A Designer’s Log Case Studies in Instructional Design- P34 doc
A Designer’s Log Case Studies in Instructional Design- P34 doc
... language with ease and depth, it got to a point where I had A D ES IG NE R' S LOG 156via an import sub-program. Also, this software was able to copy-paste any textual annotation he wanted right ... up in the syllabus. In some cases, we discarded some of them because there were simply too many to develop into learning activities. I reminded him that instructional design was an iterative ... supported by software and that there was probably already a program out there to assist students in completing this kind of task, I asked him if he knew of anything suitable. He said he had never thought...
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A Designer’s Log Case Studies in Instructional Design- P2 doc
... transformation of a traditional learning institution into a dual-mode institution oering courses on-campus as well as online is not a task for the faint at heart. What has to be appreciated ... is that subject matter experts, used to teaching in a classroom, face a daunting challenge when requested to teach at a distance or online. Indeed, only a few have ever systematically planned ... however, has chosen to present actual case studies demonstrating practices that work, and then adds theoretical underpinnings. at is, I believe, what is of greatest interest in this book. e cases...
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A Designer’s Log Case Studies in Instructional Design- P4 docx
... gleaned from over thirty years in higher education, as a student, as a teaching assistant, as a research assistant, as an analyst, as a consultant, as an instructional designer/researcher and ... nally as a professor and an administrator. My varied experience allowed me to analyse faculty course planning techniques and practices, the results of which were reinvested in the initial instructional ... and predispositions I encountered. Based on the above theory-based instructional design conceptual framework, actual faculty course planning practices and following a comparative phases analysis,...
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A Designer’s Log Case Studies in Instructional Design- P9 doc
... a she, not a he; the course start date is one and a half months away, instead of four to six; and the number of working sessions ended at six. is professor already had a course syllabus and ... reading week (spring or fall break) and nally exam week from the schedule, there remained only twelve weeks. We then allocated reading material for each of these twelve weeks, avoiding assigning ... universities; they conrm that having at least two terms to de-sign a course is not a luxury. So I’m thinking, if these cases are in any way representative of what’s to come in this dual-mode university,...
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A Designer’s Log Case Studies in Instructional Design- P13 docx
... because videoconferencing was really just the technological extension of what she was already doing in class. at said, I decided I should nuance my answer somewhat, so I added that there was, ... undertake, either individually or as part of a team, allows students to quickly understand what is expected of them, as well as when and how. In a matter of minutes, I feel I have arrived at ... “distance factor”—transactional distance (Moore, ) does exist—and that the use of media in distance education can indeed a ect pedagogy. However, the actual impact of such could vary from...
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A Designer’s Log Case Studies in Instructional Design- P14 doc
... required about hours of training to learn how to use. I also spoke to her about automated evaluation tools in synchronous mode that the team and I had been investigating, various software and ... personal initiative rather than oering a “free ride to slackers.” On the other hand, I emphasized that teamwork was in itself an excellent means of promoting certain types of learning, whether ... re-conceptualize the grid because of the severe constraints under which I have been working with faculty since Case 1. Lacking time, faculty availability, technical support, and so on, I have been...
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A Designer’s Log Case Studies in Instructional Design- P21 doc
... (developed according to their needs but also in taking into account available resources) to the next (i.e. from an individual activity to a team activity to a plenary session activity), the latter always ... using a forum and a chat and then took her to a site with discussion forum in which I was a participant. ere I was able to show her how a forum actually worked and what it might involve in ... could also be a way to carry out certain team assignments. Indeed, each team, in addition to having access to the general forum, also had the possibility of setting up a forum intended for...
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A Designer’s Log Case Studies in Instructional Design- P36 doc
... Managing Volume163CAS E STU DY 7what they learn, which, in the past, was taught in a classroom in the traditional way. Must we cater to their needs or simply cast them aside?”On moderating ... downloading homework can take an incredible amount of time at home if one does not have high-speed internet connection. Especially since I always have students who are late handing in assignments…[it’s ... A D ES IG NE R' S LOG 162On course planning: In terms of planning, I certainly save time. Everything is planned. I study the material ahead of time. I check to see if the technical...
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A Designer’s Log Case Studies in Instructional Design- P39 doc
... 181 CASE STU DY 9 Case Characteristicsis professor’s prole was dierent from the preceding case in that he was less advanced in his career (ASC) as well as the reason why he got involved in ... lecturing and they seem to like that. is lack of interaction is always the same, whether we’re in class on campus or in virtual class online. Some have not done their readings. eir attitude ... preceding cases, I decided to present the tutorials on congruency and design method during our rst meeting. Once again, this course was not ready to begin immediately and we had at least six...
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A Designer’s Log Case Studies in Instructional Design- P41 doc
... weekly individual and-or team assignment. • At the very end of the session, he would remain online for a few minutes (as he would in class on campus) in case anyone had 191 CASE STU DY 9And ... understand how the virtual classroom worked, thereby alleviating his worries. At the next meeting, we would also look at the steps involved in planning and preparing for his plenary sessions. In ... diagrams (graphical representations). In terms of animations, we don’t have many, because the professor wants more time to think about what he wants done, i.e. nice to have versus must have....
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