Design Methodology

Moonen, J.C.M.M.

doi:10.1007/978-3-662-07682-8_11

Cited by 3 publications

(7 citation statements)

References 25 publications

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“…• The aim was to develop effective and sustainable solutions, avoiding designs based on intuition and 'recipes' (Lowyck 2002); • The developed solutions should have been contextual, addressing local problems and supporting learners' needs (Abdelraheem 2003); and • Design processes should be flexible and adaptable to handle unfamiliar situations and to cope with uncertainty (Moonen 2002).…”

Section: Fodem-formative Development Methodsmentioning

confidence: 99%

FODEM: a multi-threaded research and development method for educational technology

Suhonen

Villiers

Sutinen

2011

Education Tech Research Dev

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Formative development method (FODEM) is a multithreaded design approach that was originated to support the design and development of various types of educational technology innovations, such as learning tools, and online study programmes. The threaded and agile structure of the approach provides flexibility to the design process. Intensive stakeholder feedback is a vital aspect of FODEM. As a formative method that emphasizes research-orientation and evaluation through the entire development process, this article proposes that FODEM is fundamentally also a research and development method. FODEM provides tools to conceptualize the development process via its distinguishing feature, namely a dynamic thread structure. FODEM can be used to manage, analyse and visualise the overall design process at different stages. FODEM can also be used to create different conceptulisations of a design process in order to identify successes and failures.

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Section: Fodem-formative Development Methodsmentioning

confidence: 99%

FODEM: a multi-threaded research and development method for educational technology

Suhonen

Villiers

Sutinen

2011

Education Tech Research Dev

View full text Add to dashboard Cite

show abstract

“…Not many people had the pleasure of success using video, television or computer-based training products. Results were often disappointing and much research (Moonen, 2001) supports the idea that for example the use of multimedia really did not make a statistical significant difference. Reasons for this moderate success were, as Rosenberg (2001, p. 24) puts it:…”

Section: The Arrival Of E-learningmentioning

confidence: 99%

“…This all sounds very disappointing, but while this was going on, the understanding of how people learn grew immensely and although network technology poses another challenge, we do not have to start from zero (Moonen, 2001). The challenge will be to combine this knowledge base with the new technology of the Internet.…”

Section: The Arrival Of E-learningmentioning

confidence: 99%

“…The trick is to bundle small components into just the right assemblies. Such an approach is central in the Three-Space Design methodology developed by Moonen (2001) in which an end user becomes the final designer of learning material. In this approach new learning material has to be developed as 'half-products or adaptable products' which then, using available tools, can be assembled and customised by the end user according to his/her needs.…”

Section: Figure 28 the Changing Educational Business Columnmentioning

confidence: 99%

“…End user as decisive actor in the acceptance of e-learning solutions Moonen, 2001;Masie, 2003;Clark, 2003a;Hasebrook, Herrmann & Rudolph, 2003;Rebensburg, Busch & Rautenstrauch, 2002;Sander, Bungert, Busch & Meier, 2004. Content is becoming more fluid, non linear and unbundled. The linear book is being exchanged with non-linear, reusable online learning objects and a whole array of other digital resources, including various possibilities for information exchange and communication.…”

Section: Clark 2003bmentioning

confidence: 99%

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