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ISBN: 978-972-8939-25-0 © 2010 IADISTaking into consideration the above concepts we attempted to integrate a ontology-based framework forlearning design in the field of sustainable energy education (Karetsos, et al, in press) with a semantic wiki inorder to support the tasks of collaborative construction, improvement and exchange/ dissemination oflearning designs in the area of sustainable energy education. We envisage these tasks as a cooperativeteaching and learning process implying the formation of a community of practice in this area.Briefly the paper is structured as follows: First a predefined ontology-based framework for learningdesign in the field of sustainable energy education is outlined. Second our choices regarding the integrationof the ontology based framework with a semantic wiki are justified while some technical details and usecases of the platform are presented. Finally future work is mentioned, along with some concluding remarks.2. THE ONTOLOGY-BASED FRAMEWORK FOR SUSTAINABLEENERGY EDUCATIONIn order to lay the foundations of an energy-environment curriculum that will enable teachers and students tofamiliarize themselves with the current developments in the area of sustainable development we rely on aframework based on three ontologies, namely content, learning design (LD) and sustainable energy domainmodels (Karetsos, et al., in press), enriched by a ontology-based competency model (Karetsos &Haralampopoulos, 2010). This framework is designed to support discovery of LOs, recommending about theselection of learning designs, and construction of learning designs with reuse of LOs. An overview of thisframework including some generic relations among its constituent ontologies-models is depicted in Fig. 1.Figure 1. Representation of the ontology based framework integrated in the semantic wiki, including generic relationsamong the constituent models.Below, we describe in brief what we mean by domain, LD, content and competency models and how weenvisage to support learning design in the field of sustainable energy education relying on this framework.The domain model specifies the basic concepts of sustainable energy development and theirinterrelations. Its core component is the DPSIR (Driving force, Pressure, State, Impact, Response action)indicator-based framework (European Environment Agency-EEA, 2002), extended by Hierro and. Pérez-Arriaga (2005) in order to embody impacts of energy production and consumption not only on theenvironment but also on the society and the economy, and enriched by Karetsos et al (in press) in order tobecome a broad knowledge base for learning design, rather than a tool for policy making. The DPSIRframework depicts the sequence in which the events take place in the energy production-consumption chain,allows identifying the stages where there is a sustainability problem, and connects this problem with apotential response-solution. This structure provides a base for a systemic approach of sustainability in aproblem-based manner, contributing also to the semantic annotation and retrieval of LOs. Causal loops basedon the DPSIR framework and related with sustainability problems can act as a backbone of a learning course(Karetsos, et al, in press).The LD model is based on the concept of “mediating artefacts” (Conole, 2008) that practitioners use inthe authoring process, in order to, according activity theory, bridge the gap between historical state oflearning design and their developmental stage. It is designed to act as repository of existing artefacts in thelearning and learning design fields, like pedagogical models, patterns and generic learning designs, casestudies, but also educational taxonomies, learning design processes, learning design conceptual models andrepresentation formats. Following a toolkit approach for the learning design process aims at providing avariety of supports, ranging from informal solutions, as patterns, up to more constraint structures as the346