A Designer’s Log Case Studies in Instructional Design- P50 ppt

A D ES IG NE R' S LOG 232 Sammons, M.C. & Ruth, S. (2007). e invisible professor and the future of virtual faculty. International Journal of Instructional Technology and Distance Learning. January, Vol. 3 number 1. Scallon, G. (1988). L'évaluation formative des apprentissages 1. La réexion. Québec: Presses de l'Université Laval. Schank, R.C. Berman, T. R. & Macpherson, K. A. (1999). Learning by doing. Reigeluth, C. M. (Ed.) (1999). Instructional-design theories and models: A new paradigm of instructional theory. (161–182). Shale, D. (2002). e hybridisation of higher education in Canada. International Review of Research in Open and Distance Learning, 2(2). Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford Applied Linguistics. Oxford, UK: OUP. Sullivan-Palincsar, A. (1998) Social constructivist perspectives on teaching and learning. Annual Review of Psychology. 49:1, 345–375. Taylor, J.C., (2001). 5th generation distance education. DETYA’s Higher Education Series, Report No.40, June. Tessmer, M., & Wedman, J.F. (1990). A layers-of-necessity instructional development model. Educational Technology: Research and Development, 38(2), 77–85. Tripp, S.D., & Bichelmeyer, B. (1990). Rapid protoyping: An alternative instructional design strategy. Educational Technology, Research and Development, 38(1), 31–44. Twigg, C.A. (2004). Using asynchronous learning in redesign: reaching and retaining the at-risk student. Journal of Asynchronous Learning Networks, Volume 8, Issue 1 February. Visual-Learners.com http://www.visual-learners.com/ Wedemeyer, C.A. (1979). Criteria for constructing a distance education system. Canadian Journal of Continuing Education. VI(I), 9–15. Wedman, J, & Tessmer, M. (1990). Adapting instructional design to project circumstance: e layers of necessity model. Educational Technology, 48–52. Wiley, D. (ed.) (2002). e Instructional Use of Learning Objects. Bloomington, IN: Agency for Instructional Technology. Retrieved Oct. 4 th , 2008. http://reusability.org/read/ 233 B I B L I O G R AP HY Wilson, B.G. (1996). Constructivist learning environments: Case studies in instructional design. Englewood Clis, NJ: Educational Technology Publications. Zemke, R, (1982). Figuring ings Out: A Trainer’s Guide to Needs and Task Analysis. Reading, MA: Addison-Wesley. 235 A P P E N D I X A Appendix A Examples of analogical representations from Power, M. (). Le conseiller pédagogique réflexif: un journal de bord. Athabasca, AB: Athabasca University Press.) Concepts de continuité et de rupture dans l’évolution ………. continuité rupture Sources: S1, S2, S3, etc. S1 S2 S3 S1 S4 S5 800 900 1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000 S2 S3 S1 S5 Figure 1: This first representation of the concepts of “continuity and rupture” throughout time (over 1200 years) is rather abstract. Concepts de continuité et de rupture dans l’évolution de ……… continuité rupture Sources: S1, S2, S3, etc. S1 S2 S3 S1 S4 S5 800 900 1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000 S2 S3 S1 S5 Sx Figure 2: The original analogical representation (Figure 1) was redrawn with colour to better emphasize the “continuity” concept and its juxtaposition with “rupture.” A D ES IG NE R' S LOG 236 Concepts de continuité et de rupture dans l’évolution de ……… continuité rupture Sources: S1, S2, S3, etc. S1 S2 S3 S4 S5 800 900 1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000 S1 S2 S4 S2 S1 S3 S5 Figure 3: This figure is yet a further evolution of Figures 1 and 2. The analogical nature of the representation (the cylinder) appears here more clearly. Concepts de continuité et de rupture dans l’évolution de …………. Sources: S1, S2, S3, etc. rupture continuité 800 900 1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000 S1S2 S3 S4 S5S1 S2S4 S2S1 S3 S5 Figure 4: This final figure is but a variation of Figure 3. The horizontal display depicted here was preferred by the faculty member as opposed to the vertical display presented in Figure 3. . hybridisation of higher education in Canada. International Review of Research in Open and Distance Learning, 2(2). Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford Applied Linguistics Publications. Zemke, R, (1982). Figuring ings Out: A Trainer’s Guide to Needs and Task Analysis. Reading, MA: Addison-Wesley. 235 A P P E N D I X A Appendix A Examples of analogical representations. Wedemeyer, C .A. (1979). Criteria for constructing a distance education system. Canadian Journal of Continuing Education. VI(I), 9–15. Wedman, J, & Tessmer, M. (1990). Adapting instructional design