A Designer’s Log Case Studies in Instructional Design- P21: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 | were to complete either alone or in teams before to coming to class were to prepare them for the plenary session. I also explained that if she had a PowerPoint presentation to which she would like to add a soundtrack all she had to do was get the Instructional Development Coordinator to show her how to do it. She could even do this from her own work station. Afterward recording her sound track she could send it to him and he would upload it to her website. In this way she would be able to provide her students with a valuable teaching resource before to her plenary sessions. That would allow them to access her lecturing at a time of their choosing. By proceeding in this manner more class time via videoconferencing could be spent discussing and deepening their knowledge of key concepts through questions and answers. I then showed her an example of a PowerPoint presentation with a soundtrack I had done myself. I have already used RealPresenter Camtasia and then Captivate on numerous occasions such as when preparing tutorials for faculty development. Having a collection of PPT slides ready I sit down at my work station put on my headset and record the soundtrack. If I m not satisfied with my presentation I can go back over any portion of it and edit it. After that I save it in an accessible format such as QuickTime or Windows Media Player and add it to my website. There it would remain unless I needed to revise it at which time I would open the original document make my changes and then save and post the new version. Again the main advantage I see here is a shift from reliance on purely synchronous mode via videoconferencing to the availability of both synchronous- and asynchronous-based resources. An activity which was previously only available to participants in a session was now accessible asynchronously to anyone to whom access was given. The addition of this kind of didactic resource meant that faculty could in theory now devote more time in synchronous mode with
