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Visual Design of coherent Technology-Enhanced Learning Systems

Visual Design of coherent Technology-Enhanced Learning Systems

Thierry Nodenot, Pierre Laforcade, Xavier Le Pallec
Copyright: © 2011 |Pages: 27
ISBN13: 9781609605032|ISBN10: 1609605039|EISBN13: 9781609605049
DOI: 10.4018/978-1-60960-503-2.ch112
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MLA

Nodenot, Thierry, et al. "Visual Design of coherent Technology-Enhanced Learning Systems." Instructional Design: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, IGI Global, 2011, pp. 135-161. https://doi.org/10.4018/978-1-60960-503-2.ch112

APA

Nodenot, T., Laforcade, P., & Le Pallec, X. (2011). Visual Design of coherent Technology-Enhanced Learning Systems. In I. Management Association (Ed.), Instructional Design: Concepts, Methodologies, Tools and Applications (pp. 135-161). IGI Global. https://doi.org/10.4018/978-1-60960-503-2.ch112

Chicago

Nodenot, Thierry, Pierre Laforcade, and Xavier Le Pallec. "Visual Design of coherent Technology-Enhanced Learning Systems." In Instructional Design: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, 135-161. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-503-2.ch112

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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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