A Conceptual Structure of Knowledge as a Basis for Instructional Designs

Nijssen, Sjir; Bijlsma, Rianne

doi:10.1109/icalt.2006.1652350

Cited by 15 publications

(2 citation statements)

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“…In the body of literature on fact-oriented conceptual modeling, a number of publications define a hierarchy in knowledge elements for a specific knowledge domain [7,8,9]. This research has generalized the fact-oriented modeling constructs and CSDP into a knowledge reference model for subject matters, thereby applying fact-orientation on a much larger playing field than the field of schema design for relational databases.…”

Section: Introductionmentioning

confidence: 99%

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Using Fact-orientation for Educational Design

Bollen¹

2013

Proceedings of the 2nd International Workshop on Interaction Design in Educational Environments

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In this paper we will show how fact-orientation can be used as a knowledge structuring approach for verbalizable knowledge domains, e.g. knowledge that is contained in articles, text books and instruction manuals further to be referred to as 'subject matter'. We will also show that the factoriented modeling constructs allow us to structure knowledge on the first five levels of Bloom's taxonomy of educational objectives and we will show how the fact-oriented approach complies to the 4C/ID model for educational design. Moreover, we will derive a 'knowledge structure metrics' model that can be empirically estimated and that can be used to estimate the complexity metric of a subject matter.

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Section: Introductionmentioning

confidence: 99%

“…A subject matter has its own intrinsic structure [9]. Educational programs on a subject matter therefore, need to enable students to access such a structure or 'conceptual schema'.…”

Section: Introductionmentioning

confidence: 99%