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Lost In Translation: Improving The Transition Between Design And Production Of Instructional Software

Lost In Translation: Improving The Transition Between Design And Production Of Instructional Software
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Author(s): Eddy Boot (TNO Human Factors, The Netherlands), Jon Nelson (Utah State University, USA) and Daniela De Faveri (UniversitĂ  della Svizzera Italiana, Switzerland)
Copyright: 2008
Pages: 14
Source title: Handbook of Visual Languages for Instructional Design: Theories and Practices
Source Author(s)/Editor(s): Luca Botturi (University of Lugano, Switzerland) and Todd Stubbs (Brigham Young University, USA)
DOI: 10.4018/978-1-59904-729-4.ch018

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Abstract

Developing modern instructional software has become very complex. As a result, the communication between instructional designers and other stakeholders in the development process is becoming increasingly important. However, due to differences in background, focus, and tools among ISD stakeholders instructional designers lack the means to provide reasonably unequivocal design documentation for these stakeholders. These differences in stakeholders create a context where the design documents produced are not sufficiently related to the specific needs of the stakeholders, in terms of meaningful organization and differentiation of level of detail. This problem is complicated by the lack of shared design languages. These problems prevent precise expression of design information. The 3D-model is introduced to support instructional designers to stratify, elaborate, and formalize design documents, even if design languages are hardly shared between designers and other stakeholders. Two validation studies show that the 3D-model contributes to a better information transition between instructional designers and software producers—one of the stakeholders in the development process.

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