TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P35

A Designer’s Log Case Studies in Instructional Design- P35: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 | writing his TAs using this model. The professor committed to continuing importing his objects into the software format and to creating the IAs and TAs for the next two weeks. Session 4 We had now established a functional working protocol. He imported objects into the software format he wrote out the IAs and TAs and we reviewed them together. He had decided since our last session to attribute points in his course exclusively to the Individual Assignment and Team Assignment output by his students. Next we decided to talk about the plenary session process. He told me that now that his students would be completing the greater part of their work outside of the classroom he wondered what was going to do in class. In fact he was laughing as he saying this because this was the first time he had ever faced a problem like this before thinking about teaching at a distance there had never been enough time to answer all of his students questions. He spent all of his time teaching in a professorial lecture format. He now understood that he had never really had enough time to be concerned with his whether or not his students were actually learning. He said that he was always too busy making sure he was covering all of his material. He went on to say that he was satisfied with the design process to date that he was more and more aware of the importance of having students fully prepare for class by completing the assignments we were designing for them so that when they come into class they have already completed the preliminary work and have good questions to ask. He also said that he had been in the habit of presenting them everything on a silver platter. Now he was happy to assume a more indirect role being less directorial and proactive and letting his students assume responsibility for their own learning. This professor s realization confirmed my working hypothesis which I m sure I share with a lot of other online educators . the best method of learning whether online or not

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