TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P19

A Designer’s Log Case Studies in Instructional Design- P19: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 | Case Characteristics While this case had some characteristics in common with the previous three it also had some significant differences. These characteristics are summarized in the table below. Table 9 Characteristics of the subject matter expert Gender Rank Reason Time Availability No. of sessions K Design K DE GO SO F ASC O 1 1 5 3 2 2 Gender female Number of sessions 5 Rank ASC associate Knowledge of Design 3 advanced level Reason O organisational Knowledge of DE 2 tought three or more Time-to-delivery 1 course already begun DE courses or is about to begin General Obj. Specific Obj. 2 GOs only Availability 1 minimally available 1-15 hrs In terms of similarities to the three previous cases this one also involved a female professor who was participating in the design process for organizational reasons. She faced the same time constraints as the others her course was about to begin 1 she had little availability 1 and only five working sessions took place 5 . In contrast to the previous three cases this professor was at the mid-point in her career ASC and she had deep knowledge of instructional design 3 and of distance learning 2 . Also significant was the fact that like her colleagues her reason for participating in the design process was organizational O . This led her to view the design process as an additional obstacle in her already very busy schedule. She told me she wanted to get it over with as quickly as possible. I got an inkling of what it must feel like to be a dentist. . This statement set the tone for our work and constituted a significant constraining factor in the design of her course. I had had the opportunity to work with this professor on other projects so at least that was running in our favour. She was in no way new to instructional design principles having once used an earlier version of my model to construct a previous course. As for the case under study here she already had a course syllabus because she had already taught this CASE STUDY 4 .

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