July 2006 Volume 9 Number 3 - CiteSeerX

first version of a digital learning environment as quickly as possible. As a formative design method FODEM
emphasizes research-orientation throughout the entire lifecycle of a DLE. Various thread types can also be
identified. In a cycle of development thread type, the components within a thread have an iterative dependency.
With a cycle of development thread, one can, for instance, represent how a certain development theme
progresses clearly in linear or spiral form. This means that typically a cycle of development thread includes
several instances of components. Figure 1 illustrates how two threads might work together in a development
process. The thread on the left illustrates a cycle of a development thread.
FODEM components
First designs of
courses
NA
I FE
Focus on a
special case
Single course
NA
I FE
Figure 1. Two threads in a development process
In a needs analysis, designers identify the needs and pedagogical objectives of the DLE and the consequent
requirements of a design context. A needs analysis includes the definition of the main concepts, roles and desired
goals of the environment in terms of the thread’s theme. In the early stages of development, the most urgent
tasks are given the highest priority. The definition of pedagogical objectives can be grounded on both theory and
practice. Learning theories, for example, can be a useful resource for suggesting various approaches and ideas to
the designer. But design solutions may also be the product of human innovation and ingenuity, particularly in
circumstances where no relevant theories exist. The requirements of the design context may also be constructed
from extrapolating from experiences of successful practical developments in similar situations in the past. Needs
analysis may also include an analysis of formative evaluations in other threads.
Tasks Identify the design solutions and
main concepts (Kerne, 2002).
Methods Analysis of contextual factors,
learning theories, and practical
experiences. Literature reviews.
Evaluation of experiences from
other threads.
Outcomes Pedagogical and technical design
principles and solutions
Challenges To incorporate and combine the
design ideas from different origins
in an effective and meaningful way
(Abdelraheem, 2003)
Table 2. Summary of the FODEM components
NA I FE
Implement design solutions as
quickly as possible so that
experiments with learners can
take place as soon as possible
(Soloway et al., 1996).
Fast prototyping, sketching,
experimenting (Bahn &
Nauman, 1997).
An environment that is usable
in authentic learning settings
To expose the environment to
users at the right moment.
Identify viable features
by evaluating.
Use of environmental
and experiential analysis,
content analysis.
Information about the
functions of the
environments in future
development
To go beyond the
structure of the design
(Kommers, 2004)
The implementation component is used to implement the design solutions identified in needs analysis. One of the
applied implementation methods is fast prototyping. This is used to test design ideas at an early stage for
information about which design solutions are viable and which are unsuccessful. This can be achieved through
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