TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P39

A Designer’s Log Case Studies in Instructional Design- P39:This book deals with the design of distance education at an emerging dual-mode university, that is, a university offering courses both on-campus and via distance education or online in a variety of manners. It was written from the point of view of an instructional designer (ID) working alongside university professors in designing their courses for distance delivery | online either because they had lost their password or for some other reason. The students did appreciate it but it required a lot of time and preparation on my part . You have to teach the course plus all the rest. On supplementary work Slides need to be prepared because you can t have a student spend an hour and a half in front of an empty screen it s just not possible. So you have to show slides. We had some problems. forgetting to download slides technical problems etc. I created slides for the course material every week. But I m always behind. If it s Week 8 I m reviewing Week 7 material to summarize it. On the workload It took a lot of time to prepare the slides. This course is the only thing I ve done all year. I did not write a book not an article. I can t do anything else. It s not normal. It s too much. And it s not finished yet On how the course turned out It appears that the course we designed is not adapted to non-regular students - it s too demanding. But fortunately I can reuse everything we ve done in my regular courses. On interaction There s a problem with interaction. The students tend to not intervene freely. So I end up lecturing and they seem to like that. This lack of interaction is always the same whether we re in class on campus or in virtual class online. Some have not done their readings. Their attitude seems to be we want the professor to summarize what we haven t taken the time to read. Especially among adults this attitude is widespread. They re passive. bombarding them with questions is what s needed. I don t really know where I am at with all of this. They seem to like the course the slides and presentations. We ll see what the evaluations say after the course. On the software Another problem surfaced during course development. Regular students usually access an online website to consult the databases but the site owners insist that the software be used only by regular students. Since this course is aimed at non-regular students this

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