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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, Pierre Laforcade, Xavier Le Pallec
Copyright: © 2008 |Pages: 28
ISBN13: 9781599047294|ISBN10: 1599047292|ISBN13 Softcover: 9781616926663|EISBN13: 9781599047317
DOI: 10.4018/978-1-59904-729-4.ch013
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MLA

Nodenot, Thierry, et al. "Visual Design of coherent Technology-Enhanced Learning Systems: a few lessons learned from CPM language." Handbook of Visual Languages for Instructional Design: Theories and Practices, edited by Luca Botturi and Todd Stubbs, IGI Global, 2008, pp. 252-279. https://doi.org/10.4018/978-1-59904-729-4.ch013

APA

Nodenot, T., Laforcade, P., & Le Pallec, X. (2008). Visual Design of coherent Technology-Enhanced Learning Systems: a few lessons learned from CPM language. In L. Botturi & T. Stubbs (Eds.), Handbook of Visual Languages for Instructional Design: Theories and Practices (pp. 252-279). IGI Global. https://doi.org/10.4018/978-1-59904-729-4.ch013

Chicago

Nodenot, Thierry, Pierre Laforcade, and Xavier Le Pallec. "Visual Design of coherent Technology-Enhanced Learning Systems: a few lessons learned from CPM language." In Handbook of Visual Languages for Instructional Design: Theories and Practices, edited by Luca Botturi and Todd Stubbs, 252-279. Hershey, PA: IGI Global, 2008. https://doi.org/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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