TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P22

A Designer’s Log Case Studies in Instructional Design- P22: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 | a group identity and exchange freely with one another without space-time constraints. Of course in order for it to work the forum requires active participation ideally of all students as well as their ongoing involvement throughout the course. I have also found that unless forums are organized according to set themes threads debates can become chaotic and unbeneficial to students. One final drawback to the forum is this most of the professors with whom I have worked have never used a forum even fewer have used a chat tool not to mention a wiki or a blog . What s more they have neither the interest nor the time the lack of the former seems to be due to a lack of the latter to learn how to use manage a forum. This brings up the whole issue of faculty development in IT their growing needs versus their severe time constraints and the conflicts involved therein. A further note on the forum s synchronous mode counterpart the chat as I mentioned I don t see any valuable pedagogical application for it especially when large groups are involved. It does of course enable two or three individuals to interact quite effectively as a small team however in my experience once the group reaches four or five dialogue tends to become quite disorderly confused and difficult to follow. For this reason I do not encourage its use in officially-sanctioned activities. On the other hand now that we have tools like MSN and Skype for multiple online audio discussions written chatting seems already to be a thing of the past a short-lived technical innovation which has come and gone almost overnight. We continued on with a discussion on her using the synthesis grid for the presentation of her course her course activities as well as her course schedule. As mentioned her syllabus at that point was based on the vertical pattern with no clear indication of what students were expected to do each week. After studying the grid she agreed to use it. We then began transferring the components of her .

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