This chapter focuses on the quality of instructional scenarios. An instructional scenario is a particular kind of aggregated resources composed of learning objects (LO) or resources, actors and activities according to an Educational Modeling Language (EML) such as the IMS Learning Design or the TELOS Scenarios Language (TSL) both presented in Chapter 8. Among the factors which permit the production of “good” scenarios, one of the most important is the use of Instructional Engineering methods. The case of the MISA method was presented in Chapter 8. Another alternative was presented in Chapter 9 where the elaboration of the scenarios is based on the use of patterns directly in link with the type of cognitive skill aimed by the scenario. Another working example to improve scenario quality was conducted by Psyche, Bourdeau, Nkambou & Mizoguchi (2005) where learning and instructional theories guide the use of IMS Learning Design educational modeling language. In the present chapter, another alternative for quality scenarios is developed: scenario validation driven by the competencies which are associated with the scenario and its components.
Instructional theories of exploratory production
