TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P28

A Designer’s Log Case Studies in Instructional Design- P28: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 | gave him the address of my website where I had posted the tutorials on congruency and method and asked him to take a look at them to get an idea of the instructional design model that I was proposing. I also sent him a copy of the most recent version of the horizontal course syllabus HCS grid that I developed while working on Case 4 and improved during Case 5. When we met for the first time the course was not about to begin. We had approximately a six-month time frame within which to work. This was more than I had originally thought we d have. As a result I eagerly looked forward to the possibility of carrying out our work at a relatively normal pace. But it was not too much time. After talking with the IDC Instructional Development Coordinator assigned to the course we decided to meet with the professor to explain our respective roles. I knew that the design and development process is relatively new for most professors and consequently they are unaware of what they can expect in terms of technical support. In addition I considered our meeting to be important especially at the outset of this process as it would give both the IDC and me the opportunity to listen to the professor talk about his course his objectives and so on and to start the process off with a mutual understanding of what lies ahead. Finally sensing a degree of disillusionment in the team especially among the IDCs with regard to understanding the big picture . the complete design process from initial analysis to actual course delivery I also wanted the IDC assigned to this course to feel more involved in the process from the get-go. Sometimes IDCs with little actual university experience do not understand the kind of didactic documents that most professors produce or even the nature of the tasks that they will be called upon to coordinate. As a result sometimes they can be disappointed by the relatively simplistic nature of the production work to be carried out. While the project administrator .

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