TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P25

A Designer’s Log Case Studies in Instructional Design- P25: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 | This is the first time that I have been able to work almost exclusively on one particular aspect of a course without having to worry about all of the other tasks that have to be done. In previous cases I often felt that the show must go on even if our work on one week of the course was incomplete. I wonder if I ll ever get over that feeling. Maybe it is simply the nature of the beast that a university course is ipso facto an incomplete entity which must constantly be improved renewed and recreated. Before focussing on her PowerPoint presentations we started off our work by making a schedule of course activities according to the academic calendar for the upcoming term. Assuming a 15-week term we determined that the actual number of working weeks would only be 12 by removing the following the first week which is normally devoted to the professor s presentation of the course syllabus and presentations by support staff the IDC on learning tools and a librarian on accessing online resources the midterm break week the final week devoted to exams. Taking into consideration that actual coursework would cover a twelve-week period we decided to divide her course into two six-week units. During the first unit the professor would lecture on the general themes of the course while assigning students both individual and team activities on a weekly basis. According to the professor s wishes we then allocated the final six weeks in the course partly to in-class student presentations to take place during the first half of the plenary session and partly to subsequent group discussions brainstorming and other interactive activities to take place during the second half of the plenary session. Dividing the course up in this manner provided us with a course structure based on thematic content areas according to which we could distribute the readings to be done each week. Having noticed a rather large amount of prescribed reading I suggested to the professor that we go over each of the .

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