Abstract
This paper discusses computer support for sharing empirical instructional design knowledge among active teachers in schools. The authors have developed an ontology called OMNIBUS and a theory-aware authoring system called SMARTIES. This study prompts their adoption by a community of social studies schoolteachers in Tokyo. This paper presents the advantages of OMNIBUS and SMARTIES and considers problems faced in widening their adoption in schools.
| Original language | English |
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| Title of host publication | Proceedings of the 19th International Conference on Computers in Education, ICCE 2011 |
| Pages | 271-278 |
| Number of pages | 8 |
| Publication status | Published - Dec 1 2011 |
| Event | 19th International Conference on Computers in Education, ICCE 2011 - Chiang Mai, Thailand Duration: Nov 28 2011 → Dec 2 2011 |
Publication series
| Name | Proceedings of the 19th International Conference on Computers in Education, ICCE 2011 |
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Other
| Other | 19th International Conference on Computers in Education, ICCE 2011 |
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| Country | Thailand |
| City | Chiang Mai |
| Period | 11/28/11 → 12/2/11 |
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Keywords
- Authoring system
- Lesson plan
- Ontological engineering
ASJC Scopus subject areas
- Education
Cite this
Hayashi, Y., Kasai, T., & Mizoguchi, R. (2011). The effect of ontological modeling of lesson design: A case study in a community of teachers. In Proceedings of the 19th International Conference on Computers in Education, ICCE 2011 (pp. 271-278). (Proceedings of the 19th International Conference on Computers in Education, ICCE 2011).