TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P29

A Designer’s Log Case Studies in Instructional Design- P29: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 | courses in the program that is if the professor was ready and willing to do so. I had my doubts. I believe that an ID s first task is to make sure that course objectives are clear and distinctive with regard to other courses in a program both with regard to courses offered concurrently a priori or a posteriori. This positioning task of each course within a given program is typically undertaken by a Programs Committee when a program is launched. However over time I have noticed that a certain degree of what I term course drift may occur because of new currents in ongoing course development as undertaken by new faculty as older faculty retire. As a result the actual position of individual courses tends to shift around. I think of the global analysis phase in the design process as I do the functioning of a GPS it is used to determine a course s objective position and relative position within a given program at a given time. However carrying out this task properly and to its full and logical conclusion takes time time which the professor in question was definitely not willing to lose understandably so. Consequently I had to be content with a cursory look at the other course syllabi which were just as underdeveloped as his. I noticed two things 1 From what I have observed program development in higher education is at times a relatively murky process and far from being systematic especially when you compare the process as it naturally occurs in traditional universities as opposed to for instance its occurrence in distance education universities. The approach that I advocate however is systematic and hence the cause of constant conflict between myself as an ID and faculty. The result is this I am forced to adopt an approach which is less systematic than I had initially hoped for and less in conformity with the most fundamental principles of ID. I have to adopt an approach which is more hand-crafted than manufactured an approach which reacts to both the desires and .

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