**Describes designs** [[Educational design language|Educational design language (EDL)]] [[Educational modelling language|Educational modelling language (EML)]]: A formal executable type of EDL **Describes pedagogical knowledge** [[Pedagogical patterns]]: Uses a non-instantiated sequence of activities using an EDL [[Pedagogy modelling language|Pedagogy modelling language (PML)]]: A representation that can be reasoned upon Modelling languages are inherently reductive. They take the complexities of the world and attempt to describe it in structured simpler manners to gain benefits in sharing, reuse, adaptability, executability and more. Hence, the utility of a modelling language should be evaluated with the tradeoffs off: * Language expressivity power * The affordances of the language (eg. executability for EML) * The complexity of making use of the language --- To aid intuition in the utility of modelling languages I will reuse and extent the analogy of music notation [[@dalzielLarnacaDeclarationLearning2016|(Dalziel et al., 2016)]]. Music was once thought about as having its beauty lost through the process of operationalisation, but the creation of notation empowered the musicians to understand, share and build on ideas, akin to an EDL. With music production software and effects we can create electronic songs in programmed ways, akin to EML. Common motifs or sequences can be thought of as [[Pedagogical patterns|pedagogical patterns]]. Though this analogy breaks down with PML given that [[Education as an optimisation problem|education is a type of optimisation problem]] whilst music does not have such grounding. Nonetheless, PML is akin to a language with which music theory can be described, shared and conclusions derived from.