Reference : Implications of the adoption of a concept-based approach to instructional design
Reports : Internal report
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/2268/152701
Implications of the adoption of a concept-based approach to instructional design
English
Verpoorten, Dominique mailto [Open Universiteit Nederland > > > >]
30-Jan-2011
Open Universiteit Nederland
17
D9.5
Heerlen
Nederland
[en] Teacher experience ; Instructional design ; Professional development
[en] This document reports on an attempt to import a traditional distance course in a tool conceived to support a concept mapping procedure intended to facilitate, in a second phase, the implementation of adaptive rules and personal learning paths. This article does not ascertain the value of this approach per se (for those interested, see some reflection on this topic in Appendix 1). It just aims at sketching the time needed for such a work and to document encountered difficulties. The article resolutely takes the viewpoint of an average instructor.
Union Européenne = European Union - UE = EU
European Commission
Researchers ; Professionals
http://hdl.handle.net/2268/152701
Verpoorten, D. (2011, January 30). Implications of the adoption of a concept-based approach to instructional design.(Contribution to Deliverable D9.5 "Empirical evaluation in adademic settings", Grapple project). Heerlen, Netherlands: Open Universiteit.
FP7 ; 215434 - GRAPPLE - Generic Responsive Adaptive Personalized Learning Environment

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Verpoorten Grapple teacher exper orbi.pdfFull report available at: http://www.grapple-project.org/public-files/deliverables/D9.5-WP9-FinalEvaluation-v1.0.pdf/viewAuthor postprint1.97 MBView/Open

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