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The design of an e-learning course consists of two distinct phases: macro-and micro-design. In the last two years in Italy we have achieved signifi cant results on the theoretical defi nition of the fi rst phase but at present, however, there is not a shared micro-design model. Educational micro-design activity
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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How to Cite
Ronsivalle, G. B., Loi, M., & Metus, V. (2012). Microphysics of e-learning: The new storyboarder’s profile. Journal of E-Learning and Knowledge Society, 2(2).