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

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.

Lost In Translation

2008 ◽  
pp. 366-379
Author(s):  
Eddy Boot ◽  
Jon Nelson ◽  
Daniela De Faveri
Keyword(s):  
Validation Studies ◽  
Development Process ◽  
3D Model ◽  
Level Of Detail ◽  
Instructional Software ◽  
Instructional Designers ◽  
Design Languages ◽  
Design Documents ◽  
Lost In Translation ◽  
Precise Expression

Developing modern instructional software has become very complex. As a result, the communication between instructional designers and other stakeholders in the development process is becoming increasingly important. However, due to differences in background, focus, and tools among ISD stakeholders instructional designers lack the means to provide reasonably unequivocal design documentation for these stakeholders. These differences in stakeholders create a context where the design documents produced are not sufficiently related to the specific needs of the stakeholders, in terms of meaningful organization and differentiation of level of detail. This problem is complicated by the lack of shared design languages. These problems prevent precise expression of design information. The 3D-model is introduced to support instructional designers to stratify, elaborate, and formalize design documents, even if design languages are hardly shared between designers and other stakeholders. Two validation studies show that the 3D-model contributes to a better information transition between instructional designers and software producers—one of the stakeholders in the development process.

Lost In Translation

2011 ◽  
pp. 1793-1805
Author(s):  
Eddy Boot ◽  
Jon Nelson ◽  
Daniela De Faveri
Keyword(s):  
Validation Studies ◽  
Development Process ◽  
3D Model ◽  
Level Of Detail ◽  
Instructional Software ◽  
Instructional Designers ◽  
Design Languages ◽  
Design Documents ◽  
Lost In Translation ◽  
Precise Expression

Developing modern instructional software has become very complex. As a result, the communication between instructional designers and other stakeholders in the development process is becoming increasingly important. However, due to differences in background, focus, and tools among ISD stakeholders instructional designers lack the means to provide reasonably unequivocal design documentation for these stakeholders. These differences in stakeholders create a context where the design documents produced are not sufficiently related to the specific needs of the stakeholders, in terms of meaningful organization and differentiation of level of detail. This problem is complicated by the lack of shared design languages. These problems prevent precise expression of design information. The 3D-model is introduced to support instructional designers to stratify, elaborate, and formalize design documents, even if design languages are hardly shared between designers and other stakeholders. Two validation studies show that the 3D-model contributes to a better information transition between instructional designers and software producers—one of the stakeholders in the development process.

scholarly journals Historical and Philosophical Foundations of Learning Objects

10.28945/2913 ◽  
2005 ◽  
Author(s):  
Stephen L. Martin
Keyword(s):  
Instructional Design ◽  
Learning Objects ◽  
Reflective Learning ◽  
Learning Object ◽  
Instructional Designers ◽  
Philosophical Foundations ◽  
Practical Development ◽  
Computer Based ◽  
Knowledge Objects ◽  
The Relationship

Briefly the objective of this presentation is to provide an overview of the origin of the concept and term of learning object in instructional design within the context of standardized, sharable, computer-based operations. Secondly, the philosophical foundations will be discussed mainly in terms of the framework of the crucial distinction between learning objects as mere external knowledge objects and the process of self-reflective learning that is needed to make the use of learning objects truly successful. Both the historical and philosophical foundations of learning objects will be treated in terms of the relationship between learning objects and learning subjects. The latter includes both instructional designers in the historical and practical development of learning objects, and the audience for which learning objects are intended to help educate. Particularly, historical and philosophical foundations should recognize the dual trajectory towards producing standardized small curricular units and at the same time affecting, educating and even transforming learners.

Architecture for Symbolic Object Warehouse

2009 ◽  
pp. 648-657
Author(s):  
Sandra Elizabeth González Císaro ◽  
Héctor Oscar Nigro
Keyword(s):  
Decision Making ◽  
Data Warehouse ◽  
Complex Data ◽  
Data Complexity ◽  
Intrinsic Structure ◽  
Levels Of Detail ◽  
Decision Making Processes ◽  
Design Systems ◽  
Central Database ◽  
Different Levels

Much information stored in current databases is not always present at necessary different levels of detail or granularity for Decision-Making Processes (DMP). Some organizations have implemented the use of central database - Data Warehouse (DW) - where information performs analysis tasks. This fact depends on the Information Systems (IS) maturity, the type of informational requirements or necessities the organizational structure and business own characteristic. A further important point is the intrinsic structure of complex data; nowadays it is very common to work with complex data, due to syntactic or semantic aspects and the processing type (Darmont et al., 2006). Therefore, we must design systems, which can to maintain data complexity to improve the DMP.

On the optimal specificity of legal rules

2007 ◽  
Vol 3 (2) ◽  
pp. 147-164 ◽  
Author(s):  
VINCY FON ◽  
FRANCESCO PARISI
Keyword(s):  
Decision Making ◽  
Environmental Conditions ◽  
Optimal Choice ◽  
Decision Making Process ◽  
Legal Rules ◽  
Optimal Degree ◽  
Basic Model ◽  
Levels Of Detail ◽  
Legislative Processes ◽  
Different Levels

Abstract:Lawmakers can choose to craft laws with different levels of detail to guide judges in their decision-making process, incorporating rules or standards into the laws they write. The optimal degree of specificity of legal rules under different environmental conditions and the functionality of these rules or standards are the subjects of the present study. A basic model of optimal specificity of laws is presented, clarifying the relevance of legal obsolescence and volume of litigation in the optimal choice. We then consider the important influence of codification style, judges’ specialization, and complexity of reality on the optimal choice of legislative instrument. The implications of our results are then reexamined in light of the more complex institutional reality that characterizes contemporary legislative processes in various areas of the law.

scholarly journals A Multi-Tier Approach to Estimate Energy Efficiency in Urban Passenger Mobility

2020 ◽  
Author(s):  
Daniel Neves Schmitz Gonçalves ◽  
Renata Albergaria de Mello Bandeira ◽  
Tássia Faria de Assis ◽  
Marcio Almeida D'Agosto ◽  
George Vasconcelos Goes ◽  
...  
Keyword(s):  
Decision Making ◽  
Energy Efficiency ◽  
Urban Areas ◽  
Complex Nature ◽  
Decision Making Process ◽  
Passenger Transport ◽  
Energy Data ◽  
Levels Of Detail ◽  
Wide Range ◽  
Different Levels

Abstract Background: Recent studies evidence a lack of accurate methods to estimate energy efficiency in urban areas. This is due to the complex nature of obtaining wide range of activity and energy data from a single municipality, especially from developing countries, where data is usually scarce. Under these circumstances, this paper develops a method for estimating the energy efficiency in urban passenger mobility, considering three different levels of detail. The innovative factor is the use of a multi-tier approach to compare and adjust outputs. The method was applied in Sorocaba, Brazil, estimating a baseline of energy efficiency in this city. Results: Results show that energy efficiency varied from 0.67 passenger per kilometer/Mega Joule in 2013 to 0.70 passenger per kilometer /Mega Joule in 2017, which are consistent with the Brazilian passenger transport energy efficiency. Conclusions: The method proved to be an important mechanism for benchmarking purposes and for the decision-making process on transport investments. Moreover, it can be applied in cities from countries with different cultural and economic contexts.

Translate to Communicate

2008 ◽  
pp. 18-32 ◽  
Author(s):  
Jason K. McDonald
Keyword(s):  
Instructional Design ◽  
Natural Language ◽  
Language Translation ◽  
Instructional Designers ◽  
Design Languages

In this chapter I discuss how principles of natural language translation can help instructional designers communicate instructional design languages in ways more natural to their clients. I argue that instructional designers should focus more on the fundamental meanings they are attempting to communicate through their design languages than on the mechanics and style of those languages. This can lead designers to find representation methods that help their clients better understand design meanings than if designers only used the language conventions with which they were already familiar. My hope is that this contribution to the literature on instructional design languages will lead to new language conventions that help designers more easily communicate their intentions and plans to all those who have an interest in a design’s overall success.

scholarly journals Leveraging dynamic decision-making and environmental analysis to support authentic learning experiences in digital environments

2020 ◽  
Vol 20 (64) ◽  
Author(s):  
Jill Stefaniak ◽  
Meimei Xu
Keyword(s):  
Decision Making ◽  
Instructional Design ◽  
Real World ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Dynamic Decision Making ◽  
Instructional Designers ◽  
Design Decisions ◽  
Online Environments ◽  
Authentic Learning Experiences

Authentic learning is a pedagogical approach that situates students in real-world settings. Authentic learning experiences in online environments allow learners to solve real-world problems when they immerse in real-world settings. It thereby requires instructional designers to make contextualized design decisions to enhance students’ online authentic learning experiences. The purpose of this paper is to provide instructional designers with a conceptual framework to help guide their instructional design decisions for authentic learning experiences in online environments. We purport that these design decisions should be guided by three constructs: authentic learning, decision-making, and contextual analysis. We also provide recommendations for future research on decision-making practices and processes in instructional design contexts.

Development of a Simulation-Based Process Chain – Strategy for Different Levels of Detail for the Preprocessing Definitions

2011 ◽  
Vol 21 (3-4) ◽  
pp. 135-140 ◽  
Author(s):  
Toni A. Krol ◽  
Sebastian Westhäuser ◽  
M. F. Zäh ◽  
Johannes Schilp ◽  
G. Groth
Keyword(s):  
Process Chain ◽  
Levels Of Detail ◽  
Simulation Based ◽  
Different Levels
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