PUMA
Istituto per le Tecnologie Didattiche     
Mispelkamp H., Sarti L. Tools for the Design of Learning Material. T. De Jong, L. Sarti (eds.). Dordrecht, Boston, London: Kluwer Academic Publisher, 1994.
 
 
Abstract
(English)
This contribution covers those areas of courseware design that can be supported with computerised tools, like learner modelling, instructional design and domain representation. In the DISCourse (Design and Interactive Specification of Courseware) framework the learner is modelled from both a static perspective and a dynamic one. The static model accounts for those learner characteristics which are largely independent from the specific domain being taught; the dynamic model monitors the student's progress with respect to the author's declared goals. The selection and application of suitable instructional strategies are based on GTE (Generic Tutoring Environment), an environment where teaching expertise is represented independently of the particular domain being taught. GTE's libraries provide tasks, methods and objects to navigate course structures, elaborate on individual contents, manage exercises and evaluate the student's progresses. In the paper more detail will be devoted to the area of domain and content representation. In the domain analysis an author produces a description of the entities of interest in the subject domain; this representation is independent of any specific instructional strategy, and is therefore highly reusable. The learning goal analysis is devoted to the description of the degree of mastery the learner should acquire for each given content element. The goals are expressed in terms of knowledge, understanding and ability of application of the given content element. In the content analysis an author elaborates on the domain representation, specialising it to the particular instructional purposes of the courseware under development Topics of interest are selected, pre-requisite links are added and the content elements are further typified to add structuring information which will be used in the strategy selection. The content analysis is tightly interrelated with the learning goal analysis, and these two are often performed concurrently.
URL: http://luigi-nt.itd.cnr.it/Sarti/papers/mispelkampsarti.html
Subject Education


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