TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P41

A Designer’s Log Case Studies in Instructional Design- P41: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 | without personally intervening. He was ready however to propose a weekly theme to be discussed and already had some excellent questions to initiate a debate related to the cases studied during the week. So as this session wound down I resolved that between now and our next session I would ask the IDC to train the professor in using the synchronous platform to help him understand how the virtual classroom worked thereby alleviating his worries. At the next meeting we would also look at the steps involved in planning and preparing for his plenary sessions. In the meantime we agreed that he was to continue to develop his objectives course content and activities using the HCS model. Session 4 The professor had indeed been able to meet with the IDC and had tried out the synchronous platform. He said he felt it would perfectly suit his needs and those of his students who might be all over Europe and North America. Moreover between sessions he had devoted himself to his work and has produced complete versions of Weeks 4 5 and 6. I was thrilled We began reviewing his work and I noted that he had succeeded in developing his specific objectives SO in clearly identifying his content and in linking both to activities with great precision. I picked up on a weakness in his specific objective-writing however. Rather than enunciate the specific objectives he expected his students to meet he tended to simply draw up a series of tasks to be completed. I noticed that distinguishing between writing objectives and identifying tasks to be accomplished is a recurring difficulty among professors. Whereas an objective answers the question what is to be done under what conditions and to what extent a task is simply how something that we define is to be done. I feel my chickens are coming home to roost. thus far I have not required that professors write complete Magerbased three-component objectives because I recognize I would never get them. Instead I have encouraged faculty to develop .

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