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A first exploration of an inductive analysis approach for detecting learning design patterns Cover

A first exploration of an inductive analysis approach for detecting learning design patterns

Journal of Interactive Media in Education
Volume 2005 (2005): Issue 1
By: Francis Brouns,  Rob Koper,  Jocelyn Manderveld,  Jan van Bruggen,  Peter Sloep,  Peter van Rosmalen,  Colin Tattersall and  Hubert Vogten  
Open Access
|Aug 2005

Authors

Francis Brouns

Educational Technology Expertise Centre, Open Universiteit Nederland, PO Box 2960, NL-6401 DL Heerlen

Rob Koper

rob.koper@ou.nl

Educational Technology Expertise Centre, Open Universiteit Netherland, PO Box 2960, NL-6401 DL Heerlen

Jocelyn Manderveld

Educational Technology Expertise Centre, Open Universiteit Netherland, PO Box 2960, NL-6401 DL Heerlen

Jan van Bruggen

Educational Technology Expertise Centre, Open Universiteit Netherland, PO Box 2960, NL-6401 DL Heerlen

Peter Sloep

Educational Technology Expertise Centre, Open Universiteit Netherland, PO Box 2960, NL-6401 DL Heerlen

Peter van Rosmalen

Educational Technology Expertise Centre, Open Universiteit Netherland, PO Box 2960, NL-6401 DL Heerlen

Colin Tattersall

colin.tattersall@ou.nl

Educational Technology Expertise Centre, Open Universiteit Netherland, PO Box 2960, NL-6401 DL Heerlen

Hubert Vogten

Educational Technology Expertise Centre, Open Universiteit Netherland, PO Box 2960, NL-6401 DL Heerlen
DOI: https://doi.org/10.5334/2005-3 | Journal eISSN: 1365-893X
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Language: English
Published on: Aug 23, 2005
Published by: Ubiquity Press
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
learning design patterns,
e-learning development,
learning design,
pedagogical patterns,
pattern detection,
inductive analysis,
innovation,
educational technology

© 2005 Francis Brouns, Rob Koper, Jocelyn Manderveld, Jan van Bruggen, Peter Sloep, Peter van Rosmalen, Colin Tattersall, Hubert Vogten, published by Ubiquity Press
This work is licensed under the Creative Commons Attribution 4.0 License.

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