By Michael Power
Books and articles on tutorial layout in on-line studying abound yet not often can we get any such complete photograph of what educational designers do, how they do it, and the issues they resolve as their college alterations. energy records the emergence of an tailored educational layout version for remodeling classes from single-mode to dual-mode guideline, making this designer’s log a different contribution to the sphere of on-line studying.
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Additional resources for A Designer's Log: Case Studies in Instructional Design
Sample text
The kinds of team exercises we developed were, for the most part, based on weekly readings, often consisting of openended questions for debate, the results of which would be shared in class, seminar-style. She also wanted to discuss videoconferencing (V/C), with which she had little experience. e. three hours with a twenty-minute break at midpoint. , which I did. In hindsight, I realize that I probably downplayed any real differences between in-class teaching and teaching via videoconferencing, likely in an unconscious (or semi-conscious) attempt to allay her fear of starting this course.
As a consequence, she preferred severe limits on student access to her documents. In retrospect, her decision to limit access to her documents, taken during discussions with the support team, appears to have been a means for the team to reassure her, even lull her into a false sense of security. With regard to the average student, this solution did seem to offer the professor a better level of security for her intellectual property. But, as we all know, if there is sufficient motivation, any student can reproduce and redistribute whatever appears on their screens.
Maybe the non verbal is 80 percent of the message. especially so in my particular field where the need for good communication is stronger than in other fields. I need to see my students…their faces. ” CASE STUDY 2 45 Experiencing a Eureka! Moment Case Characteristics Table 6: Characteristics of the subject matter expert Gender Rank Reason Time Availability No. of sessions K/ Design K/ DE GO/ SO F AST O 2 1 7 1 1 3 Gender: female Number of sessions = 7 Rank: AST = assistant Knowledge of Design 1 = low level Reason: O = organisational Knowledge of DE: 1 = has never offered Time-to-delivery: 2 = beginning in between 2 to 4 months Availability: 1 = minimally available (1-15 hrs) distance courses General Obj.