TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P52

A Designer’s Log Case Studies in Instructional Design- P52: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 | planning his objectives and content she or he will already have the requisite means to adequately evaluate his her students performance. This function can in turn be subdivided into three other categories administering a test correcting it and returning it. Linking evaluation to planning and delivery is essential because true congruency cannot exist in a course until such time as it has been successfully achieved. Using the model elaborated above let s now add this third function to the first two. Figure 2 Congruency between planning delivery and evaluating In Figure 2 we see that all three functions must tend toward a central position where there is as high a degree as possible of overlap between functions. This occurs when what has been planned has been taught and what has been planned and taught has been evaluated accordingly. The likely result is a high degree of congruency. Furthermore we posit that there is a higher probability of student achievement when high-level congruency has been achieved by a faculty member in a given course the same applying equally to a program f studies involving numerous professors. This said we are of course aware of numerous other intervening factors which may alter results factors such as faculty and student motivation faculty communicative skills students perseverance and assiduity etc. So the congruency principle as presented here looks only at the probable impact of instructional design teaching practice and student evaluation as conducted by faculty with regard to student performance. This of course begs the question what happens when congruency 242 A DESIGNER S LOG does not occur What does a professor do after straying away from the syllabus during teaching Should students be assessed using predesigned assessment instruments which are based on planned objectives and content or taking into account actual objectives and content pursued modify said instruments to bring them in alignment with reality On the one hand if their .

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