viewpoint
on several platforms and LMS systems (Moodle,
Ganesha, etc.). Each LMS has its specific paradigm
and instructional design language. These differences
are not an obstacle to analyze these systems. It
allows us to propose a common analysis process.
Then, the analysis work focused on two viewpoints.
The user-viewpoint is centered on the HMI (Human
Machine Interface) according to two strategies: the
analysis of an existent course and the analysis of the
creation of new courses. The techno-viewpoint is
centered on the technical methods.
The analysis process is composed by three main
parts (figure 1): the user-centered analysis, the
techno-centered analysis and the confrontation and
formalization. The first one is centered on the HMI
analysis. Performed with a top-down approach, it is
conducted by three sub sequential analyses (macro-
HMI, functional and micro-HMI). Each analysis has
its specific features and provides its own model(s)
and formalism(s). The composition activity consists
in specifying the main model of the user centered
analysis. The second step concerns the techno-
centered analysis. Several analysis methods could be
adopted (data-bases, source code, course backup,
etc.). In this step, we are specifically focused on the
database analysis. Finally, the confrontation between
the user-centered and the techno-centered models
aims to specify the abstract syntax (or meta-model)
of the instructional design language for the
AnAnalysisProcessforIdentifyingandFormalizingLMSInstructionalLanguage
219

conside
r
the basi
s
VIDL a
n
The
identific
a
languag
e
analysis
confor
m
support
e
confron
t
refinem
e
detectio
n
2.3
O
E
In this
p
the me
a
experim
e
p
latfor
m
courses,
and so
fo
lessons,
quizzes
experim
e
specific
activity.
courses
setting
p
edagog
p
rocess
t
3 U
S
3.1
M
The ma
c
interfac
e
design.
T
the con
t
The H
M
course
c
r
ed LMS. Th
i
s
for the spec
i
n
d theirs dedi
c
user cent
e
a
tion of the
‘
e
provided f
o
ensures tha
t
m
ed format wi
t
e
d by the
t
ation betwe
e
e
nt of the u
s
n
of such lac
k
O
verview o
f
E
xample
p
aper, we ill
u
a
ns of extr
a
e
ntation. M
o
m
providing a
define activi
t
fo
rth. It inclu
d
forums, qu
i
are highly
e
ntation is a
b
instructional
A forum is
with Moodle
of many
H
ical element
s
t
o identify thi
s
S
E
R
-CEN
T
M
acro-HM
I
c
ro-HMI anal
y
e
s specificall
y
T
hese specifi
c
t
ent of their
M
I are identifi
e
c
ontent and
Figure 1
:
i
s meta-mod
e
i
fication of n
e
c
ated editors.
e
red analys
i
‘
use
r
-visible’
or
users. Th
e
t
models ca
n
t
h the LMS l
LMS syste
m
e
n their mo
d
s
er centered
k
s.
f
the Expe
r
u
strate the pr
o
a
c
t
s of our
o
odle is a
d
learning envi
r
t
ies, manage
a
d
es many typ
e
i
zzes, etc.).
developed
o
b
out the ide
n
design lang
u
an activity f
r
. Its specific
a
H
MI which
s
. We will a
p
s
specific lan
g
T
ERED
A
I
Analysis
y
sis consists
y
dedicated t
o
c
HMI allow t
e
learning sce
n
e
d both (1) w
h
(2) when a
n
:
Analysis proc
e
e
l can be use
d
e
w LMS-cen
t
i
s ensures
part of the
L
e
techno-cen
t
n
be specifie
d
a
nguage and
m
. At last,
d
els ensures
analysis and
r
imentatio
n
o
cess activitie
global Mo
d
istance lear
n
r
onment to c
r
a
nd grade stu
d
e
s of activitie
s
T
he forums
o
n Moodle.
n
tification o
f
u
age of the f
o
r
equently use
a
tion require
s
embeds se
v
p
ply the ana
l
g
uage.
A
NALYSI
S
in identifyin
g
o
the instructi
e
achers to sp
e
n
arios or cou
r
h
en creating a
n
alyzing exi
s
e
ss of the instr
u
d as
t
ered
the
L
MS
t
ered
d
in
thus
the
the
the
n
s by
o
odle
r
ning
r
eate
d
ents
s
(as
and
The
f
the
o
rum
e
d in
s
the
v
eral
l
ysis
S
g
the
i
onal
e
cify
r
ses.
new
s
ting
co
u
an
a
the
rep
r
ma
c
ide
n
titl
e
na
v
wh
e
ass
o
b
lo
c
titl
e
or
i
p
ri
n
oth
e
an
a
of
int
e
the
i
b
et
w
b
et
w
M
o
ide
n
for
u
spe
ide
n
Th
u
b
y
t
Fig
u
for
u
3.
2
Th
e
fun
of
p
e
d
on
e
wo
r
int
e
u
ctional design
u
rse content.
a
lysis is a ma
p
instruction
a
r
esent each
H
c
ro-HMI mo
d
n
tified by the
e
s and som
e
v
igation path
s
e
n designin
g
o
ciated titles
c
ks, menus
a
e
often indica
t
i
ts occurrenc
e
n
cipal,
t
he a
n
e
rs concepts
a
lyses (functi
o
navigation (
i
e
rfaces are al
s
i
r main co
n
w
een concep
t
w
een interfac
e
In the case
o
odle, the
m
n
tifying their
u
m gives ac
c
cification o
f
nt
ified HMI
u
s the macro
-
t
wo main con
u
re 2: Extract
u
m.
2
Functi
o
e
functional
a
ctionalities d
e
course on s
u
d
agogical an
d
e
s (as display
r
k. The funct
i
e
rfaces via
H
language.
The model
p
ping of the
i
a
l design.
W
H
MI by thei
r
d
el. The ma
i
help of the a
n
e
times with
s
. Often, th
e
g
the interf
a
in relief as
w
n
d main part
t
es the main
c
e
. When more
alyst can ch
o
will be a
n
o
nal and/or
m
i
f exist) as
w
o an informa
t
c
ept of int
e
t
s are only
b
e
s.
of the foru
m
m
acro-HMI
a
related HMI.
ess to new i
n
f
new dedi
for the setti
n
HMI model
(
c
epts: ‘forum
’
of the macro
-
nal Anal
ys
a
nalysis cons
i
e
dicated to t
h
u
ch LMS. T
technical fu
n
functions, et
c
onalities are
i
H
MI widgets
l
resulting
f
interfaces de
d
W
e have c
h
r
main conc
e
in HMI con
c
n
alysis of the
the analysi
s
e
adopted e
r
a
ce aims to
w
ell as the tit
l
t
s of an inter
f
c
oncept of th
e
e
than one co
n
o
ose one of t
h
n
alyzed in t
h
m
icro-HMI).
T
w
ell as the
t
ion sources t
o
e
rfaces. The
b
ased on the
m
experimen
t
a
nalysis con
s
The creation
n
terfaces all
o
i
cated conc
e
n
g up of di
s
(
figure 2) is
c
’ and ‘discus
s
-HMI model
o
s
is
s
ists in identi
h
e instructio
n
T
he HMI e
mb
n
ctions. The
c
.) do not co
n
i
mplicitly em
b
(buttons, li
n
fr
om this
d
icated to
h
osen to
e
pt in the
c
epts are
interface
s
of the
r
gonomic
put the
l
es of the
f
ace. The
interface
n
cept was
h
em. The
h
e futu
r
e
T
he paths
U
RLs of
o
identify
relations
relations
t
ation on
s
isted in
of a new
o
wing the
e
pts. We
s
cussions.
c
omposed
s
ion’.
o
f Moodle
fying the
n
al design
b
ed both
technical
n
cern our
b
edded in
n
ks, etc.).
ICSOFT2012-7thInternationalConferenceonSoftwareParadigmTrends
220

Each widget has to be tested in order to determine its
pedagogical features. Then, the analyst attributes a
function name for each pedagogical widget (as add
lesson, respond to questions, etc.).
We have grounded the formalism of the
functional model on the SADT (Structured Analysis
and Design Technic) Model (Marca and McGowan,
1987). At the same time, we have chosen the UML
use cases diagrams (John and Muthig, 2002) for
representing the internal sub-functional models.
Each identified functionality is represented by the
mean of a new use case. Their sub-functionalities are
represented into a new use case diagram. Then this
diagram is merged into the main use case diagram.
Concerning the forum experimentation on
Moodle, the functional analysis has to identify the
pedagogical functionalities related to the specification
of Moodle forum and its dedicated elements. We
identified the “add a forum” functionality by
analyzing the main course HMI. Then by analyzing
an existent forum, we identified some dedicated sub-
functionalities. These ones aim to perform some
operations on the discussion element (as add a
discussion, answer to discussion, etc.).
3.3 Micro-HMI Analysis
The micro-HMI analysis consists in identifying all
elements relevant to the instructional design. Many
micro-HMI models describing these elements result
from this analysis.
To conduct this analysis, we propose the
following approach. After choosing an element of
the macro-HMI model, the analysis concerns the
interfaces for realising/defining a dedicated use case
of the functional model. We have chosen to break
down the concerned interface into many areas. For
each area of HMI, all elements (components) of it
have to be analyzed in order to determine their
pedagogical features. The first step is to analyze the
titles of blocks, menus, forms, etc. Then, the analysis
concerns many pedagogical elements which are
described by the use of various forms, widgets and
software components (buttons, links, etc.). Two
main categories of the forms elements/attributes can
be identified: required elements and optional
elements. The required ones have to be identified
because they form the main elements of the
instructional design language of LMS. The non-
setting of these elements prevents the ordinary
working of system. It is also important to identify
the features of these elements in terms of attributes,
properties, value fields, default initializations, etc.
Some dependencies and relationships between
elements are detected when analyzing forms and
conducting some tests. More, the description of
relationships requires the definition of multiplicities
between their elements. Finally, we noted that the
elements ordering is an important feature within the
instructional design because it may influence the
organization of the course. We have chosen the mind
map format to represent the micro-HMI model.
In the case of the forum experimentation on
Moodle, the micro-HMI analysis consisted in
analyzing at first the form-based interface of forum.
This analysis had to identify the specific features of
forum (attributes, domains fields, initializations,
types, etc.). The same analysis concerned the
discussion element in order to identify the dedicated
language. The multiplicity between forum and
discussion is determined by associating many
discussions to forum. We noted that one forum can
contain many discussions but each discussion is
dedicated to a single forum. This analysis had led to
specify two micro-HMI models: forum and
discussion models (figure 3 (frame 1 and 2)).
3.4 Composition of the User Model
The composition step aims to formalize the partial
instructional design language derived from the user-
centered analyses into a single model. It consists in
combining the micro-HMI models. The relationships
between them are based on their relations into the
macro-HMI and the functional models. The
composition consists in taking the elements of the
macro-HMI model into top-down approach. The
relations into the macro-HMI are easily identified
but the relations into the functional model are
deduced by the help of the following approach. For
each element of the macro-HMI model, we have to
identify the related part form of the functional
model. Many uses cases can reference one or many
element(s) which is (are) required for realizing such
functionalities. These elements are already identified
into the micro-HMI analysis. As well as the
functional model, the identified elements are
represented in such level. Then the elements for
realizing the sub-functionalities are also represented
in a lower level and so on. Finally, the multiplicities
between models/elements have to be added in the
user model. Some of them are already identified
during the micro-HMI analysis. At the end, the user
model merges whole set of the micro-HMI models
using the mind map formalization.
Concerning the forum experimentation on
Moodle, the composition consists in associating the
‘forum’ and ‘discussion’ models defined by the
micro-HMI analysis (figure 3). Based on the macro
AnAnalysisProcessforIdentifyingandFormalizingLMSInstructionalLanguage
221

HMI m
o
deduced
have t
h
identifie
d
them.
Figure
3
on the fo
r
4 T
E
A
N
During
o
several
t
data-
b
as
e
exist), et
for ident
i
LMS da
t
b
e used
d
The
reduced
availabl
e
approac
h
to the
t
design
method
o
databas
e
model, (
2
relation
tables
c
analysis
fields. S
o
depende
n
keys. T
h
databas
e
reverse
Model c
the case
0,*
o
del, as well
discussion i
s
h
en specifie
d
d
into the
m
3: Extract
o
r
um design.
E
CHNO-
C
N
ALYSIS
o
ur experim
e
t
echnical poi
n
e
s, source c
o
c. In this step
,
i
fying the ins
t
t
abases. The
d
uring the co
n
data-
b
ases a
n
Conceptual
e
by LMS
h
, the databa
s
t
ables/colum
n
data. To
o
logy consis
t
e
tables in or
d
2
) focusing o
n
to instructi
o
c
an be ide
n
of
t
heir titl
e
ome tables c
o
n
cies with
o
h
e analysis t
h
e
schema o
n
engineering
an be finally
of the foru
m
1,1
0,*
1,1
1
2
as the func
t
s
a sub elem
e
d
the mult
i
m
icro-HMI
a
o
f the user
C
ENTER
E
e
ntal work
w
n
ts within an
o
de, courses
b
,
the main so
u
t
ructional desi
other technic
a
n
frontation ste
p
n
alysis consis
t
Data Mod
e
providers i
f
s
e analysis h
a
n
s in relatio
n
conduct thi
s
t
s in (1) l
o
d
er to sketch
a
n
tables embe
o
nal design
n
tified throu
g
e
s or the on
e
o
uld be identi
o
thers or thr
o
h
en consists
n
the basis
o
rules. The
specified fro
m
m
experiment
a
t
ional model
,
e
nt of forum.
i
plicities alr
e
a
nalysis bet
w
model foc
u
E
D
e have ident
i
LMS to ana
l
b
ackup/restor
e
r
ce of inform
a
g
n language i
s
a
l analyses w
p
.
t
s in specifyi
n
l from the
f
exists. In
a
s to be restr
i
n
to instructi
s
analysis,
o
oking over
a
first draft o
f
dding eleme
n
concepts. T
h
g
h the sem
a
e
of their re
c
fied through
t
o
ugh the fo
r
in specifyin
g
o
f the data
b
Conceptual
D
m
this schem
a
a
tion on Mo
o
,
we
We
e
ady
w
een
u
sing
t
ified
l
yze:
e
(if
a
tion
s
the
w
ould
n
g a
one
our
i
cted
i
onal
our
all
f
the
n
ts in
hese
a
ntic
cord
t
heir
r
eign
g
the
b
ases
D
ata
a
. In
o
dle,
we
W
e
thr
o
for
u
ha
v
co
n
b
as
for
u
Fig
u
for
u
5
Th
e
b
ot
h
of
t
tec
h
the
b
et
w
b
e
e
exi
s
de
fi
b
ot
h
the
ab
o
Th
e
an
d
ce
n
etc
.
b
e
c
an
d
L
M
(D
o
me
t
first looked
o
e
then targete
d
o
ugh the se
m
u
m, forum_d
i
v
e then spe
c
n
cerned table
s
e schema de
d
u
ms into a co
n
u
re 4: Extract
u
m design.
MODE
L
AND F
O
THE FI
N
e
last process
h
user and te
c
t
he final instr
u
h
no models
a
use
r
-model,
(
w
een models
,
e
asily bind to
s
tent LMS.
The confron
t
fi
nition of th
e
h
models. So
non-existen
c
o
ut the types
o
e
y require a d
e
d
techno an
a
n
tered analys
i
) can be usef
u
We have ch
o
c
ause in futur
e
d
the develo
p
M
S language
s
o
main Specif
i
t
a-models wi
l
o
ver all the
M
d
those relat
e
m
antic analy
s
i
scussions, f
o
c
ified the r
e
s
. Finally, w
e
d
icated to the
n
ceptual mod
e
of the techn
o
L
S CONF
R
O
RMALI
Z
N
AL MO
D
step concer
n
c
hno models,
u
ctional desi
g
a
re compared
(
2) detect an
d
(3) ensure t
h
a compute
r
-
r
t
ation conduc
t
e
instruction
a
m
e differenc
e
c
e of some
a
o
f attributes,
e
eper and fin
e
l
ysis. At thi
s (source co
u
l.
o
sen the met
e
use for the s
p
p
ment of ded
s
in accord
a
c Modeling)
l
l also drive
t
M
oodle da
t
ab
a
e
d to the for
u
s
is of their
o
rum_posts,
e
e
lations bet
w
e
transforme
d
instructional
e
l (figure 4).
o
-model focusi
n
R
ONTAT
I
Z
ATION
O
D
EL
n
s the confro
n
,
and the for
m
g
n model. Th
e
in order to
(
d
correct the
d
h
at the final
m
r
eadable for
m
c
ts verificatio
n
a
l design ele
m
e
s or ambigu
i
a
ttributes, di
v
etc.) are so i
e
r analysis of
i
s step, othe
r
o
de, backup
p
t
a-model for
m
s
pecification
o
d
icated editor
s
a
nce with t
h
approach. T
h
t
he specificat
i
a
se tables.
u
m design
titles (as
e
tc.). We
w
een the
d
the data
design of
n
g on the
I
ON
O
F
n
tation of
m
alization
e
user and
(
1) refine
d
ifference
m
odel can
m
at for the
n
s on the
m
ents on
i
ties (like
v
ergences
dentified.
both user
r
techno-
p
ackages,
m
alization
o
f VIDLs,
s
, on top
h
e DSM
h
ese LMS
i
on of an
ICSOFT2012-7thInternationalConferenceonSoftwareParadigmTrends
222

equivalent XML schema for the development of the
LMS import modules required in our TEL-centered
approach for developing future learning scenarios.
For each element of user model, the process
checks the existence of this element in the techno-
centered model. When the existence of an element is
verified, it can be modeled as a meta-class in the
meta-model. Then the process verifies the existence
and the type of these element attributes. The verified
ones are represented as meta-attributes of the parent
meta-class element. Finally, the relations between
meta-classes must be defined by taking into account
the existing relations between elements into the user
and techno models. Multiplicities are also verified in
each model before its representation on the meta-
model. Figure 5 represents the visual part of the
meta-model dedicated to the forum sub-part of the
Moodle instructional design language.
Figure 5: Meta-model extract of the forum instructional
design language.
From the meta-model of Moodle instructional
design language, we have generated an equivalent
XML schema. This schema is used into a
communication API we have added to Moodle 2.0
platform. It adds import/export facilities to the
course-design content (Abedmouleh et al. 2011). We
have also already experiment the use of the meta-
model for the development of a very first VIDL, and
its dedicated graphical editor, according to the DSM
approach (Abedmouleh et al. 2011).
6 CONCLUSIONS
This paper proposes a new LMS-centered approach
for instructional design. The aim of this approach is
to exceed difficulties of both the design and the
implementation of learning scenarios on such LMS.
Focused on the potential internal semantics
embedded in the targeted LMS, we have presented a
specific process to identify and formalize its specific
instructional design language by taking into account
the user and techno viewpoints.
This process opens the opportunities to exploit
this language for many purposes as (1) the
specification of learning scenarios conformed to this
language and (2) the generation of new VIDL and
dedicated editors on top of this language. The
analysis process can be also driven on any others
LMS. It can guides comparisons between LMSs. For
exploiting the instructional design language, we
actually work on the specification of new design
tools on top of the meta-model resulting from the
analysis process.
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