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Visualizing Learning Processes Using Didactic Process Maps

Visualizing Learning Processes Using Didactic Process Maps

Beat Döbeli Honegger, Michele Notari
Copyright: © 2011 |Pages: 14
ISBN13: 9781609601447|ISBN10: 1609601440|EISBN13: 9781609601461
DOI: 10.4018/978-1-60960-144-7.ch008
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MLA

Honegger, Beat Döbeli, and Michele Notari. "Visualizing Learning Processes Using Didactic Process Maps." Investigations of E-Learning Patterns: Context Factors, Problems and Solutions, edited by Christian Kohls and Joachim Wedekind, IGI Global, 2011, pp. 135-148. https://doi.org/10.4018/978-1-60960-144-7.ch008

APA

Honegger, B. D. & Notari, M. (2011). Visualizing Learning Processes Using Didactic Process Maps. In C. Kohls & J. Wedekind (Eds.), Investigations of E-Learning Patterns: Context Factors, Problems and Solutions (pp. 135-148). IGI Global. https://doi.org/10.4018/978-1-60960-144-7.ch008

Chicago

Honegger, Beat Döbeli, and Michele Notari. "Visualizing Learning Processes Using Didactic Process Maps." In Investigations of E-Learning Patterns: Context Factors, Problems and Solutions, edited by Christian Kohls and Joachim Wedekind, 135-148. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-144-7.ch008

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Abstract

In order to keep DPM as simple and easy to use as possible an approach following the 80:20-principle (pareto-principle) has been chosen: essential properties of the pattern and the learning processes must be visualizable while unessential and rare used properties have to be left out. They can be communicated literally and negotiated orally. With this principle in mind, the DPM approach distinguishes itself from existing efforts for an exhaustive learning process description language and fits well into the design pattern approach.

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