Handbook of Visual Languages for Instructional Design: Theories and Practices: Theories and Practices

Cover
Botturi, Luca
IGI Global, 31.12.2007 - 504 Seiten

The more complex instructional design (ID) projects grow, the more a design language can support the success of the projects, and the continuing process of integration of technologies in education makes this issue even more relevant.

The Handbook of Visual Languages for Instructional Design: Theories & Practices serves as a practical guide for the integration of ID languages and notation systems into the practice of ID by presenting recent languages and notation systems for ID; exploring the connection between the use of ID languages and the integration of technologies in education, and assessing the benefits and drawbacks of the use of ID languages in specific project settings.

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Inhalt

Acknowledgment
xxii
Foundations and Theory
xxiii
Commodity Firmness and Delight Four Modes of Instructional Design Practice
xxv
Translate to Communicate Facilitating Client Understanding of Design Languages
xlii
The Power of Design Drawing in Other Design Fields
lvii
The Culture Based Model A Framework for Designers and Visual ID Languages
lxxvi
The Virtue of Paper Drawing as a Means to Innovation in Instructional Design
c
Visual Instructional Design Languages
cxiv
Visual Design of Coherent TechnologyEnhanced Learning Systems A Few Lessons Learned from CPM Language
254
Visual Modeling of Collaborative Learning Processes Uses Desired Properties and Approaches
281
Using the IMS Learning Design Notation for the Modeling and Delivery of Education
299
Comparing Visual Instructional Design Languages A Case Study
315
Research Studies
344
The Pervasiveness of Design Drawing in ID
345
Lost in Translation Improving the Transition Between Design and Production of Instructional Software
12
A Visual Learning Design Representation to Facilitate Dissemination and Reuse of Innovative Pedagogical Strategies in University Teaching
26

Plotting a Learning Experience
cxv
E2ML A Tool for Sketching Instructional Designs
18
The MOT+Visual Language for KnowledgeBased Instructional Design
133
coUML A Visual Language for Modeling Cooperative Environments
155
poEML A Separation of Concerns Proposal to Instructional Design
185
Performance Case Modeling
210
LDL for Collaborative Activities
226
Diagrams of Learning Flow Patterns Solutions as Visual Representations of Refinable IMS Learning Design Templates
40
Designing for Change Visual Design Tools to Support Process Change in Education
59
Compilation of References
85
About the Contributors
2011
Index
2019
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Seite lxx - Hence all mathematical derivation can be viewed simply as change in representation, making evident what was previously true but obscure. This view can be extended to all problem solving — solving a problem simply means representing it so as to make the solution transparent.
Seite ci - ... present position he could not be seen. It was partly the unusual geography of the room that had suggested to him the thing that he was now about to do. But it had also been suggested by the book that he had just taken out of the drawer. It was a peculiarly beautiful book. Its smooth creamy paper, a little yellowed by age, was of a kind that had not been manufactured for at least forty years past.
Seite lxxix - I can see, any unusual ambiguity: it denotes an historically transmitted pattern of meanings embodied in symbols, a system of inherited conceptions expressed in symbolic forms by means of which men communicate, perpetuate, and develop their knowledge about and attitudes toward life.
Seite 15 - JR, & Duffy, TM (1996). Problem based learning: An instructional model and its constructivist framework. In BG Wilson (Ed.), Constructivist learning environments. Case studies in instructional design (pp.
Seite 44 - The design patterns in this book are descriptions of communicating objects and classes that are customized to solve a general design problem in a particular context.
Seite ci - Actually he was not used to writing by hand. Apart from very short notes, it was usual to dictate everything into the speakwrite, which was of course impossible for his present purpose. He dipped the pen into the ink and then faltered for just a second. A tremor had gone through his bowels. To mark the paper was the decisive act In small clumsy letters he wrote: April 4th, 1984.
Seite 15 - In DH Jonassen & SM Land (Eds.), Theoretical Foundations of Learning Environments (pp.
Seite cvii - ... of females who have both spare time and ornamentally cultural ambitions. Appeals on behalf of the visual arts were also directed at young men specifically, and in them too can be traced the same increase in superficiality of idea. Here, for example, are the words of Benjamin Franklin in 1749: . . . Drawing is a kind of universal language, understood by all nations. A man may often express his ideas, even to his own countrymen, more clearly with a lead pencil or bit of chalk than with his tongue....
Seite ci - Winston fitted a nib into the penholder and sucked it to get the grease off. The pen was an archaic instrument, seldom used even for signatures, and he had procured one furtively and with some difficulty, simply because of a feeling that the beautiful creamy paper deserved to be written on with a real nib instead of being scratched with an ink-pencil. Actually he was not used to writing by hand. Apart from very short notes it was usual to dictate everything into the speakwrite, which was of course...
Seite lxvi - An early step toward understanding any set of phenomena is to learn what kinds of things there are in the set — to develop a taxonomy. This step has not yet been taken with respect to representations.

Über den Autor (2007)

Luca Botturi holds a master s degree in communication and technologies and a PhD in communication and instructional design from the University of Lugano, where he currently works. He has worked as an instructional designer and researcher in Switzerland, Italy, Austria, Canada and Spain. He is founder and project manager of Seed, a non-profit organization supporting training and educational projects in international cooperation.

Todd Stubbs is an instructional architect with Brigham Young University s Center for Instructional Design. Dr. Stubbs has had a long interest applying technology to learning in both K-12 and higher education. At one time or another during his career, Dr. Stubbs has taught kindergarten through graduate school. He has written on the potential effectiveness of electronic distance education systems, on computer operating systems, and on Web design. His current research interests include instructional design processes, including the representations of designs in loose design drawings as well as more formal visual instructional design languages. [Editor]

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