Đang chuẩn bị liên kết để tải về tài liệu:
A Designer’s Log Case Studies in Instructional Design- P10

A Designer’s Log Case Studies in Instructional Design- P10: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 | as to not interfere with audio and video quality ideally using the document camera rather than the SmartBoard which seemed to serve no purpose whatsoever all the while not forgetting to switch back to the headshot camera after using the document camera. Afterwards at her request we began to analyze the compulsory readings in her course. She had already chosen a textbook and other reading material mostly short articles and case studies . This brought us to the work of developing reading comprehension exercises that students could be expected to complete after doing the readings. I realized that since the professor was used to teaching on-campus she presented a lot of her guidelines and instructions verbally. Therefore I suggested that she document everything she told her students in class so as to add it to her learning exercises. We then developed the first reading comprehension exercise RCE of the course which would serve as a model for elaborating subsequent exercises. Doing so brought us to the topic of objectives and how they might form the basis for modularizing her course i.e. chunking it Reigeluth 1999 . We worked on identifying her expectations in the most precise way possible. For instance she had a number of fundamental must-see elements e.g. the scientific foundations of her discipline which she intended to present to her students at the beginning of her course. The very act of identifying a specific number of elements seemed to help her stay within the available time each week of her course. We continued identifying her RCEs and also other individual assignments that students were expected to do and which were to be marked such as oral presentations about theoretical approaches. Intuitively following an emerging iterative design pattern brought us around once again to talking about team exercises namely team presentations. Considering the fact that this professor neither knew exactly how many students would be enrolled in her course nor where they would