Introducing Learning Management Systems Standards in Classroom
ICALT '04 Proceedings of the IEEE International Conference on Advanced Learning Technologies
Storyboarding: A method for bootstrapping the design of computer-based educational tasks
Computers & Education
The Good, the Bad and the Ugly: Short Stories in Short Game Play
ICIDS '09 Proceedings of the 2nd Joint International Conference on Interactive Digital Storytelling: Interactive Storytelling
CIG'09 Proceedings of the 5th international conference on Computational Intelligence and Games
Personalized curriculum composition by learner profile driven data mining
SMC'09 Proceedings of the 2009 IEEE international conference on Systems, Man and Cybernetics
Subjunctive interfaces in exploratory e-learning
WM'05 Proceedings of the Third Biennial conference on Professional Knowledge Management
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The current state of affair in e-learning world-wide shows a reluctance to didactic design. Learners frequently complain and scientists discuss about insufficient adaptivity of e-learning offers to the learners' needs. Didactics is badly underestimated.High quality didactic design is seen as a crucial aspect of dissemination. E-learning content and services need to reach their audience properly. Learners with different prerequisites, with different needs, with different expectations and under varying context conditions have to be addressed appropriately. Didactic design is seen as an issue of quality assurance in e-learning.As well-known from quality management, high quality requirements and related measures towards quality assurance may turn out to be obstacles to dissemination, because quality may turn out to be expensive. The related answer are solutions frequently called quick and dirty. This does apply to e-learning as well.The authors' own storyboard concept is introduced. Its reach goes far beyond the limits of current practices in e-learning systems and service development. The modeling concepts required are standard: annotated graphs. The software in use is standard as well: Visio. Emphasis is put on the investigation of how a suitable usage of the concepts allows for an expressive didactic design.To sum up, the authors' intended contribution is twofold. First, they want to encourage didactic design through storyboarding in e-learning. Concepts are introduced and applications are demonstrated. Second, with the dissemination problem in mind, they want to show that concepts are crucial, but not tools. One can exploit advanced concepts toward sophisticated didactic design without an urgent need for costly software.