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Visual design of coherent technology enhanced learning systems: a Few Lessons learned from CPM language

Abstract : 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.
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Contributor : Thierry Nodenot Connect in order to contact the contributor
Submitted on : Tuesday, December 2, 2008 - 11:45:56 AM
Last modification on : Tuesday, February 15, 2022 - 3:41:28 AM
Long-term archiving on: : Saturday, November 26, 2016 - 2:46:11 AM


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  • HAL Id : hal-00343605, version 1


Thierry Nodenot, Pierre Laforcade, Xavier Le Pallec. Visual design of coherent technology enhanced learning systems: a Few Lessons learned from CPM language. Luca Botturi ; Todd Stubbs. Handbook of Visual Languages for Instructional Design: Theories and Practices, IGI Global, pp.254-280, 2007, Information Science Reference. ⟨hal-00343605⟩



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