TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P51

A Designer’s Log Case Studies in Instructional Design- P51: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 | Appendix B The Congruency Principle A summary ORIGINAL TITLE Congruency A fundamental principle in instructional design Michael Power March 1999 SUMMARY This article will propose a basic conceptual model for course design in higher education. It first defines the three functions all faculty members carry out in their work namely course planning course delivery and student performance evaluation. Moreover using Venn diagrams these functions are schematized so as to visually demonstrate the importance of establishing a close concordance among all three. This quality of concordance or interrelatedness is termed congruency. Finally the consequences of a lack of congruency in higher education will be examined and examples provided. 1. Towards a congruent model of teaching Nowadays technology is playing an increasingly important role in most sectors of human activity such as in industry and manufacturing. Nonetheless in the field of human resources development human involvement is still considered to be a requisite element at elementary intermediary and advanced levels. This can be explained by the fact that an educator s task is ipso facto a communicative one as well as one that requires a high level of versatility and flexibility given the variety of learning styles that exist among students. Furthermore an educator s task becomes more and more complex as learning needs expand both in terms of quantity and quality. Take for instance the following current trends in higher education the number of individuals requiring higher education is continually increasing. APPENDIX B 237 the quantity of knowledge and skills to be learned is also continually increasing. the level of competency quality required in the market place is continually increasing as well. These trends coexistent with yet another one that of financial limits on budgets allocated by governments to higher education. To sum up university professors have to educate more and more students over a longer period of .

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