TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P16

A Designer’s Log Case Studies in Instructional Design- P16: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 | Of course as we all know the teaching component of a lot of courses is often one-way oral transmission on the part of faculty . lecturing. However in a distance education setting a variety of documents didactic resources and or audio video recordings provided to the students usually replace lectures. However as we have seen the problem faculty face in dual-mode universities is that there is rarely sufficient time or resources to develop quality mediatised resources. As a result there is no clear distinction between teaching resources and learner support activities as there is in distance education courses developed by single-mode universities such as TELUQ or Open . Hence dual-mode university faculty tend to try to teach and provide learner support simultaneously very much as they would on campus using whatever two-way technology their institution has adopted that is available to them. In this faculty member s case in particular considering that her course was to start almost immediately and that there wasn t enough time to fully mediatise her course as recommended by the design model I was using we had to adopt a design-light approach that is something more like a traditional on-campus course than a DE Web course. Afterwards once the course started it might be possible to gradually mediatise it and to provide an increasing number of teaching resources online such as recordings of her lecturing while preserving real-time contact. In any case this time she would have to teach her course while providing learner support as she was used to doing in class. Doing so was possible with videoconferencing but it was a departure from the classical DE model a model which seemed increasingly inapplicable in the dualmode university setting. Since beginning work with this professor I ve not been able to establish a logical and orderly course design process and I haven t managed to apply the prescribed design model. Consequently we seem to have entered an iterative cycle where

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