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A Designer’s Log Case Studies in Instructional Design- P44

A Designer’s Log Case Studies in Instructional Design- P44: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 | suggested she build a basic course for all of her students and then add supplementary activities for those individuals who were stronger than the average capable of going further into the subject matter as well as compensatory exercises for the weaker students. This all boiled down to doing more design earlier on instead of less. We finally agreed on creating a basic course and having a bank of resources which students could access depending on their specific needs. We ended our meeting with my presenting the HCP model. She did seem a bit upset with our discussion even though she said she was happy with the result of our session. I think that the emphasis on the pedagogical approach caught her offguard. Even though she was obviously a very experienced professor and deeply committed to her students I got the impression that our exchanges left her feeling somewhat out of her league. I already found this in working with other faculty members. Instructional design seems to disrupt a lot of their thinking about teaching because the process generates a lot of questions and creates uncertainty in areas where certitude had reigned. I realize that this is difficult for some so I try to limit what I say to the bare essentials during our first session. However certain realities are inescapable. During the first session I often find myself guessing who will continue and who will drop out of the process. As for this professor I have no doubts. Even though she is shaken even stirred she does want to pursue it further. Session 2 Our session began where we left off reviewing her current course syllabus and transferring elements to the HCP. She recognized that she had not developed all of her general objectives so we spent a good part of our time defining and allocating them a relatively easy step in the process since she had already defined many. What was missing was their weekly distribution throughout the syllabus. That is one of the things that frustrate me the most in this .