TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P32

A Designer’s Log Case Studies in Instructional Design- P32: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 | The problems we face are infinitely varied. You start with the facts and then you have to use critical thinking to solve these problems. It s just like a car accident. There are witnesses weather conditions mitigating are thousands of factors How does one learn to take in all the facts while retaining only what is relevant On his students method of learning What do I expect them to do I expect them to find answers to problems in case studies that they have never seen before. Take three different cases for instance people are mistreated made to feel scared and thrown out of their homes on the can be concluded from these cases How are they linked It is up to them to conclude that all these cases concern a lack of security or more precisely a reigning state of insecurity. One must draw conclusions understand consequences find links between them etc. from seemingly disparate facts. On his teaching method I provide them with facts as they were understood at a given time or should I say perceptions of reality. Facts of course don t even exist. The problem with objectivity is one that dwells permanently inside of us. I want them to be able to reach conclusions even in the murkiest of cases. What we do is not an exact science On targeted learning skills My students will become professional wordsmiths. The entire endeavour is a process. That s what getting a university education is all about. It is the capacity of students to search for and to find what they are looking for by themselves through the use of their intellectual faculties. It s essentially an inductive process. I guide them through a series of readings and above all through an interrogative process. I don t want them to rewrite the course that I m giving . . I give them a series of readings and try to get through all of them. I try to get them to make connections. Their answers are predictable I know how their minds work. I try little by little to bring them to make connections .

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