TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P6

A Designer’s Log Case Studies in Instructional Design- P6: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 | Case Characteristics Table 3 Characteristics of the subject matter expert Gender Rank Reason Time Availability No. of sessions K Design K DE GO SO M AST O 1 1 6 1 1 2 Gender male Number of sessions 6 Rank AST assistant Knowledge of Design 1 low level Reason O organisational Knowledge of DE 1 has never offered Time-to-delivery distance courses 2 beginning in between 2 to 4 months General Obj. Specific Obj. 2 GOs only Availability 1 minimally available 1-15 hrs As the above table indicates the first case study involved a male Assistant Professor who was designing his course for organizational O purposes. His course would be starting in about four months and the time he had to devote to this work was quite limited 1 . Indeed as it turned out we met only seven 7 times. Finally his knowledge of instructional design was rudimentary as was his knowledge of distance education. He had developed only general objectives GOs . The professor had taught this course only once before and he had done so on campus while other professors before him had taught the same course using videoconferencing. His Department Head and Programs Director decided that the program of which this course was a component was to be offered at a distance to groups of students distributed among several sites. They wished to continue basing this course around a weekly videoconference but wanted to complete the session by other didactic means such as e-mail and a new Learning Management System LMS that the University had just adopted. Because the course would be taught over the next term the professor had only three to four months to prepare his course. Before our first meeting I asked the professor to email me a copy of his current course syllabus and furthermore I invited him to go to my website so that he could view two presentations found there the congruency principle 1 and the steps in the design prototype model presented above that I had developed to support faculty in designing their courses. Session

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