TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P40

A Designer’s Log Case Studies in Instructional Design- P40: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 | my gut feeling that the IDC should only get involved in the process once the ID and the professor have had the time to actually design something so that there is something to develop. Their getting mixed up in the design process simply makes matters more arduous as if they weren t hard enough already. . Session 1 At our first meeting I introduced myself as usual described my role and simply asked the professor to talk to me about his course. He explained that it was the follow-up course to one that I had previously worked on. So this time I knew exactly where his course was situated in the program. We thus moved along expediently analyzing his general objectives and avoiding redundancy. Our analysis confirmed that his course had different objectives from the others. Only a few elements overlapped at the end of the first course and at the beginning of this one which we judged to be perfectly acceptable and even pedagogically necessary to demonstrate continuity. Even though the professor had already given this course several times he now had to modify it to present it to a group of students with a different profile. He explained that he wanted to develop a lighter version. This part the analysis went quite quickly since he knew exactly what he wanted to do which types of knowledge he was targeting mostly knowledge skills but also some metacognitive skills and which general objectives he wanted his students to reach. The distribution of his general objectives GO throughout the course was as is common sorely missing. Moreover he had not identified any specific objectives. At this stage I asked if I might present the model I had been using with other faculty for planning online courses and he accepted. I explained that many professors had already made use of this model and had generally obtained good results. I started by explaining the congruency principle. His reaction was enthusiastic and he was impressed by the simplicity and the clarity of the presentation. He also

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