TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P30

A Designer’s Log Case Studies in Instructional Design- P30: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 | deliver didactic material in a unidirectional manner and in asynchronous mode via the Web platform. I showed him an example of a course which I had recently completed with another professor. It basically consisted of a website that was relatively well-appointed with numerous readings and various documents such as sound-enhanced PowerPoint presentations as well as pictures diagrams tables and figures. It also had an internal email and discussion forum. He said that at this point aside from some texts that would require our reaching an agreement with the publishers on intellectual property rights he had few digital documents to post on his site. He had his book which students usually bought from the university bookstore and a compilation of photocopied course readings but virtually nothing in digital format. He gave me a copy of his compilation so I immediately handed it off to the IDC to could get started on making the appropriate arrangements with publishers about digitisation possibilities. He considered his list of readings not an exhaustive one and wanted to add a few articles to it yet it was a good starting point for both us and the IDC. As for didactic materials I suggested the idea of individual and team exercises. He told me he had never designed exercises of this kind but was willing to try. I provided examples from other courses all quite generic and without specific contents so as to protect the anonymity of the authors involved and we started to consider the extent to which these exercises could be useful in his instruction. At this point I showed him an adapted version of the pyramid analogy that I had used in other courses and which aimed at enabling students to construct their own knowledge base through individual and team work. I explained that individual assignments were meant to prepare students for team assignments second-level activities which in turn prepared them for plenary session activities located at the very top of the pyramid. The .

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