tailieunhanh - A Designer’s Log Case Studies in Instructional Design- P13

A Designer’s Log Case Studies in Instructional Design- P13: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 | CASE STUDY 3 Experiencing a Eureka Moment Case Characteristics Table 6 Characteristics of the subject matter expert No. of K K GO Gender Rank Reason Time Availability sessions Design DE SO F AST O 2 1 7 113 Gender female Rank AST assistant Reason O organisational Time-to-delivery 2 beginning in between 2 to 4 months Availability 1 minimally available 1-15 hrs Number of sessions 7 Knowledge of Design 1 low level Knowledge of DE 1 has never offered distance courses General Obj. Specific Obj. 3 GOs a limited number of SOs Case 3 was not a lot different from Case 2. We had just a little more time to design this professor s course. However this faculty member appeared to be just a bit less knowledgeable about instructional design and distance education than the previous one. Before our first meeting I had asked the professor as usual to send me a copy of her current syllabus and I also invited her to go to my website to view both presentations on the congruency principle and the design model we d be using. To save time I obtained copies of the other course syllabi in her program from the Dean s office. Session 1 This professor had never before seen the other syllabi comprising the program in which she taught. Being a relatively new member of the faculty she had not taken part in the development of the program. As we looked at these syllabi together we noticed that the objectives pursued where they were explicit certain courses contained only a few general objectives aimed generally at the development of different competencies than those at which she was aiming at in her course. However considering the wide variety of models used to design these syllabi and the variable level of detail in their presentation I realized that the degree of certainty as to potential overlap of the objectives pursued in these courses was necessarily rather low. We continued on carefully examining her course syllabus. As in the other cases I noticed that her plan had been designed according to