Following the link to  of Alan in another discussion, I found on the website
of Mitchel Resnick http://www.media.mit.edu/~mres/
<http://www.media.mit.edu/~mres/>  
nice examples of active essays
http://el.www.media.mit.edu/groups/el/projects/circles/
<http://el.www.media.mit.edu/groups/el/projects/circles/>  this time in
StarLogo (you need a plugin)
 
I also took a look in his article list and found one that hits my current
problem: 
 
"How to create a design interface for non-technical (and technical!)
professors that facilitates them during the construction of educational
learning settings" 
 
Not only courses, but also for problem based learning, cases, virtual
companies, project group approaches etc.
For courses we had a successful prototype, I earlier refereed to: 
 
http://130.89.152.133:8888/EducationalDesign/uploads/2/TeletopLearningRevise
d.doc
<http://130.89.152.133:8888/EducationalDesign/uploads/2/TeletopLearningRevis
ed.doc>  
 
What these designers (as normal problem solvers?) want to do is all these
things together.. surfing between levels in their design space..
What I need most is a tool that helps them to differentiate (VISUAL ! !)
between these levels and the different things you do on these levels with
the possibility to go back and forth during design. Made me cry: "I need a
yo-yo-editor!"
 
This leveling focus I did find in this article, made me rethink..
 
http://www.ccl.sesp.northwestern.edu/cm/papers/levels/levels.html
<http://www.ccl.sesp.northwestern.edu/cm/papers/levels/levels.html> 
 
I think you refer also to these levels during design, and give them common
sense names. thanks, I will work further on that idea. 
 
===========================
We, people of ten Dutch Universities and Colleges united in "Dutch Digitale
Universiteit" are working on the adaptation of an Educational Markup
Language, designed by the Dutch Open University. It is offered to the IMS
learning design group to become a subset of the IMS standards (Of course are
their other candidates for this)
 
Core of this EML is to deliver an XML based, platform independent
description tool for educational arrangements, ending up in Learning Design
Specifications, not only a tree of related resources but also descriptions
(Not prescriptions!) of conditions (also nested) that can be followed by the
runtime system when you unfold it there.... Maps to Alan's idea of "extreme
late educational binding"?)
  
(for the DTD of EML 1.0 see: htttp://eml.ou.nl)
 
One of the activities is to design authoring tools for people who are not
used to read XML-tree's on a daily base and still being in control of the
levels of design. More Tips?    
 
 
 
 -----Original Message-----
From: Justin Walsh [mailto:jwalsh at bigpond.net.au]
Sent: Thursday, November 01, 2001 11:06 AM
To: squeak-dev at lists.squeakfoundation.org
Subject: Re: Three Threads Of Squeak


Missing attachment

----- Original Message ----- 
From: Justin  <mailto:jwalsh at bigpond.net.au> Walsh 
To: squeak-dev at lists.squeakfoundation.org
<mailto:squeak-dev at lists.squeakfoundation.org>  
Sent: Thursday, November 01, 2001 8:04 PM
Subject: Three Threads Of Squeak


Building professional software is like building a, building:
 
Three stages:
 
Concept        requires   Designer  ~ ideas
Logistic         requires   Architect  ~ concepts
Construct      requires   Builder     ~ objects
 
One tool, three threads. Designers don't lay bricks and Brickies don't
design buildings.
 
There are those that just like playing so the above order doesnt matter
unless the play is a professional activity. In that case more threads may be
added to the list.
 
It is not productive to confuse these different threads. It leads to insult
and counter insult.
 
Generally speaking anyone who has ever been a designer will understand the
role of policy, philosopy, religion: in some countries if the building faces
the wrong direction nobody will live or work in it.
 
Anybody who has ever been a brickie will understand the role of initiate,
inventiveness, imagination ie most of the tools we find at the floor level
have been created by workers "laying bricks" or to stretch a metaphor,
"writing code".
 
Sandwiched in between are the Logicians who use yet another set of tools to
ensure that Designs correspond with Objects (of design).
 
We don't have to like, understand, accept, .., each other. Just respect each
other.
Each has a different vision for Smalltalk that is all.
 
Attached is one person view on the matter

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