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Author: Jan Nedermeijer

Bibliography

Ausubel, D.P. and Robinson, Floyd, G. (1969) School Learning: An Introduction to Educational Psychology. Holt, Reinhart and Winston Inc. New York.

Bruner, Jerome S. (1962) Toward a Theory of Instruction. Harvard University Press.

Earl, F. A. (1973) The Four Referents. Interne Mededeling Afdeling Onderzoek en Ontwikkeling van Onderwijs, RijksUniversiteit te Utrecht, Netherlands.

Earl, F.A. , Everwijn, S.E.M. and de Melker R, Assisting the Observation Skills of Medical Students Visiting General Practices and Patients in their Homes; Medical Education, 1980,14.

Earl, T. en Lutiik A. (1983) Self Study Unit: Dermatology in General Practice (Interne Publicatie); Afdeling Onderzoek en Ontwikkeling van Onderwijs/Instituut voor Huisartsgeneeskunde, Rijksuniversiteit te Utrecht, Netherlands.

Freon” Products Division E.L du Pont de Nemours & Company (Inc,) (1964) Systematic Trouble Shooting for Air Conditioning and Refrigeration Systems; E.I. du Pont de Nemours & Co. (Inc.), Delaware, New Jersey, USA.

Gilbert, T.F., Mathetics: the technology of education; New York: Journal of Mathetics 1, January, 1962.

Gordon, William, J.J. (1976) Synthetics: The Development of Creative Capacity. Collier Books.

Kendler, Howard H.A.V., Communication Review. 1961 Vol. 9, 110.5, Supplement 4, Learning Theory and A.V. Utilization, ed. Wesley C Meierhenry.’

Kerlinger, Fred.N. (1964) Foundations of Behavioural Research. Holt, Reinhart and Winston Inc. New York.

Kübler-Ross, E. (1981) Santa Barbara Lecture: (Cassette); Stichting Dr. Elisabeth Kabler- Ross/Shanti Nilaya Nederland.

Mechner, F. (1967) Behavioural Analysis and Instructional Sequencing. Programmed Instruction. 65c year book of the National Society for Programmed instruction (part 11). Chicago; University of Chicago Press.

Merck, E. (979) Read the Skim Frankfurter Strasse 250, 6000 Darmstadt, F.R. Germany.

Norman Frank, W. (1970) Nosebleed Handling the Problem in Your Office. Patient Care, (January 30).

Simon Herbert, A. (1966) The Shape of Automation for Men and Management, pg 78- Harper Porchbooks; The Academy Library, Harper & Row, Publishers, New York.

Stein, Morris, I. (1974) Stimulating Creativity, Vol. ii. Individual Procedures’, Academic Press Inc., New York.

Ten Fire Fighting Orders (Test Copy), Basic Systems Inc., New York and the Forestry Service, U.S.D.A. (Under Contract No. 13-96,1964).

Tennyson, Robert D., and Breuer Klaus (1984) Cognitive Based Guidelines for Using Video and Computer Technology in Course Development, In: Video in Higher Education, Ed. Ortrun Zuber-Skerritt, Kogan Page, London.

Tyler, Ralph. W. (1949). Basic Principles of Curriculum and Instruction. The University of Chicago Press.

Case Study Self study book Water Management in Technical Irrigation Systems

The training material was prepared in the Proyek Tata Guna Air (PTGA) or Water Users Training Project (WUTP). Ministry of  Public Works, Department Irrigation 2, Jakarta, Indonesia, 1986. by. F.A. Earl

Click here to start with the self-study book. Tony Earl used a hard copy of the self-study book in his course module, nine hard copy cards (see below) and a panel book with schemes (copies in the self-study book). All these materials are presented digitally on this website. However, using the hard copies beside the self-study book was crucial for him. When you read the book, please imagine the cards and panels on your table beside your laptop/computer. Click here for the didactical description WUTP booklet from Tony Earl.

Why I think the design approach of Tony Earl is still worthwhile in Higher Education, video by Jan Nedermeijer.

Text video  An example of the design approach of Tony Earl: intuition, creativity and logical thinking

5.1 Introduction

It’s time to close the circle, and say something about the last two activities in the course design activities cycle: the installation of the course or lesson in the learner’s programme, and the end evaluation of the design. This latter event is the moment of truth. Its result will tell you how successful you have been as a designer in thinking up, working out, testing-and-revising and installing your worked-out design.

5.2. Installation
5.3 On-the-spot designing
5.4 End evaluation
5.5 Case study no. 6
5.6 Experiencing a ‘design’

5.3 On-the-spot designing

Once a course or lesson has been installed and is in process, the design takes over. Students and teacher (if there is one) and materials and the design rock back and forth and interact with each other in a ‘response environment’ for learning. If your decision-making has been good in creating this environment there is a good chance that it will have success. Your students will learn and will learn in a way that they like. Continue reading 5.3 On-the-spot designing

5.4 End evaluation

Once a course or lesson you have designed is over, you will need to look into the mirror of an end evaluation (activity 1). You will need to validate the quality of your own design decision-making. This end evaluation is always a moment of truth. You will be surprised (sometimes pleasantly and some-times not so pleasantly) at what you see. Continue reading 5.4 End evaluation

5.5 Case study no. 6: Troubleshooting refrigeration systems

The usual long, hot summer. In Townville, Illinois, manager Joseph D Doe of the Buy-It-Here supermarket chain is getting hot under the collar. For the sixth time in three days he is listening to another complaint from one of his branch managers about ‘poor freezer maintenance service’. There is a pattern in the complaints which come from different areas in the state. Continue reading 5.5 Case study no. 6: Troubleshooting refrigeration systems

5.6 ‘Experiencing’ a design

A physics teacher is using vivid analogies in her lesson on the subject of `sound and silence’. The analogies are understood by all except two of her students. The two are wanting and willing to learn. Both fail a test at the end of the lesson. Continue reading 5.6 ‘Experiencing’ a design

4.1 Introduction

Every freshly made course or lesson is unique. It carries the fingerprint of its designer’s design decision-making. The last convolutions in the print come from decisions made as you test-and-revise (activity 4.3) a thought-up, worked-out design. The test is made with the help of a small group of learners, chosen at random but representative of the student population for whom the course or lesson was designed.

Vingerafdruk

In the programme writing practice that I knew in New York in the ’60s and ’70s, it was the custom to use eight learners in a try-out. Such a ‘jury of eight’ were able to pick up most of the design mistakes that had been made in preparing self-study programmed learning systems. The eight usually represented a heterogeneous population of several hundred users. Habit, and previous good results, would make me choose eight for testing the design of a new course or lesson today. Practicality might, of course, make one settle for a smaller group of three or four or even two.

4.2 Testing for the unexpected
4.3 Some common mistakes
4.3.1 The missing imperatives
4.3.2 The missing overview
4.3.3 The impracticality of a design
4.3.4 The-missing-melody
4.3.5 The non-integration problem
4.3.6 Some minor but critical faults
4.3.7 An always avoidable fault
4.3.8 A fundamental fault

4.4 Case study no. 5: Riding out the storm
4.5 Some tips