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Transforming Instructional Design Ideas into SCORM-Conformant Learning Products

Transforming Instructional Design Ideas into SCORM-Conformant Learning Products

Vanessa P. Dennen, Kira S. King
Copyright: © 2007 |Pages: 15
ISBN13: 9781599043340|ISBN10: 1599043343|ISBN13 Softcover: 9781616927776|EISBN13: 9781599043364
DOI: 10.4018/978-1-59904-334-0.ch007
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MLA

Dennen, Vanessa P., and Kira S. King. "Transforming Instructional Design Ideas into SCORM-Conformant Learning Products." Learning Objects for Instruction: Design and Evaluation, edited by Pamela Taylor Northrup, IGI Global, 2007, pp. 104-118. https://doi.org/10.4018/978-1-59904-334-0.ch007

APA

Dennen, V. P. & King, K. S. (2007). Transforming Instructional Design Ideas into SCORM-Conformant Learning Products. In P. Taylor Northrup (Ed.), Learning Objects for Instruction: Design and Evaluation (pp. 104-118). IGI Global. https://doi.org/10.4018/978-1-59904-334-0.ch007

Chicago

Dennen, Vanessa P., and Kira S. King. "Transforming Instructional Design Ideas into SCORM-Conformant Learning Products." In Learning Objects for Instruction: Design and Evaluation, edited by Pamela Taylor Northrup, 104-118. Hershey, PA: IGI Global, 2007. https://doi.org/10.4018/978-1-59904-334-0.ch007

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Abstract

This chapter discusses the lessons learned while designing a SCORM-conformant Web-based courseware product using an iterative instructional design process. In particular, it describes some of the design trade-offs between instruction that is highly modular vs. situational and instruction that is highly interactive vs. highly contextualized. Organizational issues, such as metatagging and asset naming procedures, and the challenge of designing realistic and motivating e-learning assessments are presented as well.

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