Instruction production model based on the multimedia learning theory
CATE '07 Proceedings of the 10th IASTED International Conference on Computers and Advanced Technology in Education
Enterprise modeling in a service oriented architecture
Proceedings of the International Workshop on Enterprises & Organizational Modeling and Simulation
Fact-oriented modeling in the data-, process-and event perspectives
OTM'07 Proceedings of the 2007 OTM confederated international conference on On the move to meaningful internet systems - Volume Part I
A NIAM2007 conceptual analysis of the ISO and OMG MOF four layer metadata architectures
OTM'07 Proceedings of the 2007 OTM confederated international conference on On the move to meaningful internet systems - Volume Part I
Promising chance of innovation for conceptual modeling in commerzbank
OTM'07 Proceedings of the 2007 OTM confederated international conference on On the move to meaningful internet systems - Volume Part I
Industrial experience with fact based modeling at a large bank
OTM'07 Proceedings of the 2007 OTM confederated international conference on On the move to meaningful internet systems - Volume Part I
Is there fact orientation life preceding requirements?
OTM'07 Proceedings of the 2007 OTM confederated international conference on On the move to meaningful internet systems - Volume Part I
SBVR's approach to controlled natural language
CNL'09 Proceedings of the 2009 conference on Controlled natural language
Fact-based service modeling in a service oriented architecture
OTM'11 Proceedings of the 2011th Confederated international conference on On the move to meaningful internet systems
Using fact-orientation for instructional design
OTM'06 Proceedings of the 2006 international conference on On the Move to Meaningful Internet Systems: AWeSOMe, CAMS, COMINF, IS, KSinBIT, MIOS-CIAO, MONET - Volume Part II
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As in the knowledge economy life-long learning is becoming the rule, instructional design requires a similar solid base as e.g. bridge engineering. Bridges seldom fall apart thanks to design in accordance with well tested and commonly accepted design rules, based on a even more thoroughly tested and commonly accepted model, namely physics. Given the increasing importance of instructional design [6], well tested design rules become desirable for instructional design as well. As a contribution to the discussion of design rules, this paper proposes a model for verbalizable knowledge from which a complete set of design rules follows and which bases instructional design for cognitive tasks solidly on logic, the intrinsic structure of knowledge and proven didactical principles. This model for knowledge driven instructional design (KD-ID) allows for extensive quantification in instructional design and training and is compatible with modern ontology approaches, especially the World Wide Web standard OWL [3].