Questioning Usability of Visual Instructional Design Languages: The Case of CPM

This chapter is a survey of the literature of design studies, where the various characteristics of a phenomenon called design drawing, are considered. Included in this review is an exploration of the roles and attributes design drawing plays in those design fields outside ID, as an important design language. Its importance to those design fields suggests that design drawing might have much to teach us about Visual Instructional Design Languages (VIDLs). In reviewing these attributes of design drawing and how they are implemented in those other fields of design, we hope to inspire a dialogue on how these important characteristics will aid in creating or nurturing VIDLs.

Download Full-text

Modeling Learning Units by Capturing Context with IMS LD

Instructional Design ◽

10.4018/978-1-60960-503-2.ch316 ◽

2011 ◽

pp. 789-808 ◽

Cited By ~ 1

Author(s):

Johannes Strobel ◽

Gretchen Lowerison ◽

Roger Côté ◽

Philip C. Abrami ◽

Edward C. Bethel

Keyword(s):

Instructional Design ◽

End User ◽

User Friendliness ◽

Modeling Process ◽

Design Languages ◽

Necessary And Sufficient ◽

Theory Research ◽

Instructional Design Practices ◽

Research And Design

In this chapter, we describe the process of modeling different theory-, research-, and best-practicebased learning designs into IMS-LD, a standardized modeling language. We reflect on the conceptual and practical difficulties that arise when modeling with IMS-LD, especially the question of granularity and the necessary and sufficient elements of learning design. We propose a four-layer model both to ensure the quality of the modeling process and as a necessary step towards a ‘holistic’ consideration and integration of the design process. These discussions speak to the core of IMS-LD integration, address the question of usability and end-user friendliness, and urge that more research and design needs to be conducted not only to mainstream (a) the use of IMS-LD and related visual instructional design languages, but also (b) the debate on appropriate and best instructional design practices.

Download Full-text

Visual Design of coherent Technology-Enhanced Learning Systems

Instructional Design ◽

10.4018/978-1-60960-503-2.ch112 ◽

2011 ◽

pp. 135-161

Author(s):

Thierry Nodenot ◽

Pierre Laforcade ◽

Xavier Le Pallec

Keyword(s):

Instructional Design ◽

Knowledge Engineering ◽

Technology Enhanced Learning ◽

Formal Representation ◽

Design Languages ◽

The One ◽

Computer Problem ◽

Functional Components ◽

Enhanced Learning

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

Download Full-text

Supporting Decision Making in Using Design Languages for Learning Designs and Learning Objects

Handbook of Research on Learning Design and Learning Objects ◽

10.4018/978-1-59904-861-1.ch042 ◽

2011 ◽

pp. 851-868

Author(s):

Eddy Boot ◽

Luca Botturi ◽

Andrew S. Gibbons ◽

Todd Stubbs

Keyword(s):

Decision Making ◽

Instructional Design ◽

3D Model ◽

Learning Objects ◽

Instructional Software ◽

Instructional Designers ◽

Design Task ◽

Levels Of Detail ◽

Design Languages ◽

Different Levels

In developing modern instructional software, learning designs are used to formalize descriptions of roles, activities, constraints, and several other instructional design aspects and learning objects are used to implement those learning designs in instructional software. Central in both constructs is the use of design languages to support structuring a design task and conceiving solutions. Due to a lack of standardized design languages that are shared between designers, producers, and other stakeholders, the application of learning designs and learning objects is often unsatisfactory for three reasons: (a) different instructional and technical structures are often not meaningfully organized; (b) different levels of detail are mixed together; and (c) different expressions are used in a nonstandardized manner. A decision model is introduced—the 3D-model—that supports better selection and application of design languages. Two studies show that the 3D-model contributes to a better information transition between instructional designers and software producers.

Download Full-text

Visual Design of coherent Technology-Enhanced Learning Systems

Handbook of Visual Languages for Instructional Design ◽

10.4018/978-1-59904-729-4.ch013 ◽

2008 ◽

pp. 252-279

Author(s):

Thierry Nodenot ◽

Pierre Laforcade ◽

Xavier Le Pallec

Keyword(s):

Instructional Design ◽

Knowledge Engineering ◽

Technology Enhanced Learning ◽

Formal Representation ◽

Design Languages ◽

The One ◽

Computer Problem ◽

Functional Components ◽

Enhanced Learning

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

Download Full-text