Abstract
CPM is a visual instructional design language which provides the designers with a set of concepts allowing to semi formally describe Problem- Based learning scenarios and to document them. CPM is thus a language which is both useful for designers and for developers of Technology-Enhanced Learning systems while implementing all or part of such learning scenarios. This article reports a few lessons that we learned from CPM language; we question CPM usability from different case-studies in the ‘real-world’ and we draw conclusions that go beyond the scope of CPM language.
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Thierry, N. (2007). Questioning Usability of Visual Instructional Design Languages: The Case of CPM. In: Duval, E., Klamma, R., Wolpers, M. (eds) Creating New Learning Experiences on a Global Scale. EC-TEL 2007. Lecture Notes in Computer Science, vol 4753. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-75195-3_46
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DOI: https://doi.org/10.1007/978-3-540-75195-3_46
Publisher Name: Springer, Berlin, Heidelberg
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