Ontologies and Context for Educational Process Modeling in IMS Learning Design

1 Simon Fraser University, Canada. Email [email protected] 2 Simon Fraser University, Canada. Email: [email protected] 3 Simon Fraser University, Canada. Email: [email protected] Abstract. This paper discusses the role of context and ontologies in educational process modeling. Educational process modeling seeks to represent the complex interactions that take place in multi-actor learning environments, with the view that the sequence and types of interactions can be equally as important as the sequence and types of content. The IMS Learning Design specification provides the semantics to represent multi-actor interactions within an educational process, and the IDLD project has resulted in a substantial catalogue of Learning Design models from a variety of contexts. To facilitate reuse of these models in different contexts, ontologies have been developed based on the IMS Learning Design specification and we propose to use context to determine the relevance of Learning Design models when used in new situations to guide the learning process.