GILBERT PAQUETTE

In the last fifteen years, our main goal has been to synthesize and combine various forms of graphical representations that are useful for educational modeling and knowledge management, using an integrated graphical formalism. We have shown that very different kinds of representation, conceptual maps, flowcharts, decision trees and others, can all be modeled more precise-ly, using the MOT graphic language based on typed objects (concept, procedures, principles, facts) as well as few typed links. With this set of primitive graphic symbols, it has been possible to build very different graphic models, from simple taxonomies to ontologies, more or less complex learning designs, delivery process, decision systems, and methods.

Recent developments have led to two specialisations of the graphic language. The first one is a powerful, yet simple graphic language to buildontologies for a knowledge domain. The second one enables to model learn-ing designs and scenarios in a standardized and computable way. The association between both kinds of models specifies the central part of a learning environment at the design phase, and enables its delivery to learners and edu-cators. In the final section, I assert that knowledge representation for educa-tion should be graphic, user-friendly, general, scalable, declarative, standardized and computable. A discussion of these criteria concludes.