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A Designer’s Log Case Studies in Instructional Design- P46 pot

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A D ES IG NE R' S LOG 212 matters signicantly more dicult was the fact that for most of these professors, this was the rst time they had ever worked with an ID and a technical support team to develop their course for distance delivery. Having little or no idea of what to expect and being required to prepare for something they had never done, several faculty members experienced high levels of stress. ey therefore saw the entire process as one which was in addition to their normal tasks. ese factors combined to create what might accurately be termed as an “agitated design conditions.” It was during these rst cases that the limits of the initial prototype became obvious and that it underwent several rapid evolutions after being tested and retested in rapid sequence in conditions that required prompt action and subsequent prototype adjustment. is interactive, design research approach resulted rather quickly in a viable prototype emerging by case  and being implemented in case , a prototype which increasingly reected professor needs and limits. e prototype would continue to undergo changes between Case  to  but they were only minor in nature. Indeed, Case  was pivotal in that the lessons learned during it set the stage for major changes to the prototype and applied during Case . It was thus during Cases  and  that the prototype began reecting various levels of design depending on the institutional constraints imposed upon it, namely the amount of time available for design and the amount of eort professors were able to expend. Case  was another example of the ID and professor working furiously to redesign a course which resulted in their applying only part of the prototype out a lack of time. Case  was unique unto itself in that the professor did not t the usual professor prole as seen thus far. His personal characteristics such as his background and experience were such that they set him apart from his colleagues. For these reasons, this case was seen as being atypical yet, nevertheless, it did allow the ID to test various aspects of the prototype which may not have been tested had not this particular professor prole emerged at this particular time. Indeed, the dierence in prole allowed the ID to establish what was absolutely essential in the prototype and what could be removed. Case  was timely in that, given the professor’s characteristics and the ardour with which he applied himself to his work, it brought new elements to the prototype as well as allowing the ID to work in an unfettered fashion, being unhindered by time or other limits, and fully 213 SYN TH ES I S A N D F I N A L PR OTOT Y P E apply the prototype and verify the principles by which it worked. Case  once again propelled the prototype forward under ideal conditions, namely time to work systematically and Case  reminded the ID of the importance of not only making sure that the course was adequately designed and developed but that it was also properly delivered. Case  showed signs of data saturation in that no further changes were made to the prototype. Finally, Figure  presents the evolving design of the prototype, from its creation before Case  to its earliest changes in Cases  and , from its emerging nal form in Case  and  to the last changes made to it in Case . Congruency Transactional Distance Conceptual framework Case Studies 1 2 3 4 5 6 7 8 9 10 A working grid emerges The Horizontal Course Syllabus Model emerges Adapting the model: inversing columns Adding space for OG and OS Making the HCSM Web-based with a direct link to the virtual classroom No change No change Adding a protocol for the Plenary Session Activities Virtual Classroom Figure 8: The design model prototype and its transformation throughout the ten case studies A D ES IG NE R' S LOG 214 Figure  presents the most recent version of the prototype which is the nal result of this study. Just as the varied and specic needs of faculty emerged and the prototype evolved and was articulated in response to such, it is expected that the design models instructional designers use will also vary in nature and degree. e contrary would be disastrous for the development of online learning for it is the IDs whose job it is to identify design-related problems and, by reecting on their practice, to develop relevant and eective educational solutions. As IDs play this vital role, we can expect a real owering of online learning and of the online learner. Figure 9: The current version of the design prototype (Power, 2008a) Conclusion is is the end of a process, momentary in nature, akin to a round in the ring. No knock-out punch has been delivered, not even a technical KO but some degree of success has been achieved. After a particularly rough round, the boxers stagger o to their corners, attend to their wounds and wait for the bell announcing the next round. Just like a story without an ending, the online course design process is endless. We must continue on, we must make progress, we must innovate and we must talk about it! What is especially needed is our documenting what we do as IDs and how we do it. is is the kind of research that allows any eld to move forward, to avoid dead-ends and to pave new promising avenues. Research is no longer the yoke of the accredited researcher but the work of many contributing workers, those who do the work and who know the trials involved; those who live them rst-hand. Everything may be of value; the smallest bit of information may turn out to be what unravels the secret to successful online teaching and learning. roughout this exploration of the online universe, our sole compass is our solidarity. Collaboration takes on an added urgency in this vast space which is virtually unlimited. Hoping to hear from you… Michael . its earliest changes in Cases  and , from its emerging nal form in Case  and  to the last changes made to it in Case . Congruency Transactional Distance Conceptual framework Case Studies 1 2 3 4 5 6 7 8 9 10 A. prompt action and subsequent prototype adjustment. is interactive, design research approach resulted rather quickly in a viable prototype emerging by case  and being implemented in case , a prototype. the lessons learned during it set the stage for major changes to the prototype and applied during Case . It was thus during Cases  and  that the prototype began reecting various levels

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