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trends in active and lifelong learning, focusing on
open issues regarding collaborative development
applied to personal learning environments and
learning networks. Finally, we provide a discussion
on the overall coverage of the chapter, including
our concluding remarks.
content, and a summative evaluation of the result-
ing product. Formative evaluation and revision
occur through the entire development process in
order to guarantee the product is adherent to the
instructional goals.
ADDIE is considered the starting point to
derive specific models for developing educa-
tional products and, for this reason, most of its
development practices were taken in account in
the establishment of SP-DEM standard process.
Later in this chapter we will return to ADDIE
model, discussing the main activities it comprises.
Besides ADDIE, there are several other models
of instructional design. The CLE (Constructivist
Learning Environment) (Jonassen, 1999), for
instance, focuses on authentic learner problem-
solving model. The Jonassen's model conceives
of a meaningful problem, question or project
as the focus of the environment, surrounded by
interpretative and intellectual support systems
such as related cases and information resources;
cognitive, conversation and collaboration tools;
and social context that support learner problem-
solving (Jonassen, 1999). The learner's goal is
to interpret and solve the problem or complete
the project. Basically, CLE establishes a list of
learning activities that students should perform
( Exploration , Articulation and Reflection ) and a
list of instructional activities that the environment
should provide in order to support the learners
( Modeling , Coaching and Scaffolding ).
HDM (Hypermedia Design Model) (Mc-
Manus, 1996) is a constructivist model of design
created for the Web and other hypermedia envi-
ronments. The model comprises six stages. The
first two stages define the instructional content,
goals and format. HDM then splits into two paths
(Dewald, 1999): (1) in the guided path, HDM
provides suggestions to the learner as to the de-
sign goal and includes multiple paths to follow;
(2) in the learner-controlled path, learners are
able to specify their own learning objectives and
are able to navigate a path of their own creation.
The final step in HDM is to encourage learner
BACKGROUND
In this section we provide an overview of the
research and literature associated with the devel-
opment of educational modules. In the first part
of this review, we briefly describe some models
of instructional design (ADDIE, CLE and HDM
models, Learning Object Design model, and
LODAS theory). At the same time that these
models provide an overall understanding about
the fundamental activities a process for educa-
tional modules should consider, they also help
on identifying some relevant activities that have
not been covered by any model yet.
In the second part of our review, we focus on
some specific initiatives for modeling educational
content (EMLs and LD specifications, PALO
language, MISA's models, and DAPHNE, EHDM
and MAPHE modeling approaches). The idea is
to illustrate how different are the existing content
modeling initiatives and motivate the reader about
the need for an integrated modeling approach in
order to create well-designed, highly flexible and
configurable educational modules.
Models of Instructional Design
The most basic model of instructional design is
the ADDIE model (Gagné et al., 1992; Dick et
al., 2001). ADDIE is the acronym for Analysis ,
Design , Development, Implementation and Evalu-
ation , which correspond to the five stages of the
model. The model begins with an analysis of
instructional needs and solutions, followed by the
design and development of learning objectives and
methodologies, implementation of the educational
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