Modeling Didactic Knowledge by Storyboarding

Abstract

University education often suffers from a lack of an explicit and adaptable didactic design. Students complain about the insufficient adaptability to the learners' needs. Learning content and services need to reach their audience according to their different prerequisites, needs, and different learning styles and conditions. A way to overcome such deficiencies is representing the didactic design explicitly. A modeling approach called storyboarding is introduced here. Storyboarding is setting the stage to apply Knowledge Engineering Technologies to verify and validate the didactics behind a learning process. Moreover, didactics can be refined according to revealed weaknesses and proven excellence. Successful didactic patterns can be inductively derived by analyzing the particular knowledge processing and its alleged contribution to learning success.

Storyboarding Pervasive Learning Games

“…The authors rely on the basics as introduced by [5] and confine themselves to those notions and notations needed for the purpose of characterizing pervasive games. Recent work on storyboarding digital games such as [6] and [9], e.g., is worth some comparison. Storyboards are hierarchically structured graphs.…”

“…The usage of composite nodes in some storyboard graph allow for a remarkably declarative representation of anticipated experiences on different levels of granularity-cf. the idea of layered languages of ludology [9]. For illustration, the storyboard in the figure above shows alternative substitutions for some episode.…”

“…Seen from a certain bird-eyes view, storyboarding means the design of forthcoming experience, in general (see [5], [6], and [9]). Complex didactic processes can not be implemented from scratch.…”

Game-Based Training of Executive Staff of Professional Disaster Management: Storyboarding Adaptivity of Game Play

“…The approach is known to work well on quite different levels of granularity [7,9]. It is basic that, in contrast to a majority of conventional approaches, the authors do not allow for handwritten storyboards which contain fancy sketches, artistic hand drawings, on the fly annotations, and the like, but that they insist in digital objects.…”

“…Cronbach [3] has made the issue clear and, beginning about 30 years ago, adaptivity concepts and technologies have been mushrooming. Nowadays, there is not much doubt that adaptivity is well-established, at least in the academia [2], [9].…”