TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P34

A Designer’s Log Case Studies in Instructional Design- P34: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 | into his syllabus. For instance we began looking at themes that would be addressed during the second week of his course the first week was focused on presenting his syllabus and on technical-logistical questions . We discussed his didactic intentions for Week 2 in general terms and together we wrote down a general objective GO that summarized what he intended to achieve that week with his students. Afterwards we identified a few specific objectives SOs that naturally stemmed from the GO. We parted company with his intention of starting to identify his GOs for each week of his course. I provided him with a copy of Richard Pregent s Charting your Course a book on course design with a great section on writing objectives. By and large I liked Richard Pregent s book very much even if I did not agree with him on the matter of GO identification. He states that general objectives are to be written from the professor s point of view. I maintain that on the contrary all course objectives whether general or specific must target the student s acquisition of knowledge and as a consequence must be written from their point of view. I believe that Bloom 1984 supports this position since when he speaks about levels of cognition he focuses exclusively on the learner s acquisition of knowledge comprehension etc. but he certainly never mentions the professor s levels of cognition. Session 2 The professor admits that he had difficulty continuing the objectives-writing assignment. He had formulated three general objectives for weeks 3 4 and 5 of the course but had not written any specific objectives. His GOs include what I consider as mentioned above an error in objectivewriting that is GOs are too often faculty-centered. I have relied on the following UNESCO-based resource and I encourage faculty to do so http 6f99up since the URL was too long I used the . com site to abbreviate it thereby avoiding the danger of a broken link . We discussed his GOs and rewrote .

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