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takes place at the end of a ﬁ rst macro-design phase aiming at the creation of the learning course architecture. This passage is characterized by many problems and requires the deﬁ nition and standardization of an effective model aiming at the integration of theoretical options and educational strategies. According to the model we propose, the ﬁ rst phase of the micro-design process consists in content analysis and it is founded on a particular interpretation of mental models theory (Ph. Johnson-Laird) and on graphic representation of knowledge systems through concept maps (J. Novak). The
second phase consists in the deﬁ nition of educational strategy and requires (a) a distinction between schemata and semantic network (J. Kagan), (b) the association of mental models to particular behaviour patterns, (c) the identiﬁ cation of algorithms deriving from the application of cognitive dissonance theory (L. Festinger). A series of experiments highlighted the advantages coming from the adoption of this model for:
• learning time prediction and Learning Object micro-design;
• the planning and the management of storyboarding activity;
• the deﬁnition of the storyboarder job proﬁle.
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