Using Fact-orientation for Educational Design

Abstract

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.