TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P4

A Designer’s Log Case Studies in Instructional Design- P4: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 | used to employing a highly structured design model with faculty members whose principal job was to create new courses or to revise existing ones. The model was industrial in nature and based on the division of labour . faculty and specialized professionals working as course teams. I had no inkling of how different my work would be in what was essentially a traditional university environment albeit one with numerous distance education course offerings. Indeed I discovered the prevailing role of faculty in a traditional university to be quite different from the dominant role of faculty in single-mode distance education universities. First of all traditional on-campus faculty for the most part have little understanding of what is involved in developing courses for distance education let alone online learning Twigg 2002 . Secondly the traditional university structure is such that faculty do not benefit from the level of pedagogical and technical support inherent in the distance education approach to course design and development Mortera-Gutierrez 2002 Rumble Harry 1982 . Moreover although faculty in distance education universities conduct research which is essentially well received by their academic communities in traditional universities the primacy of research over teaching is even more apparent Maeroff 2003 . These are but some of the differences between the two milieus that have an immediate and profound impact on the amount of time faculty in traditional universities are willing and able to devote to planning their teaching. Upon my entry into this dual-mode university environment I began to realize that I could not simply go about my business as usual. Given these new circumstances I had to find ways of fulfilling my mandate successfully. As I started working closely with faculty it dawned on me that there was not a lot of literature available to instructional designers working in traditional universities. Indeed according to Reiser 2001 instructional design .

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