TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P12

A Designer’s Log Case Studies in Instructional Design- P12: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 | Ex Post Facto Interview On the instructional design process This design process allows for a high level of student autonomy and because of this I m finding it hard. I have to be rigorous in my planning of exercises and activities and in my m always wondering Is it enough With distance courses everything has to be planned when possible we can t just let things happen randomly or spontaneously. On team activities I used to get students to work together as teams in class. Now I get them to work together before class. So I feel that there is less contact between me and my students it is more have more difficulty checking on what they are doing. What s more is that besides the distance students in the multimedia rooms I also have students on-site in my classroom. When I pay attention to the distance students those on-site feel left the technology allowed me to do what I want to do that would be getting good quality audio. . They always have an activity to do before coming to class like an individual or team assignment. Should they have trouble with one or the other I go over them in class during the videoconference. On the usual activities sequence individual teams and plenary session activities This is the 1st time I ve done things like that. Did things work out Yes and no. Yes they my students appreciated the structure of the course . And no they said they had too much work. I realized that I had to opt for either an individual activity or a team activity but not both in the same week. To worsen matters it was a spring term course so everything was accelerated. I ll never do that just wasn t enough time. On weekly readings My students did their readings because they had assignments linked to the reading to hand in which I corrected but not all the time. There was just too much had to correct every week plus it was a crash course So I did random checks say 4 out of was the carrot I had to work with Then I .

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