Implications of the adoption of a concept-based approach to instructional design

This document reports on an attempt to import a traditional distance course in a tool conceived to support a concept mapping procedure intended to facilitate, in a second phase, the implementation of adaptive rules and personal learning paths. This article does not ascertain the value of this approach per se (for those interested, see some reflection on this topic in Appendix 1). It just aims at sketching the time needed for such a work and to document encountered difficulties. The article resolutely takes the viewpoint of an average instructor.