Visual Design of coherent Technology-Enhanced Learning Systems: a few lessons learned from CPM language

Visual Design of coherent Technology-Enhanced Learning Systems: a few lessons learned from CPM language

Thierry Nodenot (Université de Pau et des pays de l’Adour, France), Pierre Laforcade (Université du Maine, France) and Xavier Le Pallec (Université de Lille, France)
DOI: 10.4018/978-1-59904-729-4.ch013
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Abstract

Visual instructional design languages currently provide notations for representing the intermediate and final results of a knowledge engineering process. As some languages particularly focus on the formal representation of a learning design that can be transformed into machine interpretable code (i.e., IML-LD players), others have been developed to support the creativity of designers while exploring their problem-spaces and solutions. This chapter introduces CPM (Computer Problem-based Metamodel), a visual language for the instructional design of Problem-Based Learning (PBL) situations. On the one hand, CPM sketches of a PBL situation can improve communication within multidisciplinary ID teams; on the other hand, CPM blueprints can describe the functional components that a Technology-Enhanced Learning (TEL) system should offer to support such a PBL situation. We first present the aims and the fundamentals of CPM language. Then, we analyze CPM usability using a set of CPM diagrams produced in a case study in a ‘real-world’ setting

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